My name is Brandy. Oh, I'd have to go through the list. How many we got? >> This is being ready to go. >> Yeah, we do a little >> All right. Good evening everyone. Welcome back. Meeting number two. Um,
thanks for joining. We do have a couple who are online. Um, and I'll make sure to pause and um, give you some space to answer ask questions um, to the two of you. Um, so for our agenda tonight, um, I think I probably have >> Hey Josh, do you mind going one slide
forward? My clicker wouldn't talk to your computer. So, um, so we always like to start um, you know, followup meetings with just an open space to have a discussion. what like what's been on your mind? Have you had any discussions with others? Um and then I put a couple specific bullet points on here, right? A
video was sent out um about the high school, right? And how things are going there and some reflections. Um so he's here live tonight and can answer any questions if people have them. Um and then we just wanted people to understand that um working to get everything uploaded onto the district website. Um another housekeeping topic, we didn't
receive any emailed questions between meetings. Um, and when we were talking about getting ready for today, um, we kind of realized we didn't tell you how to send questions in, right? So, um, the recommendation would be to send questions in to Darcy and then we'll work to triage kind of who's the right person to answer a question. So,
apologies about that. Um, feel free to answer ask questions live here tonight, but if you'd prefer more of a written between meetings, that would be my recommendation. So, with that, meant to be open-ended. Does anybody have anything they'd like to share with the the group or any questions? um for our high school
principal since he's here tonight. We ran out of time anyway, so it worked out that you had a video. We we ran we ran a little long last time. Um I also think we had um the enrollment report made available to them, right? >> Yes. And we had some copies. I don't
know how many we made, Darcy, but it looks like they were going tonight. So that is posted on the website as well. That's um Hazel Reinhardt uh state demographer um did this report for us in 23 so it's starting to get a little dated but some
really relevant information in there um and you can probably cross kind of her projections with projections on enrollment get a feel for what's happening >> the other document that's provided that says team works on it
that is the document of the uh the strategic planning that teamworks came in and did surveys to staff and parents and students and they kind of asked what you wanted. So that information is in that document in its entirety and that's
kind of how we'll eventually get to the full strategic plan. But that's that's a lot of pretty thin data from up to two years ago that I thought as we're kind of thinking about things, if you're really wondering what people have been thinking over the last two years, it's
right there. >> I have a question. Yeah, please. um things that I've heard from community members um in regards to grades that are at the high school. How do you feel eth grade maturity with the rest of the
school the common high school ages? Um do you think there's issues with that? Do you think it's a thing? do you think? Yeah, I think that's a question we get a lot. Um, especially from parents as
they're transitioning, you know, from Southwest over, there's a large concern parents. Um, I would say what we do see and probably the one question I get decent amount from parents is their concern is upper classman to lower, you know, to the eighth and nth graders.
What's going to happen? And my comments always the upper classmen after link crew day really have nothing to do with the eighth and nth graders. like it's just they don't cross paths, they're not seeing classes outside of maybe purposeful interventions where we send an upper classman to work with someone. That's
not the issue. Um the one challenge we do see is it does seem to have some impact in terms of some of those ninth graders who are struggling seem to latch back on to the eighth graders moving into nth grade. As we start to get some
of that separation of a ninth grader, right, who struggles in eighth grader maturity wise instead of maybe being pulled along with the rest, we start to see a flow back a little bit to the eighth grade. Um eighth graders in a traditional year present about
55 to 65% of the behavior problems of the high school and they present the back over the half of the I would say large risk attendance issues as well. Um and I think this year the trend is just the same. Um so yeah from that
standpoint there are some definite student relations. Um, and much like I said in the video, there's also some interesting staffing challenges u because of the credit nature of an eighth grade class versus a ninth grade class. We don't give high school credit. Um, which then creates some unique
staffing challenges because you put an eighth grader and nth grader in the room together for the same class, half are getting credit, half aren't. How do you justify that and how do you manage that? So, there are some there's some interesting sections to it. >> Good question.
Any other questions or comments between meetings? >> Um, great. Well, we can move on. And actually, I should have put it on the agenda if you don't mind advancing the slide. >> Let me Darcy to see if these will work. >> Oh, perfect.
>> Okay. You want me? Oh, I was just going to say another I should have put on the agenda probably, but um there was some follow-up questions um or discussion kind of on wanting more information about enrollment and um in particular about students who are choosing to open enroll in and open enroll. Um so the
district has pulled some of that together. >> Yeah. So I just um wanted to make sure that we we were answering questions that came up and um Rich, you asked a question, where are they going in terms of enrollment? And I want to hit that from kind of two lenses. One, um there's
a term I I it might actually be in Hazel's report too, but uh natural migration. So when we have larger senior graduating classes and incoming kindergarten classes, that's going to be a natural student loss annually for as long as we
can project those smaller kindergarten classes versus larger graduating seniors. So I wanted to bring this back up and note here. We see these these will be our senior classes for the years to come. Right? So we're seeing classes of like 273, 250, 250, 245. And then
balance that with those incoming kindergarten classes which will be much smaller. And we talked about those kindergarten projections, smaller, less birth rates in the county. But I wanted to offset that with a couple diagrams here. And oh goodness, this is pretty
small. Um I'm wondering I'll just kind of speak to it and this will be in the PDF for today as well. But what we can see here is in 2013 there was 339 students or children born in our county. Right. And that
correlated to 201819 248. >> Oh yeah that's bigger. >> There you go. Yep. It correlated 248 students in that 201819 class. So it was about 90 students less than births in the county in 2014 through38 and then
five years later about 96 students last 241 and then the next year it correlates to just around maybe 90 to 100 students every year 111 97 97 101 101 so I mentioned that we can track really well to predict what our incoming
kindergarten classes will be if we take a seven-year average it's about 99 students less than born 5 years prior. We take a four-year difference, it's about 99 students less. So, we know on average in an average year, if we take a
birth year, project that forward five years, we're probably going to have about 100 less than that born in the county that enroll in Albertly schools. Part of that is because not everybody born in Freeborn County will attend Albert. Their district area might be somewhere else. Right? So, if we um look
at this next slide, what I've done is there's a couple different ways we can try and make projections from this. So, we've done a linear model here where we just take that four-year average and take the births in the county and say 2020, 2021, 2022, and 2023,
314 births in 2020. We subtract that 99 average, we got 215. In 2021, there was 309 births in the So, you see the birth rates just low, right? So, 309 would correlate to 210, 271,
just subtracting 99 each time, right? 172, right? 289, 190. So, we see those kindergarten classes are much smaller than the senior classes that were are leaving our schools. So, a natural loss of about 50 students a year annually.
That's without our open enrollment game that we're we're losing, right? So, here is another way. This is the way the Ellers's model that you've had will project these kindergarten classes. They take a weighted average. So, what they're doing is they're taking the prior year births and accounting for
onethird and then the the actual year's birth five years later or 2/3 because of the summer birth. So, just trying to pinpoint a little bit more accurately. In our district, this correlation is pretty similar, but it just works out to a percentage of about 68.88%.
Um, and so these are the numbers that you'll see on your chart. 217.24 195.4.9. I think someone else asked about how do we get those kindergarten enrollment projections. That's really how they're coming up. So providing that data, we're
seeing larger senior classes, smaller incoming kindergarten classes. And if I quick I want to be brief so we can get to your discussion here more today. If I go back to this, what you can see though, 2030, we start to see this 201.
We might have a light at the end of the tunnel once these middle school students get through. There's a bubble, right? But we can't cut for seven, eight years, right? We can't take these significant cuts for seven years. That's why we're having these discussions is eat us up. We won't have the ability to get there.
So we we got to really work on a plan here for how we're going to evolve in the next few years, right? And then let's be honest, think about how many fewer students we might have at that point and we'll run seven buildings makes sense, right? So are what what do
we want to do as a district um to remedy this moment? So um that was one aspect. And so then the other part um of the question is where are they going? Well, I had our um our MARS coordinator who handles all of
our enrollment for the district gather from some some relevant data from this year. Um the data set was a little bit bigger from the last couple years. We can go deeper if we want, but this gives us a good picture. So I had her gather this Danny Bryant in our district office. I had her grab open enrollment
reasons. So when they enroll with another district, they open enroll. they'll provide a reason when they enroll in that new school. So, what we've got it broken down to um smaller class sizes or um smaller district, right? So, they're
kind of grouped together one category um family work connection already attending but the family moved here so they're just going to keep enrolling there. So, they're truly an open enroll for that former district. Um location or transportation is a reason
home school online option. Okay. Um they kind of group those together. Educational opportunities. Um personal preference or other and then no reason. So what you can see is kind of the big ones here or smaller district or smaller
class sizes, family work connections, homeschool or online option. And that that's something I think we need to look at a little bit. And then um here's the list of the schools that they're going to and it's pretty broad. Um but you see Alden, Austin, Blooming Prairie, there's
a lot. Okay. Um that might be something to do with our enrollment map of where people might reside and they might be on the the fringe, right? Um Brooklyn Center or Yeah, that might be like an online school. Uh Minnesota Virtual Academy, Richland,
Oana, Princeton I think is an online academy. USC and Mrington has an online card. Okay. So then on the contrary, I had Danny put the same reasons together for open enrolling in. So we can really look at this objectively and think about what um what reasons are bringing people
here when they choose to open into our district. So smaller class smaller district and smaller class sizes. We know that that's not us for most of our surrounding schools. They're going to be smaller districts probably have smaller class sizes, right? Family work connection is a big one. Maybe mom or dad work in the
district. They're bringing the son or daughter in with them. Already attending um here and then their family moved out so they're just staying with the district center. Yeah, you jumping there. Uh location transportation bottom.
Um, location transportation is a few of them, but um, you notice that there's no online option here, right? Um, educational opportunities. This is one I think we all want to see a
big spike, right? Um, and then personal preference or no reason listed. And here's where we're getting them from. Alden, Austin, Glennville, New Richland. Um, we actually have a St. Paul and the USC. So, um, we thought this was good
information for you all to process, right? Um, and hopefully answering the questions that came up. You know, if I didn't know, I wanted to make sure we gathered it and brought it forward for you to chew on a little bit. Um, and then the last thing that we talked a little bit about, um, we had Christie speak about some of the challenges in in
offering special ed programming in our district. And we've got a large special education student count. And um, I think the reason I want to put this up here is twofold. One, it's a cost, but I want us to notice that this graph is showing
cross subsidy in comparative schools. And I I picked some of the schools we identified, right? So, what I've got here is Fairmont, Fairbowl, um, which school is this one? >> Does that say Alden? >> I don't know. Alden, Marshall, Redwing,
St. Peter, Wilmer, and went on. Okay. And so, the point of this graph is we've got um per student, our special ed cross subsidy, and we can do total special ed cross subsidy, but really to compare um different size districts, it's nice to
go per per ADM per student. And we're really close in here with the group, right? So the group average, if you just call them, we're right about there. So most districts are facing a special ed cross subsidy, meaning that we only get
X number of dollars in special ed aid from the state and we have to use general fund dollars to subsidize special ed program. And so it's not unrealistic to have that dilemma, right? we most districts have
an amount of cross subsidies that's pointing towards special education. Um so the point is twofold. One, it's expensive, but as we see our student count increasing in special education, I think this is part of the conversation here is I think we're trying to remember who we serve and what we prioritize as a
district. Right? So we're trying to make decisions about facilities as a group. Remember that's a big chunk of our right. So, if we just think about 3,000 students and we say we have 800 student count and special services, we should be really reflecting on are these buildings
in our plan going to meet the needs of those students, >> right? So, trying to think about it from the financial side, but also student needs that we have and um you know, how we can use our buildings. >> All right, real quick. So, the open
enroll in it looked like there was 33. I didn't get a chance to count how many were going out there. Do you know of it? So, >> um, so this is this year's count to date. Okay. So, this will change over the year, right? Um, so in 19, yeah, 33 there. Um, I thought it was like 50 some
>> 38 I think. >> More >> right now. Yeah. Typically, I feel like I don't want to speak like an untruth here, but I think it's about twothirds. Um, like we lose about a third. I don't know. It was like >> about 200. Yeah. I think what was the
number last remember? >> You say it again, dude. >> About 350 net out. Is that what we are? >> Is that what he had asked? >> Somewhere. >> Yeah. Like how how are we I mentioned we lose this game. I think it's like 300 out, you know, 150 200 in typically. We
can look that up, too. It's it's good data. I we brought it up in a board meeting in a study session a year ago or so. So, >> does the group have any questions about this information? On page seven, it does have the in and out up to 22 23 years a
couple years ago, but yeah, >> uh was it Hazel study? >> Yeah, >> there's a lot of information in Hazel study. So, it's um very riveting read, but there's good data in there for sure. Any
other questions on that before we Another follow-up information you all had asked or that we kind of ended our meeting on was, you know, can we do some comparing the peer districts? Um, so we kind of shouted out a few and then we met with the administration between meetings and I would say rounded it out with a few other suggested um and just
to to get you thinking as I go through this quick. Um, we're then going to do a activity in groups at the end of this and try to decide like what four districts are like actually good comps for us that we might dive a little bit deeper into as case studies. So, I'll kind of go through um the districts that
we um chose to pull data for. Um so, they're all up on this list. Um and some many of them you all suggested and then um a few of them are obviously you know either nearby or in your conference or um similarsized school districts. Um, so
what we've done, I'll bring up the first one kind of as a as a kickoff. Um, so what we have is the of course the name of the district. Um, and then the next two bullet points are um, information about their facility. Actually, the next three bullet points are kind of information about their facilities. Um,
so here at Al Conger, they have just over 100,000 square feet. Um, it is one facility. They kind of have the programming separated by grade level bands, but it's one building. Um, and it's its age is 39.8 eight years. Um, and then down here is their um, MDE
reported enrollment data from last year. Um, so you can see it's this is their district number and then kind of by grade level. So it's early childhood, volunteer prek, um, kindergarten half day and then these are kind of their class sizes. So you can see they have kindergarten of 31, first grade of 32,
second grade of 33, third grade of 28, so on and so forth. And their graduating class of 12th grade right now is 21. So, they're a district of just under 404 students at least as of 2024. Um, and then when we knew of kind of a
recent I don't know facilities big shakeup or something, um, we included it. So, I'll there's a couple examples I'll go through that I'll point that out on. >> Um, so Byron is the next one. I'll just kind of cut. So, Byron is 2327 for
students. Um, and you can see they are um I don't know what a demographer would say about them, but um you know their um graduating class of 158 is actually pretty similar to their kindergarten class of 160, right? They've got a little bit of higher grade levels in the middle, but um you know they look kind
of balanced right now, at least a snapshot in time. Um they have 538 539,000 square feet and the average age is 30 years. they had done a big building project 2015ish somewhere in that time frame.
Um, so they have a primary school that's grades K through two, an intermediate school that's grades 3 through five, a middle school that's 68, and a high school that's 912. Um, I don't know if it's always been that way. Maybe somebody knows more about the history of
Byron, but um, we went kind of district by district and just studied their buildings. You know, information available at the MDE and their and their website. So, two elementary buildings but serving different grade level bands. Uh, Fairbell has um 868,000 square feet,
average age is 43.3 years. Um, they have just over 3,000 students, so it's 3060. Um, their 12th grade class is 289, basically 290, and their incoming kindergarten class is 204. So, those are not terribly different from some of your
statistics, right? Um they have an early learning building, two elementary schools, a middle school and a high school. Um and in the last five years they converted at what was an elementary school to an early learning building due to enrollment decline. So Roosevelt used to be an elementary school and now it's
an early learning building. Uh Fairmont next alphabetical order. That's the only there's no other rhyme or reason. Um Fairmont. Um, so they're at 492,000 ft, average age of 48.7 years. So that's closer to the average age of your buildings. Um, and they have
um an early childhood through sixth grade building and they call it the middle high school, so a 712. They have 1790 for students. Their 12th grade class is 148 and their incoming kindergarten is 111.
>> Yeah. And it looks like kind of that 111 up to like maybe high 120s is a pretty consistent like kindergarten through 7th grade. So in general it appears that they're in a decline. Uh Jordan, so um they've also done some
recent building projects. So their building age is a little bit lower at 33.8 years. Um 428,000 square feet. Um they have a elementary, middle school, and high school. um uh it appeared to be pretty typical grade configurations. Uh they have 1818 for student total
total student count. Their 12th grade class 178 and their incoming uh kindergarten or at that time was 118. Um and it looked like their I don't know what's happening over here, but it looked like their 12th grade class at 178 and then they have an 11th grade
blip of 118 and then like back up to 170 173. So, I just wanted to disclose. We booked this just straight off the Department of Ed website. So, could be like a cler clear or something, right? I just that seemed odd to me, but uh Cassandraville 565,000 square feet.
They have done a big building project, so their average age is pretty low at 26.5 years. Um and they have a three building configuration. So, there's a K through four building, a middle school that's a 58, and a high school that's 912. um just under 2200 students, graduating
class of 155, and an incoming kindergarten of 155. So, looks pretty stable to me. Um Marshall was next. Um 660,000 ft, average age 32.6.
Um they have two elementary schools. Um, and the way it was shown on their website, I'm not as familiar with them, was a early childhood through first grade and a second through fourth grade. Um, and it looked like they might, I think, share a principal from what I could tell. Um, and then, um, there's a
middle school that's 5'8 and a high school that's 912. Uh, they have like 2550 total students. Um, 12th grade class is 231 kids. Kindergarten is 180. Um, so they also appeared to me to be in a kind of a
structural decline. Oh, and I should have mentioned a long time ago, these are the MDE maps that locate all the buildings. It's a little bit too probably small for you all to read on here, but when you get it sent out, you can see um so the blue line is the um geographic area of the district, the attendance areas, and then the
buildings are are always located with these like dots. Um and then you can kind of see on these maps that list districts that have contiguous borders. So this talks about um Red Wings contiguous districts. Obviously
Wisconsin is not really reflected. Um so Redwing has 741,000 square feet. Um average age of 42.6 years. Um so they're they reflect that they have a kind of an early childhood center. They have two elementary schools, a K1 and a 24, a
middle school that's 5 through seven, and a high school that's 812. Um, they have 2411 students, um, graduating class of 2007, incoming class of 162. Again, also appeared to be inclined.
Uh, St. Peter, this is one of the ones we added as a suggestion to you all. um 543,000 um average age of 38.4 years. They did build a new high school not long ago, so I think that pulled their average age down. Um the they have two elementary
schools. There's a K124 and a middle school and a high school. Uh 273 total students. Um looks like graduating class at that time was 192 and kindergarten's 137. So again, appears that kind of on that same
uh decline trend line. uh Wasika a little smaller um but I think you all had brought it up last meeting um just over 500,000 square feet average age is 56 years um and I should say that average age can be misleading because it really just talks to the you
know the true age of the building it doesn't reflect reinvestments at all right so um that doesn't you don't really like get to reset the age of the building in the MD's eyes like if you did a huge remodel right so did a big remodel but didn't change their average
age at all. Um, okay. So, they have a K3 elementary school and then they call it the intermediate that's at grades four through six and then their junior senior high school is 712. Um, what's that say? 1669 total students. So, their graduating class um
I don't know it again looked like maybe a little bit of a blip. It was at just under 130, but then if you look at like 10th and 11th grade, it was like 172 and 160. It looks like they have kind of a small 12th grade class last year. Um, an incoming kindergarten is 104.
And that looked like it had been kind of common for the last few years, right? 94, 97, 107. >> Just a couple more. Uh, Wilmer. Um, so Wilmer has um a little bit less than a million square feet, 967,
average age of 43. Um, they have three elementary schools, middle school, and a high school. And then they have a couple other buildings that are serving other needs. Um that's probably true of several of the other comparisons, but they were very explicit about that on their website. Um 4,039
students. Um they graduated two or 12th grade was um reported at 283.9. So 284 um and kindergarten was at 307. So they um they looked like they had a higher kindergarten class than they're exiting
12th grade. Um, and it looked like it was pretty consistent. Actually, if anything, at 8th grade, no, ninth grade, they had 370. So, really big ninth grade class. Uh, Winona. Um, so Winona 760,000 square feet. Um, they've got some pretty some
of the older school buildings in the state. So, average age is 52 years. Um they have three elementary schools. So they have good I just wanted to detail this one out a little bit because it was a comparison we talked about last meeting. So they have three elementary schools. Um a middle school that's a 58 and a high school that's 12. Um and as a
result of their declining enrollments they closed and sold um they closed elementary school buildings and sold three buildings. So they closed and sold Rolling Stone Elementary and Madison Elementary as well as a old central building. And that was around 2018 is
when they went through most of that. And then Worthington. Sorry, I don't know why the controls are blocking this one. I must have done something. Get over here. Um, so Worthington just over 800,000 square feet. Average age is
29 years. Um, so very recently, like a few years ago, um, they were experiencing, well, they are continuing to experience growth. Um, so they opened the intermediate. So, they used to be a K4 elementary um and a 58 middle school and they
opened the intermediate school, a new building. So, now um uh they have a K2 and a 35 to serve elementary needs and now the middle school is a 68 and the high school is 92. So, they kind of changed their configuration the past few years. Um, and I'm sorry I can't really
read because of the controls to get back to, but I believe 12 says 263 and kindergarten is 308. So, they've been in um generally in a um high pace of enrollment increase over the past few
years and that is projected to continue. So, um would love to go back and talk about any of them if people have questions or further information. we a little bit had to guess at kind of what information you would want, right? So, we've got a little bit about facilities, a little bit about building configuration, little bit about
enrollment. Um, and then for the ones that we kind of knew a recent major story, we included that. Does anybody have any questions or reflections from that? I'll force you to get talking when we get in small groups. I just noticed a lot of the other
districts do like the K2 35 separate them by grades where we have every building has K5. >> Yeah, it can be a way to help balance um kind of class sizes and attendance areas. And so I I would agree with you
that that was a trend I observed. You know, I didn't necessarily know that going into the exercise. So it was interesting kind of not they're not all perfect comparisons for you. That's what we're going to talk about next. Um, but I think it is good to kind of see what other people are choosing to do. And I have no idea if any of them are
talking about major facilities discussions right now, just to be clear. So, this was a little bit of like a look at last year just because it's what the MD had on their website. Any other questions or reflections of this? >> Looking at the observations, it looks
like there's a lot of districts that are in similar situations where we are. >> I agree. was a huge drop from 12th grade down to kindergarten to first grade. >> Yep. I would agree. And I wonder if, and I'm just speculating, but Worthington and Wilmer both look like they're doing
okay. And could that be because they have a large immigrant population that maybe has bigger families? And >> I can't speak as much to Whmer, but I do know that um you know, Worthington had a um I have worked with Warthingington for
a long time. um you know they they were written about in the New York Times about um kind of their one of the most diverse communities in kind of the northern part of the United States. >> They do have a huge particular the Hispanic population >> they had like 60 languages there when I
was in the legislature. >> Yeah. Yep. So they are incredibly diverse place and they've been experiencing a lot of growth related to the industry in town >> and I think Wilmer would be similar. They do a lot of tricky processes. >> Sure. I could believe that. >> Yeah. JBS recruits families. So they
don't just recruit the workers, they recruit the entire family >> and then they really help them to stay high school. >> Yeah. In Warthingington, I've been trying to get a new high school for years. I think they filled that referendum five or six times and then
re-evaluated and went for the intermediate school and an expansion to the high school that that any other reflections or questions otherwise I think I'll have you just looking at my clock here. Um
I think I will have you How many do we have to >> do we have access to the slides to look at them too? >> They got posted on the website right >> or they will be posted on the website.
>> You want to share it with everyone? >> Um So what we just want to have you know have discussions about and we we've sort of made the number four up but obviously we can't actively study you know 15 16 districts comps right so I think it would be a healthy discussion to you
know who really are good comparisons for us and then if there's more data you would want other than this a little bit of a surface view we'd be happy to keep looking at that we even talked about you know looking deeper into kind of their financial health and things like that but a lot of that isn't as readily available so I think like Paul and Steve
and I would have to like do reach outs to districts to ask. Um so I think we'll work on this till um I'll give the group 105 minutes. So it's 6:37 right now. So I think probably at like 6:50ish um I'll get the group back together and I don't know if you're all going to pick the
same floor or if we're going to have you know some consensus building activity. Um, but I think um just to keep this simple, I think it might make sense just to do kind of a turn and talk to your neighbor instead of maybe in big groups. So like if we just have people kind of
go in twos and then I'm sorry, Alicia and Watana, I will make sure to get your input. Um, but we'll probably have to have you all think about it more individually. So I'll I'll give you some space to share your thoughts. All right. And I can walk around and
share information. I'll I'll bring a copy of the slide deck with me if anybody wants to look at it too. >> Do you have a slide that you could go back to that listed the different >> the districts? Yeah, great idea. >> Yes, >> I had this one. Yep, that's a good idea.
Okay, so 10, you know, 12 minutes or so. I have my phone. >> Right. Right. Yeah. I have to work here. effort. I need I was glad I was glad that she justified
it. I move complete. I don't like This one that's fine. I'm not Any change? I can't do that.
They're definitely Like someone, It's on my computer. Let me grab it. Southwest 82,000 Maybe I'll I'll write that on the whiteboard for people.
I believe it's 49. All right. >> Um, I I kind of grew back as for like one of, you know, I wish they that you' made one of those for the district. So, we talked about all these stats last week, but I thought it's, you know, your total square footage is 2000. Average age, I believe, is 49 years. And then,
you know, your buildings, but just to put in the same terms, you know, four elementary schools, one middle school, one high school. >> And I'll give you like three more minutes. Turbo I was doing something.
What do we got? They're rolling. I'm gather that some people are getting ready. Give it a give it a one minute warning. Uh there is All right, I think I'm gonna do this in just
and just see if there's trends. If there's strong trends, we probably don't have to talk about it very much. And if there's boats all across the board, then we probably have to do um so I think just to be linear, I'm gonna start here and kind of my way around. Um so this first group here were
you able to make us a recommendation of which four were um Marshall Redwing. What about next >> D? >> All right. What about this next that I think the three of you were kind of together, right? Oh kind of Okay. What
did you all have? the same. >> Oh, literally. >> I thought we were making a D joke again. Um, what about you all? >> Okay. What about coming down the corner? >> Getting likely silly. What about you all over there?
>> You provide smart people with good data and they come to similar conclusions. We're also >> Oh, now it's up for our online people. Did they put anything in the chat? >> I didn't look and Redwing.
So, who vote for Redwing again? >> Um Alexi or Watana any anything else you'd want to add to the mix? It's really looking like everybody here is March Renwing and Winona. So since there's consistency there, I think it'd
be interesting just to have you, you know, anyone verbalize like what stuck out to those for you, right? Just so that we could explain from a process perspective later why we chose to look at that deeper. What are just some criteria? Maybe just call >> decline in enrollment.
>> Decline. Okay. similar size. >> Are there any other criteria? Yeah. >> Oh, go ahead, please. >> Yes. >> Did was Worthington on anyone's list?
>> Doesn't look like it. No. Do you have >> Okay. >> for Warthingington. >> Well, I came from a school district in uh Illinois that had a similar situation with Worthington. Um that's that's just why I
asked if anyone had that on their on their list. I like the structure that they had. Um, we've only seen it for one year before moving back to Minnesota. And um, I would say that I the structure
I thought was um, in line with the declining um, the budget wise um, I felt the structure was really um, cohesive.
The only question I would have was what was the busing situation? So if you if you kind of think about where the way um worth was set, I felt like that was um a
good cohesive way of looking at the structure. >> Yeah, I'm a little out of my >> Yeah, I was gonna say might ask for Paul or Steve's help on this, but you know, I think it's fair to say that probably probably transportation costs go up the
more you do like a K2 35. It'd be hard to imagine how they I don't know maybe that's not universally true but obviously the class size balancing helps a lot on the general >> I I think my response would be that obviously you're going to be putting more miles on right cross all the way
across >> I suppose your routing matters a lot too though right maybe inefficiencies with routing today that's >> so it would be another discussion I think um as we look at a different model of what other secondary impacts would we
have? So, what's on to your point busing would be a good question, but there might be some other impacts that we need to look at as well. So, um we we have a few quirks like transportation wise. So, they'll pick up kids, they'll drop kids off on their way to the bus hub.
Ultimately, a lot of our buses wind up at the bus hub to pick up middle school kids back out. So yeah, there's some added miles, but yeah, it's kind of a two-tiered system. Ultimately, a lot of our buses drive the entire district.
>> So, we just have to look at >> in and how our hub works and we could bring our transportation provider in on the conversation um to help with those conversations. I think the the current hub is more for, you know, families that live in the country, bring them in and then they just burst out to their So,
currently it's not a true two-tiered system, but we're modified. Sure, that makes sense. >> Yeah. Just bringing just bring another perspective from another school district that I have witnessed um and and seeing um now Austin and then
also now seeing Albertly how how things are kind of strung out and and like you know we're all in the same boat really with the declining situation. >> Yeah. Yeah, situations of a couple of these. Yeah, I
would say there's definitely a trend observable. >> What else did you want to talk about when you were picking these four? Any other major themes emerge that we'd want to throw in the mix? >> Otherwise, I would ask, is there any other um information or do you have
examples of other information that would be helpful? I think we were talking that it might be nice even to go kind of speak to some of those district administrators and hear kind of where they're at currently and what they're pondering. So I I would imagine more on like the budget side we could have conversations but is there any other
information you'd want your building sizes like just thinking how federal able to operate with two elementary schools and there's >> kind of like enment by building and square footage of a building how can you really get so many kids >> I think it might be good to look at enrollment by building too this was like
global like all kindergarters but yeah >> do that involved. >> Anything else? >> Auburn summer. >> Yes. Yeah. So, you have 82,000 square feet average age is 49 and then you know your building configuration, right? But
you have four elementary K. >> Maybe there's special ed programming and like >> how it maybe how it's distributed in buildings or something. >> Yeah. or do they have all the levels? >> Sure. Maybe like we have >> the amount of space that their special
programming is taking up. >> Yeah. Usually when we ask that people will be able to kind of tell it back to us in in like a number of classrooms used like probably not square footage but they could say like oh yeah that building has four rooms of that right which is a fair use. You you can measure things in classrooms too.
>> Okay. So amount of space used and then somebody else said like are all levels offered. Is that how you phrase? >> Yeah. Like I think some people have different ways of supporting kits. >> Sure. >> Yeah. I think that all seems pretty
achievable to >> and then it'd be it'd be interesting to hear about kind of how they see their demographic or the trends kind of in their own words. Right. This was us observing it. We could have a conversation about that. Would having our prek um back in the
elementary schools uh improve the numbers enough like the students per per elementary school? Would that increase that to make the data for like how many students per square foot >> a square foot per student?
>> Would that >> I mean the more people in the building the Yeah. the more that metric helps. Yeah. something from Marshall. I think they had an early childhood and first grade building. Something we can gather from them as >> I have more than one school prek. >> Yeah, there was a couple and then some
of it maybe looked like it was like in a building like Brookside where it was kind of a combo early childhood community district office. But >> okay. >> Yeah, we can look a little bit more beyond K12 perhaps. Yeah, I think some human conversations would be easier to dive into that
instead of just going on the MD website. >> Awesome. Well, we did want to leave. Can >> I ask too just we we've got very unique perspectives from the group. Um, think about your programming or your experiences. Is there anything else specific that would be helpful data
um that we should be looking into? just trying to get as much of the data dump on the front of this project. Right. Um so if there's anything else we can >> I'm wondering about like are
>> like which ones are offered in their schedules. >> Yeah. Does middle school run in a pod system or a traditional secondary system? >> How about if maybe if they have an ALC program? >> Yeah, that was that was tough to figure
out on on this game. Yeah. One thing about ALC's typically um is that they're a lot of times housed in like community centers, right? And so, um sometimes they're not utilizing
>> Yeah. And some districts do participate in co-ops for that kind of thing, too, right? So, it's not quite as easy to That makes sense. >> And if anybody thinks of anything, we can add to this in the rest of the meeting. Like I said, you can feel free to email things in um and we'll kind of endeavor to get as much of this as we
can to the next meeting. Right. >> To refresh my memory, did any of these that we did their middle was their middle school separate or were they some of them in the high school? Let's go through see if we run a dual system. So, Farbo is separate. They had kind of a 68
912. >> And what's next? Marshall. Marshall is separate, but it's a 58 because they have a EC1 and a 24. And then Redwing is a 57. >> I do believe Redwing either this year or
next year going 712. >> Yes. >> They're in. >> Okay. So, they're in We'll learn about that. You know, >> they just go 56. I don't remember how they restructured their >> but yeah because they >> they're planning on moving a grade level
up to the high school. >> We're the only two 812s and they were very proud of switching to 712. >> Gotcha. Okay, that's I mean that's interesting in and of itself. >> Yeah, we're good. Like we're we're excited. >> Sure.
>> Um and then what was the last one? Winona. Winona's got a they have 5'8 for the middle school. They have four or five there. Okay, wonderful. Um, so for the back half of the meeting, we're going to spend more time talking about um, broader community
engagement planning. Um, so I'm going to first start with, um, a couple suggestions as we thought about getting ready for today and then we're going to spend most of the rest of the meeting getting your ideas. So um uh we think that there's a recommendation to be multimodal and by that I mean maybe we
can gather some information in like an online survey and some information might be better gathered in other venues like listening sessions or going to different groups meetings and having a conversation. Even one-on-one conversations matter, right? Um so as we think about a survey, we were trying to
back into making sure that you could have data by next meeting ideally, right? um if not the following. So we were thinking if we if we wanted to run a survey um it could run kind of next week, right? Monday through Friday. Um
so I think it would be successful if we could publish on the district website, you know, usually you can program it that it's like when you go to the website like a popup happens, right? Kind of like when schools closed, right? Um obviously you can do direct and send. The district could choose to advertise it via social media or other other
methods. Um, and the goal for that would be to maybe solicit staff and parent community input. Of course, anybody, but the the most likely people to be doing things like checking the website and the ones that we actually have an email address for are going to be more like parents and families. Um, and we were thinking you all could maybe do the
survey as like a test, right? Like you could be the the pilot project over a couple days. Um, I generally recommend that we stay away from Google Forms. It's a beautiful tool, but you have to have a Google account to use it, and that becomes limiting for a lot of people. Um, Survey Monkey is one that's
relatively easy. So, we could set it up on Survey Monkey as a format. Um, and then in my experience, like the simpler the better if you're looking for volume, right? Um, so if you ask 40 questions, there's a lot of people who will get twothirds of the way through and go and
just kind of quit, right? Um, so it's it's really important to kind of hone in on like what actually are we trying to learn from people. Um, so these are just suggestions. You're actually going to spend my my next slide I think is an activity of brainstorming like what do you want to learn from students and
parents and teachers and staff. Um, but we were thinking it probably be good to collect kind of like you know their relation to the district. Do they have children in a certain building or work in a certain building and the age if relevant. Um and then you know a couple other
prompts we came up with thinking about today is you know kind of imagining that ideal right like what would a how would you describe an ideal school system and what are priorities right we can't in a survey tell them all this stuff that you guys are looking at right um but we want
to make sure that you get the input that you feel you need to be successful um and then in the next activity I'll just go to it and then I'll come back um we also think there might benefit in like interacting with certain specific community groups whether that's PTO's or
you know community groups or chamber or whatever right we would brainstorm um and then I think we have to decide you know who are those groups what are we hoping to learn from them what would be the best venue or format right some groups are like an in-person group once a month um some maybe would prefer an
online survey some would have like a chair that you could just call um and I I I think it'd be great if we could try to figure out, you know, how to reach the most people by maybe doing some assignments. You know, if I'm passionate about that or I'm a part of that group. So, we'll do that in kind of the back
half um of this next hour. Um so, this is meant to be more like this broad survey. So, we're just going to ask you again in small groups just to think about what do you actually what would you ask the community like what what opinions are you hoping to get so that you would feel more empowered to make a
recommendation, right? And I it can be as open-ended as you like. Right. My only recommendation is don't get too don't make too many questions because I have seen a lot of people quit. So um so let me look at the time. It's 7:06.
So I think we can probably work on I'll give you small groups maybe for the next like 15 and I'll see how you're doing. So like 7:20. Um I do want to also say um if people need a break um feel free. There were beverages over here on the
wall. Um, bathrooms are just down the just down the hall. So, feel free to get up there and, you know, do what you need to do. Um, and then if people need more time, I think we have um have a little time, but if it's seeming like the questions are coming together, then I'll I'll bring the group back. So, and I'll
circulate and just have conversations. And again, our friends online, feel free to brainstorm. You can put stuff in the chat and I will make sure to give you an opportunity to um to speak if you'd like. Should have brought background music, I guess.
>> Thank you. post. I'm glad that Don't look at everybody. I don't think I only It actually. Yeah. He's got I would have
choices. I don't know. >> That's kind of a one of the process like They could be offended. Oh, I gave him I don't know. Now they're all I thought you were saying.
No, I was on the road. I am a little bit in a group. >> You know what I mean? Right. Do you know why? set themselves up for sure. Sure.
She's a hometowner. They were already talking. I don't know what to show you other than kind of like >> that's what it's like that has
did high school student. >> Yeah. We should have done that. Yep. That would be a measure of success. If we could go back and say, I don't know why I'm so scared if y is so much better, right?
the intermediate. Yeah. >> Yeah. They're in the pack. They're in the pack. >> Yeah. No, I get you. I understand. Yep. And everyone on the list kind of makes it experience. Yep.
What about Yeah. >> Yeah. Do you feel like that's true? >> So they kind of have to put This kind of goes back to >> Oh, yeah. Technically, you can show up. You have to
ultimately tell So the question I have is like We have hypothetically relatively A lot of our kids what they need to get done. That's right. Your teacher has to check off their
boss. I think the numbers here maybe like it might have been like That's what congratulations Just take a ball. any improvement in the 350 going out.
Hey, did you remember How do you Thank you. Doesn't have Somebody else asked me to add you. Um, I think I'm going to give a warning and then warning
to the gap to She used to love I love this person. I'm pretty sure. >> All right. >> To mix it up, I think I'm gonna start in the middle. Um so again we'll just kind of take major themes obviously word
smithing of exact questions and stuff out of we were talking in another group about making sure it's approachable right like not educ but um this group right here kind of what were your themes of things you wanted to ask about. So, one thing we were wondering about is if people had a
preference like what grade levels pair together well because we know that there is some people out there really against you know like high school but also there's other people with perspectives of having the seventh grade school
there's a lot of districts >> okay >> just seeing if people have a preference on that >> and I'll do the same thing where if like a comment comes up I'll start like giving it tallies but >> and then we were wondering I don't know how to ask this but we were talking about like what's most important to people. Um, and maybe giving like
choices, but we talked about like class sizes, what grade levels paired together or like locations or boundaries of buildings, things like that. I don't know if there was if there's a good >> And you're thinking like it's almost
like a checkbox kind of situation. >> Yeah. Or like a ranking. >> I don't know. You know what I mean? Like if if given these three things, what's your support? And you said class size, grade levels together, location, boundaries, anything else you came up with.
>> No, >> I mean, but like that that's the flavor of >> I don't know. We weren't really sure on that, but just something to >> Okay. Anything else from your group? >> No, >> that's okay. >> So, we had something similar. What's
most important to you? And some of those things came up. Um, having kids at your neighborhood school, so like boundaries. >> Yep. Um, if you have multiple students, do you want them at the same school?
Um, and grade levels being combined? And then another question, do you rely on busing your student? Another question, what grade are your kids in?
Great. Um, if you open enroll, what would bring them back to our district? >> Do you participate or attend activities at your child's school? >> And is that like a question of the parent? Like, do you parent attend things? >> Yeah.
>> Just thinking if you split grades and you have multiple students at multiple schools and they're doing same activities at the same days, how do you coordinate that? using some short hand. All right. Thank you. How about that group back there? What what what did you want to ask the community?
>> I just have a a few questions about the survey itself. >> Sure. >> We don't have to spend a lot of time on it. Like what is Survey Monkey going to reach everybody? I'm just always wondering about the sample. any type of optin survey will not be
statistically reliable >> language barriers to yeah barriers as well. So we found out over the years that >> maybe some other options >> and um I think we were kind of looking at values and we went right back to the
strategic planning. >> Oh sure >> there was some in there. So that's that's kind of what I was asking. And then will the participants in the survey be prompted as to what the situation is and why
they're being asked? >> We'll certainly want to do an intro of some kind of like right why are you asking my opinion? I would imagine we don't want to jump to any conclusions, right? But I would imagine it's task force >> studying district operations as you know as it relates to programming and
facilities, right? So, I we'll want to do kind of an intro a little bit and that your opinion matters and yeah, but no, you're right. Any sort of sort like I'll call I always call them opt-in surveys, right? Um it's tough to rely on them for like statistical reliability, right? Because they don't necessarily
reflect everyone. It's harder to reach audiences who are not connected to you, right? It's not like you have to put in the community's email address or what have you. So, there are scientific survey companies that do scientific surveys, but they come at a cost, right? um usually phone based. So there's a company called Morris Leatherman that
does a phone based um system and then there's a company called School Perceptions that does a written um survey that gets mailed out to everyone and then you can choose to fill it out online. Um both of those are usually in the like 20 to $30,000 range. So
>> yeah, so this is I would say it's you know not probably as um you know a data a data statician would not be a fan of it but probably the kind of the fastest and >> um so when um you said something that was interesting to me so when you said
that you went back to the strategic planning document um you said some of that was already in there. So, do you feel like we already know the values and priorities of the community and we don't need to ask them? I think >> I haven't read it deeply and been able to speak to that. Okay. >> As a meta analysis or anything like
that, I'm just going through that I'm going hey, this is it. This is what people are saying. >> Sure. >> And it seemed like a good start. Okay. >> Got to answer some of my questions. >> Yeah. So, we can that's why I was asking if it's a different situation, you may get different answers.
>> Yeah, that makes sense. Anything else from your group? >> I think we just suggested or recommended um very specific questions rather than open-ended questions. Um, so that the
information I think people will be more apt to answer if it's kind of like a, you know, would you like this or that rather than something that's completely open-ended and they have to like work through it themselves. >> Yeah, it's always harder to analyze a
open-ended later too, right? Because you have to sort for trends. Whereas if it's a little bit check boxes, right, you can say x% of people did that. Yeah, that's just advice about being kind of simple choices as opposed to open-ended. >> I agree with that, too. And the other reason is because if they're open-ended,
our our biases are going to kind of interpret those results, right? Whereas if they're very specific and we're strategic about the question, the data. >> Sure. >> All right. What about my next group? Before we go into those questions though, I wonder if we couldn't do these
questions like a two waves like a wave to our parents. We do have all >> I meant about the community. You don't have everyone the community. >> We can get we can ask the community too but I think we should get from our parents first. >> Totally. Y >> can I speak to that? So one thing we
talked about in our planning meeting when we put these slides together was we do want different methods but we also want to try and actually separate that data. So, parent data, community data, staff data, task force data. Kind of look at it from the different lenses.
>> Yeah. Y >> awesome. What' you come up with? >> We we also went with the what's more important, most important to people and we were also looking at it from standpoint of educational programming options. Is it
you know um building quality? Is it the fiscal responsibility tax bird that type of thing? Like what is what is your priority as a community member? What is most important to you when it comes to those things? Um
we also curious what does the community feel like they need to know about this process to trust it? What what more information? Do they feel like you know they understand what challenges we're going through? And our last one was sort of what is what about our buildings
are are our priorities to them and what sort of things about our buildings are they challenged by? So we have an idea of how the community views some of our buildings because maybe there's a difference also to a community that has no student but uses our community our building in some
community fashion. >> Sure. Um, when you talked about kind of those priorities, um, it seemed to me like that could go along with the first group talking about like class sizes and great like it could it seem like that could be. So I would maybe give that a
>> yes >> a third tick. We're just adding to the list. >> Okay, awesome. What about this group here? Um, we were similar in the what's most important. So you could give that >> another tally. um kind of getting at
what Sean was saying, but I think he expressed it a little bit better. We're thinking trying to collect some information about the understanding the community has about the challenges of our environment right now and do they do they what do they know? Do they feel
like they have an idea of where we're going? And then just kind of talking about the buildings and same sort of thing. If you had to close a building, what would be, you know, the things that need to be
kept in the village are not necessarily? >> Sure. Okay. So, added a another tally on that one and people understand the challenge. >> Yeah, that'll be it'll be an interesting one to figure out how to ask that. Do you know the problems we're facing or you know, >> I think each subset of surveys you're
going to get different level of understanding. >> Yeah. >> Yes. We'll figure out a good way to ask that that I mean it could be as simple as were you aware that the district is projected to to Right. >> Okay. Anything else from your group?
>> Uh no, they're pretty similar to Okay. What about do you all operate as one big group? What all did you all have? Well, to kind of help get at that um idea of do they understand the challenge, I guess we had a kind of a direct question. Are you willing to pass
a referendum to maintain different facilities in configurations? >> If they're not, then it's very then what's that? then it is the cuts and then kind of that thinking about how
a lot of these districts were configured high grade level instead of neighborhood we had the question which is more important neighborhood schools efficient effective use of think I don't think we have exactly that question yet it was a
little bit in the what's most important But you want to ask it as like like a true opposition like this or that. >> Yeah. >> Right. Or it could be a checkbox or however >> scale. >> Anything else came up with? No, confusing ones.
>> Um, did >> so is the survey I'm just a observation, but is the survey balanced enough between >> households that have children attending school and households that don't
in this what can you tell me how many households in elderly have kids to go to school? I don't have >> I believe that Hazel report will have that. I would have to hunt about 5,000 household units. Yeah, >> I would bet that less than half,
probably less than a third would have a kid going to school. >> That wouldn't surprise me. >> So, the majority of the households do not have a kid. >> Yep. >> And we're asking them, how do you feel about, you know, the way our building structure >> when the data comes back >> and they're going to say, well, I don't
have any kids there, >> but I did go to school there. I graduated from high school and I didn't, you know, >> sometimes it's my grandkids go there. Sometimes it's my sister's kids go or you know everybody's kind of still >> right. So I I just want just wondering if we
balance we realize who who we're talking to. >> I even ask >> I think we should Yeah. So that we know and that okay this person is part of this department this person is part of this person is
>> I I would imagine that we will get I'll call it I think a democra you'll get an over representation from parents in this survey because they're the ones that you have their email addresses right um so we just have to keep that in mind right we'll say you know maybe they were the highest participants but you got to keep
that in mind right they don't represent maybe the highest demographic Well, and I think making sure they understand we're not just shifting grades willy-nilly. Like the goal is to like figure out the building usage. >> Yep. >> Not just like, oh, >> you're not doing it.
>> Yeah. Like >> Yeah. So, we might have to include a couple sentences about like why certain things are being to accomplish this. >> We do have a fairly strong community. So
we do have each ball of um individuals that don't have kids in the district. >> Sure. So there's >> so there's a way you can use that to engage. >> Um and then I see
um let me scroll up a little bit. Sorry. Um asked the state priorities. You could also add in a question of what they like about the current structure or what they might change. So the priorities one I would say is here and then
it's a little different but what about the buildings or priorities and challenges? It could be buildings like slashcurren structure right building structure. Um and then that would be a way to consolidate that question. they kind of get a similar space, right? I I would imagine when people if you ask
about billions of priorities, they're not gonna say, right? They're going to talk about the student experience. I would imagine um most are we like, but um and then what would parents like to see in terms of the district structure moving
forward? So, that's a little bit of a different way of getting at in, you know, neighborhood versus efficient and effective operations. So, I might group it with that, but we'll have to think of a way to phrase it, right? Preference on structure.
I do think unless we have the ability to educate people though, um there'll be a strong preference towards neighborhood, right? Like unless you can tell them the benefits of anything else, right? They're going to air on what they know, right? Um okay. And then staff question, how
will the district pair impact with a plan for how the district will adapt? >> So South on that neighborhood preference, could could we I mean I don't know what survey monkey structure are, but could we do some sort of a waiting scale that okay neighborhood school or
class sizes, right? Like if you had a, you know, warm or cold, which one? I think maybe to try and help with that. like not like a this versus that, but like maybe a lean kind of >> I think that's a I'll go look at the
system tonight but I think that's >> I think I think >> um and then do you want to um the district care impact with the plan for how the district will adapt um that means district
>> my understanding of the process is you know we're seeking to get a recommendation out of you all that the um eventually the administration can study and pressure test and look at impacts, right? And study financial models and and then and then timelines and things happen all after that, right?
There's a board discussions. So, I don't know that we have like an exact date in mind yet, but um back to this question, are you willing to pass a referendum? You know, this would be an operating maintain um you can the district can
only run operating system. So you can run bon operating. So one's your opportunity for that. All right. Well, that's great. So we'll work on trying to, you know, keep this as simple as possible, but I think it's
a great list of stuff. Um, okay. So then almost took myself out. Sorry there. It's not your fault. I was looking at my watch when I walked. Um, okay. So um and you can tell us if you disagree with
this. So we were recommending multimodto but we are talking now more and more about sending trying to get lots of people to answer the survey. So I would I would ask you maybe don't read the you know the words on the slide. Do you think we need to go do target approaches
with targeted groups? Right? You know go see the lines go see the chamber. Go to a PTO. go to uh I don't know, we could make a list of probably 40 groups, right? Um we just wanted to make sure that you knew that that you know that's an option, but then as a group we would
have to make a game plan for like how do we get to them? What's the right venue? When are their meetings? Can we get on their agenda? Is anybody on that group? So it was a recommendation that if you if you don't want to do only survey, we need to start thinking about how to get
in front of those people. So um I think just in the interest of time I'll just stay large group. So I'm kind of first curious of do people think that a non survey option is a maybe just by raise your hand of yes like yes and that's
okay if you have a specific group in mind. Who were you thinking of as like a group or was it more of like a general like >> I was kind of thinking of all the groups you mentioned when you when you hear what Jeff said about you know maybe a third of our community as households
have students in a school. Um we need a whole lot more than a third of a community to think about passing a referendum or just to be informed about this. So I think you've got to get in front of service clubs. I think you've got to get in front of uh the Korean
church. um some of our populations that you know aren't going to be online taking surveys. So yeah, I think population like we do our surveys that are building we have our success.
>> Okay. >> Um you had your hand up as well. Yes. >> Nursing homes also. I've just done a tour of nursing homes and I had up to 100 groups. >> Yeah. >> To speak to them and I think they're going to get their information more. >> And do you think these groups So there
um I absolutely agree we need to be communicating with those people. Are you seeking their input on these kinds of topics or are you more thinking like when the time comes we have to have a communication strategy for them. There's like there's input versus education. I'm
a little bit trying to sus out like are we are we identifying that those drugs need a special form of education sometimes or like are you actually curious their opinions >> or both >> or both? >> Yeah. Yeah. Or both. >> Okay. >> Ask ask some questions for I think okay
I think you should >> give them the info and then go from there. >> So they might need maybe a little bit of education. Well, I mean, how are they supposed to make an informed decision on something that only a select group of people say us know about?
>> I mean, at this like Okay, so >> yeah, I hope everybody's doing something, >> you know, like I mean, is there something we could have done years back to mitigate this problem, you know? >> Sure. >> Like just something I thought about, you
know. >> Yeah. >> So that's why I think it's more important that What do you think about this? >> I think I heard you say service clubs. Do you have any examples you'd want um to put on the list? >> Um
couple. >> Yep. If I had seniors in nursing homes, you know, I don't know if there's any senior groups that gather, you know, and then nursing homes is obviously more of like a venue, but you have people there that you can reach. Um, what about for ML population? I think we'll probably have to drill down
on like the best way to engage. Um, I don't know if there are regular meetings for certain groups that we can talk to or if it's important that the survey get translated and made available in more than one language, right? Like that then Would you be one?
You have any ideas there? >> Yeah, we can get it translated in both Spanish and Korean. Um, we know that most of our Korean population is not literate in written language. Um, but some of them may participate that way. Um, we found that Karen um participation
better with a phone call from the interpreter to say, "We'd like your input on this survey." And then they ask the parent those five to seven questions or whatever it is. Um but we can have it translated written fine. Um but uh one
of you mentioned uh we can always visit the current church. They're always open doors if we schedule something with them whether it's for education or input. Okay. They've been pretty good about that. There's also somebody who works with
>> his name is sir. He actually just spoke to the Rotary Club this past week. So he would be good. >> How do you spell it? >> H S R. And do you think we would so do you think we would want to ask many of these same questions and it's just an
in-person opportunity to get different answers or like get people to participate who might not do an online survey? Is that the goal? >> Any of these groups, right? Like um do you have different questions you'd ask those groups or would you just want to
make sure that we get these same questions asked to them and we're just kind of treating like VIPs, right? you'd ask the same questions but perhaps you were technology device or a paper copy that they could
>> submit and there's an acknowledgement that they might need a little education make any sense >> right copy challenge it that way instead >> yeah I think you're suggesting We'd want to be able to enter them into the data set.
>> I mean, I think we should. Yeah. >> Yep. >> If we want to account for their data, we don't want it to be >> my opinion of what they we all kind of thought. >> Yeah. Yeah. We don't want generalized. >> Yeah. We want >> a leader in Okay. Good.
>> Um, all right. And I would imagine that for some of this, I'm going to just jump to conclusions at this given time. service clubs. I would imagine um the easiest way to get that group together to get those opinions would be to go to regularly scheduled meeting, right? Because it's many busy professionals. Um
we'll probably have to do more like specific asks to get to like the church or nursing homes, right? Unless they say, "Yeah, we let groups come in on tables, right?" Like sometimes we have a structure, but probably need to get something scheduled.
>> Okay. So there's one other group and I'm thinking more of the revenue side. I just keep falling back to that. Um the students that have left families whose kids do not attend. I would I want to hear from them.
>> Do we have their >> Yes. So one thing that we we've just started doing is an outreach when they leave just collecting some baseline information on the rationale what we could have done different to potentially here what things were the I mean we get
the reason they move but it's like one sentence they fill out on that form right that's it so trying to get a little bit more data but I think that would be good from this group too if there's any ideas on you know I think the survey potentially would reach them right and then we could get that but
maybe that's a box they check too. Are you currently enrolled? Were you enrolled? Um were you a graduate or >> Yeah, there was like a what would bring you back question about enrollment. Yeah. >> Yeah. I think to get at that you would have to say like do you have school age
children and do they attend elderly schools? Right. You know like you'd be able to ask a couple questions and you could go oh if they have school age children and they don't go here right then they're choosing a different path. I'm thinking something a little more proactive, just an outreach, not so much
waiting on the surveys. >> I think I'm hearing we have their contact. >> This might be another good task for this group and maybe our next session we could have an activity of that that specific >> drilling into that audience. Is that what you're getting at?
>> Right. >> Um, but I think it comes back to I think the one question we all really tag is what's most important. Like if you have a rank order there, we're really getting a lot of information from that one question. You know, what are you pri
prioritizing over another, right? And where we see maybe tax burden fall on that list is going to help us kind of get an indicator of whether we're going to have support there or um truly whether they want strong academic programs versus something else, right?
Or class size. We can kind of pinpoint a lot of data from that one question. I'm wondering about these um families and students that have already got the district and how disengaged they are maybe would be interested
participation in the survey. So >> yeah, somebody would have to want to yeah >> call up to meeting tomorrow to talk about the survey. So, >> um, so for next steps, um, I I think we'll put together kind of this list.
>> Yeah, we I think there's one point I think we I want to hit. Can we go back one slide? >> The last question on there I think was important, too. >> Um, >> was it this one?
>> Yep. The approach. >> Yeah. I think we we need to figure out how to get to all these groups, you know, in relatively short order, right? So, I think it'll be important that we start making a game plan. We're not going to get it all done before the age, right? But I think what we can do is um you know, we can list them and then
usually we can see which ones have regularly published meetings and then I think we're going to want to figure out I don't I don't think this should just be you know us and Paul and Steve going and having these conversations. So I think we might, you know, recruit who's willing to go to that meeting with us, who's willing to go to this one, who wants to be a part of that and kind of
see who's passionate about reaching out to which audiences. Um, just that we wanted to genuinely be, you know, your work and we're just facilitating, right? So I think to do that, we probably can't figure out everybody going to every meeting, but then we could divide and conquer and then teach each other what
we learned, right? What did you hear at that group? What were the key themes? What did you have to spend the most time educating them on? Right? Yeah, I just I think we really want to get out of the the position of us telling you what we think and you're bringing that input back from a
community session or a listening session. I think it carries so much more weight for this group that we're bringing that together uh through you and we'll be there in some I don't know how many meeting up but we'll be there in a capacity to help structure and
support and communicate. But I think this group here, that's why we're gathering you together is if if there's an approach that we can get value from you there. I think that would be helpful. >> Yeah. We could help get common like meeting materials done, right? Like a short presentation materials and all that stuff.
>> Yeah. And there'll be some strategy there. >> Yeah. Yeah. You wouldn't want um you'd want the same message going out to all these groups, right? Yeah. If you didn't have a common message going out, you almost would make things worse, right, by doing this outreach. kind of key talking points and yeah, so
we'll work on kind of compiling that and um I think it'd be good for as we talk about our next meeting to try to figure out who's who's willing to go do do what. Um and then we'll work on getting the survey put together um and then we just ask that kind of you all take it as well, right? Um because I think many of
these same questions I'd love to hear what you all think about them, right? Um you all have been on this journey this far. Um so then if we talk about next meeting, it's on Wednesday, December 10th. Um, we will review the survey results. Um, we might choose to leave the survey open a little bit longer if
we're not satisfied with um, you know, how many have taken it or whatever, but we'll see. We'll see where it's at. Um, and then um, if we're able to get on any listening sessions, agend agendas before then. Um, like we'll go look at like when regular meetings are and we can email out um, and then I think we'll
continue discussing like the outcomes that come out of the survey, right? What are the priorities and things? So, that'll be the agenda for meeting three. Um, always like to leave it open for and and I should have said we will bring back as much as we know about the info
you asked for the four peer districts, right? We you know, anything we can get off that. So, we'll spend some time there, too. >> Any closing questions or comments? Just thanks for being here tonight. Good to see everyone and have a great
Thanksgiving. >> Thank you. and cheat. Nice. Excuse me. No, you're fine.