Pajaro Valley Unified School District - Sustainable Schools Advisory Meeting 09/01/2026

Right. All right. Everybody can hear me. Welcome. Let's go ahead and get this thing started. First off, want to apologize and be grateful for the individuals that could make the adjustment to the Tuesday night meeting. Not our intent. Um, as a reminder, I'm offering an opportunity for anybody who did not meet and even those that are here today. If you want to, you can come back tomorrow. Be rolling through some of the same stuff we talked about to make sure that we get that information. and I don't know for sure if I'm going to go get a lot of takers, but either way, I wanted to extend the invitation. So, thank you for that. Um, collective Y and I probably I mean I know it's touched on every time, but I think it is symbolic in terms of the work here is difficult work, but the focus still still needs to be remain remaining on the kids and the impact that it has on the kids both for the positive and then the potential negative. So, our collective why is definitely there for a focus. So, our agenda for today um on August 19th after we met there wasn't parking lot questions and that's fine. As a reminder, if there are, we will continue to update that standard sheet, the one that's in the folder that basically goes over the questions and then the answers. We're also feverishly there's a couple pending items that I think were partially answered and or warrant. So, we are scrambling to try to get those information that those pieces added. It should be added to the greatest Hold on. I don't want to have that noise happen. Um, to the greatest extent possible by our next meeting. I also we put in there a onepage it's kind of a cheat sheet and it has all of our elementary school sites and it talks a little bit about their enrollment talks about anything specific kind of special we're going to elaborate that on here in a second but it really kind of gives an idea also of where our classrooms are for both of our English language learners any specialized programs as well as any specialized programs for our students with disabilities. So that one pager is in there. What you will see and we will begin adding them as soon as I would actually say possibly this Friday if not Monday of next week. You're going to see a comprehensive two-page document that combines a lot of information that's been reviewed by this committee. It's going to include academic performance scores. It's going to include the program. It's going to include stuff regarding uh facility limitations. It's going to say how many bus drivers we have. So that will be done by each individual school site. And what we're going to do, we're going to start uploading them as we get them completed and then continue to add any missing pieces. So, I would say you could begin perusing that as early as next Monday, if not sooner. But you'll see a sidebysideformational on every one of our elementary school sites. Um, today we're going to talk about the LS elementary school optimum program model. A lot of discussion and primary about the uh the optimal program model using four cohort, which is something that we discussed last time. We're going to review a lot of the scenarios and options and recommendations. So, basically continue that work. We're also then going to be able to apply that to MGT. And MGT was the um um individual who zoomed in last time that really showed kind of the I call it the mapping and the impact as we try to condense something to try to get a certain number of students into schools. Preston, you could probably say that better than me, but I I think it's a cool tool, but it basically shifts boundaries to get a desired amount of students into a school that's that's that's reasonable. You're not pulling from one side of Paharo Valley to the other in order to do it. Not typically, but it's a it's a useful tool. So, there's going to be a lot of time spent there. Upcoming, um, we will, as I mentioned before, provide the two-page draw on each one of the elementary school sites. We're going to finalize the recommendation at the September 15th on the elementary school optimal program model and then the bound uh boundary scenarios that we're going to go out to get uh relevant educational um uh educational partners input. We're going to talk about the communication plan and I know a lot of individuals have talked about the desire to attend our meetings to where we're going to discuss this. Those meetings and it'll come up on another slide is the week of October 5th. So if there's anybody in here and I'm going to offer this again and it could be through email if you want to tell me right now we we will be holding uh three total meetings. One which will be virtual two of them which will be held at junior high or middle schools or junior highs within Bajaro Valley. So if anybody wants to join us in that presentation and be a part of that that is an open invitation to anybody here on the SSA uh uh as part of the sustainable schools advisory. So that piece is is made available. We're also going to make sure on September 15th and there'll be an opportunity I think when Preston gets done speaking if there's something after today or probably most relevant even after the 15th if there's something that you guys are needing that you do not have we will work feverishly to get it. There's a piece of info no wait I need this this is valuable to me we will do our best to accommodate. September 30th, we start looking at the middle school optimal program model and discuss that and confirm the final ele uh uh um elementary school optimal program framework and criteria review process. Finally, we will go over that communication plan and I'll share with you a little bit more tidbits about what to expect that in October as well as probably a draft of the survey we're going to use because beyond just the meetings we're going to schedule, there will be an opportunity for individuals who cannot attend that meeting to be able to provide their input via survey. Okay. October 5th and 9th, that's the week of the town hall or the town halls, the community gathering uh uh uh the input gathering sessions. October 14th, we're going to present the middle schools. their preliminary school boundary scenarios and basically start doing a lot of the work that we do with elementaryaries and now apply it to the middle schools. Luckily, there's not nearly as many. So, it's not quite quite as complicated, but still very complicated. Advisory purpose and committee. And I just want to highlight this. I know that this is showed every meeting, but it really goes back to the sustainable school advisory and why we established it and what the role is. But it does talk about the deadline of by no later than November 2026. And I'm proud to report that it looks from a schedule standpoint we're going to hit that goal. Um I will admit I think it was Bill who said this the last meeting the work is going to start to get messy. It's going to be difficult in terms of the conversations that we have and the decisions or the collective decisions that we make or recommendations that we make. This also just outlines the scope and sequence of what was signed up on. So you're going to see in uh meetings one through eight there was a lot of data probably honestly in some cases too much. I think that you guys wanted to start talking. I know last time, thank you Preston for leading it. There was a lot of rich discussion. That discussion is going to continue today. Um the website up and active. So I want to say that we made the recommendation to the membership that should be good. Obviously on the right hand side you see the frequently asked questions etc etc. So all that information published on the website as well as the live stream of this particular meeting. Oh god. As a reminder, the parking lot on August 4th, there was no there was no parking lot questions, but again, at the end, and you'll see it on the last slide, welcome the input. If there's something that you would like us to try to tackle by the next meeting on top of what we're going to try to provide anyway, u please put that as a parking lot question. And then finally, I do want to go Oh god, this thing is like a little bit blind. I want to go here. So, it's important to remember and I want to reiterate it again. The optimal program model does not determine something that's already in the collective bargaining agreement. Class sizes determine that. So there's nothing that this committee can recommend that's going to trump what's listed in the collective bargaining agreement. It can have an impact on administrative and classified positions. So meaning if we were to close schools, would there be an impact on on a classified member potentially and there could be uh that same impact on management depending on what's decided. That's the nature of the beast. when you combine schools and then you reduce the amount of schools with which we have support and coverage. Uh today you should have received or we hope we have the 11 by 17 for September 1st 20126 and then the f four cohort student enrollment scenarios. Hopefully that's what everybody has there. Yes. Yes. Yes. Yes. Good. And with that, a reminder, and then it's going to get technical near the end of Preston's uh uh uh uh uh leading the discussion, but there are our boundary maps for the elementaryaries, including where the elementary schools are placed. Makes you appreciate just how big Bajaro Valley is. You look at where our middle schools are placed, condensed, condensed, condensed with an outlier out there up on the north side. And then you look at the high schools and their placement as it relates to Pajaro Valley. So, yeah. Uhhuh. >> I want to say uh it was discussed on Monday. I believe we're trying to get you those files. Yep. No. So, thank you. Yeah. Thank you for bringing that up. I remember talking about it on Monday. With that, again, any of the parking lot questions for tonight, we will do our best to answer next week. And I believe without further ado, I'd like to turn it over to Mr. Preston who's going to lead us through the discussion tonight. Appreciate it, Preston. All right. Good evening everybody. Um, I actually want to thank you all for adjusting to tonight. Um, I actually want to tell you why so that you all understand what went on. Um, my admin support, she retired at the end of the year and I foolishly was looking at the wrong calendar. I was looking at 2025 and I thought that the second was on a Tuesday. Um where I'm going to be on Wednesday, Thursday and Friday is actually very relevant to you all. Remember when we talked about the Stanford study and people were asking about it. So I was invited to a cohort at Stanford over the next three days to talk about kind of the very question that you all are dealing with. So, I will be there holding you all near and dear to my heart and like trying to bring in some of the best practices and some information for you all. So, I just did want to let you know it does dovetail kind of with the work that we're doing here. And I really do appreciate you all taking the shift um over to being here tonight um so that we could walk through this. Um so anyway, thank you and I apologize for the mixup. Um can we go to the new the second presentation? So, a couple of things that I just want to share and having worked with community around a lot of these different pieces. Every time we sit and we talk through things, you're going to find pictures of our conversation in the next PowerPoint slides that I have because I do really want you all to to carry with you kind of the knowledge that you've been building over time. And it's quite honestly it's very difficult when you're doing it over a long period of time and this is incredibly complex. Like I've been very impressed by how far you all have gotten in terms of your understanding of facilities and how that impacts the overall boundaries. So tonight is going to be pretty technical. I just want to just foreshadowing a little technical. We're going to look at numbers and then Cameron's going to come on and show you some of the boundaries. But first we're going to look through some of the numbers that that align with the work that we're doing. Okay. So, let's jump into it. Um, so a few of these slides, I've gone over these, so I'm just skip through this so that we can get into the data. Um, I'm going to pause right here. That's like one of the things is that in the D school, we're actually following a design process that we empathize. And I really want to hold this spot right here. This is the part where when you start talking about projections, you start talking about the four cohort, you start talking about the school, I want you to really hold with you who might be impacted by that and just hold that hold that space for it, right? It's an important piece that always empathize with the people in the context deeply and you know the con the context here in PVUSD way more than I do, right? growing up in San Juan Batista doesn't actually translate completely over to all the experiences that you have had here. Right? So, I'm really expecting you all to hold that empathize part as we go through it. You've been defining the problem for quite some time. We ideated on it and now we're going to go into a prototype. So, that's where we're here, right? And we're going to get tighter and tighter around that prototype and get some feedback from you all as we move forward on it. Um, any questions on this before I move on? Because I just think I'm going to keep coming back to this as you move through. Yeah, go ahead, Casey. >> Hello. Yeah, >> I'm I guess my question is why are we sending out a survey in October um to pull in understanding of the people in context deeply when that looks like it's the first thing? Why didn't we do this before? >> Yeah, it's a little bit of both. And I can answer and I don't know if Mark you want to jump in but like this phase right here defining and understanding the complexity of the problem is what your charge is as a group. Right? That's where we went really really deep. It doesn't mean and this is why I held started with empathy. It doesn't mean when you hit these other phases you can't cycle back and and start here. So I would say that you are constantly touching base with who your end user is. So just to be thinking about it, you all are representative of the community in this room to some extent. It's limited, right? There's 20 29 30 people in in in this team. So I would say that that is an opportunity after you've done the deep thinking to circle back and recheck with the community around are you going in the right direction? And I don't know if you want to add to that. >> I would agree with that. I mean, I I think that there has to be a knowledge base because there's so much I mean, if you think about the amount of time that you guys have spent in here and this information you've learned, whether it be facilities, transportation complexities, English language learner programs and that complexity, students with disabilities, in a perfect world, everybody would have that level of knowledge. But I would say without that to survey, I think that we need to get further along in that process to survey then what it is that we are recommending and then get the input from there. >> I don't know if that was sufficient, but I that's that's my I do think you want to constantly be thinking about how you're cycling back to your constituents about this. Um okay, past I'm going to go past this. You're here. There's a future. We talked about this last time. Um just a reminding of like some of the priorities that came up from you all. And I want you to just hold these, right? Safe, supported schools with strong sense of community. Safe, cared for, happy students supported through meaningful inclusion. These are things that you all came up with in past sessions, right? And I'm just going to keep going through these. We did a like kind of a wordlele where we talked about some of the things that you were holding that you wanted to make sure didn't get compromised in this process, which is really critical as we're going through these conversations. Um, we talked about aha moments. I'm not going to go through them all, but these are the things that you all had put up on the poster paper when we went around and everybody kind of shared out. Um, I'll just hold it up there for you all to kind of reflect on it for a second before I move on. Sorry, Jessica, you're right on the I know it's also hard from this end when you go and somebody disappears. Okay, those that comes directly from this poster paper. So like you can check it back to make sure that it was something that we was stated. Um then just just a reminder of one of the things in your toolkit about what's really critical around elementary school design implications because we're going to talk through this today. Um all right so step one tonight is to go through the data that MGT has like kind of walked through and I'm going to walk you through each of the scenarios and the why. Um, this is your current boundary layout that supports the current district. So it goes back to C your question about the boundary maps and things like that. This is the status quo. Um, so one, your opportunity is now to apply these optimum school design principles to your local context in the and the current schools. And we will be adjusting boundaries tonight based on the optimum elementary program size. So, first we're going to go through the numbers and then you're going to visually start to see the maps. Okay. Um, so just to remind folks, and I thought it was actually for me was a really good point because I thought we were going to start with a five cohort model to start and you all had picked up the capacity analysis. And so even though I felt like we the four cohort model was actually going to miss out based on what was on the paper when you all voted it was like hey wait a second we see the capacity analysis this makes more sense right now to us. So we started with the four cohort model. I want to say it does not mean that there can't be a few schools that are five cohorts if it makes sense but that's the conversation that we're going to be in tonight to figure out if there's some places that that logically makes sense to you all. Okay. Um, so in the process we talked about this, now we're here. Where are the best locations in the district schools that can be configured to meet the optimum programs? And this is where it starts to get higher stakes. And we're not going to talk about individual schools tonight, right? We're going to talk about what you see in the data and what you're thinking about so that we make sure that we're addressing some of the concerns that you have or some of the things to think about in Oakland. There was a conversation around two schools and there was a major street that nobody had lifted up as an issue around crossing that street to get to the other side. Those are the things we need you to think about within the context of your own district and the map. Those are really critical because when you stand somebody stands in front of the community and starts talking about it, they'll say, "What about this street? What's your solution to that street?" If you don't have a solution to that street, it becomes a big issue around the plan that you might have thoughtfully put together. So, I really want you to be divergent and how you're thinking about each of the local contexts as we're going through. Think about the things that are there. Yeah, John. >> Give the data. So, when you give the data, what is optimum mean to you about a design? Is it listed somewhere here? We ought to look where >> it is. So, and this actually is a great segue into this. Um the ele we did the elevator pitch for the four cohort model, right? And that is the design. It's not a programmatic design, right? It's not like what whether you have uh dual language programming. It's not whether like it is these are the cohorts that you have. This is the number of kids that will be served in that school. And then there's a layer around program. What is the program that goes there? And these are the reasons the four cohort model gives us the opportunity to offer students and teachers more. The group saw the potential for increased collaboration, increase support staff, and the ability to reduce split staff across multiple schools. But they also raised the right questions. would supports be spread too thin and can facilities support larger schools? And I think that was actually the driving question that went to four cohorts as opposed to five. Um the goal isn't simply a larger school. It's a school with stronger collaboration, more consistent supports, and the resources and spaces every student needs to thrive. So in the slide deck, there is a slide that shows you the four cohort model and how that runs through. So for example, facilities supporting a larger school. How do you define a larger facility supporting like what things are there that you think need to be there? >> It's there's two >> excuse me. Oh, sure. >> Not just, oh, we're going to increase support staff. Oh, we're going to collaborate. you know that that's very um weak in defining in my mind when I see because everyone defines those items very differently. So specifically what is the cut off the catch or the hooks >> y >> for the four court model given those issues of collaboration. >> So I'll get so I'll just hit a couple of them. >> Okay. that actually research is opposite of what you said right now and there's a slide in there. Collaboration is the most powerful tool and coherence to getting great outcomes for kids. A teacher of one sitting on an island by themselves and not having supports integrated into the school day is actually incredibly difficult on that educator. So when you're looking at the value proposition of having four teachers that are working together and collaborating that significantly improves the outcomes of all those kids in that group. So I just in terms of when we're talking about why multiple people work together collectively in a particular direction that is actually a really powerful lever for academic outcomes for kids. And there is a slide in there. If you go to your toolkit, there's a slide that talks about that. >> Yeah. Go ahead. >> And and when are we going to talk about individual schools? >> Today. >> We're we're getting to talk about what schools might be impacted within regions. We're not pointing out an individual school. So, okay, here's where we're going to start diving into it. In your box, you have these Post-it notes, right? The the little square ones. I've put on the back scenario A, neighborhood access, scenario B. And I'm going to walk through each of these. As we're going through these, I want you to think about some of these things. What are some clarifying questions you have? Wait, I don't understand this because not everybody's always going to speak out. And so what I want you to do is take an opportunity if you're like, "Huh, I wonder about this as we're talking about these scenarios." Um, what does this make you think about? Are there some positive things there or are there some negative things? What are the things that you're thinking about as you go through these scenarios? And then at the end, we're going to give you some time after you see it to and we'll take them up here is like what are some probing questions? What are the hard-hitting questions that you know you should be asked if you were moving in this direction? And then the next time we get back, we'll be able to address some of those those questions that have come up because and then we'll start there'll be a phase where we start talking about the the actual schools and impacted schools. Okay. Does that Okay. Um so MGT did a phenomenal job at doing this um around and I want to tell you the different lenses that we heard here that you're going to see the data and I want you to understand the data that is that you're seeing. Scenario A is neighborhood access. We minimize the amount of time that students would have to travel um to preserve access to nearby schools. So what it means is they're what was the driver around how they're trying to catch the kids is essentially as the crow flies where are there enough kids around this school that you could or around this area that you could put all the kids into a four cohort school. Okay so that that is closest proximity to the number of kids that it would mean to meet the four cohort model. Okay that's scenario A. So, in the back there's a scenario A. If you have questions about scenario A and you might not want to ask them or you you just have thoughts about it, they would go up there. And we'll stop at this and at certain points. Scenario B is driven by the facilities condition. It's prioritizing campuses that are in the best condition. So, it's taking the same principle and it's saying, okay, where's the building that's the best that can hold this number of kids? And it's looking for can we get the number of kids to fill out a four cohort school which would mean generally speaking for you all right now two TK classes for kinder classes for first grade classes all the way up. Okay. The third scenario scenario C is looking at feeder pattern coherence. And what that means is you look at because the top of your system at the high school level is actually pretty well proportionate and things like that. And so it says if all these kids are going to go to this high school, what are the elementary schools that need to feed into that school? So that's where we're looking at the feeder pattern and looking at the elementary school communities so that you can predict which are the kids that are going to end up at the high school together, right? And the scenario D is kind of community stability or neighborhood. It minimizes the number of students that are potentially going to have to transition from school A to school B, right? And there are all those are four different lenses that we're going to look at tonight. So I don't know I I don't want to say a name of a school because as soon as you say a name of a school, I'll just I'll just pick Garfield because we have a Garfield in Oakland that we're doing work on. So okay. So Garfield, right? In scenario A, Garfield might be the landing place. In scenario B, it might be a different school down the street, right? Scenario C, it might be Garfield again. Scenario D, it might be a different school. So then you all will be able to have the conversation of what is the value that you have around each of these school sites and why you might be selecting one over the other. Okay. So >> how do you measure value? >> You do. I don't. >> And what criteria? >> I think these are different criteria. Neighborhood access values proximity to the school. Shortest. >> What's the shortest and what's the maximum would you be saying that would exist in these schools that we're talking about? uh and you know >> yeah or what is an optimum that we should look at? >> I think this is a huge policy question for the district. I think it's a great question and I don't know we that might be something that you put in the parking lot and I just want to explain to you why one of my student one of my schools in Oakland right it's an elementary school has almost 1,200 students that live within a mile of the school right that context here it's not going to be the same right you're not going to have like if you're up in between the boundary between aptto and Watsonville and I put a dot right there. There's not a thousand kids within a mile of that dot. Right? So context matters tremendously. You may have in one region the south part of you know Paharo, you might have longer travel times for that school. You might have a different area that's closer to downtown like this region much shorter travel times. So, it's going to change dependent upon which criteria you're using and that's the hard and I think what you're looking for is synergy and overlap in these things that I know that that's a wholly incomplete answer but I think it gets to to where we're going to go tonight. >> Yeah, go ahead. Just want to confirm for scenario A that is a radius with the school at the center roughly. It's not a consideration of any traffic patterns or how people move etc. Is that correct? >> So that would be an amazing question to put on a post-it note because I don't completely know the answer. There's two ways to do it like the travel distance that is placed on streets and there's also by the crow flies. I don't know uh because this is where MGT has done it. But these are the types of questions we need tonight so that we can answer it. So I would write that one down, Steve, on a piece of paper. Yeah. And then we're about to get into the data. So yeah, >> just quickly I know that there are currently some schools school boundaries where the students live right across the street but it's a like or not across the street maybe literally but really close to one school but the boundary has cut them off to a different school where they have to travel further. >> So we're let's talk about this >> and those are islands in your boundaries that are usually an artifact. we have one in Oakland as well like that there's and it's cut off from the school that it serves and so this is an opportunity to fix some of those things and to have the conversation about what are we doing here um so that's great that and that's a great connection to the last time that MGT presented and he showed that up okay so just like Steve modeled perfectly my next slide but what are some clarifying questions you have or what have you noticed specifically about scenario A so I want you to have your little post-it note because you might not want to ask it, but we need to hear from everybody about all these things and then I'm going to start walking through the data. So, does everybody have the data set in front of you just because Okay, great. All right. So, this is neighborhood [snorts] access and I want to a big actually let me go back the horrible move right there. You all started looking at it. Okay. I do want to say one thing. One thing about your data, and Megan, this goes to actually a conversation we've been having about just kind of the the overall district in the district data, the special education students that qualify for SCP programming or SDC programming um is not all that clean. And so we're working through the data issue on that side. So that when we start showing this, these numbers are the 90% version because what they tried to do and I think they did a really great job of pulling out the SCP program or the S SDC students so that you can actually see those numbers by proximity to the school. But I just want to let you know it's not at the 100% like validity. So, if you see these numbers and it's in this presentation, you have it in front of you. If all of a sudden it's like, "Hey, wait a second. This number changed, I want to let you know it's something that we actually expect to happen as the data gets better and better as we're doing this." So, I just wanted to make sure that because you're going to see it's a key design element in these cohorts and I just wanted to make sure that people are understanding that this is a work in progress as the district develops its data systems around being able to track students individually which is a great step forward in terms of some of the planning pieces. So, I I just wanted to I'm holding like the some of the conversations that we had as we move forward. Okay. So, here is what we have. And so, I'm going to walk through this and we'll start going faster and faster through this as we go through. So, it's school A in dash one, right? So, it's it's you're going to see this correlates to an area in your district, but right now we just want to go through the numbers. There's no name of the school. There's nothing there. It's just in this region one wherever that is in the city or in in your district because it's actually multiple cities that there is a school that is scenario A and I want to walk through this so that like people have walked through this with you before right okay so 2025 this was the enrollment based on this boundary you had 42 TK students in 2026 is 47 They're expecting 44 in 2027. That will be 2.2 classrooms. Okay, this is just a enrollment versus school design thing. You can't have 2.2 classes, right? There are some decisions that you need to make about that and there are some strategies you can use anywhere along here, right? That the only one that you're going to notice is a four. That's where the each classroom is completely full. Right? That is in in the K year in this particular school there will be 97 kids which means you have four full classrooms. We round it up so there's a little bit of space in there but it's four full classrooms. You're going to see that some of these are less than the four and it's just something for noticing around what does that mean? Right. Um it does get to like is there a combo class here, right? Yes or no. And this is really kind of a district staffing question that you should be asking your district, right? Like what what do you do in these scenarios? What are the rules for it? Um so this gives you the classrooms. So then as you're going over and I just want to be really clear, right? So this is the number of classrooms TK through five here. And then this is where the special education number. We worked really hard to get this pulled out of the data so that you could see it. We're expecting 38 SDC use SDC. That's the term that use in okay use 38 SDC classes which is 3.2 classrooms. So what this would probably look like is a two cohorts of SDC students moving through that school. Right? And so this is when we talked about how you start designing from um using special education students first. They would take up four classrooms within the school and then there's total of 27 28 classrooms that you would need just for instructional spaces, right? So that's teacher's name on the door all the things. So that that's the instructional spaces. It doesn't mean that you're not going to need supple supplemental spaces, right? You might have a resource room that's dedicated within the school. And this is where you're looking at the facilities and like how each facility is designed to like start carving out those spaces. Um, you may have an art like we talked about prop 28 and how much gets allocated out to a school. At a school of this size, you would likely have one full art teacher funded by Prop 28. Okay. So then if you keep following this out, you start to see that in 2031, which I think is the low is that the low point in the projected enrollment for the district, it kind of >> Yeah. So like then you can also see even with the move a move in 2027, you could see that the school is actually going to be a little bit smaller in 20 2031. so that you're understanding where the projections are. >> How do you get the number of 24? If you took 92 in that classroom in 2022, >> which wait, which number? >> And there's 92 student four classes. >> 90. >> You have 92 uh in 2027. >> 97. >> 97 right here. You're saying the goal is always to have 24 students or 28 students or is there a range that you're saying is liveable? >> So that is around the LCFF I believe it's 96 >> right >> in terms of so it's dividing by 24 in that scenario. >> Yeah. But my point is that there's a range here. So when you start doing this and do you want to live with 27 as the max or are you living with 32 as the max and and so you're it's a moving target until you nail that down. >> No, that's what Mark actually talked about this in the beginning and I don't know if you want to >> Yeah. >> There you go. You would want to look at the contractual limits that we have for a class. >> Okay. What are those? TK 20 >> 20 >> primary 24 and correct me if I'm wrong on the intermediate. Primary what? Four >> 24. >> Primary stop at five. >> 3K. 1 2 3 and then 456 is 32. Did I hear >> 32? >> 456 is 32. >> Say it again, Peggy. We have the accurate number. >> So that would be a clearer explanation >> that we would then have >> to go and talk about this. And that's the kind of thing I'm honing in on because you don't touch those things because you guys know it too well >> and I don't. >> You know it well. >> Yeah, >> I know it from my district. Everybody like But >> so the teachers do, but hey, I'm the dummy here. So it's okay. >> So but this is actually but remember this is going to go out to the community and there are going to be people that are going to be asking that question. So I think what I'm hearing from you and this is what I want everybody to take a second as we're going through the first one is it's really easy to add a column over here and say the maximum classroom size that you could see it what's being divided out and that's why this group gets to see it first to provide us that level of feedback so that we can adjust it. So, I'm going to give just a minute or two for people to just jot down. And I see you have a lot of notes. So, I just if you have a note or noticing, I just want to give you a second to think and then we'll go around to clarifying questions on this one. So, if you have a note, a comment about kind of what you're seeing here in school scenario A1, just take a second to jot it down questions you might have and then I'm going to field the questions from you all. >> [snorts] >> That's easy. Okay. So, since this is the first one that we walk through because we're going to go through a lot of these, um, a couple of questions that are coming up. I'll field them and then we're gonna go through. So keep your sticky note because I want all of them to get captured so that we can kind of review them all. I'll open up the floor questions about this. >> Yeah, go ahead. >> My question is about around special education. When we're looking at that number, I know we're looking at SDC, but are we looking at SDC mile mod students? Are we looking at life skill students? There is a different ratio and also contractual language around that. So just to differentiate between the two would be good. note. Awesome. Can I just say what I just want to kind of just to make sure that in this classification around special education students and whether it's SDC classes, there's different types of SDC classes that might have different levels of support and also different levels of student numbers in that. That's the part of the data where we need to that's a programmatic question. Where does it make sense to have a program that is specifically for, you know, mild moderate students within the this the the district? That's where we're trying to get around the data. So, we're not there yet, but it's a really important question because if you knew that they could travel less distances and things like that and have specialized program within an area, that's an important consideration as you go through this. That's why we're not jumping to like here's the school and here's there's there's a conversation that we need to have. Great question. That's exactly the type of questions we want. Go ahead, Casey. Casey's got some hard-hitting questions right now. So, I'm just letting you know she foreshadowed it at least. >> I was just looking at the bird's eye view of all four of these scenarios. And in all four of them, there are nine schools. And we currently have 16. And so, that's seven less schools. or sorry I'm going to try to use the correct nomenclature. We are merging seven schools together and that's going to be really hard. There's nine in all of these. >> But we haven't said that that's our plan though. I mean that's it's an idea. So I I just want like a the emotion that you're feeling right now is that's the empathy side, right? And I'm glad that you're, you know, there is a re there is a impact on the end of this. And I think there's two things that I wanted to say. And thank you for for jumping out and saying that. As you're going through these numbers, you're going to be looking at it and you're going to be starting to look at each of the scenarios across the district and look for ones that make sense and ones that don't make sense. Right? And that's what we want you to flag tonight. And this is where it it does start to get hard. And there is some level of emotion. So I just like that is an important question around where we're going in the future. And the hope would be and and I and I mean this with all sincerity is that you're going to offer in whatever decision you decide to do, you're going to be offering a more quality experience for students in that new environment. And that's why I always start out with that first slide around strategies. This is a strategy. The execution is critical. Like how you deliver on that is really, really important. >> Yeah. >> On Monday, I just accepted a new student into my class and we currently have like a 10day wait for students to be transferred for overfill and whatnot and so forth. That would be great to change later. Um, but just watching his mom cry at the door and um I mean another mom on Atosia was saying how she, you know, she just got word that her her daughter had to move schools. She'd been there since kindergarten and it's really hard. And so I know like doing this over a summer or just having the longest amount of time possible for these families to prepare >> is so helpful. And I know that you know like um uh another student of mine who's over at another school right now. Um you know they all have to go to different middle schools and so they all get to make new friends and um so I was talking with uh parent um and was just saying how she's having a hard time missing her old friends. And so I think a part of this conversation with the empathy side is saying, "Hey, you get to make there's a song that my mom taught me. It's a little jingle. >> Make new friends and keep the old one and the other." So, I want us to like live there right now because I know it's ultimately going to be for the best for our students, >> but this is so it's just it's a hard pill to sw. >> Thank you. Um Yeah. And I would just you actually layered in three things. I think also that's what that parking lot is for. if there's policies that the the district needs to do around enrollment. So you're those are put them up there because this this is more than just a shift around what buildings it's program but it's also policy as well. So I would make sure that you use your post-it note to put it over there too. Um okay we got two questions from this side and then I'm going to walk through some of the other scenarios. Any questions on Yeah. >> Yep. Yeah, it's so and this is what we need and this actually goes to the question that you asked. These numbers here are very simply calculated by taking the number of students that you expect in the school and dividing it by your class size maximums. those numbers that they just gave. Clearly, you don't have 26 and a half classes, right? So, you need a minimum of probably 27 28 because you have a lot of like fractional classes. And that's where you go back to the overall capacity of the school site and figure out whether or not this could fit at that school. That's right. >> What would you how do we expect to get that? We go through it and do pulling this data or are we having something that this district at one time did >> and so I don't have to go on this um exploratory research curve. >> Yeah. >> I can have a jump what I call springboard of what they see, what they have, what they're worried about to integrate it into the data that you might be giving us next. >> Yeah. I I think what we're looking for tonight is in each of the scenarios as we're going through them. What are you seeing in the numbers? What are you seeing in the boundaries? And you call it out. there is a place where the next phase is to really overlay the information that we're seeing to help do some of that heavy lifting for you that you're asking for because there is going to be some level of coherence around some of this and that is just that's going to be part of the process in the next couple of meetings. >> Would you say that these two schools classroom wise are close to capacity? There's no reason on the scenario a theory >> of moving them. You might want to have other reasons, but as far as how far they have to travel, these both are basically as a group of two schools. Okay. >> Yeah, it's so in scenario A1, there is likely a convergence of several schools into that school and that's when you'll start seeing that when Cameron comes on and shows you the boundaries. So you >> So you'll see that later tonight. >> So you're going to look at the outliners in that district. >> Yeah. And that's where not all facilities are the same. >> Okay. >> Okay. Any other questions on this? Yeah. Go ahead, Jessica. And then I'll go through each of the scenarios and then we'll pause on scenario A and then we'll move on to like the next scenario and walk through that. this one >> in all these numbers. I'm not, you know, I'm just seeing, you know, the numbers and then the classroom sizes, >> but we're not taking also into consideration the English learners >> and where that would fall. Are they just going to be all stuck in between other ones? What about, you know, one uh one way or two-way dual language? What what's happening there? >> Are you So, I have a clarifying question because there's two parts in there. Are you talking about spec specified dual language programming or are you talking about d like language support for students that are English language learners because they're different. >> So the language support for English language learners. >> Okay. So not necessarily various models not not necessarily a dual language program >> but uh yes. So, >> may I may I add to that and maybe can you know if I'm off, >> but we have a lot of students who overlap with services within special ed. >> We also have RSP students who are in mainstream classes. And I just would like to see more like the programs that need to be at each school site. And also, we have students who are identified with special ed who are also ELD and they receive services through special ed. So all those groups need to be distinguished and I also want to validate the emotions that are in this room and this is only this is a small group our community we have many communities and this is going to be very real when it hits home to the families. >> That's right. >> And when I look at this this data but why aren't we talking about schools? We need to be transparent. We need to start taking the bull by the horns. So, let me go backwards. I agree with you 100%. We're going to get to that place, but we want to make sure that we're walking through this to look at each of these variables and see which ones are really important to you all because I would say in the next few meetings, we'll get there and it will become the will become very real because there will be school names and we have to get ready for that. The second part to the supports is really a programming question and I bring it back to if you only have I'll pick let's let's go to like a fourth grade class. If you only have one fourth grade class with 75% of the kids that are English language learners, you don't have a lot of supports built into a single class elementary school. This allows you to differentiate how you're supporting those kids because you have multiple cohorts. And so there's a what I'm hearing from you is that there's a programmatic element of like how are you going to support English language learners in this school versus the school that they're currently in. What will be different? Is that accurate or am I missing the question? Jessica did. Okay. And I please write that down because I'm not taking notes like if put it on a post-it note and then we'll move through the scenarios. Yeah. I I I think it's important that I see these as a single lens exercise. This one starts strictly from an area boundary for what could be a school the like and if we do that single lens, it's just the starting point for that scenario and all these other things then have to feed into it. But it's where you start from. Do you start from an area that captures this many students or do you start from one of the other criteria? And the reality of the geography is that the district because of where the schools are actually located might require that there be one or more three cohort, one or more focus of people. I don't think that we can say it's all going to be four cohort or all three or all five because people live in different places. So for me this is just a starting lens >> on where you address the problem from. >> Yeah. I think actually what's the the analogy I would I'm coming up with is that each of these is a different lens at your district and what you want to kind of do is go all four lenses together and see if there's synergy around all four of them that yes this is the right because it's the worst we have kids in a facility that's a poor quality facility and it's close proximity to a large group of students you're going to want to look for overlap and that's why we're going through each of the lenses to see if this makes sense because this is what we heard from you in your conversation. What was important, distance of travel, the condition of the facility, the feeder patterns, and and our kids going to be able to stay with their friends over time. So, those that's kind of where this came from. Um, and then we'll put them all together, and then we'll see if there's coherence around certain ideas and concepts. Yeah, Casey. And then I'm going to go through them so that we can get through. But this is where we need to spend the time right now. >> Has this already been done? >> No. like you're talking about the overlay in terms of each of these because there might be one that you're like this is not actually this doesn't make sense for us. We want to look at the feedback that you all provide and then we'll do the overlay of them to to look at them together. Honestly, in terms of timing, there was a lot of time and energy to make sure that we pulled out this the special education students so that we could start that as a design principle that we heard is important, right? And so the energy was to pull kids here to start looking at that so that you could start understanding where you're placing your mild moderate program because that actually seems like it's a critical driver to in addition to the different lenses. So that's where the time and energy was spent and then we'll do the overlay. So, let me start walking through these. Um, and please like whatever idea, even if you didn't speak out right now and you have ideas and you have thoughts, this is where it's important to put them down on the post-it note, even if you don't put voice to it, because we will review them all and we're looking for all the different angles of it. Yeah. >> And none of these are showing like a combination of like a K through eight or anything like that. This is just elementary. >> It's looking at TK through five as a starting place. And I and I will say that there are because that was mentioned 6 through 12 and also K8 K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K8 last time and I think I've given a couple of examples in Oakland where you have to be really mindful across the entire district because it starts to pull away from elementary schools and middle schools and it can have really unintended consequences to the schools around it. So, you know, that's that's a good point. So, okay, school scenario A in second region. This, if you could just look at the numbers and really just start comparing these scenarios, this school is very similar in size all the way throughout, but this one is in a neighborhood where they're not expected to have as much declining enrollment. I just want to notice that they're they start out kind of similar. Even when you do the outward projections in this area, you're going to end up having two schools that are about, you know, 30 60 students apart, 60 to 70 students apart, right? So, it's not to say right now based on the data we have, these two schools kind of start out the same, but when you're looking out 10 years from now, one of them is going to have two less classes in it than the other school. Okay. School three in scenario A is starts out significantly larger, right, in terms of really full cohorts here. But this is in a neighborhood where you're anticipated based on lack of development or things that are changing around birth rates in the neighborhood. It's still by 2035 is going to be about 100 110 kids less. Right? So you're starting big and then it still holds a lot of the things the principles that we're talking about, but there still is going to be declining enrollment there. This school, school 4, is incredibly stable across all the years. Starts out at 628, it's projected to be at 631. That's like based on what they're looking at currently in the projections. That's that is there's a high level of sta stability in A4. Um, then in Did I make a Oh, I might have made a mistake here. Okay, sorry. This is A7 and it's probably not in your like So, I'm skipping to A7 because it looks like I might have screenshotted and flipped something around. Um, this school starts out at 824, which is a solid four cohort school, right? And then you could see, you know, at 2031 it's about 200 students less. So, but one of the things that I want to show you there still is like three cohorts in a lot of the grade levels. And also there is a little bit of um one of the things that's interesting about this model that I always pay attention to the entering grades no matter what grade span I'm talking about. Notice the strength here that there's four cohorts still all the way out almost, you know, where you're looking at 95, 95, 99, something's happening here where families are leaving in the upper grades. So in this wherever this region is and we'll look through the regions wherever this is something's happening in second third fourth grade where families are moving out of that area into other areas when you remember this is all resident students so just something a variable for do you see that like I this is a school that's like really important to like kind of think about there's a there's a there's an issue with families moving out yeah Casey go ahead 20 33. >> Yeah. >> And when you do that, you're talking about which grade level. >> So I'll just show it then Casey like is if you notice there's 94 kids here, four cohorts, and the 94 in the entry grade stays across the top. >> Right? So your your entry grade is still getting the same number of kids in the in the neighborhood. When you see a profile and if you go back to the very first presentation I did, there's an example of a slide. There's an issue where families are if you look in 3031 are there's still enough families to support the four cohort model, but they're leaving out of the school and you're getting less cohorts in the upper grade levels. Okay, that's the point I'm trying to sort out. So, when they hit the fifth grade, they're not there. >> When when you hit >> they start in the in the case, they start in the third, but then it goes up in the fourth, but then they drop again. >> So, one of the things that you could do when you read these >> 94 kids here in 2025, >> yeah, >> you draw a line down. >> Okay, >> 93 go here. So that means of the 94 93 progressed forward or you're projecting to have 93. Then you draw a line here 92. So they're losing a kid a year. And then you go down to this level, they're at 97. So right now they're not losing. They are projecting based on things in the neighborhood that families are leaving in the upper years. So it's just something I just want to point out from a like that's in the future. It is saying that you have enough students currently, but in your current model, you're losing families in this neighborhood in the upper grades and that's what's carrying that projection forward. Does that make sense? >> Okay. Yeah. >> I think this is a friendly reminder that this forecast only goes out so far. So, we by the by the time we're in the 2030s, new things can be happening. Um, yeah. So, and and I was thinking, you know, some of these if it's goes the same way, hopefully it won't, but if it's linear, then we're looking at like closing like I mean, no, sorry. Sorry. Merging >> addressing >> merging more addressing the problem. >> Addressing addressing more problems, but I don't like it's Yeah. Hopefully, it's cyclical. >> Yeah. A couple of things. H I wish I had the data for it, but like I I'll come back if you if you ask me this as a the birth rate in California has dropped significantly over the last decade. The number of people I think it was like 2.3 um student like children per fam and it's down to like 1.6. That trend doesn't look like it's changing. Right? So one of the things the two things that influence this number are two very simple things. one birth rate and two development in your community that is going to bring in families. If you have a moratorium in a particular area where there's no building, you're not going to get more children in that neighborhood. You're just going to keep getting less and less. So, it is part of the school district to partner with each of the cities because I don't think that people have talked enough about how housing is impacting this because housing is impacting what happens with school districts. And if your housing policy isn't aligned with what the school district who the school district serves, you're going to continue to be declining enrollment. >> And currently, our county is behind on affordable housing requirements. That's for a different that's for a city council or a county supervisor meeting, but not here. But it does it it is like I I think I said it the first time, Oakland in the last 10 years had done 15,000 units of market rate housing that yield almost no kids to the school district. So that was their investment. Um okay. So now we go back to five and six. Sorry. Notice that in this model, A5 has pretty standard, like it's pretty solid all the way through. So, you get a school that you're not a projected. Oh, the one thing I wanted to say, I'm sorry about the the numbers. I forgot to mention this. You're usually working off of birth data for you. You only know five years, right? So, who's born this year is going to be in your school system as kindergarteners in five years. So the quality of the data from here to here is relatively strong. Then you're working more off of even more projections as you move out, which is like kind of that um how many students are returning back to the system. So I just wanted to point out that that's why this number is lifted up because there's a a higher level of certainty here, less certainty out here, but there are still things that you can use around projections around that. Um, so this is school A5. A6 is another school that is at 7 uh 754 606 and then down to six 612 in in the outer projections. Um, and then A9, sorry about that mixup, um, actually has a significant level, starts at 740, 676 with a lot of like four cohortish groups, but you could see that this grade level here is already really low in that neighborhood, right? That this area that we're talking about has 81 kids that are currently in first grade. that number is going to 85. So it's not there's a there's a low number of kids already in the system. Okay. So that's neighborhood access. So we've gone through the nine scenarios that are there. Take your notes. There's your because we're going to move on to B and then we're going to go much faster. So, if you have Post-it notes, I'm going to invite you to go up to scenario A and put them on scenario A. And then also grab grab a drink, whatever, as you're doing it. So, if you have a post-it note and you have something, if you could put it up on scenario A before we move on to scenario B, take a three minute hiatus, finalize your questions, and put them on scenario A. Okay, now we're going to scenario B and we're going to spend six minutes on scenario B, six minutes on scenario C, and six minutes on scenario D because hopefully you've got the rhythm down to it and you'll be able to put notes. Um, and then we're going to turn it over to Cameron to look at the boundaries that are are are mapped out with us. Yeah. Are these the same boundaries or the boundaries have changed >> for each? >> The boundaries are going to change for each one of these. >> Yeah. Okay. >> Because it's a different variable. >> Cool. >> So that's where kind of this idea of multiple lenses will be there. >> Okay. So now this one, the priority that they used around figuring out where the kids are is basically based on the the the facility condition. And the only reason I like and one of the things when we were talking about facilities, the facility condition is your most hidden variable in your budget around all the things that you have to pay for, right? They call it deferred maintenance, which is a horrible name because it just means stuff you're not going to do and you're just going to live with it until you have the money, right? So, this is one that is really prioritizing your schools that have the least amount of facilities need, which means that they're the highest quality facilities and they located them in those. Okay. So, school B1, which is still region one, but B 652 and then a a pretty significant level of stability in that school, right? So, this would be focusing on facility condition. Um, school B2 um starts with 8 689. Still seeing a little bit of decline here of about a hundred students, but at the midway point it's actually at the lowest and then it starts to rebound a little bit. But like I said, um still maintaining at least three, if not slightly more cohorts in that building. Um, school B3, 791 students that were there and and and starting this year at 693. And you could see that this school is still predicted to drop down by about a hund a little over 120 kids. And then you could see that while it's still at four cohorts at the top, it does have like three cohorts in some of the other grade levels as well. So, it still keeps collaboration. It keeps some of the supports there. Um, school B4 is essentially 624 kids where we are right now and it's predicted to be at 628 in five years in in 2031. Uh, B4, I'm just going to compare the blues to the greens. >> Okay. This is prioritizing the best facilities you have >> because I'm telling you that's what they used and then we could look at like I like it's yes it's in it's if you look here and you take the facilities that are there whichever ones had the highest need based on dollar amount count and the facilities condition. Those are not listed here. They would be on the list of schools that were are not included in this. >> Yep. >> All right. Okay. >> Okay. I don't Yeah. I mean, this is something that we could it put it on the parking lot. >> I >> Well, if you put it there, I can tell you my test is I can walk a site with you and we can look at the site and you can see the issues, right? And so I >> I I I'm I I haven't walked sites and looked at your data, but there is I don't know what you're referring to, but I'll follow up on it if you put it on the parking lot over there. >> Yeah. >> Just to clarify, this is just asis. No, nothing has been approved. Just as is. >> Right. So this would be prioritizing what it is today, but also there's a variable in there around if we're moving these children into these schools, there's definitely going to have to be no matter what you do, there's going to have to be some facilities investments that go along with it. >> Yep. So it means that you're investing probably in the way if you think about it currently, if you have 16 schools, right? You're going to have to divide. If I have a million dollars, you have to spend it over those 16 schools. This would mean you're taking that million dollars and you're dividing it over the nine, right? So, there is a you are able to do more at these schools. And I'm I just those numbers aren't real. I just want to be I just get it for sake of an example so that you could do the the math around it. It's about $100,000 per school. So just but that is an important variable in here because I I know that no I did not see a single facility that said it had no need zero. Right. So these are your these are your and you have some beautiful facilities. This one of the schools that I drive by is absolutely fantastic coming here. So it's it's much newer. I look at it and I'm like oh I wish I had more schools like that in Oakland. Um okay so B3 B4 um go to B5 um also is right here is about 677 this year with three to four cohorts per per grade and then it would be at slightly below but maybe a loss of two classes from that school. Um so not significantly impacting the overall teacher teams at each grade level. Um B6 um is at about 700 this year, 695. It still is projected to have some declining enrollment. Um and I wanted to just point out that each of these schools has about 40 students that are in the SDC program just to kind of walk that through as well because I kind of stopped mentioning that but it's an important variable. Let me get to the last one and then I'll take some questions. Um, this one becomes your largest. This is your largest school at 729 right here. But you have a smaller school on the smaller side here, which is pushing towards three cohorts just in terms of B7 and B8. And when we start going through the maps, you might see why that is. Um, but generally there's a level of stability here. This one seems to still have some declining enrollment in this one as well to get down to 466. that's still two to three cohorts in that school. Um, and then B9 is here around 617 with about, you know, 40 pretty consistently 40 special education students all the way throughout that um, and has a high level of stability in that school that area as well. All right. And this is probably the place where you're going to be able to start putting together different data points to understand which schools are there. I don't, but you might be able to do that if you have that giant spreadsheet that you were just pointing to. Okay, before your question, I went relatively quickly through this. Take a second. These are, remember, this is putting the children in the highest and best facilities that you currently have. So, are there questions you have about this data that you want an Oh, that's I like this. No, that's fun. It's good fun. Okay, take a few seconds. Are there less questions for this one? >> If you look at the classrooms, blue against green. >> Uhhuh. >> So, are you saying that if you look that the cohorts >> Yep. are based by the staffing levels and the 3.3 or 2.9 you see as compared to five years earlier they were at 38 41 something like that. So you're saying these are four cohort schools that are dropping to three cohort schools >> down to could potentially be two >> depending on which of the schools we're talking about here. >> Yeah. Yes. And you still I I will just say you still have a declining enrollment issue that is happening going forward. The difference between where you sit today and where we're talking about here in a school that's a two cohort school, you still have two teachers at the grade level that are remaining. So if you lose one teacher, you have ongoing supports. You still have a lot you'll still have more um additional supports at the school site. You might not have a traveling person that needs a pair of professional that needs to travel between it. So, there are some elements there that are still held, but you still have declining enrollment. >> Thank you. >> Y go ahead, Casey. I'm >> just noting it's not even a question. Um the MGT utilization analysis for our elementary schools, all 16 of them. So B3, B5, B6, and B8 are all above capacity for 15 out of 16 of our current elementary sites. >> Did you put it on the thing? >> I did. I'm going to put it here. >> Okay, perfect. >> Okay. I'm going to ask you if you have comments or patterns or things that you've noticed around that, you can add it to the the facilities condition one. So, I want to make sure Cameron gets to do his thing for visual learners. >> Yeah. Y hook me. Give me a hook. Like, okay. Okay. Only three for facilities condition. And you come back to this as we're going through it because you have all the data in front of you. But, okay. Um, this one is feeder patterns and what it is looking at at the higher grade levels like that schools flow together into the high school in the area. So, it's likely that because you have some relatively large high schools, if you think about this giant boundary here, like this is your high school boundary here, that you're going to have multiple of these schools will be in a feeder pattern, right? So like if you start thinking the one thing that's a little bit different about this one C1 and C2 may roll up to the same high school, right? So that's different than the other scenarios. It wasn't factoring in where they would go to high school. Okay? So you could see these school sites, this school site, just want to note there's a policy question around there's 51 SDC students in the school projected, right? Which when I've done the modeling with you, we've talked about two cohorts all the way through that is like a lower grade and an upper grade. So students have continuity there. this school has an additional class that goes beyond the the four that we've been talking about. So there are some questions around well are there ways that some of the students might depending upon what program you select might end up going to a different school outside of this attendance zone into this attendance zone. That's some of the like programmatic pieces that we have to figure out as we go there. Knowing that you're overloaded here for a forward cohort like kind of model where you have two continuums of SDC classes. Um, okay, keep going. Here's school C3. Um, that also, you know, seems to maintain the four cohorts, but there still is declining enrollment here over the next five years. Um this is C4 that 648 pretty stable all the way throughout. Um then C5 is 647 and 689 for these two schools and then moving down to about 565 and then 603. So you're seeing that there's still some resilience in terms of the number of cohorts but it's not at four anymore. It is going down a little bit. Um then we go C7C8. Um 565 here in this site losing about 40 kids or a few three four cohorts or classes of students in the four years. uh 69 696 here down about 120 students still but starts out pretty robust with 27 28 classrooms here down to 23 24 um and then there we go and this is C9 C9 is located in an area where there's some stability around it and feeds up into one of the high schools Yeah, questions and then because I went fast on that one. >> So, um, for this scenario, but the others as well, we know from earlier data that we looked at that there's a fair bit of intra district movement as well as [snorts] some students moving out of the district for whatever reason wherever and this is just the resident students. >> That's right. Is does the data bear out that when you create these larger schools that there's less intra movement? >> So that's a great question actually for that one, but I'll I'll take that write that question down and I'll grab it from you. I think this is a really really important question and like that one school where I was showing you that you have declining enrollment that happens in the upper grades but it seems like there's plenty of families that are coming in. This is where a program quality makes a huge difference for your inner district transfers. If I'm at school A and I really want to be in school B, right, because of reputation, whatever the reasons are, if I'm not happy here, I want to interdistrict transfer over to that school. There's a promise that you're making that you're going to commit to creating a quality space in the school. And so I think we've talked a little bit about the TK hubs in Oakland and I'll just say there is a value proposition for the principal and leader and the teachers in the school where the hub is to create an amazing experience for those families so they want to stay and they could regrow the school right and if not they can go to their home school right that's that's a question so when you look I tend to look at schools at the TKK and one as like this is the this is your entry point into the school. Whether you could keep them all the way through to the end, there's a lot of variables and you saw it on that one chart. Number one thing is safety that comes up for families, right? Can you create a safe school? If you have more resources dedicated to that school, it is likely with more adults and you can and you can invest in safety infrastructure, there's other things that are there when you go to less schools. And that I would just flag that's an important thing to include in your survey, right? if you're an inner and you can pull out whose inner district um you should be able to pull out and survey them separately as well. So, >> yep. >> The school at the top left corner >> top left corner >> way at the top. >> Yeah, way up >> way. Oh, you're you're going to the map. >> Does that school have a capacity somewhere that would be looked at? You know what? A C7. So if you're taking a pattern and you're looking at that pattern, where can it go in far as capacity? Do you put that on a chart like this? >> Yeah, that's the next piece that we're going to get to where you're going to see the boundaries. >> Okay. >> And you're going to see the schools without names. >> That number should be included at the top. >> That's right. >> For all those schools because it would help you understand >> the number in the boundary. That is this is the number this is the number currently in this new boundary 565 >> students that's the number of students >> in the boundary >> but what about the capacity of that school >> there's multiple schools in this boundary >> so how do you know one school is at capacity and another three aren't >> that's exactly what we're talking about like no that I mean that literally is if there is only the ability If you have in a particular region, you might have three elementary schools and we're talking about C7 and that's in that location. One of those schools would receive the merged schools in them. And this one is around feeder pattern coherence to make sure that the kids stay together all the way through high school. The other one it was around facilities condition and the other one it was around neighborhood access. So we need to go look at capacities to make the cross reference. >> We have that and that's what's happening in the next if we can get there when Cameron does that you'll be able to see that and there is a table that Jessica you you have it. Oh you have it as well. >> It's one of the handouts that you have. >> Can I give an I'm not going to say any school. >> Sure. >> But so we have the utilization analysis that's in the MDT. Um uh the we did that what third or fourth uh meeting. Um so like let's say there's three schools school A, school B, school C that are in one of these boundaries and let's say school A has 638 capacity, school B has 838 capacity and school C has 656 capacity. So, so then we're looking at those schools and seeing, okay, which like which one can fit this four cohort model >> um as a part of one of our lenses. >> That's right. >> Is that chart around here? >> Where'd you get that? >> Yeah, >> it's not here tonight. She has all of her resources in a binder and is pulling them out, >> but >> it's definitely in the online folder where you can look at it. >> Resident student forecast. Y >> this is what the front of it looks like. >> Okay, final one. Okay, and if you have Wait for C, if you have post-it notes, if you can throw them up on C for the feeder pattern coherence, I'm going to just keep going, but mark them down and make sure they get up there because that's what I'm going to look at to provide some feedback. Okay, this is neighborhood stability or community stability. It's like trying to keep the kids in the school more kids in schools that they're currently in which doesn't necessarily always align to the facility. So, um if we go through this 674 and just notice that in D1 and all the numbers have changed here around the number of special education students and the number of kids in each of the schools. So, there is a difference in terms of which schools they're talking about. um generally losing about 70 students here. D2 is essentially 656 going down to 572. Um then all of these schools are kind of at about the 600 range right now based on the current residents that are living in those areas. This one is a little bit larger and you can see has had some declining enrollment um over time. um that was really big in this neighborhood a couple years ago and has had some significant declining enrollment there in the last two years. And here's D7 and D8. Um and they're all like in the 600 range and all kind of like going about the same. So there's a lot more because we valued stability. Notice how the numbers here are relatively similar across the board, right? Because they're staying in the campus that had the most kids that were currently in that boundary. >> Yep. >> How is scenario D different than scenario A? like with because you were talking about scenario A with like the >> long-term like housing developments and and so forth >> like but the difference between the two >> is you're putting a circle around a school and you're saying how many kids are in this neighborhood. >> This values which school currently has the most kids in it that live in the new boundary and how many kids are moving into it. So if I have three if if I have three kids or three three schools right in in a boundary whichever one of those has the most students in it we're moving them into that school. So you have the least movement of students, but it doesn't it's agnostic to the facility itself, but you are prioritizing the students that are in the school that is currently the largest that live in the new boundary. If that's the way you want to call it, you can call it that way. So if I can comment though, it's it's less amount of tears today for students that are there today, but over the next 10 to 20 years, that's not that's not the case necessarily because they're not changing. >> Nope. >> So actually the way that you just said that, like those are things that I really want you to put up on scenario D. >> Yeah. Or both of you, you both had different points. Okay. Um, so I think at this point we're ready to turn it over to Cameron, which now is going to put boundaries to Yes. >> Are we going to get um a print out of the boundaries that he's come up with so I can look at it at home? >> I don't Yeah, I don't know. In terms of we we brought the data first and then he was working on the boundaries. So [laughter] Okay. Okay. Okay. Cameron, can you hear us? Hear us. Hear us. >> Uh, I can hear you, but there's a little bit of an echo. Can you hear us? >> Can hear you. >> You're trying to address the Yes. Okay. Yes. Still there. Cameron, why don't you go ahead and start? >> All right. Uh so we've prepared uh four different scenarios. Uh so uh they've got a few different Okay. I don't know. I don't know. Uh uh. Cameron, can you hear us? >> Yes. >> Can you hear me? >> Yes, we can. >> Perfect. >> All right. I'm not sure what all was uh gone over prepared four different scenarios at the starting point. Uh the first one scenario A um That's prioritizing neighborhood access trying to send students to their closest geographic schools. Uh the next one scenario that was keeping schools that had the uh the best condition Cameron, can you walk us through those scenarios then on each one of the four? >> Um, sure. Um, I can uh I have math if you'd like to. Yes, that's it. Yeah, I think you need to share screen. >> Cameron, do you have control of the screen or no? >> Um, I still do not have um the ability to share screen. I have uh I have maps that I sent to Bill. If you you can also put them on access right now. >> Uh, it still says host participation. >> Give me one. Give us one sec. Now give it a shot. >> All right. Yes, it looks like I'm uh able to give me just a second to ensure they're all uh available to toggle between. >> All right. So first I have scenario A on up screen. Um so this one was supposed to send students as many students possible able to go to their uh nearest school. So the way that we kind of paired this group kind of performed analysis in with all the current sending them to school and seeing which campuses had the highest number of students um closing schools just and this is the final year we achieve this goal. Uh scenario B again uh fairly similar um layout. This uh plan was the schools that had the best uh uh facility uh and then consolidating a lot of address. Uh scenario C was created with the intention of uh kind of maintains a feeder pattern setting as many uh students as possible to uh one as many much disruption there as possible. And then finally uh uh scenario D was trying to minimize students impact. This is done by the uh during the schools with the service were kept open and consolidating schools that had local and in all these plans kind of as much as possible we ensure the utilization was uh valid targets and 2021 close to that uh And to whatever extent possible following major major prioritiz >> Cameron, you had mentioned that Bill that we have copies of these, correct? >> Um, yes. These have been sent to uh to um and I can I can to whoever uh is able to share those. >> Yeah, I I think that Preston had explained pretty well what we were looking at and I think that this group is well versed on ABC D in terms of what the goal so to speak of or not the goal but but the parameters. So I think that just having those copies will be helpful because I think that kind of puts in perspective that analysis. Can I ask Cameron, can you walk is there one area that is like because I know that there's this little map down here and there's this. Is there one that's easier for you to key on just so that you can start thinking about the implications of it like for the people in the room? Is there one visually that's easier for because I want to walk through some of the differences in the bounds. >> Um, sure. But >> before you go for all that point >> um sure I can start with um scenario kind of focus area. >> Hey uh Cameron hang on for a second. I think Preston was posing the the um question to the advisory group in terms of a focus area on one specific I believe region so we can walk through it but I think Preston plans to kind of explain it. So give me give us one sec. >> Got it. No problem. Yeah we can if you have one region target I can what happens to that region. Cameron, can you just go to scenario A first and then hold on scenario A? >> All right, that's the scenario we have up on the map right now. Yeah, Cameron. So, we're focusing solely on the green. Walk through what the advisory is seeing on the green section of um of a Perfect. So on the green section of a um you can see these uh scenario north district. This definitely kind of ended up being a little bit uh going out and sending students to go to school. Uh but still you have pretty much uh but you can see bottom area kind of uh the salva beach and several areas are going kind of kind of uh down into area um goes up contains pretty much everything west of the airport. I think that's all that goes would be in the green zone under scenario A kind of all of the freedom area as well just along uh two past where the uh school administration building is just a little bit further past that and then as well kind of stretching further. >> Yeah. Hey Cameron, I think that puts that in perspective. Can you go to B now? And I think we're still going to focus just on the green really quick. >> Perfect. >> All right. So in the green this area right now it's mostly instead goes a little bit further. takea coast but in this case it goes a little bit further into this area pretty much all the way up freedom um over to these neighborhoods uh kind of um and it just kind of follows back follows all of Lindsy Creek and the very very uh green zone and then again more or less follows Freedom Boulevard uh goes uh with the box. >> Cameron, can we take a look at C now? >> Of course. Um so the cricket uh the green area we see uh instead this one all of the zone uh instead it essentially keeps all of the current and all of the current just merges them and again it contains all areas like west of the stretches just a little bit and then stretches all the way far kind of up into the northern most parts of the district. >> And finally D. >> Finally D. Um so this one again kind of similar to um it's mostly focused on these areas around the um and in the current valley with it going a little bit further to the town of something. pretty sharable. It does to me. Sorry. >> Really good because you see how at the end it was very long. question. >> I do want to ask Cameron one thing. Cameron, would it be possible with the tech you have over there? It's just not doing you justice. I I think President has set the table well. I think most get it. possible to record yourself brief overview about what people are looking at and then again focus on the example of the green in all scenarios then we could put that up on our website that basically explains it. Um I you've done a great job with it. It just didn't do you justice with the echo that was going on in here. Is it possible on your end to do that? >> Uh yes I can do that. >> Great. We can give you some instructions perhaps after the meeting when we go but uh if you don't mind you wanted to stay on for the questions for just a >> Yeah. Yeah. Hi Kevin, we're going to have some questions right now. We'll come back to you if we uh uh one is directed towards you. >> Uh my question was on the scenario A. The part of the reason I chose green. Um so this is the neighborhood access. >> Uh yes. Okay. But >> but for the green, where are the schools there? I can see one. >> Um, so currently in this scenario, the schools are uh Bradley. >> Okay. I guess just my brain was thinking neighborhood access meant like close >> and being all the way from the ocean up into what looks like mountains that doesn't seem like neighborhood access to me. So I was just confused. My good question. My assumption is remember the large geographic land spaces but the where students are condensed may not go all the way out to the ocean. It's probably a lot closer to the school that's up on the right hand part of that on a population density. >> Yeah. >> And one thing to point out the uh those areas by they're not really close to uh any school. Yeah. Just kind of a lot of times it's just a centralized area where there are again where there's a good cluster of students that are that would be particularly close. There's always something like this. >> I think when you're doing this is this >> it is. Oh, okay. Good. Sometimes this is counterintuitive when you see something like this and and you said it perfectly. What it means is that the vast majority of children are going to travel less to these schools in this area, right? This area out here, there's very few students that actually live in this area. You're still going to have some transportation, but the majority here lives in this region. So when you're doing it based on proximity, this area right here Right. And it is trying to put that into spaces and it just it gets hard when you have to >> because I know we're getting at time. Why don't we take just a couple and please like this is a part two things if you have any like clarifying questions if you saw the maps you're seeing them you can see how and I think the green was a really good example of how they change based on each of the scenarios couple of like probing clarifying questions about okay I really don't understand this or can can we go deeper here and then if there's an immediate like kind of I would love to see where people currently sit on a post. Hey, I really think we should prioritize feeder pattern facilities and just do them in rank. You're just going to put them on this piece of paper. So, let me just do your ranking. I'll take questions and then I'll make sure I think that this is very important >> to the point that it should be represented and I think you know it's unfortunate because of the sound issue. I think also um we should have a handout so that we can see and trace here and answer the inter interface and I think um it would be an injustice to the time that's been used to go and do this and move on without I think a better handle for this for everybody in this room. I don't know how anyone would else. I totally agree with John. I'm not going to be doing any ranking tonight. Like, this information has all been presented. It's thrown at us this entire time without really opportunities to engage. I know we're trying our best to deal with the technology, but I'm totally nowhere close to being in a position to weigh in on what's been presented so far. So, I'm going to respectively respectfully exit since we're overtime. But, thank you. Whatever you're putting there is that's working better. Okay, there we are. >> Well done. Okay, I doing one to the same echo. I think you're absolutely right. The only reason I'm not the I want to see where people sit tonight and there there's no decision right now where we're at and I think you're exactly right. like the sound quality was really difficult but I hope that people are seeing kind of the takeaway is what you factor in as your important drivers whether it's neighborhood access facility condition will change and I would like to at least to see some other scenarios that we can layer over one another to bring that back to you >> yeah and I think for me it's difficult because it's all based on this four cohort model and we don't have a comparison of with the three or the five and then for me not knowing how this would shake out for middle school and high school. Like I I have a hard time even weighing in without having additional factors. Um yeah, but we're at where we're at. So I'm not I'm just respectfully stating that I'm not going to weigh in tonight and I'm going to go home cuz it's overtime for me. So appreciate you all. >> I got you. No, appreciate you. Thank you. Yeah, Casey. And and like if you like Brandon, the one invitation, if you have clarifying questions or anything, just stick them up there so that like and and I'm capturing some of those points and I'll go back and watch the video as well, but I want to make sure that like I'm understanding what you all need to get to that place where you're understanding what the implications are. And that was the hope tonight. So, go ahead. >> I know I want to go on, too. I Yeah, sorry. Um I uh and I'm gonna go after this. Um, so I made a compa a capacity comparison with all of our current schools and then A, B, and C and D in order from greatest to least. And I'm going to put that up here. So if the people tomorrow want to see this, they can just to make it easier for them. And I didn't put schools on here. I just put capacities. And also, can we possibly have like AB, C, and D? Can we clean up the maps and can we literally like layer them over each other >> so that we can see that? I want to see like a like a a kaleidoscope of like what that looks like because I I don't know maybe we'll find something. >> You'll see something where there's one school with the boundaries all the same in all the and that becomes obvious as to I got you. >> So we need those printouts before tomorrow's meeting obviously right so that we have them available to us. Um what these really highlight is that without the local knowledge of the geography and the roadways none of them work. I I mean I live in green right about in the middle of the green area that was there and uh understand the population distribution through the area but there are almost no walkable roads no bikable roads I mean if you don't have the local knowledge drawing these maps this way and the question would be if and when we get to bring our local knowledge to manipulate these boundaries and see if we can keep this but apply our local knowledge And that won't work with pen and paper. >> We need an interactive access. >> Thank you. No, that's exactly right. I mean, in terms of like they're just colors on a map with lines and that's what I was talking about at the beginning, like where the boundaries land has implications and transportation implications, all the different pieces. Okay. Any feedback you have right now is incredibly helpful. So, please if you can put some things up here, big questions that you have around the overlay. I want to see the overlay. Um, whatever you have right now. And I really do appreciate the time that you took because this is very data heavy, but it's getting to the point. And I Casey, I just want to say like you having every single piece of paper that you've ever talked about in this space and referencing at various different points. I I'm very thankful that you're doing that because I think holding us uh all the past information is really critical. Mark, did you have anything else you want to say before