The primary point of discussion was the attendance boundary changes, a necessity driven by the “Building a Better Future” community initiative. John Morstead and Kila led the review, explaining that the adjustments aimed to reassign students and minimize family disruption. This process involves extensive community input. To facilitate this, a communication strategy was devised to include updates to the community, digital feedback opportunities, a dedicated FAQ website, and informational meetings post-winter break.

During the meeting, a board member raised concerns about community anxiety surrounding the boundary changes and emphasized the need for comprehensive communication. It was confirmed that feedback from emails sent to a designated address would be compiled and considered in the decision-making process. Another board member questioned the age of some policies under review.

Further inquiries included the potential impact on students, with a board member seeking to quantify how many students might be affected by the changes. The discussion also highlighted “non-negotiables” established by the cabinet team, such as maintaining student demographics close to district averages and complying with state laws. Additional considerations included keeping neighborhoods intact and minimizing travel times.

The conversation then shifted to the repurposing of Crest View Elementary, which will serve pre-kindergarten through grade five students and community-based programming starting in the fall of 2025. The decision was backed by extensive research and stakeholder input, identifying Crest View as the ideal location due to its central position and previous lower student enrollment rates. The Advisory Enrollment and Capacity Management Committee’s study of enrollment patterns and building use over time played a role in this decision.

An unexpected change involved relocating a VPK classroom from Crest View to Fair Oaks due to last-minute staffing adjustments. This decision aimed to minimize disruption for families and students, with transportation provided by the department. Students currently attending Crest View will have the option to transfer to nearby elementary schools, such as Edin Brook, Fair Oaks, and Z Wood, with transportation arrangements in place.

Community-based programming at the repurposed site will encompass enrichment programs, community gathering spaces, and partnerships with community organizations. There was a commitment to explore community access for health planning, although it was concluded that the site would not be suitable for a health clinic. However, alternative options to pair with early childhood programming that could benefit the community were mentioned.

Emphasis was placed on the need for community input throughout the design process, with feedback collected through various channels, including district newsletters, social media, and in-person events. Key themes from the feedback included requests for after-school programs, family counseling services, support for special needs, adult English classes, early childhood education, mental health support, and cultural immersion programs.

Particularly notable was the focus on the American Indian Cultural Center and its proposed heritage learning model. Feedback from the American Indian Parent Advisory Committee showed strong interest in this initiative, which aims to incorporate cultural immersion programming. The programming was framed not only as language instruction but also as an intergenerational learning experience integrating various subjects through culturally relevant activities.

The repurposing of Crest View also opens opportunities for new health-related services. Partnerships with health organizations are being formed to assess community needs and develop a needs statement. Ideas include on-site early childhood screenings, pediatric dental care, vaccine clinics, mental health support, and pediatric vision care.

The architectural planning for the repurposed site was another critical point. A schematic draft was presented, revealing a divide between core planning team members focused on square footage and programming team members prioritizing educational objectives. Core programs, such as the American Indian Cultural Center and early childhood education, were deemed essential to the site’s identity. The draft included designated areas for outdoor learning spaces and a production kitchen, termed a food lab, intended for community engagement through food opportunities.

There were concerns about the schematic’s perceived finality, with clarification provided that the design is not set in stone and is subject to continued community input. The overall usage of space was discussed, emphasizing the need for flexibility with multi-use areas that could serve various functions, including professional development, community gatherings, and educational programming. Approximately 50% of the square footage is currently allocated for anchor programs, with the remaining areas designated for flexible use.