e e e e e e e e e here e for e
e e [Music] I would like to call to order this regular meeting of the Boulder Valley School District for Tuesday February 11th 2025 four members May attend and
participate in our meetings in person and by electronic means in accordance with bbst policy bmea and state law Laura can you please call the role Chavez here medler here nnick here Quin L AA
here Raj Paul here Sergeant here anger here thank you board members if you could join me in turning our attentions to the screen for the Our Land acknowledgement this [Music]
evening the Boulder Valley School District resides and operates on land that is the ancestral Homeland and unjustly legally taken territory of the ud Pelin arapo Cheyenne Apache Navajo and 48 other tribal Nations historically
tied to this land who have called This Land home since time and [Music] Memorial we acknowledge the atrocities
committed here including the painful history of genocide forced assimilation and efforts to alienate the indigenous inhabitants from their Homeland supported by the policies of the United States [Music] government bbsd is aware of the many
indigenous peoples past and present and their dignified Nations and cultures who care for this land with strength and resilience BBC recognizes the histories of the land in Colorado and the survival of many nations that carried their oral Traditions into the present
it is bbd's responsibility to educate ourselves our community and our students so that we can embrace the wisdom and knowledge of indigenous peoples and actively stand together to address [Music] injustices in offering this land
acknowledgement we affirm and honor the history wisdom oral traditions and resilience of indigenous people and recognize the responsibility to care for and appreciate this land together I would like to remind everybody that the mission of the
Boulder Valley School District is to create challenging meaningful and engaging learning opportunities so that all children Thrive and are prep prepared for successful civically engaged lives good evening everyone thank you for joining us in person here tonight and remotely as well we're glad to have you observe and participate in
our meetings at this time is there a motion to approve the agenda moved by Kitty seconded by Beth Laura can you please call the RO Chavez yes medler yes nnick yes quinland AA yes Raj Paul yes Sergeant
yes anger yes motion passes as you can tell by how the boardroom is arranged this evening we will begin with a study um item this evening tonight we have one topic to study which is declining enrollment data Rob Price would you like to do the
introductions I would good evening president Raj Paul members of the board Dr Anderson uh tonight's work session is a followup to our work session on September 17th and I want to start by just interviewing or introducing a couple key individuals uh Glenn SRU
Claire Sims uh with District staff been working diligently U to get this set up extremely proud of the work they're going to be presenting tonight and then also want to say thanks to our entire long range advisory committee uh but joining us tonight are our chairs Jeff
Anderson and AET Solus um tonight what we have done and how we've arranged this is we're going to be working directly out of the dashboard so you're going to see shots we don't have a slide deck prepared tonight but what we're going to do is we got four pages of notes from our September meeting we're going to tell
you what we heard and how we've addressed some of those comments as we're going through some of it when we get to the end we'll talk about some of the Open Enrollment data that you requested and why we did not include some of that additional information in this uh conversation of declining
enrollment so I just want to make that clear but uh we have about 20 uh different looks that we're going to be going through so just keep that in mind um as we're trying to wrap up in about an hour or so um but Claire is going to be leading us feel free to ask questions
as we're moving forward forward uh through the dashboard and if we don't have anything we'll just continue to move that sound right are there going um given the volume of information you just stated you're going to be presenting and the time you also suggested are there
organic stopping points or should we just let board members ask questions as they come along I think the organic we're going to stop at the end of each uh dashboard itself Claire is going to pause we'll allow you to ask questions there and we'll then decide how deep we
want to dig in each dashboard um there's different we can look at it from a district level School level we can get into regions we want to talk about so we'll decide as we're going how deep do we want to get thank you and with that I will turn it over to
Claire all right thank you good evening everybody um let me just get the looks up on the screen here just give me a moment okay um so happy to be back here with you this evening um first of all I just want to re reiterate the appreciation
for your feedback on the initial dashboard drafts um that I was able to bring to you back in the fall um we have been really thoughtful about your feedback and um moved forward on a few more iterations on these dashboards and we're pleased to share the latest draft
tonight and hear your thoughts um just as a reminder these dashboards are a set of tools to help us monitor enrollment Trends in the district um with that it's important to consider some different contextual factors around enrollment so not just our internal data but I'll be
sharing some data sources from CDE from others um to help provide that context one important note I just want to call out at the top is the timing of the data so um as you know the October count snap shot is really our most
accurate and most trusted source of our enrollment data but um by Nature that's always looking backwards so we are going to share some current data as well uh current in progress and even at one point projections that I'll point out but just keep in mind these are subject
to change over time so um moving to the dashboard we um have a new landing page for this um again I kind of gave the overview but a couple features I want to point out um speaking again to that timing of the data we do have two colorcoded page
headers to look out for um so when you see that darker blue the bbsd blue in the page header that's looking at historical or kind of looking back at at data um lighter blue page headers denote current year data and again that will be subject to updates and change over time
this is all organized in tabs I'll be walking through each one giving a guided tour and uh we are planning to include some relev links to other resources and websites here as well so I'm going to go ahead and jump right into the first
tab okay so each tab has some additional information um that we're planning to release when this does go out for users to take a look at but I'm going to close this here because I'll be giving you the guided tour so the first view of data that
we're looking at make this a little bit larger um is looking at annual Trends in our K12 enrollment by special program so these bars are clustered by programs we have students who are emerging bilingual
eligible for free orous lunch gifted and talented served through special education or twice exceptional students and then within each cluster we have the data organized Year bye um going back back to the 2017 school year and the
metric here is number of students um so stepping back what we can see here is that our numbers of students in special programs have um generally and recently continued to increase year-over-year while at the same time knowing that our overall enrollment numbers have a
decreasing Trend um as I step through this I will also note that um that we now have some working Interactive features to our dashboard so um I'll be using this this um method of hovering and sometimes
clicking and filtering the data so I'll point that out as I go along as well okay so another important piece of the annual Trends and kind of contextual factors of our picture of enrollment is data around births um so
these are numbers of births within bbsd attendance areas um what we're looking at here in the top chart is the trend over time so going back to 2006 um the blue shaded area here is showing the overall bvsd number and so
you can see that how that number has changed and declined over time and then here I want to take a moment to introduce the regions that we're using to split out our schools um so you can see them listed out up here at the top
I'm going to highlight North Pole as an example when we do that we can pull out the trend for North Boulder and down below you can see the schools um the elementary schools that contribute to that region um so I just want to take a moment there talking about regions um
we've generally split those up by geography um now in some cases we have to make a choice we have some schools that pull from different Geographic areas of our district so for example when we are talking about North Boulder South
Boulder um typically we'll look at TH those as feeder systems to Fair View or Boulder high and look at the schools that mostly contribute um along those feeders so um I just wanted to check in if there's any other questions about the schools included in those different regions just so we're all understanding
it on the same page of those okay um okay so yeah we can toggle through we can highlight different schools down below the other thing I wanted to note um is that we are highlighting the two
years of uh when children were born that would be the cohort for this year's kindergarten class um so we just wanted to call that out a little bit more um also a note based on some feedback back in the fall we're continuing to highlight that
kindergarten cohort in particular um and notably we're not trying to correlate birth to Pres School enrollment numbers um we did consider that and look at the data a little bit further but um it's actually hard to um our capture rate for
preschool is lower than other grade levels so it was difficult to really make a direct correlation there so we're sticking to that kindergarten cohort to highlight okay and keep it moving along all right our next dashboard is looking at elementary school capacity and
utilization um now these are the metrics that were developed by our longrange advisory committee um and so this is a place where we are showing both um current school year actual data and a 5-year projection um so up at the top we
have numbers of schools who are falling into um each one of the phases of the the longrange advisory committee metrics as well as the definition so the advisory phase that would be schools with um equal to or less than two rounds
uh rounds being classrooms per grade level um and equal to or lesser than 60% um capacity engagement phase is uh equal to or less than 1 and a half rounds equals to or less than 50% capacity um
so we can see the total numbers at the top we can then uh go down and see the breakdown by region um both in a chart and on a map um so if we wanted to just focus in on one of our geographic regions we can do that on the
map um and then down below we have in a table all of the specific numbers listed out um we have those by Elementary School totaled by region and then ultimately a total for the district as well clear I oh sorry Beth go ahead
first just a quick question um is the word rounds defined anywhere for the public I mean like I know we know what it means but I'm just curious yes um that did come up and I put it into um the hover information yeah yeah
thanks I appreciate the fact that you added the total for the region I think that like having the percent capacity is a helpful look for each of the regions my one wondering is that in North Boulder Gold Hill is included which is at 20% capacity and has a total of 10
students is that included in that average cuz looking at the capacity of the other schools in North Boulder I just wonder if that's bringing down the total and we're not thinking about Mountain schools at this time so I was just wondering about some rationale with including that whether it was included
or rationale for having it or not having it when when some folks might look at the regions and want and ask some questions about regions specifically uh for Gold Hill at least it looks like it is included in this one we could look at it closer it shouldn't sway the the
percentages too much because I um I believe and cl correct me if I'm wrong from the original data uh the it's the the Baseline is based on the total number of students not based on an average of the capacities so it should
sway it very slightly so let's North Boulder I think because we struggled with us a little bit originally we had the Netherland schools in North Boulder we pulled those out we set those aside as Mountain schools we left Gold Hill in Jamestown
because they would feed into North Boulder schools just to be clear on that but I think you're I would say Glenn is crw act ultimately they just feed into the totals and that percentage is a total of the okay thanks for clarifying
okay um you want to move on down to show the totals of the other regions if you don't want oh sure here I'll show the other region totals I think I have to zo out a little okay okay uh this looks great uh do we have
any um verbiage or explanation for people about why we think our 29 estimates will be right so they'll know or how we get to the 29 estimates we right now on the dashboard we don't but we can add that if that's
what you're looking for we do state its projections everywhere on those 2029 but I don't know we don't have a hover over the projection they explain that correct yes doesn't seem like it's much more than a footnote yep we can do that okay um so the last look within
this annual Trends theme um is looking at interdistrict enrollment so looking at numbers of students in from neighboring districts out to neighboring districts and then the net number um so just to orient you here to what we're looking at the numbers displayed in the
table are those net numbers um along the top we have the list of um who those neighboring districts and organizations are um and then running down the side is the school year so we have some historical data here as
well um so you can also hover on a data point to see what were actually those contribution in andout numbers that contribute to the net um so just stepping back again what are the trends we see here so our largest net gains are
coming from Adams 12 largest net losses um to Gilpin County and I do just want to note we have included the charter school Institute and education re-envisioned bosis um here as well although they do not contribute students
in so those numbers are by Nature only going to be students out so that's just a little bit of a different consideration there um and then along the right we also have a grand total Year bye do we know those students that are going to Gilpin year year where where
where the what schools are coming from this is information directly from CDE we do not believe that information is accurate from Gilpin but we haven't been a confirm that we do not believe there's 79 students that we're losing yes that's what I was yeah I was
questioning but it is this is directly from CDE correct yes on that I would be curious to dive in deeper and get to know that better but the these are the same numbers then then lead to the finance that comes from the state for our enrollment too
right yeah so if we have questions maybe it's worth figuring it out with the state I guess okay so I'm going to move us along to our next tab looking at enrollment patterns um so the theme Here is uh movement of
students within our system so I just want to um put a big note on this that this only includes students either attending bbsd schools and or residing in bbsd attendance areas um this is all based on our open enrollment matrices which have um been and still are
available on our website as well um so the questions the kinds of question we can answer here are where do students enroll relative to where they live um within Boulder Valley School Districts um so the first look we're looking at here is a district level view um just to
point out we can filter this District view in a couple ways we can look by level um we can also filter down by region um and again here you can hover just to get a reminder and clarify which schools are included within which region
um but they are going to be um summarized here so on the left side um what we're looking at is uh out of the total number of bbsd students who are residing in bbsd Who falls into these categories of attending their own
neighborhood school um open and rolling out to a charter school a different neighborhood school or out to a focused school um let's see so that is current year and then down below that there's a historical trend year-over-year for
comparison and then on the right side we are doing just a uh kind of the other angle on this is looking at the bbsd enrollment compe position um so out of the total students enrolled in bbsd again how many are attending their own neighborhood School how many have
open enrolled from out of district and open enrolled from within District um and then sometimes we do have a few students with unmatched addresses so that's kind of other um category just to note that that's there as well current year historical Trend um One Design
element that we heard at uh our fall meeting was to improve the color coding on this page so we've tried to make that a little bit more clear and easy to read um we considered but we ultimately decided not to include Census Data along with this view as well because it's um a
little bit out of date at this point um but I'll pause here to take any questions about this District level view I have one question um the out to charter schools are those out to bbsd Charter Schools or Charter Schools more
broadly to bbsd yeah correct okay I'll just say again I like the regional view on on these the difference SCE is it it takes a lot of time to go through all of the different views and to compare but it for our school accountability committees it I
mean for a lot of different users this level of detail is is going to be very helpful okay and we can keep Drilling in further as well so yeah on the on the Census
Data well is there a chance to figure out like um those that aren in the bbsd system but that are like we have the residents in bbsd but do we ever uh compare to the residents that're in bbsd
but not attending bbsd that's some of the work I worked on last year using census data so we really only have a window on that every census year every 10 years otherwise you're working with like ACS American Community survey those types of things which have very
high margins of error uh when you get down to a bbsd level uh and they're really not useful um in in coming up with that number of kids who are not in the district how about the BBS ones that are open and rolled out of the district that
we just showed on the previous slide at least that would be we could do the out of District portion of it it would be a subtraction of that um it's a little hard to nail narrow that down because they just give us a lumpsum number with that and it's pk2 um and breaking that out into
specific age groups um and categories would be would be difficult di region school just a okay so um just going to go ahead and show a region so for example we're still in elementary but this would be um in the
North Boulder region so just seeing how that looks as an example and then from there we can also go a little bit further down and do this school by school as well um so when we have a few different
filters when we look at the school level um so you can again select any school um for multi-level schools you can select the level as well and then we do have um quite a bit of historical data going
back on this as well um so we are showing Alicia Sanchez top of the alphabet so they are usually our example here um so again the top two pie charts on the left and right are really
showing much the same as what we had at the the district level the same slices of the pie um but now we are looking at um on the left bbsd students who reside in the Alicia Sanchez attendance area um and then I want to note down just below
that at the school level we can drill down a little bit further and show those students who enrolled from the Alicia Sanchez attendance area to other bbsd schools and what those schools are um and those are sorted by neighborhood Focus school and charter
school so we can actually see what those numbers are and then on the right again our enrollment composition within a school and below that we can see the flip side of the coin so students who have enrolled into Alicia Sanchez from other
bbsd School attendance areas what those schools are and what the numbers are and then down below there is um a historical Trend showing those net numbers of in out and net year over-year and just seeing uh the shape of that Trend over
time I just want to say thank you you squeeze a whole lot of information in these These are really cool to look at and it's a very clear very detailed uh I've been very impressed these These are cool U I hate to add any more information but would it be possible to include something like capacity for the
school in this in this as well to link that information I don't know if that'd be confusing or not but but otherwise I think these are let us poor hey let us we'll note that and come back to it and right now that's what we were struggling with
jumping back and and fourth between dashboards how do you get it all in one place so let us look at that and we'll we'll play with it see how we can bring that back together does it sound all right okay yeah great I know there's a lot already there but so I appreciate
that um backing up maybe this come in later but is there some utility to discussing the regions as the Comprehensive High School catchment zones I mean how different are they how aligned are they with our Comprehensive High Schools I guess is one of the
questions I probably not perfectly right not perfectly because you have split feeders but they actually align pretty well with the North and South Boulder following uh Boulder high and Fairview the other communities are pretty pretty intact that way in terms of Centaurus Monarch
um and Broomfield time with the New Vista in the mountains messing it up um yeah in terms of the basee populations but you know you you want to keep your capacity in there in that region so that's that would be the
purpose for leaving those there okay okay um I'm going to move us along then all right so um going over to the next tab enrollment gains and losses um
so notice the header color is different we're looking at current year metrics with these dashboards um and so the theme Here here is how many students are entering and leaving the district within a school year so this is a shift from looking at that October count year over
year um this is really a focus of movement within a given school year um and just to note also at this level we're not able to show this data at the school level um and you'll see that shortly okay um so the first uh chart
that we're showing here is a historical year-over-year view of this monthly enrollment gains and loss um data so we're looking at K12 enrollment um again within the course of the year so once the school year has started September
through May um uh the gains are shown in blue losses are in that orange color um and again we've got clusters of bars here month by month of the school year uh we have year-over-year
comparison data um going back three years and then so far for the current year this was updated at the end of January to capture that full month um and you can hoverer to drill down a bit more so um in particular you
know one thing we're looking at is students coming in or leaving to home school or private school um we also have a category for other um educational settings and um we try to minimize this one but we are also tracking students
who have dropped out or are at risk of dropping out um in this as well so again the step back kind of looking at the trend for what this looks like year-over-year is that you can see that a lot of the um movement in and out tends to happen around the semester so
we're seeing bigger numbers um on both sides in December and January so going a little further into this we can look a little bit closer at the current year with these same metrics um so now the top chart is just focusing on our current school year up through
January um and we can also make a comparison to recent Trends so the line at the bottom we have a darker gray bar that represents the net change um per month for the current year and the lighter gray reference is showing an
average of the previous 3 years um so notably here our December and January net numbers are trending a little bit upward compared to the previous 3 years yes positive Trends there just out of curiosity how was the three years determined and currently the
way averaging works it's longer than three years and so I was just wondering why we chose three three um I think it it was just a a convenient and informative sample when we looked back at it yeah okay our next slice of this data
set is um looking at student groups so those same um student program groups that I showed a little bit earlier um we we are looking at the gains and losses data against those groups um so I've taken those same indicators gains in
blue losses in Orange now it's just rotated on its side um at the top we're looking at the trend for all students and then each of the student program groups um that I highlighted earlier so just to explain um as we go across here
so we've got our current year net keep in mind this is in progress and up through January um compared to that average net of the previous 3 years which are complete years so um what we can look at is you know how are we progressing towards that Trend but we
don't expect these numbers to necessarily be matching yet um and then we have the gain and loss numbers themselves with reference lines again for that previous threeyear average um so again another way you
could look at the um this part of the chart is how are those bars starting to approach or not approach um the the reference lines reference line for same period of time or for full full year
yeah yeah so yeah that's worth noting again is um so for this year we're looking at a through January the reference lines are looking at full year comparison so just one thing would be good to to label those so other people can figure
out what they are thank you if you hover on on they the label pops up on the the gray lines if you hover it says average but you would have to Alex's point no to hover yeah I can make it a
little like more friendly there yeah thanks okay um so one more look a little bit of a different look at this same data set oh question yeah and maybe this is for a different
time but um do we have any sense of how many students might be in both the red and blue of the same thing like are they leaving one month and coming back later or are we losing like um is it's great that we have 500 people coming in but the fact that we have four people 400
people leaving is totally different piece of data in terms of trying to keep them or are people coming and going and they're captured twice or like um uh like I'm trying to think about how to interpret it right so I'm like oh is that 450 kids that we wish we could have
kept that we've lost or 450 kids that end up going somewhere and then they came back in in January or something yeah we'll have to dig into that I don't have the answer for that Alex so we'll have to dig in to see if we would have duplicates I don't think we would
but I can't answer that for sure yeah we'd have to yeah yeah we'll dig into it yeah good back okay so um the last um dashboard using this data set is Drilling in just um looking a little closer at the the
outs the losses and those withdrawal codes um so here we're looking at those categories let's see um those categories of students who have dropped
out or discontinued um transferring to home school to private school or to some other educational setting um and so one way we can look at this is ranking within each year so each
column here is a year um we've got current year inog progress and going back 3 years um and then ranking those reasons for unenrolling basically um so we see that the most frequent reason for these midyear exits
continues to be transferring to another educational setting um home and private school have um kind of had this interesting relationship over time um in their ranking and the numbers are actually quite close to each other right now so it'll be interesting to watch
those um and see how they go over time and we continue to work really hard to keep these Dropout numbers low um and those are consistently ranked the lowest for those midyear um un enrollments C can you say more about
what other is or what we know it is like where are they going yeah so it could be you know it could be near or far um we don't really have as much detail about that um so you know one way we've looked at
this is what's in our sphere of influence and what isn't and so we think you know there are probably a number of students within that um total that um could be leaving for somewhere close by and maybe that's a number that we could influence to stay or come back
to Boulder Valley um and some are probably less so in our control moves away from the area there was a time where we talked about exit surveys to try to get a little bit better understanding of these students that are moving that are not entirely
clear I was just wondering where we are with that I know participation is entirely optional but um is an update on that so Enrollment Office we stood that up last year and Enrollment Office is collecting all that information and we'd
be happy to collect that and get that through the board yep but we are collecting it that was part of the work that came out of the long range advisory committee so maybe that will help provide some clarity with that other Bucket over time as well y
Kitty um so do we know now what the participation rate is in the exit surveys I don't I will I'll follow up and get that update though thank you I don't know it right off in uh you might you might do this but I
mean I think um working from the rankings of them uh doesn't necessarily tell me as much as like how big these numbers are and how much is the other versus the others and the the overall decrease I mean this is this looks really cool like we're going from 800 to 450 leavings so
that's 350 less leaving a year um but most of it's all in the other category sort of what I take away from it so there might be a different way to present that that would um highlight I don't know some of the most important takeaways for me and I'm not sure the relative ranking of each is the most
important thing someone's curious about so we collect this from the withdrawal codes right and the withdrawal codes don't necessarily specify um what school they're going to right you have to take it it's a Step
Beyond that right is that why we left it at this level because other is another public school either close or far in state out of state do I have that right and so uh to the extent uh Claire that you were
thinking um you know within a you know I I don't even know that you could collect this St of but within a certain mileage range within you know 25 miles from bbst or outside of 20 m from bbsd there's no way to really unless you're doing it Hand by hand month by month to be able
to kind of pull that into a into a data set is that right just real quick so this data we do know if they're enrolling into another school if they're enrolling out of state if they're going to another country I guess I would ask
how important is it to us they've they've left bbsd really what we want to know is how many kids are leaving so I think that's a question that we've struggled with a little bit with this dashboard is we can provide a lot of data but really what are we looking for and is it important just to
understand how many students are leaving and then dig into the exit surveys that seems more important than me than understanding if they went out of state or if they went to another school district but happy to open that up for conversation I I think our chance of
competing with out of state is is is close to zero and our chance of competing if they're not going out of state and they just went somewhere Across The District boundary and open rolled um in the next district is within our jurisdiction so that's why I'm curious out of those 400 kids how many could we have kept if we' done something
different that they didn't leave so that's I I do think that's actionable um if the data is not too hard to get like again it's an issue of work and maybe it's not that valid well the other piece would be did they move or did they not move like does their address stay the same and maybe
that's exit survey data right yeah I think how the coding works is uh whether they move to another District to in Colorado or whether they move to another state or then out of the country so whether they move to another District
can be you know in Durango or it can be Broomfield and so I don't think we have the granular data to to to know where each student is uh uh for each one based on that coding I think it would be helpful and
that title to say transferred to like non bvsd public school or clarified to like it's not just other it's to a different it's another public school that's not within our boundaries and a little bit to the question was just being discussed on a different View and this is where toggling between the views
get starts to make a person a little you know nutty is that we do have a a view where it shows like out of District enrollment like that net gain and loss from our neighboring districts we have that view on a different screen so it's like you know you're toggling a lot back
and forth to try to kind of build the story um and that's going to be our job a little bit of a challenge when we get this much data presented to us is to to continue to kind of build the narrative um for ourselves but I think just changing that title could help I also
think one thing with this slide that and I don't know how you would um draw attention to it is that even if you look at the top and the Bottom bar it looks static you the numbers and it's not static the withdrawal code is static but the numbers in each category are not static and so again it's like that user
the user familiarity with looking at the chart and spending the time there I don't know what we could change but it's you have to kind of pause and say what is the story telling because even the drops and the Rises the trend over time for transfer to nonpublic schools is going down it's not the trend itself
isn't you know so it's nuanced I think the withdrawal code is interesting but you do have to spend a little time wrestling with what does this mean as you would with any sort of any of these dashboards yeah I think that's an important point because the the scale is so different for the top line to the
other three which makes it kind of tricky so I don't know if you can maybe play with sizes on this on the dots and highlight the numbers just to make it more clear for that Trend as it gets smaller because otherwise the scales are 500 versus 30 you you can't put it in one link
great thank you okay so with that um have one more tab to explore um almost done so um the last tab is looking at homeschool and private school data so um first thing to note these are CDE metrics that do Merit
some significant caution in interpreting them I use the red font here for a reason um so I'll talk through that a little bit as I show what these data sets are are showing us um so for the private school data um what
we're showing here are um K12 student fall pupil counts per school um and we do have some historical Trend data year over-year as well uh but note so this is self-reported by these schools there's
no verification by CDE it's voluntary so just note that um there are blank cells here and that just means that there is no data point um provided there um so this is sorted by the higher numbers at the top um across this whole date range
so you can see uh the larger players here with private schools in the Boulder Valley area um and then I have provided the data from CDE does have a grade level breakdown so you can filter by grade level here as well is there a significance to the schools
that are in all caps no it's just how they're coded yeah in the curi yeah good question yes just another Quirk of the CD file here okay so then um we can also look at
the homeschool numbers um so again this is also self-reported not audited or verified by CDE um so what we pulled here is the metric of the ratio of homeschool students to the overall pupil count um again we're looking
K12 um hover to see the ends here um uh let's see so one kind of conversation point that came up in the fall was um a question about
you know how do we compare bbsd to other districts so we dug into this a little bit more but honestly looking at the state data we weren't really certain how other District's homeschool programs are being counted um and just because of that uncertainty in that methodology um
we decided for this purpose we're just going to display the bbsd data along with the state comparison where we know how that's being counted um I think it's interesting here looking at the trends over time that we do see the general
shape of this trend line um look very similar between bbsd and the state so um all of us saw um in as a fall of 2020 a pretty big uptick in those homeschool numbers um that have since come down um
and especially in the last few recent years our ratios um homeschool students to the total pupil count have been very similar between bbsd and the state and is that the count of uh students that are registered with bbsd as homeschooling and bbsd from the state
or is that people residents of bbsd that are registered as homeschooling since I know the homeschooling families can pick which district they register with correct that's the number so it's the one so if bbsd families are homeschooling in
St vain which I know some are then that would be counted as St vain homeschooling not bbsd homeschooling yes is that it all right and that's it all right so uh before we finish final
thoughts from the board uh we've got your comments tonight um we'll address those any other parting comments we'll talk a little bit so some of the data that you requested at the last meeting was really around open enrollment data First Choice second choice Etc we made
the decision not to include that as part of this dashboard this dashboard will use to monitor make decisions as we move forward I think the Open Enrollment conversation is a separate dashboard and we'll continue to work with the enrollment office to make that happen um
this data here we'll start using in our long range advisory committee to help us with decision making as we move forward um as next steps we'll address the comments tonight this all has to be translated uh before it goes live and that will take several weeks more than
likely in order to translate all the dropdowns ETC so just please be patient with us before we go live with that um when we do go live we'll make sure the board is informed and then we'll get that out to the Community
Alex C can you say more on the the doing the Open Enrollment separately is it an issue of like data preparation and availability or trying to not have it be part of the discussion around the longrange enrollment what what's the thinking behind that most definitely
part of the discussion right now we wanted to focus on what we felt like was the most important data that we can use um just to help us monitor Trends EX the the Open Enrollment First Choice second choice the the number of people
selecting schools all extremely important in this discussion but we felt like in order to hit some deadlines we had to separate the two focus on this work and we'll continue to bring that along it's just going to take us a little bit longer to get there so piggy
be backing on that um I know previously I would have to submit rfis to get some of that last year with a new upgrade to the system the board just received a report on those document showing kind of those rank Choice preferences and people getting seats are we anticipating that while it might not be in a dashboard the board is still getting that
information sometime this year and then um I just want to say this is great the board did ask for a lot of data this is a data hungry board and you provided that so I want to thank you for your efforts this whole conversation all along I've been as kind of asking so
what then what and so my wondering is moving forward after these dashboards are live how do do you anticipate us as a board interacting with these dashboards if for talk for having an annual conversation on enrollment Trends are you going to bring us slices are we going to go through the
the granular detail in board meetings like this like how do you anticipate the board um interacting with this in in sort of the structure of our meetings as they reg as they typically occur I do think having these dashboards
sets us up to um to have more uh more deep dives into areas of trends that are abnormal Trends or concerning Trends um using our day work sessions to be able to dig into those types of questions uh together um I don't know that we have a
A playbook just quite yet on how this kind of weaves into that um but I think that by having the tools we Empower our community to know what's happening with the ciny enrollment in a way that's as transparent as any school district I've seen in the country I don't know that
anybody has this depth of analysis publicly available to every single parent and Community member who's curious and wants to know and I think that that's important uh as we work to kind of navigate these things and build trust but I would say that uh knowing
that we have this information and knowing the information that we can look at you know to the extent that we'll see our enrollment Trends report um schools in The Advisory phase schools in the engagement phase schools on the brink could be
uh superintendent we think that we'd like to spend a little bit of time at you know at our Deep dive work session really looking into these types of things as we consider and contemplate you know what the options are moving forward so it gives us a set of tools I
think to have um to to be to to not have to try to have a conversation without the information we start to have the conversation you ask for a thousand different data polls then it takes us a couple months next thing you know we're stuck in the mud I think it allows us to be Nim um and to have the conversations
publicly that we'll need to have so um again Claire team Glenn Rob um our elra team uh just an incredible Improvement on looking at data and transparency and want to thank thank the board for for
your comments and your thoughts and your vision on what this could look like and feel like that that we're just in a really great place moving forward um since we do have our elra chair and co-chair here I'm curious um your thoughts on the data and how you guys have been able to use some of this
data in your discussions and your meetings and how you see it anticipate that happening moving forward so we have not made use of the dashboard yet within elra itself um we of course were at your previous work
session and we had a significant feedback we met with Claire last week for for final feedback I think this will be very useful moving forward again as as General usage I think one of the most important things from my point of view is that it at least gives both the
public and you a place to start um and then I I would encourage the board and I'm not worried about you I am a little bit worried about the public in that um Claire has done a great job and Glenn Rob in making much of this data fairly obvious but as we saw just now on the
last one for instance unless you're a specialist on this data there's always danger in providing data without that and so I would just encourage everyone and and to continue when you look at the data then come back and say we would
make to make sure we understand this as opposed to we we understand this because I I've spent a lot of time with the data too and I'm always always just a little bit behind the curve so but we we we be extremely useful to the committee moving forward po members any other questions
or comments for the team Alex uh I just want to say how impressed I am and how grateful I am to the work on this and I and I think it's really topnotch and with Rob I'm really impressed at The District's follow-through and commitment to transparency with the community and uh yeah with all the reservations we
have about data the more we dive in the more we talk about it the more we will understand what's there and our discussions will be better for it so thank you very much and thanks to Dr Anderson for the leadership on this while board members seeing as there are no further questions we are going to
take a short break to reconfigure the boardroom e e e e e e e e
e e e e e welcome back everybody we will now carry on with our agenda starting with the superintendent report Dr Anderson good evening thank you board president Raj
Paul members of the board uh just a couple quick uh remarks this evening for superintendent's remarks um so as you all may know March Madness begins about in a month but we already know one of the teams that you'll have to keep your eyes on Monarch High school's UniFi
basketball team dominated Special Olympics regional tournament in Lakewood recently earning its spot in the Special Olympics Colorado state tournament which will be held on March 7th so congrats to the Monarch unified basketball team and
Scoot and then uh for my final remark um excited to share that our bbsd Grad Plus Summer Leadership Academy will be Academy will be back this summer and we're looking for businesses and community members who might want to help you can be a classroom to Career Champion by signing up to be a career
panelist work with students on their resumés conduct mock interviews host an intern provide a tour of your business/ facility and host one of the workshops at your business or facility uh this is a chance to mentor and Inspire students by offering real world real world
experiences and Industry insights as reminder students who participate in the Grad Plus Summer Leadership Academy also earn a $500 honorarium thanks to impact on education have the chance to earn college credit via klep testing let's empower the Next Generation together for those that are
interested that are listening go to www.bbs.ca.net move on to public participation this evening the board respects the right of the public to speak on matters concerning the operation of our schools the board does not endorse the comments of any speaker and reminds all who speak that you are responsible for your own
speech speakers will each have two minutes to speak you will see a yellow card when you have 30 seconds remaining and an orange card when you have 10 seconds remaining if you run out of time or like to share additional information you may always email the
board with that we will start with our student speakers this evening first up is Hadley Proctor hello my name is Hadley doctor I am a student at Louisville Elementary School I'm here to tell you that we think bbsd should have a no idling
policy and we need it to be enforced now we are very grateful that you sent a message to be put in the newsletter however we need a policy and a way to enforce it if you leave your car on for more than 10 seconds and you are not moving then you are idling we have
noticed that despite our signs adults in our school are still idling this is bad because it harms the environment and releases toxins that can cause breathing issues we know greenhouse gases are causing climate change we want the school di District to
take this seriously in 2023 you passed the green New Deal the bbsd a great way to live up to this is to make a no ising policy that can be enforced our club Panther FL action will be reaching out to each of you next week to make a plan in
conclusion if you care about the a breath you should make a note idling policy and a way to enforce it thank you thank you Hadley our next speaker this evening is Mimi's daughtered hello my name is Mimi started I am a
student from Louisville Elementary School to tell you that we think bbsd should have a no idling policy and we need it to be enforced now we are very thankful that you sent a message to be put in the school newsletter however we need we need a not edling policy and a
way to enforce it if you leave your car on for more than 10 seconds and you are not moving then you were idling idling is bad because it HS the environment it releases toxins and it causes breathing issues this is the third time that we
have come to the school board meeting this year clearly this is important to us because we want a healthy future our clubs Club Panthers for climate action will be emailing each of you next week to set up a meeting to discuss idling
and why it is bad if you care about our future you should make a no edling policy then if you do make a no edling policy us kids will be able to breathe clean air thank you thank you Mimi our next speaker this
evening is attending virtually rowanna Kilpatrick you should stay to start my um are you ready Rena hello my name is Rena Kilpatrick and I am a student at Louisville Elementary School I here today to ask the school board to create a districtwide no idling policy for all
bbst schools it is very important that we make this policy Rule and that it is in force now we we are thankful that you already sent a message to All bbsc Families but we believe it's time to have a clear policy in place to make sure everyone follows it this will help
protect the environment and and help keep our air clean for everyone here are some ideas on how we can and how the policy can be enforced one official signs around the school we could put up signs in the parking lot pick up areas
and reminders to turn off the engine two friendly reminders teachers staff or even students could remind drivers about the policy during drop off and pickup ttimes three incentives for following the rules we could reward families or
car pool groups who always follow the no idling signs with small prizes or recognition warnings and fines If a driver doesn't turn off the engine we could have a system where they get a warning first then a small fine if they
keep ID on thank you forist lening to me and I hope you will consider that my generation will be the first to experience these changes together we can make our schools a healthier and happier place for everyone thank you thank you
sorry thank you Ranna our next speaker this evening is lilan briyan hello my name is lilan Brian I'm here as a student at Lewisville Elementary School to tell you that we think bbsd should have a no idling policy and we need it to be enforced now
I noticed that some parents and adults at our school are not following our no idling signs we need systemic change we are also very thankful that you sent out a message to be put in the school newsletter however we will need a policy and a way to enforce it if we want
idling to be reduced and stopped in bbsd many people think restoring a car burns more fuel than idling this is false if your car needs to stay put for more than 10 seconds you should turn off the ignition a lot of people in our
community idle without even thinking of it I suspect that this is because they don't realize how harmful idoling is to the environment idling is harmful to the environment because it releases pollution that is damaging to students loans and greenhouse gases that
contribute to climate change in conclusion we are the children who experience the effects of your choices please listen to what we have shared today if we can help educate and inform our community about the harmful impacts of idling I know they will make the
right decisions help us end idling do your part thank you thank you lilam our next speaker this evening and final speaker is Sarah Danford hello my name is Sarah Danford and I have four children currently at bbsd
three of them are at Fairview I wanted to bring up the issue of moving Fairview from an 8 period Day to a seven period day my children are all participants of the IB program and if we move from a seven from the eight period to the seven
period the IB Program does not work I don't know if you guys are aware of that the way that it works is that you have to have a certain number of classes and you also have to have an additional class I really think that there's a lot of things that are that would absolutely be
adversely affected by moving to this seven period day um one of the biggest ones are the clubs there's always 75 clubs at Fairview most of them meet during a lunch hour a lunch hour that it is my understanding that would move to two periods and I don't really know how
you feed approximately 1,900 kids during two periods um another one is the Fine Arts band choir art all of these things many of the band students many of the choir students they take more than one at a time I feel like there is a lot of effects and a lot of in the weed things
that need to be discussed and handled and talked about before we just make a decision to arbitrarily move this school um to a seven period class the other thing I want to make a point of is three of the major three of the five high schools are on the E Period why are we
not looking to move the other ones to an eight period rather than moving the ones that are doing great into a seven period so thank you for your time thank you board members that concludes public participation for this
evening um we will now move on to board communication board members who would like to go first Kitty so I want to thank the students especially who came to speak but all our public participation um people
students I am so impressed with How brave you are to get up and speak to us that's hard to do it's hard to do for adults let alone kids I really appreciate how hard you're working on this issue and how much you care and how
much you have learned about the impact of idling and you need to know that we do have idling on our list of things to discuss in the future and the way things get done on the school board they
typically don't happen right when somebody thinks here's a good idea we usually have to schedule it in with other things that are also good ideas and sometimes other things that the law requires us to do so I'm looking forward
to meeting you because I'm looking forward to learning more about you and um but I would ask you to be patient because we have heard you and this board I know cares about the environment otherwise we would not have adopted the
green New Deal for schools resolutions so just good for you I appreciate the work you're doing thanks Kitty I I'll go next Bard members um one of our Norms is typically to not address the speakers and I'm going to take a
moment of privilege and um rather than modeling that address the final speaker this evening um Sarah it's my I really wish you would have come to the board or emailed the board sooner because uh I also know that part of the reason why we've getting a lot of emails is due to
the email that you started circulating there is a lot of misinformation that is occurring around the S period day the board is not in all my emails I do respond that the board is not in good engag in this dialogue we have not participated in the conversations it is occurring between
the bvea and the The District staff as part of negotiations a seven period day versus an eight period day is one of many things being discussed and again as a board member we do not actively participate in negotiations and so we are not privy to that information nor do
we act on it so I just wanted to make that clear and it's really unfortunate um the amount of anxiety and stress that this conversation um has caused to our families at Fairview
including my own who is a member of the IB program so I just don't normally respond to our speakers but because we haven't heard from you in a different capacity I just wanted to share what I've been emailing in response to everybody that you have encouraged to
email so with that um I will move on to my other parts for this evening I would like to thank everybody that volunteered to judge projects and papers for NHD at our middle schools that participated it is a huge deal and it takes a lot of
people to get that done so thank you to our volunteers sorry National History Day sorry for the acronym um I also want to thank all of our students Who provided artwork and came tonight the artwork is outstanding and walking through halls
with the work of our students really reaffirms why we are here it brings joy to me it was great to talk to the students about what they felt um what inspired their work so thanks everybody who showed up for that and for donating artwork to The District board members I had the
opportunity thank you David for inviting me to the bvea legislative um meeting with members from our delegate our delegation it was Judy maay Kyle Brown Janice Marchman and um Leslie
Smith it was great to hear from our teachers um and what they're advocating for this year and it was really great to hear that a lot of the ways of which we're aligned particularly around maintaining funding for Education um and really looking around at the accountability standards so thank you
David for inviting me and continue to keep us in that conversation and what I didn't mention that night is if you wanted to see our legislative priorities we're happy to share those with you um Rob and I had the opportunity to attend the quarterly meeting yesterday with uh members from the county the city
and cu uh we are all working on the same stuff it's a challenging time to be in government and it is good to have a space to share thoughts and frustrations with those folks a couple interesting things that came out that I was not
aware of um there is a bill that's being run what bill is it um house bill 25169 that would allow potential construction of housing on religious and educational property
that was new to me since we don't typically track housing bills but that is making its way through the legislature maybe we could be landlords I don't know but that was yeah house bill 25169 if you want to take a look at that one uh Claire had shared some of that and the County's
opposition other than that um I wanted to give you guys a heads up that I'm going to be popping on the DA exac meeting tomorrow when Dak left us last time they did ask for some feedback on how they can improve their budget process some of the things I've been brainstorming a
little bit have been around like maybe they could think about their Sr dollars or maybe they could think about their PTO dollars or maybe they can think about you know which parts of our strategic plan they find their data looks like is most promising and is that a source of thinking about funding so
different things but if you have ideas happy to receive any of those so I can help um pass that information on to Dak exac and I think that is it for my comment tonight Alex um thank you uh just wanted to say
that um I really appreciated uh talking with some folks in the community during my office hours last uh week so that worked I plan to do it again I'll give to you announcement on dates for future ones in fact I'm hoping I can have uh another board member join me at a different time and there'd be two of us
to sit down and talk with people so look forward to that um one message I got um uh I think is worth sharing uh was from a mother who was really explaining the trajectory of her students experience through like how hard it can be for a
child with learning disabilities to go through the special ed program and how the issues that can come up later in mental health can be related to how well we're responding to um unique students needs and that then uh the the sort of unfolding of things that lead to a young
person not being happy and having a hard time in our schools and thinking about uh when I'm so delighted that we've adopted our neurodiverse policies uh that we have intense discussions about how we're making sure we're serving all kids um just this week been uh
interacting with District staff about how we communicate to parents of kids with disabilities or trying to open enroll that all these things lead to really it's the students experience that we're trying to get to and trying to make all our students really feel like they are welcome and that they belong
and that they are going to succeed and and when we fail at those things wherever we are and we are not serving our students as well as we could it's hard on them and I think we need to not lose the human face of what goes on when a student is struggling what goes on
socially when a student's struggling and what and all the people who are trying to do the right thing but it's like it's really um it's bearing on the kids so when we think about how to make our kids succeed and not just academically but social emotionally I just want to
re uh reinvigorate our attention on the family and student experience and it's that user experience of what we're trying to do that ends up being that's how they know the district so we know we have huge systems we know we have tight resources we know we're constrained by
the laws and policies but the family only experiences it through their child and they they and their child's experience with us and I really think sometimes um we can lose track of that whether it's a board member or anybody else and I just encourage us all to
think about it from the kids user experience and I'm not saying people don't do that I'm just saying it's so hard and the effects on the individual people who are dealing with it can be super intense and we just need to always put ourselves in other people's shoes so I I did wanted to share how much I want
to continue to try to do that more fully myself and uh how important that is um I also want to I'm sorry that our our our Idol advocate are out um I think they're the classic ones that should do like we should instead of a swear jar we should have an idle jar that someone walks
across the sidewalk safely and collects a dollar from everybody that's idling and we could they could all spend that on whatever they want um but until we can actually deal with it in policy I don't think the cops will come and write tickets for us but I bet someone could circulate the idle jar um and make some
bucks in the meantime lenia uh this week Alex and I attended our budget meeting so we want to thank bill and his team for a a great job um and just to advise our board that we are
going to start digging into fees on the 25th of this month uh so Alex and I started kind of uh putting some Focus there so we're looking forward to that thanks Bill Alex again thanks alen and you reminded
me I should say uh the briefing on our budget um to give you the you know look ahead our burn rate of spending money is uh is more closer more closely aligned with what's expected this year we're still spending a little less than we would um budget but that's a good
problem instead of the other way around due to more efficient changes from last round um the people who help us both in staff and in the community are super on top of this and uh that um spending's going okay board members any other comments
for tonight seeing as there are none we'll move on to our information items we have two information items this evening the first is the longrange advisory committee update and annual enrollment Trend report all right good evening president Raja members of the board Dr Anderson tonight
I am joined by vet Solace and Jeff Anderson our lra co-chairs we'll be given an long range advisory committee update tonight and then Glenn screw our district senior planner will give an update on the annual Trend report I'd like to start with this slide in
particular this goes all the way back to 2022 as a timeline of all the work that we've done in with declining enrollment I think it just shows a clear snapshot of everything that we've accomplished in that time frame um this work as you know is happening at several uh levels long
range advisory committee continues to meet we continue to study that and Jeff andet will talk about that tonight um just so far this school year we have held another bbsd as the place to be showcased we have supported the Heatherwood Community through their
engagement process and the board and the district have launched a new Choice uh enrollment preference um for commuters and as you know that we continue to give you regular updates uh we had a work session tonight on the dashboard in
March we will continue to study attendance boundaries uh that work will continue beyond March and then in may we have a work session on Focus school so the work continues uh as we talked about tonight the data uh we are making that more transparent uh
continue and engage the community in these discussion so with that I will turn it over to vet soless who will give an update on the long range advisory committee good evening everyone good evening uh Dr Anderson and members of the board
um the committee has met twice since our last update in October um at our meeting in November we continued to discuss the status of enrollment at the middle level at the January meeting the group heard the enrollment update that was given to the board in December as well as an
overview of the board's discussion about attendance boundaries in anticipation of the annual Trend report being presented tonight staff also provided an explanation of how enrollment projections are calculated in March the committee will continue to look at middle level
enrollment but they focus on the middle level on the Middle grades at pk8 schools the group will also hear about the board's attendance boundary discussion since the information being shared next in this presentation relates directly to the committee's
recommendations to the board I wanted to remind you of our public you and our public of the specifics of those recommendations the me the metrics recommended recommended by elra included three components the annual report which
staff is presenting tonight an enrollment advisory phase and a community engagement phase data presented in the annual Trend report will determine if schools meet the criteria to be placed in either enrollment advisory phase or community
and engagement phase in the enrollment advisory phase when an elementary school has fewer than two classes per grade level and enrollment is less than 60% of capacity the board and Community should be aware resource allocation will follow
the established Staffing funding formula to the greatest extent possible multi-age classrooms may be necessary to meet the funding formula Library counseling and specials may be limited this status lets families and staff know what to expect in terms of
resource allocation for the school for example the part-time teachers or multi-age classrooms are a possibility in the community engagement phase if an elementary school's enrollment continues to decline below
50% capacity and fewer than one and a half average classes per grade level with a projected Trend to continue for the for at least 5 years staff will engage the community to develop possible solutions to provide a thriving well resourced educational environment for
students and staff other recommendations from the committee with the board has which the board has undertaken include studying open enrollment policy studying attendance area boundaries and gathering information about parents interest and
motivations for open enrollment at this time I'd like to turn the presentation over to Glenn zigu thank you so I want to start off with uh slide familiar to the board at least um uh this slide was presented in
December uh represents the trends in the district we've had over the last 10 years so it's a good setup going into projections going forward uh just as a reminder we're coming off of a period of growth in leveling uh in the last decade and really started in Earnest declining
in roll about 2018 of course uh Co accelerated that greatly uh and we've been on a downward Trend since that time although this year was a little better than expected so we lost we were declined about a half a percent when
we're expecting to decline about 1.4% so we're still declining but we're looking a little bit better than we were uh last year so just as some background on projection methodology uh bbsd we use a cohort survival method which is pretty
standard for most school districts um certainly in Colorado probably the country as well except for some of the much larger districts might have uh a little different systems uh the cohort survival model basically takes um the difference between uh you
can see the example is probably the best for the kindergarteners in 2017 and you compare that to the difference to that same classes a year later and you uh you produce what's called a progression um which is a ratio and that's noted on the bottom in red uh and you do that for all
grades down from Kade through 12 and across multiple years as well uh and when you're ready to project out your next year that's the fundamental basis for it it's not everything um um but you add those ratios to your current class
going forward based on various um averages so you can use a twoyear average ratio threee four year Etc um I you when I do these I do them based off of um student uh resident students where
they live and then later on we add in uh open enrollment flows and things like that so that it's still fundamentally a um a demographic model of course with with these kinds of projections there's assumptions built into them uh open enrollment flows and
migration are fairly stable new housing constru construction stable um birth ratios of births and kindergartens are relatively stable basically when you're building off of the past um as long as you're in in a pretty stable condition
on a lot of issues shoes uh projections can work pretty well but when a lot of surprises happening over time then you see the trend can change um pretty dramatically as we saw with covid um so fundamentally we're working off of of
past events but um um but we do uh add in births new housing open enrollment those are all inputs that we can add separately to the model uh and and provide a little more uh clar going forward into the
future so this is the product of this year's projections this is the chart that we uh use to note the lra uh um um advisory and engagement conditions that Yvette talked about uh so this year's
projection was a little bit higher than last year's projection uh reasons for that are as we picked up on last year's growth so we had a good year or I should say this year so that ticks up those rates just a little bit uh we had a big kindergarten class so that projection
will take that kindergarten class forward into the future that helps our projections going forward as well um last year we had more schools hitting the engagement phase over the next five years uh but when you look closely a lot of those schools were right on the on
the threshold uh for those uh triggers and uh just a small bump in projections can uh can um influence a lot of those schools right at the level so uh this year we see fewer uh schools in the
engagement phase so when we look at this uh the yellow boxes are uh areas where one trigger for uh the engagement phase is met uh you would need for for the for that school to be considered in the
engagement phase you would need to see uh two uh you know both boxes for that school on any given year uh the same is true with the orange boxes which um um which are noted for the engagement phase
um and and when we look at the um um when we look at Heatherwood Heatherwood entered the engagement phase last year so we've continue to monitor them monitor them under that designation going forward uh
and fortunately for 2024 at least um in 2025 going forward um Heatherwood is the only school that looks like is triggering that engagement phase just point of clarification Glenn Yellow Boxes mean advisory advisory yes
correct and then thank you um orange boxes would mean engagement yes and when it's an orange and a yellow they're still advisory they would still be advisory so you need an orange and
orange on both to to get into engagement and then quick clarification I think you talked about this in the work session but the 25 26 projections that's based on your methodology it's not based on current enrollment number open enrollment and open enrollment enrollment numbers is that correct yes
based on the methodology okay thank you so looking at this geographically uh for regions in the district currently we have eight schools in The Advisory phase uh five in Boulder uh one in Louisville one in
Superior and one in Broomfield with uh uh Heatherwood in the the only School in the engagement phase at this time over the next two years we really don't see anti ipate any changes to
that with eight remaining in advisory and one in engagement and starting in 20127 uh we see an addition of of one more school in Boulder in The Advisory phase and one school in uh Broomfield in The Advisory phase again in 2028 we see uh coal move
possibly into the engagement phase and 5 years out 2029 we have um uh continue to have about eight in The Advisory phase and we add what looks what wood year uh could
potentially enter the engagement phase uh at that time as well with result of being three possible schools uh in in the engagement phase at that time so in summary for the 2024 school year there
are eight schools um that are in the enrollment advisory phase Cold Creek community uh monu Eisenhower El Dorado flat irons Cole Mesa and Whittier uh so is recap
that means um less than or equal to two rounds each uh and or 60% or I should say and 60% capacity uh no additional schools uh were in the community engagement phase in 2024 uh and we continue to mon monitor
Heatherwood uh under that status uh projections indicate that enrollment will continue to decline throughout the district uh out of the 2029 school year uh although it does look like a little bit slower rate than what we had projected last
year also in 2029 BBS day is projected to have eight schools in enrollment advisory stage three uh and three in the community engagement phase these schools are distributed with seven in Boulder one in Lewisville one in Superior and
two in Broomfield and continued and we continue to uh look at revisions to uh policy and other tools uh to help make adjustments to influence enrollment going forward so with that i' be happy to take any questions
Jason just just a quick question it's hard to see from the slide deck but what were the three schools in 29 it's Cole wooder and the three schools that that were in the community engagement phase uh for this year for 29 for 29 projecting
out yeah whaty a call Heatherwood um so 2029 here let's go back this is probably the best slide so there we go 2029 Heatherwood um
Cole and Whit ear okay thanks Kitty so I'm confused a little bit so Heatherwood is already in engagement and we anticipate they'll continue to be in
engagement yeah that's a good question when we when I do projections I don't really have any way to know if uh the effects of what measures we've taken with Heatherwood and what those will be into the future so uh we're just gathering information not now we had a Heatherwood had a good year this year
and I think there's reason to be optimistic about the school but right now I can't really build in uh those kinds of improvements and assume that they're it's going to get better so this is based on on past performance its current grade uh class structure and
things like that okay I I understand thank you Dr Anderson it's a good question Kitty and and Glenn I really appreciate that explanation that um these metrics and projections don't take into
consideration the moves that we're making right that are slowing down the declining enrollment right last year we slowed down the declining enrollment multiple factors you know went into that as we think about enrollment next year
you know what are the factors that could play into slowing down declining enrollment uh if we get a nice healthy kindergarten class like we got last year that would be huge uh you know just some some early numbers on our Bright Futures enrollment preference board members
you'll remember that that was the preference that we added for folks who work in our district but don't necessarily live here um we had 320 students apply for that preference and 269 have already already
accepted uh seats in our schools for next year that's a big deal that's a big deal I would say additionally at Heatherwood Elementary School uh you know we've we've we've worked with the community I think the
community got the program that they've added um this this environmental steam program absolutely correct remember we didn't just willy-nilly throw something there we did Community polling we engaged this the you know a series of
design workshops with the school and in open enrollment zero students from Heatherwood that were scheduled to go to Heatherwood opted to go to anywhere but their home school so so so that's those are Trend
Busters that you won't see until next year but I would say that doesn't mean the work is done we have lots to think about contemplate especially talking about attendance boundaries and and continuing to engage with our lra but I would say that the early efforts based on the policies this board has passed
based on the work that our team has done um we're trending in the direction you would have hoped for when we started this back in 2021 Alex yeah um following up on your your points Dr Anderson one of the things I'm curious about I mean I I live in South
Boulder South Southwest Boulder where we have Mesa and Community monu you know on the list and and I think about the um the preliminary role and you know we as a board discuss things within board control um but I think of things people
are doing in the schools and so I'm like okay well this we're planning this out 10 years like there are people in the schools today that can figure out the things they do that continue to make their schools great and attractive to their community and keep the people there from open and rolling elsewhere um so I mean I'm I'm sort of curious to
know what our strategies are for the schools in The Advisory position like we don't have a bunch of extra money anywhere to like pay for Innovative great stuff but we have wonderful people in those schools who can do things now and you know I'm wondering how we
facilitate and support them making the changes based on their local knowledge their local community their current resources to keep their schools attractive to the kids they've got or the ones that they might win like how's how's that going and and is there something we at the board could do to
support that kind of school level um reinvigoration effort that keeps kids there I I will say at the school levels because we've developed these metrics and we because we've developed this
level of transparency schools are paying attention I would say that we've engage local school communities um deeper um I don't know that we have a Playbook to say at this this point when you're you know the design of advisory was just to be transparent to say Hey listen this
could be coming and not a school doesn't think anything's happening and then they get slapped on a list at some point and now they're they're you know so you know the design of the advisory versus the engagement is uh no a no surprises type of a kind of of a
notification um but I will say that that I know that I've engaged um with multiple parents from multiple schools in advisory and uh whether it's their parent teacher organizations their school accountability committees other groups um I do think that you see
individuals rallying to support their school I do know that leaders are informed and engaged on these efforts um I do think that efforts beyond that if we see some some some ongoing stability
um but still not enough like not major uh upticks in kids right there could be additional potential supports that was we think moving forward um uh but most of that I think is being locally driven at this
point when I look at this picture I think it's really it really brings forward to me how important the data dashboards that we looked at earlier today are and having that Regional look is because there are a few clusters of schools that are
either in engagement and advisor and so you know you pull one lever and the impact is is um partly determined by who's around you and who's living around you and what other schools are you know in advisory and engagement so I think this is another really great reason to have some of those deep data Dives and
looks so not only the board can understand this better but um School schools in their neighborhoods neighbor School neighboring schools um within different regions of the community can kind of look at that and and consider consider the problems a little bit collectively because declining enrollments not going to go away it's
just the rate at which we are declining in students so um really just brings to life those dashboards thank you board members other questions for Glenn Kitty just a comment great work as usual I'm always amazed at what you do
and so I think you're some kind of magician anyway thank you Glen thank you our next information item this evening board members is a legislative update Dr Anderson I'm sure you have a
few things to mention this evening thank you board president Raj Paul members of the board legislative update uh session is moving along um I have a conversation upcoming this week to provide more input on the accountability bill from what I understand that will drop later this
week and so hopefully we'll be able to provide some input tomorrow on that to strengthen that that bill make sure that that bill alliance with the work from the task force doesn't doesn't overstretch or overstep um that being said I do think that um representative
bird who's going to be sponsoring the bill will be open to edits and adjustments after the bill is dropped as well uh so I do think that there's room to continue to mold and shape that bill in the ways that we would want
in terms of um of uh the 1448 uh School Finance act uh from from what I can gather there's been a lot of energy around the trigger
language that would stop 1448 from going into effect um on multiple occasions there were efforts by some in the legislature to remove that trigger language those efforts were stopped as as I'll remind this board and our
public that over time over last year one of the big concerns we had is that they were trying to implement a new school Finance uh bill that they didn't have the money to implement that is showing up to be true I think the issue at play here is averaging and eliminating
averaging I think negatively impacts 80% of districts across Colorado I think I've already shared that with you all uh so continued engagement on a does 1448 go into effect or not now 1448 doesn't go into effect we go back to the old
school Finance formula and fiveyear averaging and I think that one of the challenges that school districts are going to have is in what scenario are they better off and when I ask superintendent that they kind of look at me I I don't really
don't think people know which is another one of the concerns that we had uh when we were advocating against 1448 is after all the changes and shifts who who knows where you are and uh when you are budgeting you know large organizations and you have to project and you have ongoing costs and you're trying to
negotiate um salary schedules uh that you know the proposed cost of living adjustment from the governor's budget doesn't have enough money in schools to be able for any District to meet that in addition to steps and Lanes I just think that we're still in for a bumpy ride I'll continue to stay engaged um on
those issues but I think the the the one of the bigger issues right now is trying to figure out what will happen with the governor's budget proposal around averaging and what will happen with 1448 and I think both are very much up in the air right
now thanks for that Dr nerson for your advocacy on those two really important pieces of legislation board members a couple things uh bills I want to bring your attention to there's Senate Bill 27 that talks about trauma informed safety drills um this bill would not require it's it
requires a um a work group to develop best practices and use trauma and fored practices on how school safety drills are conducted doesn't um at this time put any burden on individual schools but I just want to bring that to your attention and then um house bill
25192 is this financial literacy graduation requirement um bill that would require students to fill out FAS and the federal aid forms which is burdensome for our schools and I have
grave concerns around students giving um information to the federal government at this time so that's not one I'm super excited about but two I just wanted to bring to your attention Kitty so I have a question for Dr Anderson can you excuse me remind us
what the trigger language is for 1448 I can't quote it specifically but the idea is the if the money is not there to implement 1448 then it goes the school Finance act goes back to the previous act before
1448 um and so I think that is the question and um some people are uh are interpreting that differently or trying to change the language so 1448 can move forward even though the amount of money it would take to put 1448 into into
effect is absolutely in question uh and so that is the that's the challenge one other item uh bo president Raj Paul I will say that as I'm engaging with our delegation with our lobbyists uh when folks things are coming up like like the financial literacy Bill where there's going to be burden on districts without
a fiscal note I'm telling what I'm conveying is hey instead of that why don't you go look at school finance and try to figure that out like that seems like the most important thing in the room right now as opposed to adding new things regardless
of how um how impassioned people might be on the idea adding more things when you're taking away $160 million from public education doesn't feel like the responsible thing to do so I've been pretty steadfast in
that response um when folks are asking us on uh you know you know good ideas that they want to write bills on in education again board members and you know that I've said this and I've shared this with all of our delegation and our lobbyists if you want our opinion on some of these things you should engage
us early right we save you a lot of trouble um as opposed to cooking up a good idea that you don't have the money to do is going to be burdensome and which we can't support at this point Alex and then back to Kitty uh thank you I I just wanted to speak to the accountability bill I had a chance
to look at the draft um yesterday and I I reinforce Dr Anderson's concerns about trying to make sure it aligns with the recommendations that come out of the task force my personal inclination is trying to support what's strong about Colorado's accountability system and I
think what we have is a system that has um credibility and transparency I think the state's audit of the accountability system reinforced that you know in many large respects it's working and we have uh something that was based on technical
uh Innovation uh before that created a system with that values um student growth and other measures that give us the data we need the things that are most poorly aligned I believe in the current draft all sort of politicize uh ongoing debate about this and so what
they do is shift from the State Board of Education and CDE authority to the legislature to decide the details the micro details of how the measures are worked out or they have un other issues to study and all the studies are reported to the legislature not the state board so I I am reminded of States
like Florida and Texas that have very weak um systems of local control and where the executive branch or the legislature micromanages the details of performance in order to fit political whims of the day we have a system of local control that's reinforced by our
state board of education that keeps the legislature and the Governor from making micro decisions like do we use the num is it the number of students or the median growth percentile um we let uh technical experts do that and then we have um mechanisms to work it out and
test it this is like trying to put it in all of those hands to be worked out by lobbyists in the education Committee of the legislature which is a recipe for watering down um good technical details and politicizing the results so that if someone wants it to make things look
good or look bad they can do that in the legislative committee rather than keeping the system working and I think that's a bad impulse and that's the main the things that are most unaligned um from the recommendations of the task force that Dr Anderson served on all sort of push in that direction of future
politicizing um the technical Det details which gives me pause Dr Anderson then Kitty just to build on that there's just some things in there you can't do um and you know the task force I
think was was really good for the state of Colorado I do feel like that people who had um perceived polarized views on topics quickly found themselves found ourselves collaborating and working towards a common good around you know
sharpening up you know some of the aspects of the account of our accountability system um the technical expertise that you need to understand how to propose new and different
measures uh is is directly tied to whether you can get the data in valid and reliable ways consistently and then be able to use that to measure across 184 school districts it is and there was
not when the task force was was developed I will share with you there was very limited technical expertise on that task for it wasn't a technical committee it was a opinionated committee with folks who had a lot of
wishes and dreams uh and some of those will stay wishes and dreams until you have the data systems and supports that you would need we desperately need a Statewide longitudinal data system in the state of Colorado that connects
labor data with Education data with postsecondary data with Workforce data uh to be able to measure some of the things that folks would aspire to measure but you can't put that in the you just can't do it you don't we don't have the data systems today so those are
the types of pieces of feedback I think that Alex is referring to that I'm referring to uh and then you know not losing the the the technical aspect of something like this uh because every time it doesn't work right something
doesn't work then you question the validity of the system as a whole so um I will say that uh I'm excited to dig in I think that there's been a lot of smart people that have weighed in and I do think that at a certain point we have to know and understand that without the
technical expertise at the table to make this thing work if you pass a law or a bill that they don't have the data to to be able to collect and assess uh that that'd be worse than we have now so I just want to weigh in on the the
bill for financial um what was it literacy yes um I agree that having kids fill out their very own fast information is a terrible idea I don't think it's a terrible idea if it can be well
implemented to have kids learn how how to do it and they could be given a set of financial information that is not their own so perhaps if we can't get the legislators to take that piece out we could ask them to at
least you know have kids will learn to do it but not with their own data board members any other questions or comments for the legislative update seeing as there are none we'll move on to action items consent grouping 8.1 Personnel items 8.2
approval of minutes January 28th 2025 8.3 acceptance of bond funded work at University Hill Elementary School 8.4 acceptance of donation Bear Creek Elementary 8.5 acceptance of donation Lafayette Elementary 8.6 acceptance of donation Lewisville Elementary 8.7
acceptance of donation metaller School 8.8 acceptance of donation New Vista High School 8.9 proof Point software renewal 8 point 10 Grant sustainability EV charging Colorado Energy Office are there any items board members like to pull from consent grouping seeing as there are none we
need a motion to approve move by Kitty seconded by Jorge board members any [Applause] discussion seeing is there is none Laura would you please call the on consent
grouping Chavez yes medler yes nnick yes quinin AA yes Raj Paul yes Sergeant yes hunger yes motion passes next on this evening's agenda we have policy study items tonight there is
one policy under study board policy kja distribution posting of non-curricular materials Kathleen I'll hand it over to you thank you board president Raj Paul oh wow that's really loud um so we have one policy for the board's consideration
tonight I promise you when you see the February 25th agenda you'll get a lot more policy but we brought this one because it felt timely um you may remember from when we were all in elementary school getting
Friday folders filled with Flyers about different things you could do in your neighborhood since that time um and the policy hasn't been looked at since 97 but since that time with the Advent of the internet we don't need to be the
conduit of this information it really is available elsewhere um and it's something that puts our school leaders in the middle of unnecessary conflict so uh for that reason after
some discussion we talked with all our principles we found that we had pretty varied uh practices and even having these types of bulletin boards anymore but we did have unanimous agreement that this really doesn't need to be a district function
anymore so we proposed a policy to the board that gets us out of that business but leave some language so that our community can understand what we've done and in the event that we had to face one of these issues it leaves us at least a
standard and then a way that a decision and appeal could be made thank you Kathleen board members any questions or comments on this policy Kitty no I really appreciate this I had one tiny change that I haven't
emailed you yet and it was just for clarity that's great if there isn't uh oh I'm sorry uh is there um this looks reasonable to me like a nice strategy to solve problems with don't need to have but ALS and allowing the communication of the groups that are there um was
there any other feedback from the school leaders um to frust to consider as we think about this or was this pretty straightforward in their deliberation it really was pretty straightforward for them when we proposed that really there was no legal requirement to engage in it and really
understood that practically it wasn't necessarily serving that same vital need it used to it was a very brief discussion I appreciate this policy I agree it's timely and I am thrilled that we can get rid of one um you know we can
bring this policy down to one page and then get remove a regulation in its entirety so we are dwindling this volume of policies down so thanks for your work on this one and it doesn't look like there's
much more comment so we will move on to Future agenda requests board members this is the time in our meeting when we bring items we'd like to include at the next board prioritization there any items board members would like to prioritize guess not board members um final item on our agenda this evening is
the uh executive session board members um is there a motion Jorge I Jorge Chavez a motion pursu it to CRS 24-6 424b to convene to Executive session to confer with Council for the purpose of
receiving legal advice on specific legal questions regarding urban renewal authorities of the super in the superintendent's contract do I have a second seconded by Alex Laura can you please call the role Chavez yes medler yes nnick yes
quinland AA yes Raj Paul yes Sergeant yes anger yes motion passes board members we will convene in the glacier room um and because we do not need a
vote to officially end our meeting this will be the end of the public portion of our meeting so from here executive session then the meeting will be over thank you for e e e