Pajaro Valley Unified School District - Sustainable Schools Advisory Meeting 09/15/2026

Testing testing. Everybody can hear me. >> More voters than we have in the last two cycles. >> SSA. Yeah. Yeah. Hear me? >> All right, guys. Let's go and get this started. It is 5:30. Want to say hi. Welcome Mark, deputy superintendent. Thank you so much for everybody coming back. Appreciate your commitment to not only to this important committee. >> Why? And again, it's really what centers with the work, which is basically the kids come first, which I know has been talked about. Make sure this on testing testing testing testing testing testing testing. You know, um it really highlights the fact that students at the center of our collective why really guides the decisions including what happens here in the SSA. >> Um today we have a busy busy evening. So, first off, on September uh 1st and 2nd, there were some parking lot questions. Those parking lot questions are being added to the FAQ in the folder for your resources. So, we'll have some responses there. Um advanced materials are on the website as well as a copy of the presentation that Preston's going to be going through, which you guys should have or should have picked up. We're going to look a lot at the elementary school optimum program design really with the SSA discussion on the primary OPM4 cohort. We are determined with MGT to come back with Cameron better than ever. So Cameron will be back in here today. We'll have to take a little five minute break because we're going to need to um pause the uh uh live stream and then go live on Zoom. So we'll kind of explain that when we get there and then come back on live with the live stream. But we do have Cameron who's going to come back and present the uh uh four cohort scenarios and boundary scenarios methodology. We will then dive a little bit into a conversation regarding the middle schools. We've been talking elementary a long time. We're going to we're going to kind of change the focus and talk about that impact and talk about the middle schools and then we will uh close with some input session for the locations and time of what we have scheduled. Just in terms of the events that are ongoing, September 30th is our next meeting there. We're going to dive deeper into the middle schools and that will be uh regarding the boundaries etc. and Preston will be here for that on October 5th and 9th. I had shared that last time we met. That is when we're having the community input sessions. And then later on in the presentation, I'll kind of close with that in terms of the dates and times of where they're located. And then October 14th, we present the elementary school boundary scenarios. We're going to look at the input and review and review and discuss the recommended scenarios. So that is all what is to come in the next month. It's going to be a busy one. So looking forward to it. uh sustainable schools uh advisory purpose statement really got into the why behind the committee and what we all signed up for. You know, when I look at it, the SSA will uh provide a written set of recommendations to the board no later than November 2026. We are on track to meet that and thrilled with that on on top of the other uh commitments that we made or that the individuals made initially when it started. Um I always liked this slide. It kind of goes over the timeline that really reiterated not the the meetings and what was covered. a lot of data in the first eight, I believe. And then we highlight where we're talking about, where we're at now with the red uh uh box, school consolidation, the grade reconfiguration, and any boundary adjustments. So, that's really the work in terms of where we're at currently. As a reminder, everything that we're doing is getting posted on to the website, including the live stream for this, as well as the Zoom link for those individuals at home that want to um um um listen in live while we do the Zoom a little bit later on in the evening. >> As always, there are no bad questions, guys. Anybody that has any parking lot questions, please put them in the parking lot spot. We will update that, but update the uh uh parking lot FAQ that's located in the folder. So, before we get started, make sure that you Oh, I actually think we have the materials. Oh, uh do want to remind everybody, I know I talk about this. When it comes to when it comes to class size, the collective bargaining agreement um addresses class size. So, that does not change with any work that we're doing as it as it pertains to um uh any school consolidation. it does potentially have an impact on the management and classified ends. And so the example really is right now if we have a principal at each and every one of our sites, you consolidate a school, you would have a principal and more than likely a vice principal based on the size. They would have put the cart before the horse, but there would be a consolidation right there. So that's an example of how it has an impact at least on the management. It also could have an impact on uh uh um the classified staff as well. Oh, and then copies for the presentation. You should have a copy of what Preston is about to present here in a second. That full PowerPoint is made available to you. If you didn't grab one, we have one right back there at the table. And with that, we have the PV, the current boundary map. So, I know that we reviewed this at length. We looked a lot at the elementary last time. You'll also see the middle schools in terms of their boundaries and locations. And then finally, the locations of the high school. But for all intents and purposes, I believe I'm ready to turn it over to Preston. Preston, take it away. >> All right. >> Is it a different It's not all on the same deck. So, we need the new >> Okay, we need to switch over. >> Great. >> Good evening, everybody. >> This is a full house. I like this. This is good. Got everybody here tonight. Um, also congratulations. I know that the board just voted and granted congratulations to you and your folks. I know that that takes a lot to get there and so yeah, no, let's celebrate that. Um um one of the things that um we're going to go through tonight and I just for those that weren't here and I didn't see some of you previously because there was a scheduling mix up is that there were two days that you've actually been able to like kind of review the data that we presented and it's complex, right? And I also just wanted to name we're going to show a lot of numbers. I realized last time we didn't have the PowerPoint printed out for folks and then there was also a bunch of data reports that were there as well. So we tried to embed those all into the PowerPoints that you have there so that you can write notes and things like that. So um I think we're ready to go. Um there are really we're going to go through this again because there's been some tuning that's been done, but like this is a time where we're going to do a couple more votes to just make sure that we're on the right track and then we're going to codify some of the things around elementary and then we're going to um Cameron's going to go through some of the maps because we had some technical difficulties last time. So we'll walk through those and then we're going to move into middle school. Okay. So, you've seen this slide, but I'm it's going to come up in a second because we're really going to start tuning in on this theory of action, which is how you're going to proceed moving forward around some of the boundaries and some of the elementary school configurations. We are now we've moved slightly past in the design thinking around we've got some prototypes, but you've had a couple weeks to test and think about what that's going to do for you all. So, we are gonna get some feedback from you as you've kind of been vetting this both internally but also maybe with one another as you're thinking through this. >> Okay, I'm just a quick reminder on this. Remember when we did the activity where I asked you what was really important. These are some of these values and you're going to see this come through that four of the constituent groups here said student safety and belonging was really critical and a and a top priority that needed to be considered. student supports. Five of the constituent groups that are in this room put that number one. Equity, workforce, and future readiness, relationships and and community, organizational culture, sustainability, and continuous improvement. Those were seven themes that came out of some of the work that we did in one of the first sessions that I was here on. Now, as we're talking about elementary, we're I'm going to ask you to check off whether or not we met some of those criteria that you were talking about when you're talking about what it meant to make a sustainable school. So, that's I want you to be thinking about these things in your mind as we start moving forward through the presentation. Okay. So, just to recap, scenario A, and there's a lot of data there, and there's now some maps. If you didn't pick up the map that is here as well, just to kind of orient yourself, you might want to pick those up if you don't have it. Does Does everybody have one of these in front of you? I brought grabbed a couple. If you don't have it, it's it's helpful as a visual reference, particularly for those visual learners like me out there. Seeing numbers isn't really all that helpful. I just want to make sure if you don't have it, we'll get it for you. Okay. Scenario B is really really designed around where are your highest quality facilities within the district. Scenario C was feeder patterns. Can we get our elementary schools to move into the middle schools to move into the high schools together? And then scenario D was community stabil stability and minimizing the number of students that would necessarily change schools. So, those those are the four scenarios we're going to go through. I'm go through them pretty quickly um to get um further along in the in the dialogue because you've seen these before. Okay. I always want to be clear on what's changed. So, we presented numbers. They're they're in the PowerPoints. They're on the slides. They're in the folders. But some of those numbers have changed. And I want to tell why. Because we talked about it on the first. There was previously a duplication of special education student numbers. And we talked about that that night that they were actually layered into they were duplicated. They were in the numbers by grade level and they were also pulled out. We've now pulled them out of the the regular the the in the the the numbers on the bottom are true numbers. Okay? So there's not a duplication of it anymore. Um I want you to think about this as you're declining enrollment. the special education numbers are projected flat which actually means that there's going to be an increase in the number of special education students that you'll be serving as a percentage in the district which represent represents the trends that you're seeing. So it might look flat but if you're declining enrollment and the numbers are staying the same it means that you're actually accounting for the fact that you may have more um SDC students within your programs at the at the district. to accounting for that. There was a lot of questions around classroom size maximums that you asked for that it was difficult to see it in the and we've added that into the charts. So you'll see that in the charts and then we rounded the numbers so that there's not student decimals that they're actually whole numbers there. Um so those are the changes and improvements that you're seeing in the quality of the data. >> Okay. Does anybody have any questions about those? >> Okay. >> Oh, one question. >> Sure. >> You have a prototype or cohort of four. >> Yep. >> Are you going to do one of three as another model to show? >> We're going to ask if you want to look at five and you're going to see how some of these fours turn into threes. >> Okay. >> So, >> so a follow on that is to look at So this is a great this is where you need to start getting as a group >> as you develop the scenarios about a month from now. >> That's when the you're going to start layering in what about this school being a five cohort school and that's where some of the proposals that will ultimately make it to the superintendent and to the board will come from. So that's exactly the type of thinking that we're priming right now. Any other clarifying questions? Okay. All right. So, I just want to say and you're going to have an opportunity to say, "Hey, do we do want to see potentially a five cohort model across the entire district?" We did vote to go start with the four cohort because it felt like, and I actually showed a lot of the knowledge that you all have gained around the overall capacity at the schools. So, we decided to start at the four. Actually, when we were doing the activity, I thought we were going to go to the five, but I guess Brandon, you you won the day over here on the core cohort line over there. So, anyway, yeah, >> sure. We talked in the second meeting a little bit about the importance of high performance. When I talk about high performing schools, I'm saying people want dual language schools and I don't understand how that fits in. I want to community. So that's a little bit different. >> Yeah, let me I think it might be okay. I'm gonna jump around to a different slide and I want to No, it's way it's way I have to go through like 16 slides. I'll say it and then I'll I'll come back to it. There are there's a slide that talks about what how do you create quality? It's not in a title like dual language programming does not mean that you have a quality school immediately or arts integration or whatever the the title that you want to put on your school. I led a school and founded a school that had health and biocience at the focus. Right? It is how you get the people to align around a vision for what that school is about. How you support teams of people within that at all levels, whether it's instructional or it's, you know, custodial, whatever the groups are, nutrition services. When you get to a four cohort school, there are some certain things that come into play, right, that are teacher teams of four at grade levels, right? You saw Mark was just talking a little bit about like kind of the administrator ratios at a school at a particular size. It is that whole package that brings coherence to the system. What you find is that as schools start getting smaller and smaller, you start getting more and more combo classes. You start getting more and more um tradeoffs that like for example, if you only have two teachers at a grade level and one leaves, now you have one person with the institutional knowledge of that program at that grade level. if both leave. >> No, that's real. When >> I first you both of us were new in the fourth grade. >> That's right. And there's amazing things that could happen there, but also it is a challenge for that teacher. So >> I think what we're talking about with a four cohort is it sets a standard that we're looking at a three cohort school. Some of these schools and we'll look at it in the data are going to drop down to a three cohort school five years from now. even if you go four and that is still in the range of sustainability but you're starting to compromise some things around ratios and all the different areas that you're putting together and so we're starting at a four and I'll point out some areas in the data and like the school that Casey just mentioned might be your five cohort school right another so that's where the scenario building comes in but these are researchbased things that we know create quality in school systems and create the right environments for your staff to thrive. Does that >> Yes. I Yes. And so I I think about Aloney's dual dual immersion, right? Yeah. Okay. So Aloney is a good example where >> you've got a high performing school that is doing something really great and why would we we wouldn't want to impact that, right? We would want to grow it and bring people and so to me when we're just looking at four cohorts, we risk missing that piece. And so that's where when I thought we were talking about an optimal school or optimum program model, we were talking about what are some of those things when we design an ideal school. I get cohorts and you've talked about it and talked about which is great, but we've heard around the table there's all these other things that are really important and so but and we still haven't really put that. You just came with that checklist, but that's not the same as saying >> in this part of town this is what is really important to our community and vice versa. that and that's exactly the thing that you're going to start putting that together. Like for example, I can't sit here as an outsider, right? And talk about where the appropriate placement is for your special education programming. You need people in the district to look at where the students live and decide where those cohorts of students will move through the system. Same thing with dual language programming that you're trying to create. Where are the quality spaces that you want to do that? So that is there's some foundational things that you want to be true for each of the schools and then you're going to start layering the programmatic lens on it and that's what you all are going to do in here as on the 14th is that and I'm I'm happy well let's go through the and and we could talk through some of the scenarios specifically. Um okay I just put this in there is a report that's uploaded into the folder that shows all of these slides. This is just the preamble to it that talks about the scenario summary. Um, I just wanted to put it in here so that you're aware that it's there. Um, okay. So, this is just a recap. Notice the color change. Everything looks a little bit different. Here's where they put the class size maximums over here on this side. Um, and then you could see 25 26 27. This is the year that we're keying off of. And you could see that these numbers for 638 students in region school A region one the scenario A region one 30 638 students in that area that's going to occupy about 26.5 classrooms. Notice the stability. This is one of the things as you're looking through the data in if you're looking to 2031, it's still projected that those that is right around 569 24.1 classes. Notice that the tail end is what's getting smaller, but there's still strength at the top. These are things that you want. There's a level of stability in this school, right? If you start looking down, there's essentially no change in this school in scenario in scenario A and then we're looking at region two. This becomes incredibly stable all the way out. These are the types of things that you want to be thinking about as you're looking at the size of the schools in each of the areas. I'm going to go through these really quickly. These are just versions of slides that you've already seen before, but those are the types of things that you want to pay attention to. Now, this goes to the question about other schools. Look at region 8. Notice that here you have 585 students. These are some of the regional difference that happened in this where you're seeing that essentially most of these are three and a half cohorts as a school. Those are some of the things that you're going to want to be thinking about because this school might be a school that as you're developing your scenarios is the three and some of those kids are going to go to a five cohort school. These are some of the things that as you're putting your scenarios together, you'll be thinking about. This is scenario school A um region nine and you can see that there's a level of stability here and just this is the way each of these scenarios scenario B is really focused on the facilities condition and it's centering the students around the facilities and I'm just going to go through the rest of these really quick because Cameron's going to come on and show you some of the um boundaries. Um, you could see this one right here, B7. Notice these numbers actually continue to decline here. Something to think about when you're when you're looking at it. Um, scenario C was trying to create consistent feeder patterns and that's the data that you're seeing here. Um, and then D, scenario D is neighborhood stability, which is really keeping the kids in as many of the schools that they're already in and moving other students in. This actually happens to be the least long-term stable model just in terms of when we looked at the numbers across the board. Um, so here's the slide that I was going to try to get to. It kind of gets to the why, but it it has to be layered in. This is just what the research has said creates quality schools. You have teacher collaboration, planning, and alignment. It's both the formal structures in terms of when you're meeting as a staff together and how you're supporting with a with a tossa or some structure like that or the informal we're just right next door to each other helping each other out. You need that buddy to kind of support you. It's also strong instructional clarity and coherence, high expectations, responses to intervention, differentiated supports for students and different needs. the ability to do that increases with the size of the school and then timely feedback and progress monitoring. I'm just gonna like that. There's no secret recipe to it. You have to have these conditions to be able to create quality. Okay. Now, I know it was lightly attended. Yeah. Go ahead. >> Yeah. So, hide that one. >> Yeah. Sorry about that. So, I was I was listening a lot about, you know, the priorities and the questions I've had lately have been really about client outcomes or student outcomes in this in this situation. So there's there's two questions is how is existing um outlay of the schools performing against this kind of quality schools metric and are we talking when we talk quality schools are we are we are we using the same language when we're talking about you know um children performance essentially >> I'm going to turn to you all did you hear the question >> yeah I'll try I'll try to take a stab at it I would say Many of our schools have two cohorts. Two cohorts. Yeah. Two. So, right there under teacher collaboration and those pieces, you're going to knock down that that piece right off the get-go. The other challenge that we have with a two cohort is even when you talk about resources and let's even say response to intervention, MTSS, the supports you can provide. There's a number of itinerate staff in Bajaro Valley and they're itinerate because they have to bounce around from school to school because of the number of smaller number of kids at each school in order to in essence fill a case load. So I mean that's just two examples. I don't know if I'm getting to your point but yeah I mean right now we we operate primarily not exclusively about a two cohort per school which right there is just just on number one is going to run into an issue in terms of that. And yeah, at the pace we're going with the 500 um 500 students that we're losing per year, that two cohort would shrink down to in some cases having singletons at a grade level. >> Does that get to Yeah. And and I have it like we can look at your outcome data for students as well to see where they're at. I think which is the other half of >> Yeah. It's the other component of this where you're overlaying like what are the things that these schools already are doing well in comparison to one another against this model that's never been proven here, right? Uh and outside of this aggregate meta data that is sometimes >> flimsy on some sides and positive on others, right? >> Right. >> Can I So because Ray, I think in my opinion that's something that the group should kind of be defining because I I think when we talk about like high performing schools. I think about that in terms of our families engaged, our teachers engaged, our students engaged, right? And and it's not consist. It's not only academics, right? And so when we talk about who are high performing schools are, there are a lot of schools that are very high performing on engagement and that matters just as much if not more. And there's some very clear studies out there about school consolidation where it says you don't move kids into a lower performing school, you move them into a higher performing school. And it's not talking necessarily about academics. It's talking about these other things. And so that's where I appreciate what you're saying, but I feel like we're glossing over the fact that there is research and there is data over there around that says this. This is the reality of what has happened with districts. So if we have as a group decided this is what we value, we value that our schools have are scoring high on teacher belonging, student belonging, student engagement. Then that needs to be when we say what a high performing school is, >> right? >> Yeah. And I do want to add one just quick. You do have examples of this within your own district. There are places where there are cores of people collaborating and doing I I didn't want to say that it doesn't exist and this is mythical. I've heard from multiple people in this room that oh I remember when we used to be this big as a school and we used to be able to do this. So I do want to say like it's not like it's not outside of what's happening in PVUSD. There are some examples here. So good. I saw one. Was there another hand? Sorry. Did you have a hand too? >> No. >> Go ahead Ashley and then I'll come down. >> Ashley. >> Oh, sorry. Are you Ashley? >> Okay. >> And then I'll come to you John. >> So I think that our um just I'm sorry Maz I appreciate you. So, are we not putting the carriage behind the horse five blocks that way? Because I thought that we were supposed to identify Preston, forgive me. >> Yeah. Yeah. >> Um, what an OPM looks like. Why are we talking about cohorts first before we talk about what the OPM is? I think that we talked about definitions, but we haven't actually created that model yet. So, I feel like as and I don't know, I might be reading the room wrong, but I'm pretty good about picking. I'm very empathetic. Yeah. Um, can we not identify what our OPM would look like as a group first before looking at cohorts or are we are we working backwards because I'm I am lost and I was here on the second because the first was my son's 18th birthday. Thanks. >> Yeah. No, can I ask you what that would look like for you? because I I >> so for me honestly I I looked at that slide that had uh what uh you know OPM looked like for in relation to enrollment to an administration like how the district you know staffs an admin but I'm going to be honest with you our o like right now um our schools are suffering because we've just had a huge layoff that involved teachers and classified staff and so Now staff are absorbing all that additional work um with the caveat that we are facing additional lowering enrollment. So it's it's the work doesn't go away just because enrollment increases or decreases. The work is still there. It still has to be done and those relationships between students and staff and parents and and and teachers still have to be maintained. Um but people are already experiencing burnout. So, I'm trying to understand like how how how we meet that in in the current climate that we're at. Totally glass half full kind of girl. I mean, I swear I swear I >> I just I really want to be able to move this work and not feel I feel like we're stagnant right now and it's actually quite frustrating because I really want to get to an OPM that makes sense not only for our community but for our for for for our committee. Um, and we want to really feel good about it. I think Oakland has done some great stuff, right? But like I I do think it's not comparing apples to apples. We are apples. You are oranges and we are here to do the work. >> Okay. So >> So that was a long answer. I'm sorry. >> No, that and I what I can I say back what I heard just to check for understanding and make sure that I I'm we've been showing you some of the structures that schools need to have to be able to support people, right? and we've been talking about some of the values of things that you all want to be present in terms of supports for students like I heard this like how people are having to move from one site to another and sharing multiple sites and things like that. What I think I heard and this is what I heard you ask for right now is we haven't applied staffing models and how that might work in this four cohort model. So we're talking about it from these structures that do re are researchbased and show that it does improve outcomes for kids. But what you're asking for is like what would a staffing model look like for a school of that nature and and how would that work? Is that >> Yes. Because because I mean if we're moving backwards, right, as a school staff, we're getting ready to prepare students for the first day of school. We're super excited. It's the week before school starts and PVSUSD. Oh no, we're scared. We just found out that our IEP numbers do not match the amount of staff that we have to start day one. So I'm tell I'm saying that like yeah we really need to understand what staffing looks like first. I love that we're projecting enrollment numbers. We all know that the enrollment number we know what they are going to look like and what they may or may not be and we might be overshooting maybe 40 students or undershooting 40 students whatever right >> right but my thing is is like wouldn't we start with teachers and staff first? Hey, what does that look like with a fully functioning, amazing, beautiful, phenomenal staff? Then talk about the enrollment and how that aligns with the cohorts. And I just think that we're working backwards. Am I and am I here? Is that where we're at? >> It's a little bit I hear what you said. I'll I'll I'll respond to it. Okay. is your enrollment and your attendance drives your staffing, >> right? So, how you place the sta students in schools does influence your staffing. So, I don't necessarily like there there's two ways that you're going at it and I'm just putting it down. What I think you're asking for is what would the staffing look like at a school that's a four cohort school >> and how would it >> I mean not only I mean if we're looking at different maybe four maybe five maybe three I don't know but like I want to know what an optimal >> y >> amazing school is ran I just want to know about staffing first so let's pretend it's an 800 you know I don't know right what does that look like because right now we're not doing that >> I don't have that immediate No, like this is where the there are some other slides that are there. I'm happy to work with the staff and bring forward some levels of staffing that would be affiliated with kind of what you're seeing here because it is you're looking at the capacity. You're looking at the facilities condition. You're looking at what your enrollment, the number of students that are coming in and how you organize those students is an important variable. and then what's the staffing that necessarily aligns with that that we can at least review at this point given kind of where the district sits right now. >> Yeah. And I do think that some of the numbers are a little bit convoluted because we were presented like a $100,000 cost savings on um custodial work. Where what's that cost sav where did that come from? Where did that number come from? Because I can promise you that there was um extensive hours of overtime put in before we opened up schools. So, I know that the cost saving that was intended when we ripped out, you know, module or classrooms was intention was supposed to be, hey, you know, we're going to save $100,000, but guess what? We spent $350,000 in overtime. >> Okay. So, no, it's a great point. I just wanted to flag it because I think I saw a lot of heads nod trying to understand how the school staffing would shift depending upon the models and I could work with the team to come back at the next meeting around it, John. And then we're going to move into some of the slides. I'm going to share at some point how many cohorts are at each elementary school saying X has got two Y has >> oh currently >> yeah I think you've already had that >> yeah we in your in your um folders we have a two pager of each one of the school sites and that identifies I believe the number of teachers at each one of the grade levels by sites so it's in there to show pick the school 2 TK one TK K to Kinder, etc. It shows how many how many uh teachers we have at each one of those. Um those >> there there is a we'll be able to find it to get it to you so that you can see what the current status is. It's there. I I've seen it. Okay. Um Okay. I want to walk through just kind of I asked at the last time we met >> to kind of look at those scenarios and to utilize them and put a a ranking like which which variables do you think because usually it's not just one variable that districts use. They use multiple variables when they're creating the attendance boundaries. And this is there were essentially six people that participated on that night which we have a much bigger crowd. We're going to ask the same question again. Um, but what came up as first for a lot of folks, and I haven't been on every single one of your campuses, so I I haven't lived this experience, but was that facility was a really critical factor for a lot of people that that that put that put in put this in. Um, the other thing, and this makes sense to some like how far students are away from their school matters. So those were one and two strongly and actually those are the two models that showed the longest if if you look at them and compare them to each other that they had the most stability over the long run and that kind of makes sense. Good facilities living close closer to your facility makes a lot of sense. um C and D kind of were inter interchanged around the co like how the cohorts move up into um feeder patterns and like just kind of utilizing the status quo as a measure for for the fourth one was not something that necessarily was was very high up but on that last one D there was a lot of variance you could see somebody put D first second third and two put it fourth so just so you see where at least the people that participated and kind of were willing to sort. That's kind of where things landed. We're going to do the same thing again tonight. Um because we have a full house today. Okay. One of the things that was really interesting is this person didn't rank it. I don't know who it was. They said facility position is presently the most important factor and that the district should establish the best educational facilities for future students while making the best use of bond funds. So there's an acknowledgement there around the condition of your facilities. um and only you you've lived that so you know that it's there but it it it showed up very high on the list. Okay. So one of the things I went through and I looked at the data after our meeting and and the feedback the majority of schools remain stable for four cohorts in the outy years which is kind of what the sustainable schools is trying to accomplish. When you look at the the 3031 date most of those schools in those scenarios are still stable. they're still at four cohorts or close to it because your significant decline in enrollment is happening in the next three or four years and it starts to flatten out. And remember the 3031 year you that is a good number because you know the number of live births that have happened after the 3031 year it is a projection and so you're going to want to revisit that in the in a couple of years to just see how the the birth rates are happening within the area. Um, it does all of the models support equitable placement of special education programs across the district, which is the the fact that they were able to pull out the SDC students and put them as a line item and you could see how you could place programs in schools is something that is really good. Um, prioritizing neighborhood access travels creates the strongest enrollment stability across schools. So, a when you look at those models, it created the strongest stability The second the second factor was the facilities. So those one and two not only matched what your percept the six people that did the activity, it matched what they were saying also is backed up by the data and the models. So there's alignment there. And one of the things that kind of looking a little bit more into it, this approach reduces the need to invest limited bond and maintenance dollars in outdated aging facilities and allows you to reinvest that into the facilities that you decide that you're going to focus on. So there is a trade-off that's there. Okay. So I'm going to pause questions about the patterns and then we're going to do a menty meter um activity. So, any questions about look because this is a summary of a lot of the things that you all were talking about and reviewing over the last couple of weeks. Any questions about that? >> Have a question. Um, so I I don't think in this um committee we covered what our graduation rates are right now because u it's it's not good. >> Okay. Um, so he I I think that that would play a factor into how we look at >> we could easily get the high school graduation rates. >> A through G is 43%. >> Yeah. A through G is 43%. >> I'm talking about A through G. Kids that are college ready. >> Yep. >> 43%. Um, the high school graduation rate, I think for our school district, it sits somewhere around 78. No, it's much higher on the general population. I think that we have a some student populations that are lower. >> So, it's my understanding that seven around 78% in accordance to when they started as freshmen and now are no longer at our school district. >> Yeah. The four four-year cohort, I want to say if we're talking overall population into the 90%s at both uh two of the three high schools, one of them is right around low 90s, I believe, but I can get that exact number. One of them you're talking about ABTAS and that's a high performing school. But my my thing is is my my thing is Watsamo High is not a good way to measure because Watson Moho High sits at 2500 students versus half that at PV and half that at APAS. So it just we're not measuring it properly is what I'm saying. So how do we come up with a model that actually makes sense for the work that we're doing if the data that we're bringing in and considering is >> Yeah. I think it's there's a way just I right now we're talking about elementary >> and I think as a high school principal I just I'll ground it. One of the biggest challenges with kids coming into high school not reading and trying to be have them meet the A throughG like requirements, right? So like there is a way that kind of and I know we're starting at the bottom and we're starting at the entry level, the foundation for the district as those students move through the school and have a better learning experience. It does help middle school their middle school ready and then middle school students being high school ready that is going to increase your A through that's that's why we're doing like having this conversation, right? So I I I think underlying it in your question is what are some of the factors and one of the things the high school students were in here earlier talking about what they want to have in their schools right and those are the supports I think it's actually right there what supports you best as a learner from your own high school students so when we have the five minute break that you transition over I would look at what they're saying they need in high school to address your graduation rates because I do agree you know in terms of A throughG and tracking not only the students that are graduating but who's not and what are the barriers that are getting in their way from graduating and so I I would say that there is some really powerful information that's in the back um from an activity that was done earlier today. Okay. All right. So now Matts this gets as close as we've done to what an optimum school should do for kids and it came out of this room. So I just want to kind of thinking about the four cohort model and some of the structures that it's created and I actually I just want to name I know that we haven't given you the staffing model that goes along with it. So we're trying to create the conditions in those schools for teams of people to work together to support better learning. So there's an assumption that I just want to name that you're going with it that if we put the teams together that some of these things will have it. So, what I want you to do is you're going to take out your phone in a second to do a menty meter. These are the things that came up out of the themes that you all talked about. One, the highest two things that you had asked for was student supports. And I just referenced it over there. You could see what high school students specifically are asking for, right? um student supports, adequate staffing, aids, counseling, MTSS, fully staffed schools, special education services, integrated. That is what that meant to you all, right? Secondly, relationship and community, family partnerships, community partnerships, and it was on two sides. There was the community, the folks that are community group members here saying they want to partner with their schools and also the schools needing community supports within the school. um student voice, human connection and local engagement around was a big factor. Student safety and belonging, safe, happy students and supportive environments where inclusion and belonging are visible. And also the idea that students learn from one another and having a more robust school um could provide some of those supports. equity, equitable access and opportunity, meaningful inclusion, um support for every learner, that kids are seen at every school and there's staffing to be able to do that. Sustainability and conditions for improvement so that if you do have an underperforming school that you want to do that there's strategies that you could implement in that school to leverage teams to improve the outcomes for kids. the organizational culture and this was one that was really talking about transparency, communication, respect, employee voice, appreciation and shared ownership. And I just want to that this is something that this actual process is hopefully supporting some of that right as you're moving forward as you have these conversations in community together. Um and then um workforce and future readiness. So now this is the part where my technology I'm going to need you to take out your phone and what think about what you have now. Do you feel like a four cohort model and I'm only talking about the four cohort model as we talked about would support those things better for students? Do you have a better shot at creating quality in each of these areas if you move forward with a four cohort model versus where you are today? >> What's that? >> I'm gonna take a picture of you. >> Okay. Well, there. So, I hope it's working right now. Is it you? Okay. So, and then is there a way to click on the results in a second? So, I'm going to give you about three or four three minutes to just do your assessment. You have the slides in front of you. You can see what each of those meant and then figure out what if you believe that a fourcourt model is a move forward for PBUSD in terms of providing these conditions for students. Got eight people, >> eight folks. >> Really need to include the Jeopardy, you know, >> the music >> music just >> It was so hard even figuring out. Yeah, there you go. >> Just getting this into the slide. Okay, we got I think we're at 13 people that have responded. >> We're at 13. I know there's more. >> If you don't feel like it's going to move any of these, don't check it off. >> I mean, it seems like an odd question because it's it's it's a base. It doesn't actually do those things unless you do right. It's a big unless >> it gives you an opportunity to do some things. >> So, okay. >> Okay. Hold on. be supported in a three or a five as well. >> Not at all. >> Right. This is just question about four. >> It's moving from your status quo to four. And then we're going to talk about I probably need to turn it on. Uh and then we're going to >> talk about do you want to see some other models? And then when you put together your scenarios, you're going to be thinking about what are the things that I believe could be done better maybe in a five cohort model or what are the things that might be done better in a three cohort model and we're still sustaining that. The the only thing about the three cohort model is you just have to worry about the declining enrollment and what that's going to do to the school over time. Okay. All right. I think we're at we're still at 13. I think Oh, we're at 18. 18's enough. Can you click on the results and see if it pops up on the screen? >> It wants me to >> Yeah. Yeah. If the the little box that says results Yeah, this is what I was worried about. >> This is what I was worried about. >> You need the whammy. >> It's going to work. >> There we go. Okay. >> So, definite. Oh, there's even insights. Whoa. I didn't even know what that >> Here we go. Um, >> I think if you go to the >> Yeah, try it one more time. Hold it right there. Don't move. >> Yeah, you can. I think you could click that box. There you go. Okay. So, we're defin like and and I just want to walk through the data because you probably can't see. So for being able to provide student supports, 78% of the people that and you could still put it in if you haven't finished said that they believe that it will give a better example and probably some of that is the teams of people that you could provide at a larger school and not having people move relationships and communities for folks in this room. Does somebody want to speak to why you might not have put that down? >> I'm just curious as to why. >> Yeah. >> Um part of it is because it does you know, reduce the amount of schools we currently have, people are going to travel further away from their homes. It's the further away that you go from someone, the further away you go away from relationships in the community. There's a reason why that so many people get married within the five block radius and that's the number one variable. >> Is that a thing? >> That's a thing. >> Okay. I didn't know that. >> Okay. So, so that there is some around proximity and where you are now and the relationship piece. Does somebody want to speak to uh sustainability and structures for continuous improvement because that was the other high one and then I'm going to ask about the lowest one over here. Does somebody want to speak to it was this it was also the highest one uh sustainability and structures for continuous improvement. Anybody want to speak to why you selected that one? >> 78% of you did it. 14 of you. Yeah. Go ahead, Heather. >> Can you hear me? >> Um, I chose that because it just would allow for more collaboration with teachers to drive instruction. And I think I kind of know this one, but if you didn't put workforce and future readiness for students, why did you not put that? Is it too far away? Is elementary doesn't guarantee that? Who put it? Let's go to the positive. Who who actually selected this one and which or why? I so I I can say with all these I feel like the caveat is we're we're getting more because we're consolidating our resources and locations and so hopefully we can get more out of it. But again with the caveat that you're starting with the baseline there's a million other things that are more important than that. >> Okay. >> No. Is there >> Yeah. So I think that um All the all the data we've looked at if we're just if we just have the four cohort in mind kind of leads us in this direction but as you have pointed out multiple times the game is won or lost in implementation. >> Absolutely. >> And we don't have any evidence or commitment to a particular implementation yet. So you can pick the things that are potentially logically potentially logically obvious like sustainability and structures because you've got more resources, more kids, etc. But the others are still pretty wildly unknown until we have a commitment to the implementation of these programs. So um without doing the right staffing, which I think comes after, uh enrollment, it's not going to work right. You can do everything right if you fall down there. But it's true of multiple things, right? It's not just it's not a simple exercise. What I think you're doing here is reinforcing we've been through all this data. Here's your thought process. Here's how it comes out. But it's not for me. It's not leading to an actionable conclusion yet. >> And I I I wanted to make sure on that piece. Absolutely. We are talking right now. You can structure schools to be successful for students and staff. And that's what we're talking about here. The next couple of months, it's really to get to a place where you feel confident in some of the staffing formulas that go with these schools, some of the different commitments that you're going to make around what is quality dual language programming within the district and how are you going to support it. I do agree you have to start from a foundation somewhere right and so I think you are seeing that the biggest move is to go to a larger school and at a four cohort you're feeling like it does check off some of the boxes to create the conditions and when we were developing pathways in Oakland we just called it enabling conditions it enables the people in the building to do the thing that they need to do to create success for students to raise the graduation rate but It doesn't guarantee that's going to happen. That's in the implementation challenge. Okay. Can we go back to the because I think we're gonna jump into Okay. And oh, that's what I Okay. So, I I was going to bring this up. So, it is the implementation when you move to strategies around how you're going to do that that really we're going to work with staff and you all are going to work with staff to make sure that that happens. And I would say the one of the key people are the teacher leaders, right? The classified leaders and the principles that are leading the schools that are going to be doing the implementation ch like that is where the implementation piece lands. And it goes all the I saw in one of the student ones and I'm just really um it talked over here about like quality food in cafeterias for kids. A lot of that is based on the staffing levels and the number of people that are in that cafeteria and the type of food you're serving and how it's served to kids. That's huge. That's that is a people thing as well. I just want to name that. Okay. So, and then so we talked about here and this is this gets to some of the other aspects below. But if we organize our school boundaries around a four cohort elementary model that focuses on highquality facilities and neighborhood access, then we can create a more equitable, stable, and sustainable system of schools for students and communities. That would go in at this line right here. That's the theory of action. If if the if the board moves forward with this, that there's going to be an outcome at the other end that's going to support kids. So, we're going to move over to Cameron now and I wanted and then we're going to talk a little bit more and get some feedback around five cohorts and things like that. But I wanted to just share with you there was a moment when we showed the maps first. And we decided to look at this green area here. And everybody was like, "Wait, that's so much farther like from this region up here to this the schools that are in this area." One of the things that they layered on, and I hadn't seen this done before, and I think this is this, there's a heat map here that you can kind of see in the colors, and there's a a link right here that you could see, and you could go and look at all these maps yourself that shows you where your concentrations of students are living within the district. So, there is a connection that you might have a large boundary, but a lot of kids live closer to those schools. And if you select that school in one of those models, they actually do live closer. There are still some students that are in the outliers out here that are going to need to have transportation to get to school, but the bulk of them are closer to the school. And so I just wanted to make sure that you saw that. So I don't This is where we have to take the five minute break for two or three. >> Yep. So we're going to transition over. I do want to say in the PowerPoint if you go into the folder this link is live and get you to the dashboard where you can look at all the boundaries but we're going to turn it over to Cameron to walk through the boundaries right now with you all. So you have a two to three minute break. You could see kind of some of the things the students were working on. U but there we go. Oh maybe not even two to three minutes. >> It's the switching over. >> So some can jump in while we're on break. Um, uh, Mark or Preston, it need to come back. So, uh, a sample survey was sent out to everybody and we need to make sure that there's a window for some discussion of that this evening. >> I think we'll talk about that at the end. I I laid some time in there for not only to talk about the community input sessions, but then also the survey in that. >> Great. You need a >> because I think we're hopefully we're ready to go. Cameron, can you hear us? And >> mostly on >> I sure can. >> Oh, and no echo. Awesome. Okay. >> All right. I'm going to turn it over to you. We've kind of walked through um some of the data sets very briefly because they've had that for a couple of weeks, but um we landed on the boundaries and now you're going to walk us through some of the boundaries. >> Excellent. I just sent a request to be able to share my screen. >> Oh, awesome. >> All right. Um, so this is just exactly the uh the dashboard, the web app that was uh linked to that presentation should be shared with you all. Um, and I'll kind of real quick run through how it works, how to be able to use it. Um, so right now this is kind of set up to be able to compare two different redistricting plans. Um, currently we have uh scenario A shown up here on the left and then scenario B shown here on the right. Um, in order to switch between different plans, we can just use this uh little layers button right here in the uh top middle of each map. So, let's say, for example, I don't want to compare A B. I want to pull up C and D. And now we have those maps here. You can change them however you'd like. Um, another thing that you can do is change the base map. If you want to be able to see satellite imagery of the area, you can click this little uh furthest down button on the top right and select imagery hybrid. And now you can see satellite imagery of your uh your district. And then finally, you can also search for uh a specific location and see how that uh compares in different scenarios. So, for example, I'll type in 294 Green Valley Road, and that'll take us right here to the district's administrative building. And then finally, when you uh another feature that we've added when you zoom in is we have these uh the study areas populated. Uh this is actually the uh building blocks how we do our boundary planning. Each one has a unique uh forecast projection um for each grade of uh students. And then you can see uh and these all include the uh current number of students. So we'll click on this one study area here. And then it shows that there's uh currently 17 uh believe should be uh TK5 resident students um in this study area number 505. And you could do that with any study area across the district. Now that we have this pulled up, um are there any particular plans that you would like me to uh or any particular areas you'd like to explore across all the different scenarios or would you like me to just go through and walk through uh each scenario once more? >> Can we do the superp position? Uh >> um sure. So one other thing you could do um we have both the boundaries and attendance area. So you could pretty easily compare uh plans uh to this way by turning on turning off the bills. So you can see right now we have the uh scenario A boundaries here in uh in yellow and then the scenario C boundaries in pink. Um I can turn on the others as well. >> Oh, cool. Look at that. >> Yeah. So it's there's a lot there to process. Thank you. >> Of course. Is there any boundary you all would like to at least explore so you can walk through the tool because I already I do see some people that are actually looking at the tool online as well. So is there anybody want to volunteer a specific region to look at or want to just watch through all of them relatively quickly? >> Can can we Okay. In the absence of a hand to recommend one, why don't we just go through them all quickly? Yeah. >> Can is there a way that we can put um Sorry. Is there a way that we can put capacities on the school the little school pictures like the capacity number or no? Is that too much? >> It's on It's on there when you click on it. >> Oh, it is. Can you >> It's It's on there when you click on it on online. >> I know. And again, I know that the capacity is not equal to the optimal school um model because I know even at our school in Landmark, we have um we have a like a a sensory room where kids need to go into which would be gone if we did a higher cohort model. Um and then there's some release classrooms. I know one of the teachers was describing how our school used to be with a four cohort model and all of our uh all of our release rings were it wasn't release rooms it was cushions. So, we would have to consider like there's a lot to consider and that goes back to the optimal uh school model and I also understand like what we're saying is we're not going to have all like one size does not fit all for our schools and um and that goes for uh you know being culturally relevant as well whereas one school might need the like we Lamark has the highest uh for like I think just maybe a percentage or two of AP students and so that that sensory room really actually is important for us but for another school who has different needs you know they might use that school that room for another purpose. So there's like we're getting into all of this these questions um that that it would be nice to be answered and and like it it leads into the community, you know, what is the community engagement and what you were saying I wanted to go back up a little bit and talk about when you were saying that model D was the what did you say the the it was the neighborhood >> um Um, model V was the uh facility condition uh align plan. >> What was Oh, the Oh, and Oh, okay. And that one was the least sustainable. >> Uh, I believe D was the least sustainable. >> D was the least sustainable, but also what is the title of D. >> Um, D was the one that looked at uh focused on keeping uh open the schools that had the highest uh current student enrollment. >> Neighborhood. Neighborhood. So, the least sustainable is neighborhood sustainability. Um, so we have to get more community engagement if we're going to go away from that one. And how do we do that? >> The the distin >> Wait, there we go. Okay. The distinction between the two. The first A was just proximity to your home, right? D was and and Cameron, you might talk about how they modeled it, but like ensuring that the students that were in a school >> stay there >> stay to to the highest number possible. Right. >> Right. And that was over time the least sustainable because it's reproducing some of the patterns that you're already experiencing right now is what I believe when you look at it. I think one of the things to think about in or that's in my mind about D, not pro or con is that it's a shock to the system once, >> right? >> It's owning one set of kids, right? >> Yeah. I I know I've already talked about it with some people and it and they it was the sticker shock that already like it's like what? Oh my gosh. You know that um we're going to merge how many schools? And uh so I I'm just wondering this is a really big question and I think it leans into like the earlier we get community involvement in this process the better >> and I think that's the phase that you all are about to engage in. Well, it so you're spending a lot of time on this and I don't when you ask are asking us to look at this, I don't understand what it is you're asking us to look at because these scenarios >> in your own words are not the scenarios we're necessarily going to go with. Right. And so when you're asking us to look, it feels like one, you're trying to sell us on the four cohort model, which I think generally speaking, I >> I'm not, but >> we're spending a lot of time on that. When I think I hear a lot of people agreeing that we need to get the community input so that we can start to shape what we actually want. And when I look at this, I it's the oddness of focusing on this for example is if you take I think it's like Aloney and um Minty White for example have some of the highest district intrans transfer students coming to them um from other areas right from other zones. And so what we don't know right now because we haven't gone out and talked to the community and gotten feedback is What is it that you are really prioritizing that you are choosing to send your kid there? Because if all of a sudden we go and create this boundary where now we've maxed out what can be at Aloney or can be at Minty White because of this boundary and that cuts out 75 of those students for whatever reason it was, they are now stuck at another school even though their parents would have wanted to send them there, right? And so this feels again like we're putting the cart before the horse. >> Yeah. I I'm not all the things that you talked about are really important to understand why families are sending students to school and what their choices are. This was an ask of this group to go through these boundaries because a lot of time and I just want to name a lot of times that this happens a couple of streets makes a huge difference and we wanted to get the boundaries and and the ask was to actually have tools that you all could dive down and look at it so that you could understand the implications because when I saw one of when Casey I think you were asking the different boundaries you could see that there's significant changes in the boundaries. So I think this was an ask of the group and I think Cameron's done an amazing job tuning the numbers and if you're ready to move on we can move on. We just wanted to make sure that and I would like to ask Cameron just to go through one boundary so you understand how the tool can be used because it was something that there was a pretty significant number of folks in here that wanted to understand the impact of the boundaries and that's why we've been focused on it and so yeah I I just wanted to name that that's and we can move on because there's a lot more to do. Yeah, >> I do want to say thank you Cameron for all of this hard work that you put into this. Thank you for making it accessible to us and I think that this is going to be important in our conversations that we're having with the community about where we're headed. So, thank you so much. >> Yeah. And one of the things I I was actually when you first just all the numbers are on this sheet so you can see the big number in each of the boundaries which is you know associated with the size of the cohorts of the schools that are in each of those areas. as that as you make different decisions, the boundaries are going to sh change. If you decide to do a five cohort school somewhere, it's going to change pretty significantly. So, it is important to understand the decisions that you're making around some of those things are going to shift these lines, but you have it now as a tool. It's a dashboard. Anybody in the community can can utilize it. Um, and if and if maybe Cameron, if you could just pick one to walk through it and then we can move on so that people know how to utilize the tool that are watching or in the room. and then we'll jump back into it. >> Sure. I'll uh I appreciate the uh feedback and real quick I do want to address someone had a question about capacity. Um so we did I don't have that data readily available. We did look at that when uh preparing all of these scenarios. Uh we did make sure uh each school has uh we want to make sure each school has like both current and the future has a good amount of wiggle room for any like uh special uses that might uh come up. Some little bit some like uh schools have a little bit uh have capacities like 650 700 they have a little bit less. Some schools that have capacities closer to 800 900 have a little bit more. Um but no uh no scenar but it's pretty similar across all scenarios and there's no scenario where uh any school goes over capacity or anything like that. Um yeah, real quick I'll uh so for example for how to use this uh map right now I have plans A and plans D up right here. So you can see starting looking at aos um the uh the red area it's pretty similar overall. In fact I think at this point it's all identical maybe uh yeah it seems like the uh so you can see in between scenarios A and scenarios D this red area up here is identical. Um in scenario A again the uh green area is a little bit bigger stretches from uh the uh the coast up into the uh mountains in the district. Um while uh in CIOD it's a little bit closer uh around the coast and market valley and then going a little bit into uh into Watsonville proper. Um then over here uh kind of the area the part that's currently in Monterey County Po uh Los in stereo A almost all of that except that this little chunk at the top is all in one uh one area. Um while in the uh in scenario D it's split up between uh two areas kind of like it currently is uh with the western half uh roughly western half in the brown area. Um and then the eastern half kind of in the lighter uh orange area and then both those areas going quite a bit into uh Watsonville. You can see this uh kind of more in the center. Um the uh areas are fairly uh similar just a little bit of uh difference in this kind of big uh like you could see the eastern area in plan A is split a little bit. I believe it's split along the current high school uh PO and Wville high school boundaries. Um where in the uh in plan B it's kind of all in one uh district uh or all in one attendance area. Then kind of go in the middle. You can kind of see just a few little like differences along the edges of the uh justice like one follows the road cleanly. The other not uh kind of jumps around a little bit. Um you can kind of see this light green area and this light blue area kind of uh they both uh take in most of the current MSD area but then one kind of takes in areas northwest of that the others kind of goes a little bit northnortheast. Um, yeah, I think that covers most of the uh district, but I can go back over uh any areas you would like. >> That good? >> Okay. So, thank you Cameron. This was great. I think just encourage you all you can utilize the tool. It is linked. It's live. Um, it'll be up on the website as well. So that >> great. All right. Thank you. >> Is this just for elementary school at this point because the other layers aren't set up yet? >> And we're going to start talking about the middle school in the back half of this meeting. So we're we're about to get there. Okay. Can we jump back into the presentation? >> All right. Well done, Cameron. Okay. Um, so I think what questions do you still have about overall elementary cohort model? I don't think we need to. We I've heard from you all on that one. So I'm going to move past it. Okay. So I'm going to ask you a couple questions with the with the menty meter right now. now and I just want to walk through based on what you've discussed in the past three sessions around elementary boundaries and what you've seen in the boundaries. Do you feel like the four cohort model data meets the criteria that you set out to address? And after seeing the four cohort modeling of MGT, do you still want to see a five cohort model districtwide um as something that we could bring back to the group? Because that was initially a question that was out there. So, >> um, >> what about what about three cohort? >> That would be in the scenario like once you get to the scenario building that you would say, well, what about this being a three cohort school and that would be in on the o it's on the 14th. >> October 14th. >> Yeah. >> I I I don't know if this was asked. This is a question that I've been starting to think about. Obviously with four or five cohorts you start getting like maximum capacity and there's less flexibility in terms of any students going or transferring inside the whole school district right and so I just want to point out that from an equity question what does that do to perpetuate soio economical realities that we face in this county we face within the district and n of these address that. So, how do you build in systems or opportunities where there's social mobility conversations uh in the design? And so, you know, I I don't want to be a social engineer here, but like I I do think that that's a value statement that also has to go in alignment when you hyper compact uh you know, district lines and and I think it's a valuable question to ask in terms of you know, future success because one of the future the the number one indicator I'll give another one of these like factors number one indicator of someone u becoming homeless or not is how many people they know and so it's about social connection right goes back to kind of this design idea. So, what you just asked was such a powerful like can you put that on a sticky note and put it on the on the parking lot because I do think it is something that as you get into scenario building you're going to want to be thinking about that very thing. Okay. All right. So, you're going to get three questions now. One, in terms of scenario building, we did it with six people. I'm going to ask to do it all. If you had to rank the variables, which ones are important? I'm going to ask you to do that again as a whole group. The second question is, do you feel like the four cohort model and data meets the criteria that you set out to address? So, does it do the thing in terms of starting as a foundation? I want to say I'm not trying to get you to I I when I came in, we could have been three cohort model districtwide, four cohort model, five cohort model. We decided to start at four as a baseline to have these conversations. Does it do some the things that you want to see? And clearly, we're going to maybe have some five cohort model schools and maybe some three. I I don't know what that's going to look like as you put together your final recommendation to the board. And one of the big things was after seeing the four cohort model of MGT, do you still want to see the five cohort model districtwide? Because we did not do that. And so >> I I saw I think I know how the menty meter is going to show up on that one, but I just want to So you're going to go to this and let me just check and make sure I've got it set up on my end. Um, and there should be three questions there. >> Is it just which one shows up? >> But do you want >> check it now? >> No, it's the same QR code that goes through three. This is where I was really pushing the bounds. >> I think I just reset it. So, >> it says 19 people have chimed in. Do you have three questions or is it just one? >> Um, >> it's one question ranking. >> Yes. And then it after you finish that, it should go to a second the second question here >> and then third question here. So the first one is a ranking. >> Put them in order. >> I think the facility I think the neighborhood which which of the you put them in your order one through four. The second question is does it meet the criteria that you we established around sustainability and those those variables? And the third one is do you want to see um do you want to see the five cohort model? It >> says please wait for presenter to change slides. >> Oh, >> thank you. >> Okay. >> So I got 12 of 21 people responded to the first question. >> Okay. >> All the other questions. >> Okay. So, the second question now, does the second question come up for you now? >> Yeah. >> Okay, great. >> So, we better get in quick. >> So, we're on the second question. I look up when you when you answer the second one and then All right. So, eye contact. Good. Oh, I got lots of positive I've got 19. Wow. Of 21. That's That's a good number. >> Five for There's two people that are out there that haven't responded. >> All right, we're moving forward. Oh, 20 21. Oh, it got him in at the last second. Okay, so you should be able to go to the this one. Do you feel the four co modeling for elementary meets the criteria that you established at the beginning? Oh, wait. Did that go back? Oh, no. I'm sorry. God, there's too many things going on. I got to change this too. Sorry. >> There we go. >> Oh, you're ready. Wait. Almost. Let me see how many people are in. >> We got 17 to 21. Okay, we're gonna five, four, three, two, one. Let's go to the results. >> All right. We got about Okay. So, in this group, here we go. Okay. Number one, facility condition actually moved to the top with neighborhood access still one and two. Three being community stability and four being the feeder pattern being the least important by this group. Can we go forward to the next one? I think if you just click the bottom arrow. There you go. Do you feel the cohort cohort uh Do you feel the four cohort modeling for elementary meets the criteria that you established at the beginning? Nine yes, one no, and 10 uncertain. Can somebody speak to the 10 uncertain? I think we've already talked about it, but I just because the devil's in the details and implementation and what is it going to look like? Is that pretty much is there anybody that has a different reason why they're uncertain about it? >> For me, it's like lesser of two evils like None none of these scenarios are ever going to be perfect. So I want to see all the other scenarios before. >> Okay. >> And then the last one is do you want no? We have more things to discuss. All right. So that's a resounding let's move on. So okay. Um let's move on then. Does anybody have any comments? I was gonna we only have about 20 minutes to go through middle schools but middle schools will be very fast. um because it's really just setting the framework to see the same thing for middle schools. >> Um do you all need a second to talk to each other? >> Okay, >> thank you. So elbow partner just we just went through and we talked through some of the these different items. We're getting at a place where you have a lot of information in front of you just what's coming up for you as we walk through this journey. Just turn to your elbow partner and I'm going to give you two minutes to just kind of share where you're at right now. kids who are hardly sometimes I've always like made a connection when I was studying in college for an exam like if I write it when I go to take the test I lition This might have been reflections on today's I'm pretty decent multitasker coming And but it's just like what our values do we survey the community like I think we need a member where they just kind of steps I don't think I really said much at all. I've been sitting here writing >> maybe too crazy. >> It's it's so like moving the goalpost. >> I mean the fact that you guys were able to keep your your >> That's like the goal going into it. we accomplish that goal and then it becomes wait a big salary increase. So, it was a long process to get ratified, but we took two weeks. We got anticipates. We did halls. We had more members vote in this election than anyone before. And we >> Okay. >> I have about >> I don't think the No, that's good energy. People are talking through it. to our benefit. >> Now, we do need to be educated. >> Okay. >> Um, I want to open it up. >> We have about 20 minutes left. Thank your partner. >> But now I want to give people some time to just talk through what you're working through right now because the when you get to the scenario building piece, we're I need about 10 minutes to just walk through um the kind of the middle school because it's going to follow a similar process and it'll be quicker because we've already talked about it with elementary and there's fewer middle schools. just what's coming up for you all right now and what do you need from us as you move forward in this in this conversation. So, we've talked about a lot of different things. So, I'm just going to turn it over to you all for the next 10 minutes. So, who wants to start off the conversation? >> No, >> you don't want me to start it. >> I think we'll let you close it. >> Matt Matt can start. I think Mad is a good starter, but I just >> there's so much. There's so much. Like, >> please start it. Oh my gosh. >> Sorry. Um, >> it's true. It's true. Um, >> I just was mentioning with these ladies, I feel like we are still up here talking about these imaginary things, but how do you really talk about, you know, the nitty-gritty of it? And, you know, if we're talking about merging schools, I was just talking about drop off at the few schools I've done drop off at. It's already a disaster. And that's just the one school that's there. And there's already been issues with that. And so, and I know that bus transportation is also an issue. So, like, how do you >> huh? >> Valencia. >> No, not Valencia. Um, but see, that's one that I didn't know about. So, that's just another one. >> Um, but I feel like it's really not easy. Cameron's job is not easy, but it's easy to press a button and move boundaries around. But what does that look like realistically for the parents that are taking those children to those schools that don't have bus options that have to wait in a line of a billion cars and then have to leave 30 minutes earlier to make sure their kids are actually getting to school on time because they're waiting so long in a drop off line. or then they're running late and making not smart choices and dropping kids off in the middle of the street because I've seen this, >> you know, just >> how do you get into the like realism of it implementation challenges that come with a selection around a site, >> right? Because it's easy to talk about. >> Yeah. Oh, I hear you 100%. The devil's in the details on a lot of it. >> Yeah. Go ahead, Brandon. >> Yeah. And I think kind of building off that is like we should be the ones in this room, the members of the committee coming up with those details and priorities. And it feels like due to the nature of, you know, our previous CBO leaving like this committee's kind of been passed off and it's a lot of being talked at but not a lot of us getting to engage with each other. And there's an example just recently where in an email chain we were discussing a survey and going out and getting information from the community and we've been in here an hour and a half today and we haven't even addressed it. So it's like at what point do we get to steer this committee and not it just be so much being talked at. Um, so that's been I think my biggest issue that I've had with this committee the entire time is we're not haven't been given ownership, but we're expected to go out and engage and like sell this without being empowered to do so. So >> can I just >> I just want to ask a because I'm standing up here and I'm talking at you often. Um, in terms of when trying to give the foundation for some of the things that are critical, does that work when you start putting together real scenarios and you start putting together things that come out of this committee? Does it address the thing that you're talking about? Because we want that the theory of action here was like to frontload things for you all so that you're having some of those conversation. I just does that meet that standard or not? I'd say potentially, but it doesn't give me much hope because we're here in midepptember supposed to make a recommendation in November and like the example of the survey that the group had been discussing in an email. To me, that should have been a priority to start with today and then if we run out of time at the end, we run out of time. But I I almost feel like we need a separate meeting with just the members of the committee to have discussions um and get to a point where I I would have more confidence because I see what you're saying is that's kind of on the horizon but this whole time it's felt like oh it's always on the horizon. >> That's right. I No, thank you for clarifying that. Yeah. Go ahead. I agree with all that's been said and and with all due respect, a lot of time has been given to elementary and it's it's important. But to say that middle school we're just spending 15 20 minutes and the clock is ticking. Middle school is a very critical age group as well. They are going through so many changes, social emotional changes. >> Yeah. hormonal and a lot of these issues that were addressed in the survey that I read applies to them. So I think for equity purposes, middle school or junior highs should not be rushed. >> And I I I think that goes back to Thank you because I I agree. And one of the things that as we talked about and tried to design a draft survey was very much how do we not ask a leading question like would you like a TK through six or a TK through 8, but how do we ask questions that really get out the outcome of what our schools should look like and what we want them to be. So that and I going back to I feel like the district Mark is underestimating the importance of engagement now with the community. Okay. And one of the one of the things when you read about school consolidation and is the districts who have had an easier time not easy an easier time have found ways to engage the community more. This is a very vocal community. And so by us getting that survey out or a version of a survey out, what it does is it gives us a lot of valuable feedback that helps us understand what different parts of our community care about because the reality is we are a diverse community and we care about different things. And I think that will do much more in terms of giving us the structure for an optimal program model across all K through 12, PK through 12. And so I I think that's why there's so much push to get that. And um I'll throw in there that I think it was unfortunate that the district sent out an email to the com the through parent square to everyone without a heads up to this committee about those meetings because again >> um the opportunity there is you've got this committee we can be assigned to schools to go and have meetings to sort of have that qualitative piece to go along with the survey so that we're having those discussions but bringing I everyone I've spoken to has had the same reaction of you're planning on just bringing a bunch of schools into one room to to discuss this. That's not setting yourself up on a very good conversation. Um so I I would urge us to if we can shift the conversation to community engagement. >> Yeah. >> Um can I ask just a a I have a question then I actually have like just some feedback. One of the things um I do absolutely like empathizing and understanding where like all the way from the example of like drop off and all those details but also understanding what quality program is a very important part of this and a survey can be a really powerful tool. I just want to ask the group generally what we found when we've done a lot of surveys in Oakland is that we get disproportionate representation that underrepresent certain communities that don't access that tool. And we've found that polling and doing other structures where you have people call and talk to families about it is actually a really powerful tool to get those that historically don't engage in a survey. Is that something that if the district were to move forward and do something of that nature in addition to survey data to bring that in, is that something that this group would recommend? >> 100%. >> Okay. >> Do both. >> Yeah. Do both. I >> I think the survey should guide what we agree on that should be in the survey should guide what the district is doing to reach out and get that information. But it should all it was should absolutely be gathered in different methods. >> Yeah. because that what whenever we put out a survey, there's a certain subset of of the Oakland community that will respond and you're missing out on the vast majority of your enrollment within the city. And so I think the same thing plays out here. And I just wanted to check if that's something because we can talk about that as well as the full surveying of the community. >> And we and we have ASR that is in town here that does this nationwide >> for survey data. I mean like you don't have to go far to do it. >> And that's great. So represent, you know, represent uh the survey has to be representative of the community in which it serves. So making sure that those categories are >> No, I appreciate it. And again, not to jump too far. I know we get to middle schools, but that is the plan. We actually want to survey and survey and then do the polling as well concurrently. I would only caution this group on this. Somebody and again not understand the complexities of Bharo Valley. Get it? But I've been in many many committees and there's a lot of information shared because guys in a perfect world everybody would be watching this live right now and be aware of all the information that is shared. The challenge of this committee is that you guys have a lot more information. For some of you guys, it may be easier. If I'm an educator, I understand our EL programs. I understand dual language academy. Not everybody does. Not everybody understands the complexities of busing students with disabilities across the district. They don't. So to me when you get information and then you create a survey that actually is done in collaboration with somebody who has expertise in that the questions that are generated is fine and with a high probability of people responding. I credit the people that created that and the work that they put into it. But I would say that that survey in and of itself is an incredibly lengthy survey. I don't know from a ranking standpoint from my perspective how many people would be able to rank 20 items and put them in that order at 20. I again the effort was there. I think that we could be more precise than what we do from survey and and in uh polling. >> I just I think that was the point of being able to have a discussion about it. But I also don't think we have anything there now that was asking you to rank 20. >> I I just could I Yeah. Go ahead. Um, I've been hearing that the district is putting together a is going to survey and and we haven't seen it. So, I want to hear that piece um before we get into other surveys and let's see what is coming up and let let the group look at that uh and understand where that came from and how that was put together. But I've been hearing how long that survey is going to happen. So, let's can we get jump to that perhaps? >> Yeah. I don't know if this is the right time, but right now >> No, but I I I what I'm hearing is a commitment to do some things like one develop a survey that goes out to the community and >> I thought I thought one existed. >> I there is a version >> being being proposed and then there's other >> that could supplement that could >> you don't mind just go to the last slide together but I thought one was ready to go. I'll prepare or we will prepare in in uh um collaboration with the entities that you describe the survey that we plan for some committee input next uh uh uh SSA meeting. So I'll bring that to the group to have the conversation. It will take some of the themes. There was some good information on the subcommittee's group that did that work. So I want to say I truly appreciate it. But then I think that will put in perspective what it is the plan is. Um I the community input sessions I I I get it. I do I still think getting out in front and being able to explain what the process is. Um be trly transparent with you. It's not exactly a meeting I look forward to in terms of I just I just know it. The tensions, the emotion behind this process, but I will tell you I think we would be remiss if we're not out there and gathering the input at least from a face-to-face perspective where we can. I love the idea of polling. you not I think most people are are familiar with the polling process but we will grab selectuh groups from across the community and engage in individual conversations from more authentic conversation which I think is I could argue more valuable than some of the stuff that even comes out on a survey truth be told because there's a lot of more anecdotal information that's there. So that's what we plan on doing. I did want to get to this point. >> Oh it's on one of my last slides. Next slide. Right there is where we have the community uh uh uh uh community input sessions. So if you look right there, it is the week of October 5th, 6th, and 8th. You have a commitment from me to bring back a sample survey to the next meeting for discussion feedback. Gather your feedback there. Our day 5:30 to 7 ABS Junior High on the 5th, Pajaro Middle School on the 6th, and October 8th, Rolling Hill Middle School. >> Yeah. So, couple things and I was one of the people in the the side group that worked on the the survey and I if it's a if it's a kickoff and I think we intended it to be a kickoff with feedback from from everybody that's great. If you if what you're saying is you're going to you want to do the survey and develop it internally. I would suggest that you should have at the table developing that survey a couple people from the SSA at the table with you participating in the development of that survey. Otherwise, it's absolutely going to feel like a push from the district to us without appropriate input. Who those people are different question but I think that this group ought to be represented at the table when you're developing that survey. Point two, I think that um all I can say is I'm really really nervous about this approach, especially if if it's presented in isolation. Um just real quick anecdote, had a conversation at a meeting with parents talking about schools and the the future of the district and uh one of the parents said, "Well, why haven't we been involved? Why haven't we been asked yet?" And my response was, well, we have to put something in front of you to give feedback on. Right? And I I said to this person, if I asked you now your response, if I asked you what the most important things to you are, it would be don't close my school. Don't close my school. And don't close my school. >> That's not going to be a conversation. So, we have to give people some meat on the bone. And I think that was part of the attempt in the survey. There's a lot of things, people from different perspectives and different communities throughout the district. I agree on your comments and thank you for the evidence. Definitely take it into consideration. I will Steve I truthfully um I do think and I agree. I definitely agree in terms of you have to come up with something to give somebody because if not and again I've just learned the hard way through whether it be OCAP surveys, school climate surveys, family engagement surveys, etc. If you don't give them something, what you get back isn't worthwhile. So, don't get me wrong, to the point maybe we could say we did it, but to be honest with you, I'd rather get back some worthwhile information. So, that's what the hope is, whether or not the committee agrees. However this gets run, if if this goes forward, my real nervousness is about having parents from different schools and essentially there there's a risk of them being pitted against each other and setting a really terrible tone for the future. That's that's my biggest worry of all. >> Thank you, >> Mark. I also want to say we weren't I I certainly wasn't disagreeing with getting out there sooner. I think what I'm surprised by is the approach. Um one getting a survey out does put it in front of people in one more format where and again it was designed in a way that you don't have to we don't expect everyone to have to have been paying attention to this. But also, so many of your schools, all of our schools have regular meetings that parents attend. Why would you not just ask the schools to include an agenda item on their home and school club agenda item? There's all these so that they know ahead of time so that more parents can join, but that way you can go out and truly hear from the community in those settings. I do think having again the meat of what we would ask the parents because I I tend to I agree with Steve just getting up in front and saying guys we want your input on this without a prompt. I agree. I think the overwhelming majority of people are going to say >> we've given you the prompt. You're you're skipping over what I just said. So we've got a survey. We want to go out and say, "Hey community, >> we you all know that we're talking about school consolidation and here's some questions we want to hear about. You know, what are your concerns?" And there there are questions designed so that it doesn't get into don't close my school, don't close my school. It gets into if you step back and think about what you want for your kids. >> That's what we want to hear, right? So, we we've given that to you and I hear you're going to take the next two weeks to go and design something. I'm concerned that you're pushing another two weeks. >> Um, >> yeah. >> Okay. I appreciate it. I do want to clarify one other piece of information. So, and I I I heard it from another, but then I just heard it today. The purpose on why we send out information the next day on the SSA was because the first time we put maps up and those maps, people were taking pictures of it, which are fine. should have. It was handed out. But what we didn't want to do is to start causing a level of pandemonium in terms of decisions being made because once you start looking at a map and you can see the school in there, people make an immediate assumption about what it is we're talking about. So that whole purpose was to was to squaltch the rumor mill that no decision after we demonstrated those maps were made about any school that is going to consolidating closing or whatnot. So that whole purpose was to get out in front of it so that we didn't have a lot of chatter out in the out there in the community that oh my goodness this school's closing this school's closing this school's closing. So whether or not that rolled out uh uh as well that was the complete intent behind it. >> Did you want to talk middle school at all or >> you got a question? >> Oh, I'm sorry. My apologies, John. I think that the suggestion is that if you're going to talk to people, you need to have something that they can talk back to you about. And I don't think there's been adequate conversation on the district side that's come to us for the last two and a half months or from us to give feedback. And I think the problem is us in this room. And we're looking for a huge problem to show up there and watch the masses take something over out of total context and decide that we're going to have actually a riot. Okay? And a riot in what I call is many forms, but it's chaos. And I think you ought to step back and look at some of the research about change management and you're in the middle of it. You are stirring the pot and I think that you're not going to be happy with the results and I think you need to have a breath of fresh air and more conversations like we've had in the last 10 minutes and less conversations about telling us what we think we should know. I think we ought to be able to talk amongst ourselves with the district management and create something so that we represent something that is uh worthy of the time we sat around because I don't think anyone here will sign anything that they own up to anything going so far and I think you ought to take it under advisement. >> Can I make a comment? >> Yes, please. >> I just want to make a comment. I think for weeks we've been saying we wanted a survey and I think we let go of opportunities. For example, we have two couple weeks that went back to school night. Tons of parents go to back to school nights. If we have the that parent survey, that survey ready, we could have representatives at each school site when you know having these surveys answered. You have the farmers market. A lot of community goes out there. If we really want to know what the community wants, the fair is this week. having a booth at the fair. There's so many things and knowing that we're going to have to be taking real important decisions that are going to affect the community as a whole. Why are we not taking advantage of all these events that are going out? We have the Starbur Festival. We knew this was going to happen. We should have implemented a survey just what the community wants and then come back to the table and and read and go through them and to see what they want to create the optimal school. But we we're in already September and we're talking about October and we don't even have a survey and then November presented to the board. So I think we we let go of a lot of important dates that we could have um hear from our community. That's all I have to say. I'm I'm curious if um by show of hands people would be interested in having this group, it's not on the calendar, but get together a week from this evening here in this room and taking a couple hours to talk and sketch on whiteboards and do that. Would people be interested in doing that? And would the district provide this room if we wanted to do that meeting or could it >> is it for the is it for the purpose of themes on what we would include on that survey? >> It's it I think the survey would be potentially one of the items. But what I keep hearing is that most of the people around the table want time just to have discussion >> talk about what we're hearing. talk about what we know because there's different knowledge around the table >> and experiences, but it's a for good reason. It's a packed schedule. We don't have that time unless we meet outside in the same way some of us got together to work on what we hope would be a reasonable survey. >> Yeah, I don't have a problem with it. I don't want to put the carpet for the horse on the 14th, but it's f I heard a lot today and I didn't chime in, but just to give you an example. I know people and it may not be maybe this was just my perception about kind of this locked into the four cohort models. And actually I heard a great example of DLA and Aloney actually I think and it's funny and again I would never ever state this like this is like determined. This is just the way my mind thought of it. So we have aloney we have a number of schools that do dual language. We also have a number of schools that have like a cohort a strand that does it and then two that don't. So again not going into a locked in thou shalt every school have a four cohort model. Those are the discussions that can be had when we get to that point when we start looking at what our English language learners need. So, for example, if we have five cohorts of school of uh DLA that's offered throughout the district, could those five cohorts operate one school? Yeah. Uh that would have an implication because if you have one that's five, more than likely you're going to have to own one that's three. So again, it doesn't lock in to a rigid four cohort model. That's where I think that the nuance that Cameron was talking about is essential. I mean and that's those are the discussions that I believe we will have on the 14th which is going to be looking at hey we're com we are combining all the things that we know together and I agree with you Mads on uh defining school success not just strictly by the academic scores there's a lot of great information that doesn't necessarily translate to a huge academic uh ESPback scores that was on the youth truth survey in terms of connectedness etc so I mean again that's another data source that doesn't necessarily always mean that high academic achievement translates to a successful school because I think that we have a number of schools to where just based on last year's data which is a snapshot but showed incredible engagement from all levels staff students and parents >> but I would like to be able to get together and talk things out as a group without a presentation without being told what we're what's on the agenda. Basically, >> it's a question on the table. There's a question before us and you went right by it. >> Yeah. >> And that's what happens. And someone needs to tell you to tell others that you're headed in the wrong direction. And I don't think how more clear it can be said to you and then you just shoot right down where you want to go. >> Well, it may be a different opinion on whether or not we're going down the wrong direction, but that's okay, John. I appreciate it. If the question you're thinking I was dodging was next Tuesday or whatever day somebody wants to come in here and have that conversation and meet the committee can meet here. I will be happy to open up the room. I need to make sure. >> Can Can we stop Can we stop with that? So the answer answer to that question is yes. >> Yes. >> I'm hearing that's what I'm hearing. But I I want to interject something as well. >> Yes. >> Thank you. I want to interject. The survey has got to be done soon. And I appreciate the work that Mads and the committees. I read that, looked at it, but if my parents had received that survey, they wouldn't have understood it. Okay, I can tell you that they would have what's this? Okay, and or they just would have ignored it or whatever. They wouldn't have opened the envelope. So, I love the idea of going out polling and then also being at the fair, being at the parent group, being with Mr. Strawberry Festival. that those are the opportunities to to get a lot of the parents who have kids in this district who aren't online who are not looking at this who you know because monilingual for one thing but you know we we need to do that so I I I would strongly urge that the group who's putting together the survey who's finishing that up meet with Mads and whoever else is involved and also not just Mads I mean you're you've got a level you know way you express yourself and all that isn't going to work for everybody in our district so who else is going to >> pitch in so that the parents who may have a harder time understanding all of this can give us some input. All right. So, and do that soon. I mean, who who wants to do that? Let's I would suggest you >> So, CSA has this boardroom meeting uh this boardroom scheduled on uh September 22nd for our membership meeting. We encourage everybody from this community um advisory committee to come to you know maybe towards the end of our chapter meeting and we have this meeting. Come hang out with us. And nobody more better than to communicate the cause and effects and extreme passionate feelings we have about what school closures may do to our community. Um we have several classified employees here tonight. Um, so you know, I I would encourage that if you did want to have a discussion, we usually are done with our member meeting around 700 p.m. 7:30 and I am constantly here till after 8:30, 9:00. So join CSA membership meeting September 22nd 5:00 p.m. We end around 7 7:30 and let's have a conversation. >> So So two things are out there. One, the group wants to be in this room when and what time. Set that up first. this part that >> the schedule's up. >> Monday the 21st or Wednesday, those are the two dates that the room. >> You want to vote and just how many hands can make it on Monday? Raise your hand. Who wants to come? >> Then we'll see how many can make it on Wednesday and then you can figure out quite a better chance of getting more people here. >> Monday. How many on Monday? >> Not a lot, huh? >> How about Okay. How about Wednesday? Okay. Who can make it on Wednesday? >> More hands. >> Wednesday. What time? >> 5:30. >> Is that agreeable? >> Yes. >> And y'all are going to provide pizza, right? >> Yes. >> Mark. Mark, nod your head. I like this. >> You guys didn't come in when Heather came in. There was a burrito that looked absolutely delicious. I must admit. >> What's the date? Uh the uh 23rd. >> 23rd. >> 5:30 here. >> Yep. Okay, second thing is again back to the survey. Any problem with having some of this group meet with you to give them the in you the input and work on finalization of that survey? >> I I don't come in with a draft. I think that'll give me enough time to get one together. >> Yep. The answer is yes. >> Who wants to do that from this group? Who's willing to meet and give the input? I know Mads for sure. Who else? Okay, so we've got >> Steve. >> Anybody else? Be sure we get a good representation, folks. >> Did you capture the name? >> Yes. Alda, put her name if you want. >> Yes, please. That's important. Awesome. All right. >> No, I didn't. Glad you >> where and when >> here 5:30. >> I'm sorry. For the survey. >> Oh, survey would would be what I would bring in here. >> I would bring in a survey next week >> at that same time. >> Okay. So, whoever wants to meet go over the survey. How about >> Well, I guess 5:30 at least you're going to be able to meet. So, >> yeah. Yeah, it'll be around 5:30. >> But this group wants to meet without >> administration being in here, right? That's what I'm hearing. >> We don't want to be presented to. No, just my M's just hanging up. Let's just let the commentary just now he's gonna now he's gonna respond and say I'm not presenting, you know. So, let's just >> when let's just go with the the same night 5:30 for the group without the administration being here. I'm not going to be there either. >> And then at how long do you folks think you need you want to talk for how long? Because I'm saying the service should be right after that. Whoever's going to stay for that >> in an hour, two hour. What do you want? One hour. >> For an hour and a half and then me. >> Okay. So, hour and a half sounds good. So, at 7 o'clock. Hour and a half. Yeah. Seven o'clock. Whoever wants to work on the survey will be here. Mark, you're going to be here. >> Of course. >> The draft. >> Avoid Monday. As long as it's not Monday Night Football. Yes. I'll be here. >> I present the draft. >> Yep. Present. What I would do is head it out. Have a discussion. >> Time out. >> Okay. Give them some >> time out. Please. Go ahead. The the question about the survey wasn't to have 23 people sit with Mark and try and I didn't think so either >> do that. It was have a couple representatives sit with you and your team as as you're developing >> the survey. >> That that was the intent. >> That's the intent. That won't happen at on next Wednesday evening when we're all meeting here. >> Whoever wasn't going to work on it would go home and every the other three or four would stay. That means that all of Mark's team needs to to be there then too. I don't I don't know if that's feasible. We don't know what his timeline. So my ask of you Mark would be come back to uh a couple of us come back to the four people that raised their hands and say here are a couple time here's when I'm going to sit with my team and we're going to work on this >> please join us >> and and it's a tiny tiny group >> and which is fine what I will do is look into so for an example that entity that you had spoke about handover is another big one that does a lot of surveys educational research known throughout the nation done a lot of work before very researchbased in terms of creating surveys to be yeah they've got a good track record conversing with them and when that time in is going to be the challenge so to me I could uh uh with that group at least keep everybody aware in terms of what what I'm when I plan on meeting them coming in at a certain time late in the evening I could not control >> well my thought was do you have a framework of what you're going to put together so far for the survey is that the >> no I'm sorry the district >> themes in terms of what we think that the survey should ask but here would be the thing to the point that you made and I and I believe to the point the president had made you don't want to create a survey that is overwhelming you have to be very very specific on what data source you're looking for and you want to use it I got to finish this you want to use this into a way to where you're going to get high probability of people understanding and completing the survey that's our yeah that's our >> so I I just wanted this group to see but and then give you input before you finalize it. >> That's what I that's what I'm getting at. >> So it maybe just an opportunity for input then which is fine. >> True. Yeah. And even then the themes of the survey really really what it's going to focus on is themes and then relying on the experts in terms of people that have done this across country and saying if this is the theme what gets us the information that we're looking for. The input is simply that and then you'll come back with the final >> proposed survey. >> So sorry judge I so please when you have that meeting there were several hands raised invite us to be if we're available part of that meeting. Please send whatever you finish ahead of next week's meeting because I think the purpose of the meeting next week is to discuss and land on what we as a committee want to hear from the community, right? It's us, the committee that is saying we want to hear from the commi community and >> I think everybody's saying that. >> Yes. But I'm hearing that I I'm not convinced right now. >> Okay. >> I'm not convinced right now that Mark is aligned with what he wants to get from the community >> versus what we want to get from the community. >> Frame it and get the commitment. >> Yeah. So that's why I'm saying include us in that design and let us see it ahead of time so that when we arrive next week we can have a discussion and align on is what you've provided meeting the needs and if not what is it that we were hoping to get out of the survey so we can take that back to an expert and say how do we get at the things we want so that we can move forward with >> before we move on what you sent by email that was a group of you who put together. So, is that representative of what this group is looking for? Is that Can you say that or or not? Because everyone got the email. >> Does that cover most? >> I mean, it covers it covers most of the bases and I shared kind of because I didn't want to I mean, I can share what I what I sent to Matt personally around around the the survey questions. Uh, but I don't I don't think it addresses some of the concerns that were raised today, right? Like, how do we get this to a you know, fifth grade reading level so every parent understands? >> How do we how do we How do we define between tough choices? Because there are not going to be any perfect choices. It's going to be which one are you less likely to get mad at us or mad at yourself for voting in this way. So when we could use that data source and say you chose that this is the lesser of all evils, this is the way that we're able to address >> what you wanted and you know really reflect what the community wants in the choices that we have to make, >> right? >> And so like It's not going to be easy to get it to that, but I think that that should be where the starting point should be from the school district to at least say here are the themes. How do we how do we address it? This would be our version. Present both versions and then have an expert come in and say, how do we meet those those things in the middle? >> Makes sense. Makes sense. All right. >> I will tell you this. I appreciate the conversation and the lively conversation. So, I want to make sure that we have everything scheduled for next week 5:30 to 7. You guys will be here. I will be coming in. I've heard the information regarding themes and including uh uh individuals there. I will want to make sure the one thing that I will preface to you guys um you may have a theme that you think is dire that the experts say that isn't a good theme to even ask and I hope that that part from a personal standpoint sometimes when you get invested into something and you found out the wait the the answer is no and you feel so passionately about it ultimately guys and I hate to say it we take it is the district that that basically controls that survey and I don't mean that in a bad way >> input is valuable and I know I've got a lot of expertise here but I also want to make sure that what we do is going to presume is going to be in in done in a method that's going to reach the population of a whole ataro valley unified. That's a a number one priority. So I will say this, thank you. I want to say thank you to the people in the back who helped set this up. Came Yeah, thank you guys. If you guys knew the work that goes on behind the scenes for those ladies, I will tell you it's immense. I appreciate it. Also, Cameron, he's not there anymore. He's on Texas time, but I appreciate Cameron. Uh I I find the uh uh the graphs to be fascinating in terms of what you can and can't do and your ability. I do encourage people to jump on the website tomorrow, that dashboard. It's a it's a fascinating tool. So anyway, with that, I appreciate your time. Thank you guys. Have a great night. >> Thank you.