All righty. It is 6:01 on Monday,October 13th, and we are going to start our uh work session, study session. I'mRita Evans Becker, board chair, and we're going to go around. Whoops. Butbefore we go around and introduce ourselves, I'm going to read the landacknowledgement. We acknowledge Robinsdale Area Schoolsis located on the homelands of the Dakota and Ojiway people. We recognizethe painful history of genocide and forced assimilation of the indigenousinhabitants of this land. We honor and respect the many indigenous peoples wholive on and hold sacred these lands. And we stand with members of these nationsto fight injustice in all of its forms. We uphold the preservation of Dakota andOjiway languages, land-based education and tribal society.Thank you. And now we are going to introduce ourselves as we go around thetable. Rita Evans Becker, school board. Terry Stalls, superintendent.>> Renew, school board. >> Kristen Moheisel, chief financialofficer. >> Anthony Williams, executive director ofcommunity education, athletics, and activities.>> Caroline Long, school board. >> Morin Mullen, director of facilities andoperations. Bob McDall, assistant superintendent.>> Amy O'Harn, executive director of human resourcesschool board. >> Aviva Hillbrand, school board.>> Connect to school board. >> Thank you. And Olson, executiveassistant to the superintendent of the school board.>> Thank you. And generally, we have the people up there as long as there's notlike hundreds. So, we'll go that way to that.>> Um, Annie Schmidt. I'm a district parent. I have a child at C and at FairCrystal and also have one at >> Annie Hansenberg. I am also a parent andI was on the team. >> Uh Katie Middlestat, a parent of a earlyadventurist uh child and um a community member and on the vision team as well.Brienne F, community member, parent, vision team member. Will Howardcommunity member activities director of Roseville High School?>> Thank you for being here. All righty, let's get on for our purpose and ouragenda. I'm going to turn it right over to our superintendent, Microsoft.>> Excellent. Thank you very much. And uh reading the land acknowledgement wascertainly fitting always um especially today on Indigenous People's Day. So,thank you for that. Um the purpose of our study sessions and even this specialstudy session is um for board members, administrators to come together to shareinformation um and tonight we'll be engaging in a lot of conversations aboutthe statutory operating plan um and a bit about the reimagine 2030 work aswell um as we continue to support the board, provide information to the boardin the decision- making that they're ultimately going to need to make at theboard table. Um so as we look at the board working document that we have inevery study session so that um we're really transparent with the roles of theschool board as well as how tonight's specific agenda fits into that. Umyou'll note uh the highlights fall under the board's governance role of theoperation um of oversight. specifically. Uh, one of the tasks that we've knownthe board needed to do this year was to approve the statutory operating debtplan. Um, and then also the other piece that they'll be taking a look at thisevening, y'all will, is monitoring and using enrollment trends to planstrategically for current and future facilities, staffing, and budgetdecisions. So again, this fits in the board's govern role of operationalperformance oversight and organizational direction.Um, as we begin tonight, just want to give a a bit of context um um as wethink about the agenda for tonight. So, I'm going to use the language of some ofthe board developments that y'all have used um with Dr. Dave Webb and the IRODprocess. So, uh the I stands for information. So, today y'all have gottena lot of information. Um we received a lot of information from the vision team.Uh this is the first time the board is going to have an opportunity to shareand discuss some of that information. Um you also have received some informationfrom uh the administration for tonight's um for tonight's study session. Uh therewere a few additional questions that came um last week. There was a questionI believe around open enrollment numbers. We've provided that informationto y'all tonight as well as a few additional questions that came in fromboard members um over the weekend. and we provided that information to you allmidafter afternoonish. So if you haven't gotten a chance to look at that email,there's a lot more uh information that was requested at that time. So for thenext couple of hours or however long the board wants to engage, um we're going tostart with uh some of your reactions and having a chance for a board discussionum around your re reactions and reflections to the vision teamrecommendations. Um, we had to put an offer out if the board had any questionsfor vision team members. That was something that was discussed at theboard table a few uh weeks ago. I think the night actually uh se September 23rdwhen the uh recommendations came forward. There weren't any questions atthis point. Um I'm confident the offer stands with members from the vision teamthat if at there is a time in the future that board members would like somevision team members um present to to answer questions, they'd be happy to dothat. Um so tonight we get a chance to hear some of your reactions around that.Um, we also want to be sure that we give board members a chance to share some ofyour insights and your thoughts as you have heard recommendations about vision20. What else have you been thinking about yourself? So, I did uh put theoffer out uh to board members to give you some time to reflect and think overthe weekend and be prepared if you have any thoughts and insights that you'dlike to share regarding um uh your thinking around vision. Um after thatafter that discussion with the board and that's kind of more of the visionforward in that there might be some statutory operating debt thinking andsome conversation specific around site consolidation but we're really umproviding some space in this opening hour or so just to be able to react towhat you've heard because the board hasn't gotten the chance to do that. Andthen we'll back up a bit back to um the immediate decision making that the boarduh needs to make in the next couple of months around the statutory operatingdebt plan including um starting to look at some of the considerations aroundsite consolidation. So again provided a lot of data uh for you to take a lookat. We'll certainly walk you through answer questions and provide additionalcontext around that. We'll review the timeline. We'll review the extendedtimeline. Really that why again we want to ground the board and our entirecommunity in understanding why we're here and why we're having theseconversations and why ultimately the board is in a position to make thesedecisions. Um with that then that data will provide additional information fory'all as we take a look at um moving forward toward eventually some optionsfor consideration around that site's um consolidation. Um, it's our goal by theend of our time together tonight for the board ultimately to to be in a placewhere you've been able to ask questions, um, seek additional information that youmight need so that you are prepared and we are actually have direction and areprepared to work between now and next Monday night and to come forward withsome potential options um, for discussion.So, with that rather long introduction, um I just want to open up some space foryou all to uh what have you been mulling over since September 23rd where we heardum some visions, uh recommendations from a community team that has worked for foreight months. So, what are some of your reactions, reflections, and thenultimately as we have this conversation, what are other um ideas and thoughtsthat you've had along the way that may be different, maybe similar to whatyou've heard from the community? >> This is our chance.Any hands to talk about reactions? people. >> Well, um, couple reactions, nothing reallong or in depth because as we go through this process, I'm interested inthe information that we receive in detail and then getting into the reportkind of that way. So, um, but I really felt that the report was very, very,very thorough. Um I felt that um the folks that put together the report andwent through the experience uh experienced the emotion of itexperienced points of reality.Uh I think it was a very experience-based sort of uh process overeight months and therefore I was really impressed with that. It wasn't justpeople sitting in a room and crunching numbers which is what we didn't have.But where I went to uh in this whole thing was the the what sort of dreamsdid I not see in it. I mean and I haven't seen any of the details of allof this. So, I'm just going to put out my one dream as we move forward withthis. And I would like to see us do something that we we know is a problemfor teachers, and that is new teachers coming into the profession. How can youbest keep them? How can you tie them to your district? And I'm going to throwout that I would really love to see us utilize excess space as housing for newteachers, especially those teachers in their first five years because I becausefrom my understanding, you really don't get paid well in those first five years.And um if we could help with housing, uh I think that we could help. I thinkthat's part of the revolution of how do we move forward in education. Um becausewe live in a society where no one can even afford to rent a house or anapartment. Uh and and if you can find one, maybe you're halfway around, youknow, very far away from where you work. So that's going that's my dream in thisthat we might even have the space to do something way out of the box, which islook to recruit new teachers coming in by uh providing them with housing inthose first five years. So and and that's it. I I just look forward togetting through the process. I'm really uh pleased uh with what I saw and uhwhat I'm hearing right now from people in the community where I live is uh alot of wow, it's about time. It's about time we come up with a plan. We needed aplan. So, I'm not even really finding any resistance uh uh out there withpeople. So, good job, team. >> Thank you. Anyone else have a reactionor their own vision that they'd like to speak on?>> Dr. Bass, do you >> Well, I um would um I would really like to see um and I havenot seen optionsand that's kind of what I'm used to reacting to. So, one of the things I'mhoping that we will get is um a couple of different scenarios. We actually haveone scenario presented to us and my comments to the vision team haven'treally changed from the time I sent them the other day and that is I appreciatethe effort they put into it. I think that given the scope I I came to learnthat they had a scope within which they were to function. So within the scopethey have there are many it kind of precludes the opportunity to have a lotof different options in in my opinion uh because they're only looking at acertain set of data it's not a criticism that's anobservation and so based on that end uh I'm thinking about this process andhoping that that this process will yield some options because only one option orvision has been promoted. it uh and I think that the the numbers that might goalong with other visions um should be produced because it's only then when youreally get the full scope of what might or might not be possible and so I'mlooking forward to receiving that kind of information and many of my commentsand questions that I had I had about eight and um the questions that I havehave been answered in are not in totality.I feel like it's an iterative process. So that's also an observation,not necessarily a criticism, but it's a a statement about the the current stateof the information that I feel like I have. And so umit will inform the final vision, the final product.So without those kinds of inputs, it's pretty hard to get to a final project.And for me also um besides the uh regular routine and expected things thatone does when you are facing statutory operating debt the mechanics that I'msure you're working on those mechanics are independent of anything we have todo except review it and make a decision about if there are some decision pointswhat are they so I'm not so worried about the statutory operating debtbecause the department of education kind of has a formula and we have to followBut how that intersects with the future of this district, I'm keenly interestedin um and to and that's why I say options because um we have before usany number of different options that might come forwardand uh many of the good ideas that came through in the vision team's work. umthat's good kind of foundational for what community is feeling and thinkingand they've shared that with us. So that will be a foundation but the walls needto be put up. There are no walls without the dollars without the you know lookingat the geographic layout without the board factoring the demographic trendsand the capacity we current have and the cost of any different option. the boardhas to have all of that information to make a decision.uh you know the eight months that the vision team had we don't have thatrunway we have we're already midocctoberNovember December in the midst of um holiday seasonthat is a reality and so in order to make a good decisionthat will serve this district in the long term that is ourAnd so in order for us to do our job then and for me and I'll just speak formyself in order for me to do my job that's the kind of data that I that I'mlooking for. And thank you for sending the answers to some of my questionssuperintendent. They really kind of have to do with capacity with numbers withbuildings and where we are. And one of the the questions I had specifically hadto do with uh any vision that looked at the future in terms of elementarybecause I mentioned the future the future of this district with regard tothe offering that we have at elementary level.If we're going to build something state-of-the-art,build to the future. That's my thought. And if we build to the future, which weneed to do, all of those concerns that we have aboutthe margins at the edges of our district geographically,the loss of students that we are having across the system, and the good programsthat we have that can be programmatic engines, those are all of the kind ofthoughts that are in my world. And so, um, you know, so I don't have alot of specificity as I talk about this, but I just want, you know, I'm justbeing transparent about where I'm coming from. And I actually printed up a coupleof the the questions and the answers that I received. No, I'll stick themover here. Just one page. Community can have it. Do whatever because it's not asecret. This community owns this district. Not seven board members, notthe administration. It's the community. And so, uh, I'm happy with beingaccountable to the community and hearing what the community has to say. And a acommunity of 10 thou or 100,000 people, it's important to have our listeningears open and to have two-way communication and totalk about the things that we need to have. So, um, that's that's kind of thethings that I've been thinking about. Quite a bit of time to think about it.So, that's kind of where I'm at. leave room for others if they have otherthoughts. >> Thank you, Director Bats. Otherreactions or visions from other board members? >> Well, I I've been doing a lot ofthinking and I' I've done some research. I I have a I have a lot of reluctanceabout the idea of one big high school, you know. Umreally in some of the research I've seen, an ideal high school size is 4 to500 students. I don't know. I mean, that sounds really small to me, but um andsome of the things they know is that big schools exacerbate racial inequities.They make it harder for students to develop adult relationships. it's harderto um because it's just harder for kids to cultivate those regulations whenadults don't have the time. Um they can be really topheavy which then makes itin terms of administration which makes them less efficient financially. Umthere's fewer opportunities for students to be involved in things because of youknow just there's only so many teams and such. Um and and they're less able to beresponsive to student needs because they they can't pivot as easily just becausethey're big organizations, right? Um, but what I've seen that is a model and Ithink it was talked about a little bit in or alluded to slightly and I and thisis something I had to research a little bit but is sort of the idea of severalsmall schools sharing a campus so that they can utilize they can shareelectives, they can share common spaces, right? So you can make use of some ofthese uh amenities, right? Um and that way though but you still have that smallschool environment. Um, and I would be really interested in looking into that.Uh, and then that keeps the benefit of the small schools, right, where the kidsget those adult relationships. They get those opportunities. They they um theyget the opportunity to um to rise up and be seen and be connected to adults, butthey don't have any of those, you know, kind of downsides of being in the bigschool, but they get the upsides of the amenities, right? So they get they theycan all share that cafeteria, they can share the tennis court, they can sharethe pool, whatever those amenities are, right? Um and they can share electives.So maybe only a few kids from each school want whatever the elective is,but there's enough critical mass to have, I don't know, a manga art class orwhatever it is, right? Um so that was very interesting to me. Uh because I Iam very worried about that because that's what we hear about when kids gofrom middle, you know, from elementary to middle school, right? The kids aregetting lost. The kids are getting, you know, they don't they that's the bigfear you hear from parents. That's what you see. That was why I didn't want mykids to go to a giant high school, right? So that was one fear and then wasbacked up a little bit by the research. Although I would say the research is notdefinitive by any means. It kind of goes both ways. um it it can slice locallydepending on your kid and and everything else. Um the the other thing is you knowas I was listening to parents from C during the listening hour who camebecause they were predominantly parents from C the other night. Um, one of thethings that really struck me is one parent said, you know, my kid was inanother um, Ardale school and I was asked to come read. They asked parentsto come read and I was the only one who came to read. And then now I'm at C andevery parent wants to come read. And that's exactly that both the beauty andthe problem with with these magnet schools, right? these magnet schoolspull involved parents because now I can guarantee you at this the originalelementary school this parent was at now when the teacher asks for something toread nobody's coming to read right so we're pulling involved parentsout of these elementary schools and we're we're exacerbating inequities sowe're making the system worse for everybody else by creatingthese madness schools and I understand also at the same time as a parent,right? Do what's best for your individual child. So, I'm trying to saythat that this is both the beauty and the problem with with magnet schools.And I want to acknowledge that as a parent, you're going to always do what'sbest for your kid. And I don't blame anybody who does that because youshould. But at the same time, as a system, we're creating a system wherewe're siphoning off engaged parents and putting them all in one place and thenleaving other schools without support systems. So, how do we create theseschools where where parents want to stay and be involved and we're not siphoningthem off, right? And one of the thoughts I had was, for example,um Minnetonka has um they don't have a Spanish immersion school, but they dohave Spanish taught at all their elementary schools, right? which I thinkis kind of where we're going with the the whole um arts and and engineeringpiece, but um at all the schools, but I think we really need to be thoughtfulabout how do we engage people and help how do we help them understand and wantto be in their home schools and connecting and building their homecommunity. And so I don't know what the answer is to that, but I wanted to putthat out there in the space that that is the downside of magnet schools. It itpulls people it it magnetizes it pulls all these really engaged families out ofour other schools. And I think we really need to think about how do we get peopleback into our other schools and spread those wonderful engaged parents likethat one dad who wanted to read in his kids class and back into our otherschools. So that was just a musing of mine that's not but I'm I'm I'mparticularly concerned about the high school piece right now. I>> passing okay. >> Yes. Um, so I guess one of the things Iwrote down some of my thoughts here that I had was so it calls for closures andcuts, but it doesn't say anything about staffing reductions and that would beinevitable with closures in right sizing buildings. It's almost certainly that wewould have a reduction in force. So what will those uh cuts to staffing looklike? Um, and students and families care aboutthe humans that work with their students.Um, and so when we're thinking about, you know, staffing, you know, what's theplan, um, that we'll have that, uh, meets and addresses the needs of theserelationships that have been built between families, students, and thestaff that work with those kids. And what would this mean for umdeveloping um something where we can create that without having tomove families around too much and staff around too much.I did like you know that we are not talking about increasing class sizes. Ithink class sizes is a definite draw for families and having smaller class sizesis definitely something that I hear all over states that parents want for theirkids. Um I'm just wondering too about umsuggestions or uh giving a window of opportunity for upfront investments thatmight need to be put into place. Um would this be over the next fiveyears? you know, um what's the state of urgency forimplementing it or all of it or parts of it?Um also wondering if uh what will happen with the excess sites? Will they beliquidated? Um will closing sites be sold off, torndown, repurposed? Um how do we prevent charter schools from using thesebuildings if they are sold? I'm also curious about um how this planwould be supported by local government entities and any community partnershipswith our district. Um to what extent can those relationships provide some of theneeded upfront investments um redrawing enrollment boundaries. So,I've had some experience with this being a Minneapolis public school teacher anduh redrawing those uh boundaries that can be very personal for families, forthe community. Um and it's very sensitive and it canalso often feel very divisive too. That is one thing that I noticed inMinneapolis that at times the redrawing of boundaries felt very divisive.So uh the plan calls for this um change specifically. So what are the coreelements um to that plan for drawing those boundaries and what are theimplications of this and what will these implications uh befor students, families and community members whose boundaries will change. So, open enrollment um depending onwhich schools are closed, we might see a decrease in students coming fromsurrounding districts. So, I I'm wondering too, what are thesurrounding districts of our different schoolsand what might that impact be on those surrounding schools uh with theirneighboring districts? Um how will we be improving um communityunderstanding of the plan? Um so the report also called fortransparency. So how are we going to be forthcomingabout the information so that the core elements of the plan are understood bythe community um that there is transparency um and giving the community time tocritique whatever this plan might be.Um, and how are we going to be forthcoming and give it and give theinformation in a way where there's no surprises with next steps or outcomesfor the community. So, two of the priorities that werenamed in the report, I would definitely like more specific detail on each ofthose priorities along with who's going to lead each ofthose priorities. So that's where I'm am right now.There's still a lot of questions that I feel need to be answered.>> Which priorities? >> All the priorities in the report.>> Is it two of the priorities? >> Of the priorities.>> Of the priorities named in the report. >> Thank you.>> Yep. For now. Okay. My turn. So I was very interested in what thevisioning team had to say, appreciated their work, loved the ideas, and so myvision is kind of a mashup of my experience as a principal in a schoolthat drew hundreds and hundreds of kids from Robinsdale and my experience I wentto the University of Helsinki and studied Finnish schools while I was aprincipal. So some of the ideas are there. So some of this might stick tothe wall and some might not. But this is what I'm thinking for the leaner versionof the leaner better version of 281. Spanish immersion grows. I mean we're ifwe're keeping it then we need to grow it. Also I would like to see Spanish inevery elementary school starting with kindergarten or prek. Love love lovehaving preschool in every elementary school. When I was an early childhoodteacher in the district we had it in several schools and then it kind ofmoved away from that. It should be in all the home schools and we should haveparent education in each of the elementary schools also. That way we getthem from birth being a member of their community school in their neighborhoodschool. Love the stronger arts and innovation um idea.And I also think we need um let's see a strong community in all ofour neighborhoods. uh prek and parent education in every building. I wouldlike to see gardens and outdoor spaces at every school prek through 12. Uhsummer adventure club can monitor some of the guards or parent or communityvolunteers which brings me to much more community. We need a focus on gettingmore community volunteers in and community partnerships and partnershipswith corporations in the community. I think that that will make us stronger.the hands-on experiential learning, big time. Uh, more breaks, more recess, moreout time, outside time for all of the kids. Um, all school community meetings, buildingthe community feeling of the schools in Finland. Every day at every school, theentire school has the morning meeting all together and it only lasts like 15minutes. Also, they go outside every hour for a certain amount of time. butuh enhanced community partnerships and volunteers. I'd like to see one of theclosed buildings uh turned over to community ed as a community center. Uhyou could do it for rentals and also bringing in money community theater orcommunity ed classes. Let's see. I would like to see uhpartnerships with farmers, one or more for farm-totable in our schools and thenthe school gardens also providing food in our schools. Um and um trees plantedat our school might include palm trees or other fruit trees. Focus communitybuilding work at every school. All of the schools um maybe have parentmiesalso just much more community building to make the parents and the familiesfeel really involved and it's in their neighborhood school and so it builds thecommunity. U build on what we're doing withcommunity schools and freedom schools ideas that works. I love the idea ofmulti-age classrooms and teachers looping. Uh we probably need some peopleto do grant writing. Let's see. uh question about one high school. I have agranddaughter that will be coming to high school here and I don't want her toget lost and so I want to be sure that there's like eithermies or schools orsomething that makes her feel like she's not getting lost in a big school.Let's see. I think that's those are some of my musings.Okay. Anybody else have something coming totheir minds or any reactions or anything that they were going to say and youdidn't before we move on? >> Yes.um to your point of view, but my um grandchildren are up at Centennial uhschool, Circle Pines playing, and their model is to not have the magnet schoolsor any of those schools. And they have one high school, their elementaryschools feed into the middle school, feed them to the high school, highschool. And they're in a model where in elementary school they have their corestudies and then if you have an interest in C or STEM or arts or whatever theyintroduce all of the students to that in more like after school afternoonprogramming and then they have different chapters different this. So by the timethey come out of elementary school they've been well exposed to the variousdisciplines beyond core learning. Then when they get into middle school, it'sagain the morning time uh uh core learning and then afternoon by um eitherby quarter or semester is when they can go into C or go into a STEM program orgo into an arts program. So again, it's further exploration of all of them. Sothey're they haven't slotted these kids into one specific school for the courseof their career. And then when they get into high school, then they because Ihave a ninth grader at Centennial High School, they have a robust uh performingarts schools, they have um again the same model where you've got the coreclasses. Uh and then again more of a pathway into the other classes. So thatmy grandkids have been there since kindergarten. And of course, even thoughthey may not be in all their classes with their kids, now they've met a wholebunch of people on the way to middle school and to high school.And um their their buildings are are and the other thing that was the other thingtheir lunch program even in uh for the high school is three lunch periods aweek. Uh they these kids don't have to eat in the cafeteria. There are variousdifferent lunch clubs set up and they can go to various different club things.They're not allowed to go into the gym with food which we un which my grandsonunderstood. Um, so they go off and have various pods of different things and dowhatever. So again, what I've been really impressed with with theireducation has been the constant exposure to the various disciplines and and yetwith concentration as they get a little older into highschool. So um I'm not as concerned. I I'm watching it in action up inCentennial High up in the Centennial School District and I'm not sure how bigthey are, but they're also a Baldridge quality school system that wasimplemented years ago. So, um um yeah, that's just an experience that I've had>> as I don't know if I mentioned it. I really support us being an artisaninnovation district. I think that and I agree about magnet schools. I mean, ifwe could have those parents and their home schools being the leaders, theywould have the community and they would I mean, whatever school you're at, youlove the teachers and great pass.>> I don't know. Um, we've all had a chance. Okay. Uh so, um I like the ideaabout um a magnet district, not magnet schools, a magnet district, because ifwe have to close some of the we have to close something.And so if we have to close something and if we're really looking toward being amagnet district, I think many of some of the ideas that I've heard some directorstalk about tonight can be infused into that if that's deliberate. Uh but Ireally do think that the buildings that remain, the elementaryaries that remain,I I don't necessarily agree with growing um Spanish immersion. uh you knowbecause I feel like if we really are going to invest in really trying to makewe have a couple of different models that are quite robust that have beenquite successful if we're really going to invest in those and support thembeing feeders institutions of knowledge or umprofessional development for their colleagues. Um I think that I hearddirector Long talk about some um crosspollinizationbecause the training that people need to have some of those other kinds of thingssome of the remaining elementaryaries that we have will have to be trainingfear/schools this vision I have you know not realreality but I think some of the ideas that we've heard about can be infusedinto those those programs that we do have and uh that remain you know once wedo what we're going to do. Uh close what we need to close because something'sgoing to close, you know, and when it does, uh I really think it's importantto have uh some some when I think about the um the arts and innovation, what Ithink about is an arts math environment magnetsdistrict because all of those things are vital tothe future of the students. I think without some stuff sub substance and Ithink I've said this before to innovationuh innovation can be what anybody thinks and I think if we have the specificityaround those things that are currently right now till things change againthey're the required kinds of things that schools need to produce accordingto what the state the fed and everybody else says there are standards that haveto be met they may change shift and all of that but in order to have that tohave an anchor for staff So they're not trying to figure out how am I going tobe innovative. Being very clear about what's expected and then preparingthe staff to actually be able to meet those requirements is going to be vitalbecause if there's not a curriculum for innovationand without a curriculum for innovation, if there's no organizing principlesaround that, it's just a crapshoot. And uh and Idon't think that I think we owe our teachers more than that. We're alreadythrowing a lot of them to say we're going to have this new arts andinnovation, you know, M. We don't really have know what that is. But I I agreewith many of the comments that some directors have said about this largesize of a of a school, how can we even within the ones if we have the two highschools remaining, how can we pod have a notion of pods or something like that?We've done schools in the schools for years that that's known. Um, so I meanthose are the kinds of things I think some of the good ideas that people havetalked about can be infused but I think the overarching vision really kind ofhas to be clarified because innovation what does that mean? I think it has tobe I like the ideas about environment. Let's just call it out. I love the ideasabout math. Let's just call it out. You know because math and science go hand inhand. if we're going to do the arts, they can inform all of that. But I thinkwithout a clearcut framework around it, um I worry that we'll be get lost. Andparticularly when I look at um you know, and everybody says, "Don't look atscores. Don't look at scores." Well, everybody else is looking at scores andmany people are moving out of this district because they're saying, "Wedon't like those scores." You know, I mean, I wish they wouldn't, but but theyare, you know. So I think we do have to look at scores. I think we do have tolook at academics. I think we do have to have a curriculum and ri and rigor. Uhand how we do that is having choosing a framework that is understoodby everybody. Ambiguity is not where it's at.Where you know I I like a lot of the great ideas webring around this table. how you know I don't know how feasible they are that's where you guys come inyou know but uh >> yeah um I think for me in that frameworkof the IRO I'm still in that information gathering stage um I went to a highschool that was fairly large but we had streams like uh director Viva wassaying. So even though the freshman class may be 300 students within that300 we had sub classes within that uh s so nobody will well none of us felt lostright so to me having one high school I think is a very welcoming idea dependingon how we frame it and what we do within that program um I'm just curious whatthe community is thinking right now so a lot of good ideas have been thrownaround and I think they will all work but how do we finance all of that whatis the community willing to take so I I seem to be a little quiet because I'mstill in that information gathering stage I want to hear more from thatsurvey once it comes back to us and also what is the administration thinking withthis information that is in front of us right weif one high school doesn't work then what can we stay with the status scope.It's not working. So, what are the alternatives can we come up with? Right?Those are things that I'm thinking about right now.>> Thank you. >> Anybody any last words from anybodyelse? >> And that's where options comes in.That's why I love the the idea of options. This scenario, that scenario,the other scenario, and what's the cost? So, that's why options are important.Absolutely. >> Yeah. The I mean the other thing I justwant to say too about I think one of the things I'd reallylike to focus on as we have the opportunity to do this is to interruptinequities right because we know that there are inequities between our highschools between our right between different parts of our district and wehave a really good opportunity to to interrupt those. Um, and the other thingtoo about big schools is that there tend to just be more behavior issues, right?Because you have more people in in a space, more behavior issues because youhave more people in a space, right? And then that just lends itself to moreinteractions that can turn you. Um, and so that's another thing that came out ofsome of that research I did. But I really think that we have a really greatopportunity to kind of reset some of those inequities that have beenperpetuated by the way our and and some of it's just the demographics of the wayit's spread out. Right. >> Right. Just but by the socioeconomicstatus of the different communities in our district but also the way lines havebeen drawn. So >> thank you. All right. It's back to you.Well, thank you for that. And I know there's a lot of pieces of this. Weheard a lot um from our community team. Director Bou, I too am interested to seewhen we get that community survey back because we've got a lot of options.And at the end of the day, what's going to really make the difference here iswhat the board and the community decide that they want this district to be. Weknow from an administrative lens that we need to rightsize the district and makesure that we are financially stable.I'm also surrounded by a team who is seeking instructional excellence andopportunities and making sure just like all of you making sure that our kidshave the absolute best possible education and opportunities so that theycan determine what it is in their lives that they want to do um to live reallyhappy and productive lives. So, there's lots of things that are going to comeout. Director Basset, I appreciate um you coming around around the needclarity with that. We we don't know yet. That's part of what all of this is.We've got some recommendations um that the community group uh after awhole lot of study brought back to y'all and said, "Here's here's what we thinkas we look at the study, as we look at enrollment, um some things that we thinkwould be really good to consider moving forward." And then I think that questionof we know that we can't do some of this without a bond. And that's maybe wheresome of those options are going to come in after we see the community survey tosay, okay, if this, if not this. And again, it's going to depend, you know,on what the board ultimately decides, what our community decides. But um Ithink the other thing that I just heard from you all along with a whole lot ofamazing things that I want our kids to be engaged in is what are some immediatedecisions and what some of that data that we need to make those. DirectorBasset a lot of your questions as you said really were about some of thesecontinued enrollment. You know we're focusing for tonight a lot on our actualschools. you brought us back to um the Crystal Learning Center, New HopeLearning Center, some of those things as well, which certainly are a part of ourentire portfolio. So, thank you. Um this conversation is far from over. Uh so,it's going to be really important for us as we continue to build options andbring things forward that we hear what you're thinking so that we start knowingcollectively what will be supported at this table and what won't be. So, thankyou very much for that. Um, with that, I think I'm going to turn it over to uhDr. McDow um as he takes us through some of thephase one and brings us back to decisions for the next two months,not beyond that. So, we got to we got to go out a few years, months, now we'regoing to pull you back in for some immediate uh work. Thanks.Thank you. Well, good evening everyone. Um, I'm going to start with right rightin that theme, short-term timeline. This is a slide you've seen many times.You're going to see it, I would imagine, in every every work that we do with youhere in the next. It's just so that we have an idea where are we in thisprocess. And we while we do need to dream and befocusing on what can be right in front of us is the statutoryoperating debt plan which is driving a reduction in our current footprint aspart of that solution part of that long longer plan. How does that work? And soas you can see here our circle identifier hasn't changed much sincelast week. It's in exactly the same spot because we're going to go slow to gofast and try to get you chunks of information. So that hopefully as eventhough we have a shortterm timeline, the conversation is going to feel liketonight where we have information, we can chew on it, can bring it back, wecan revisit it and kind of go as slow as we need to go, but as fast as we need togo in order to to get that January 31st document done.So here's where we are tonight. The goal tonight is has always been andstill is to present more detailed information towards recommendations.The idea and our hope is that a week from now on the 20th we will be able topresent some of what director Basset is askingfor which are some initial options uh based on what we know at this pointin time to start chewing up. Um by no means are they the final pieces but theyare the beginning up. We got to start somewhere um to start getting those whatdo we like, what don't we like, what do we need, what don't we need, what jives,what doesn't, all of that. And you'll see that the timeline really hasn'tchanged from the last time we put this up there. We're leading up to thatJanuary 20th vote. Um, we are hoping that we can by November 24th,have the board here informing the public, here's what we think we need todo and prepare the public for public input and then the board taking thatfinal as far as the extended timeline. So,this is where it blends together. So where it blends together on thatextended timeline, we're in the first part of the first phase of the timeline,right? Work on the SOD plan. We're going to work on reducing this footprintthrough initial building closures or consolidations or reconfigurations.That highlighted piece is where we are tonight. The rest of that enlarged fontis where we're moving next. You can see all the rest of the faces are stillreally small. And that's because we have to figure this first part out before wereally can dig in and consider what can belaid off. With all of that, we talked a lot thislast week administratively and we thought it was really important just toput this out in this space. We are aware and we need to anticipatethat this work, no matter what district we're in, is complex. It's clunky and itis at best imperfect. It just is. This is this isn'tnecessarily the most fun work for most people. Um, but it's work that has to bedone in order to figure out how do we get to the dreaming stage. We are goingto along the way as decisions are even proposedas potential decisions for different groups to feel this experience of thepond is shrinking, my building is going away, my program is going away. That'sgoing to happen. Um and so we need to plan for that. As um was brought outearlier, we need to prepare for what it is that people are going to experience.We're also going to have competing interests as we throw out options as aboard, as an administration. People will begin voicingwhat they think, what they feel, what they want, what they don't want, andthey'll come to the table with that. And so, we just need to be ready for thatand open to listening. I've heard that word a couple times tonight. Opening tolistening to what are they really telling us and what is the stuff that weneed to take back and maybe retool. Some of those statements are we need toanticipate are pretty strong, right? It's going to it's going to get strongand that's okay. Everything has a trade-off.Everything will have a trade-off. Um there will be direct and indirectimpacts to students through this process. Right? it and to the point ofwhile it might be someone's school that is impacted by this decision, it'sdefinitely going to impact a person that this decision this person knows andthey're going to have a conversation at church, at the grocery store. There'sgoing to be direct impact, direct impacts to everyone as we go throughthis process and it will impact staffing, programming, and boundaries inaddition to just physical plans. It will.That said, as you just spent almost the last hour, it's the ground setting forpossibilities and opportunities. We have to keep that in mind and keepthat that eye on the prize that it is the way to get to the possibilities andopportunities even though we have to do part of it as part of. So why are we focusing just onconsolidations for 2627? One, we've already established the factthat we have to reduce our footprint. We we have much more space than what weneed. Um and our enrollment is not what it used to be and the enrollmentprojection doesn't create a picture of us gettinglarger. The second is that this is a major financial piece of working out theS so plan. If we accept those two pieces of why we need to focus on 26 and 7,then we can push those through two filters. One is how do we make decisionsthat are not just efficient, but they're also effective, the most effective, andthey don't miss the equity lens, that balance between those three. Everythingwe do, we should be pushing through that filter. Does it does it make sense? Andthen at the same time, back to the last hour, is the decision desirable,feasible, and sustainable. Does it make sense for where we want togo? Can we actually pull it off and have a plan to get there? And will it stickonce we get there and not just go away? Will it not be one of these this twoshall pass scenarios? If we can stay focused in the next few weeks on thosetwo items and push everything through these lenses, we'll get to somethingthat'll make sense for the opportunities and possibilities.Just we have to work through that process. All right. So now we start to get intothe meat and potatoes of it. So 2627 is the focus. Once again, as we starttalking about building considerations, consolidations, closures, there's reallytwo sets of decision points. There's primary and there's secondary. Theprimary has to do with capacities and utilization of current sites. Our actualenrollment, our anticipated enrollment, what are the operational costs? meaningnot just what's it cost us to operate now but potential savings uh tradeoffsall that kind of stuff. What are the building conditions? Are there buildingsthat make sense to say no matter what this building has to come offline? Arethere buildings where we say it's not in the best shape, but we coulduse it for this next phase to get us through until we get to what we want todo. Um or are there buildings that that be that building's in beautiful shape?what can we best do with it so that all the way along we don't neglect it sothat at the end of this it doesn't become the worst building of the bunchwe have to we have to keep that in in mind so focusing on all of our buildingsand that means not just buildings that kids are in right now it's buildingslike this building it's all of it and then lastly this was brought up as welllocation where does a building live what's the people of our district thatthat building serves Who are the population that it couldserve? Does it make sense to have two buildingsclose together? Like all that goes into location. So those are the primarydecision points when we start talking about the conversation we're going toget into tonight. And then we have all the secondary things, right? All therelated stuff. We take this building offline. Now we got boundary issues.Does it make sense? Do we want kids crossing that highway because nowthere's not a building over here, right? All of that that comes into it.Transportation folds into that. Will it impact bus routes? Will it decrease busroutes? Demographics. We don't want to create raciallyisolated schools. We don't want to do something that willimpact balance and demographics for our kids. Future decisions.Our plan for 2627 has to be a solid plan regardless ofwhether we pull off a bond or we don't pull off a bond. It has to besustainable without that mechanism for future funding because we can'tguarantee that will happen. And so we can't makeclosures and changes that then will leave us in a worse situation if areferendum doesn't pass. So, so we have to stay really close and tight aroundthis 26 27 decision. And that leads into the impacts and trade-offs. What we'lldo in the future. Um, will we be leaving anyone out? Will we be impactingunintentional boundaries outside of the district and losing more than what wewould anticipate to lose because of a hard decision. And then finally, theprogram. We don't want to take ourselves out of abuilding that then's going to cause us to have to put more money into anotherbuilding because we now can't do the programming we want.So that's that's what's living behind the scenes, all of that stuff. And itwill be our job to try and keep all of this in front of all of you as we moveforward. And hopefully these primary and secondary decisions will start sparkingsome qu more questions that you have. The what about this? What about this?What about this? Because there's always the potential if when we're working onit day in and day out, we don't look at something.We might be too close to it. To guard against that at every chance wecan, we administratively have developed a guiding change documentfor working through this process. So I want to share this with you and there'sa copy in this binder so that you can see here's how we are guiding our work.The current reality is nothing new to all of you. It's where we are right now,right? And it goes through everything from statutory operating debt todeclining enrollment to the fact that the reimagined vision 2030 team hasgiven a presentation that you've talked about. We also went through unacceptablemeans. We aren't going to propose a plan that will intentionally createinequities in learning opportunities. We're not going to give we we won't dothat to you. We will not create recommendations that are notsustainable, feasible, or desirable. From our perspective, we will do ourbest to bring stuff to you that meets that criteria. We will not go againstanything that's related to state statute as we bring that to you. We will not besingle u singles agenda driven. We're going to take a comprehensive look atall of it. It might not seem like that sometimes and if not, we're going to askyou to help us help us explain better our thinking behind it because we justmaybe need to communicate better. We will minimize the number of transitionsstudents experience. That's a goal, right? We will keep that at theforefront um as we work through this. And lastly, I want the board to hearthis and the community to hear this. We will not change elementary magnetprogramming for 2627. None of our recommendations will come to this tablethat will include magnet school programming changing. That doesn't meanthat you might not see a recommendation where the programming stays and it's inthis building, but it moves to a different building, but it stays intact.Our our recommendations, we've decided it it's too much to take on in a singleyear, even if that is an idea. So, it won't be a recommendation from us. And the results are not a whole lotdifferent than what we've talked about already. So I won't read through all ofthose, but really it's efficiency, its effectiveness, it's all that goes intoit. It's a plan that'll be desirable, feasible, and sustainable past 2627regardless of what happens next. Questions before I move on?>> Yeah. Um so uh it's maybe better suited to adifferent part of the conversation has to do with the finances but as part ofthe mix um perhaps at the end of SOD or some place on the way um factoring thefund balance >> yesmentof the fund balance a fund balance concept target Andultimately SOD will also lead to a pathway to try to achieve a certainamount of unbalance. >> I think that>> that's kind of a question. >> Yeah. And I think it goes back to thequestion I heard at the last board meeting where where uh director bass youwere asking about where does the crisscross happen and I think that'swhere the crisscross between finance advisory committee and this work startsto make sense at some point. The point at which I don't know it just it it willstart to take shape uh because they both are interconnected. All right. Want to help me pass thisout? I may Let's make sure board members for sure get one.Superintendent Stal has one. I may have to have a couple people share. >> I love you share.>> You don't have to. >> Okay.So, what we all that I just talked to, whatwe thought would be most helpful utilizing the IROD format is how can wegive you now the next layer of information? And the next layer ofinformation is really the information that we're currently working off of totry and get to you the first round of what our potential options are for nextweek cuz truth be told we're not coming up with them between now and Monday.We've been working on them for a couple weeks as we've been watching everythinggoing on. Um so what I want for you to do is um should have given myself one Um what I want to do is we will walkthrough uh each one of these documents so we can ask some questions along theway but we really want this to start becoming your binder of information aswe go through this process so you can mark it up ask questions do what youneed to in addition um it's also a piece for you to say hey it'd be really nicefor us if you have this document to put that give that to us next time. So, thefirst document you'll turn to is the district map. Uh, it's a map thatincludes all of our buildings, including our non-instructional building. So, youcan kind of get a visual representation as we're talking through um, all thatwe're talking through. The second is the guiding change document that I just wentthrough. And then on the third document, we startgetting into the nuts and bolts. So, the third document is something we'recalling our condition sheet, long-term facility maintenance sheet. You heardthe vision 2030 team rep uh talk about they went through a they got explainedconditions study. They went through an activity on conditions and what it wouldcost and all that kind of thing. The sheet that you have in front of youreally represents that. And what I will do is turn it over to Meen and Kristento kind of talk through some of the details on it. >> I'm happy to.>> Okay. Thank you. Um when looking at the total cost and identified by the schooluh by the school building, you can see what we're looking at and you knowthrough the materials that have been presented to you in different ways. thelong-term facility maintenance plan that you saw this summer. Um, you know, wehave we have building repair needs. Um, we have notnecessarily kept up with what those needs are. Some some needs uh qualifyfor long-term facility maintenance. Uh, others maybe necessarily don't if weneed to do any sort of remodeling of a space. Anyway, when looking at thecolumns, you will see the urgent needs, which is year one and two. Those shouldbe the needs that we're addressing immediately. We've put some of those onpause um to afford the board the opportunity to make some schooldecisions because we don't want to um invest a significant dollar amount intoa building that we might not be using um in the near term. Then the next columnis the high needs the 3 to five years of okay we can maybe go a few years buteventually we're going to need address to address it and then the intermediateneeds. So essentially from today for the next 10 years you can see the estimatedtotal needs in each particular building. Now again I'd like to reiterate thisdoesn't mean any sort of a reconfiguration of a classroom space. Ifum you're you don't get flex learning you don't get different things. This isthis is where our facilities are today and what needs to be addressed. Uh youcan also see um the dollar amounts of of any given building. And honestly, I'dlove to go by the color coding with the green meaning, you know, at least aquick representation. Maybe it isn't um scary or uh high need versus as you workyour way through um the degrees of red. And that kind of highlights what we arelooking at as far as it's a significant dollar amount um andhow quickly we need that significant dollar amount to get us up to speed. UhI will say at least as far as the vision committee talked about and then you dohave the square footage uh per building. This was also presented to the visioncommittee and there was conversation um you know interesting as far as itrelates to the condition assessment. It talked about capacity with thosebuildings. And then it was also um construction costs like do you make aninvestment that you know maybe is greater than your total square footageuh dollars per square foot now, but then you get a reprieve, right? Like becauseyou're if you were to put up a new space or a new building, um theoreticallyspeaking, you're going to go a decade or greater without having to make anyrepairs. um into a new space. And so how does that um maybe what you're lookingat in today's dollar of dollars per square foot versus what you get intaking that offline um over the course of 10 years with any sort of newconstruction. So that is what this material represents and the expert thetrue facility expert in the room um Marine Mullen is here if you havespecific questions otherwise that is the intent of this document what we're usingto help us say what are we looking at as far as buildings versus putting moneyinto uh versus that's a large investment and are we better off just starting over Um,I hate to ask, but is there a comprehensive list behind this thatshows the work? I'm sure there is. Absolutely. And will we have access tothat? >> Um, every school has a list um dividedum by mechanical, electrical, applying, um, interior finishes, um, envelope,site, grounds. >> Wasn't that a document that we got?>> Was that the Nexus report? >> Yes.>> And it's broken out by the schools per school.>> Okay. Thank you. And then excuse me, is it broken out by urgent need, high need,and interven? >> Yes, it is. Yeah, it's um it's laid outum horizontally rather than vertically, but yes, from two years, three to five.>> I have that document. Thanks, >> yes. My question is just and this couldbe ballpark, but new construction square footage is that like>> 450. >> Thank you. Just just to have a>> 450 per square foot. That's really helpful>> regardless whether it's high school or elementary. uh high well I would saythat would be the average the high school depending on what you're buildingwhat you're you know uh depending on the amenity excuse me the amenities of thehigh school it might you might be closer to five um an elementary school thatmaybe doesn't have the amenities you're not putting in a large auditorium you'renot you know like when I talk amenities you're closer to five if you have alarge auditorium going in or you have something like that going in>> but the range of costs elementary centerFour to five. >> Let's say four to five.>> Okay. >> $400 to $500 a square foot>> for for either >> for>> I get Yes. Elementary is going to be less just because they don't have theamenities. But yes, >> does that take into account the increasein price because of the tariffs? >> That would be to to best estimate oftoday's cost. That's what they're going with. That is costs going today.>> Okay. Because those costs are going up. >> Absolutely.But wood is really cheap right now. >> I heard that on NPR. The market crashingon wood. >> But with that person>> repair cost up too. >> That's it.>> Yep. And so I see that Newport Learning Center has right now zero urgent need.So that means it's kind of good as it is right now. >> Oh yeah. Well, I mean that looks reallyobvious, but >> I'm not taking okay >> today.But then in three to five years, Sonis is like>> so that's so you're getting into that's how we look at as we're coming up withoptions. We're looking at kind of the cross-section that Kristen talking alittle bit about director talked about a little bit thatin our best guess does it make more sense to keep and repair long-term orplan for keeping and replacing >> or consolidating too with the idea thatpotentially you replace and dream about what could be in its place with areferendum. Um, so that's how the numbers come into play for us. And itall what else happens is as we look at the costs and we're talking with Marineand her team is really down to what is it that needs to be fixed, right? We hada conversation that just this past week if it's the entire HVAC system in abuilding that's a lot different than parking lot>> or things like that that have to happen with buildings. Um, if it's somethingthat impacts weathering in terms of roof or windows or that's a whole differentballgame than we need to replace the floor of the gym. Uh, so we're takingthat type of stuff into account as we're making recommendations. Not that it'sperfect, but from our perspective, that's if we bring something to you,that's the stuff that we're looking for. >> Well, and I will continue to muddy thewater through this whole process because that clearly is my job in this on thisteam is to make it challenging. Um, when you're looking at our footprint as itlives today, our ourand and depending on what the survey says and what the board decides, ourpool of dollars won't necessarily change. But as our footprintshrinks, the availability per site goes up,right? Because if you have a bank balance and you say, "Okay, at least asfar as when you're looking at facility maintenance or even LTFM or whateverthat looks like, if you're concentrated, again, it can be the exact same dollaramount. You can get a lot farther on two sites with $10 million than you could on10 sites for $10 million." Could I make one clarification to yourquestion about it's saying that zero needs does not mean that we're notmaking zero investment. So for example, new hope learning center um we put tensof thousands of dollars into that um building since this summer in um thingsthat have failed, things that we have needed to repair, that sort of thing. Sothere are needs even though that number is at zero for more of a project numberthan the ongoing number. That's it.>> So then um so somebody else have a question.>> Sorry. >> Um so um let's just stay with the wholeboarding center for a sec because it is initially was an elementary building. Umif we're were to change to accept for example if it became a CTE campuscareer technical typically those kids are in high schoolor maybe late junior high maybe use some STEM maybe do some buildup but anyway sothe ret the cost of retrofitting an elementary building to accommodate highschool kids is a cost. Uh, I noticed when we got the information back, itseems as though our CTE offerings are scattered between Armstrong and Cooper.So, if they were consolidated, there could be some economies of scale longterm and right across the street from high school unless it gets demolished.some people are talking about not me but um so I mean I I so that's the kind ofinformation about the cost effectiveness of consolidating that program becauseit's got a great parking lot you know it's right across from the high schoolyou know and so and we can't do anything with that warehouse the kind ofprogramming we wanted to do for our high school kids at CTE cannot do in thatwarehouse no matter what happens that's a whole different equationSo, um, so really what that might look like interms of a cost and in terms of long-term investment would be a softquestion. We're not there yet, so it's not a hardquestion, but um, if we're thinking about economies and scale, we're talkingabout utilizing what we have already, and we're talking about because thoseprograms, we're not going to get rid of our all the elementary. So we'll havecapacity around the district for whatever wherever the children are,whoever is at New Hope Learning Center right now receiving services. They couldreceive services in other elementaryaries because we have quite afew right around there. >> I'm just looking your way. No, I mean,you know, >> I'm I'm listening and uh hearing whatyou're saying. >> And I would my my initial response wouldbe hold that thought because um can't you so like LTFM dollars, theconstruction dollars are like for like items and so as a dreaming idea, I thinkthat is something to throw on the table for 2627. It would be difficult becausewe wouldn't have the finances to retrofitSo that would be tied to whatever bonding thing we might do.>> Something like that would happen, >> but it could fit into the phase one planif that seems to be part of the collective vision. I I have no idea whatyou know I mean that's just something >> it could be. That's right. And that iswhere so it absolutely could. That's where I throw up these filters and theidea that if whatever decision we this is a perfect example ofif if it's a decision like that that we would make will it hold sustainableregardless if we have a referendum or not? We would just have to answer thatquestion. >> Right. Great. It that actually worksperfect to highlight that. That's why we come back to it. Thank you. ready to move on?>> I think so. Okay. The next uh page is the capacity chart. You uh this willhopefully be a little bit recognizable because this is the exact same capacitychart that we uh saw with the re-imagine 2030 recommendation document. Uh we'reusing this uh on purpose right now because it allows us to set a similarbase. Um, and what I would say to this is, and I think we've mentioned this acouple times, you can look at capacity and utilizationa ton of different ways. Depends upon what you want to put in as the criteria.Um, I used the example of this room. Actually, this room shows that it has amaximum of 226. However, that would mean it would bereally packed and there could be no tables. If we design this room thatbecause we wanted groups of 10 to work at group tables that capacity of thefunctional capacity of this room shrinks immensely but nothing changed with theroom. Same thing happens in our buildings. If we have a classroom that'sa regulariz classroom and we fit a regular class of third grade kids inthere works great. If we move that classroom into a centerbased classroomthat capacity drops to 10. Same size classroomcapacity is now 10 because of the program that happens in there happensevery all the other stuff the easiest things that that you can imagine band aband room has a much different capacity setup than a math room needs um anythinglike that any of your wood shops any of your automotives any of your uh CTEclasses that have big pieces of equipment that might only be able to fita certain amount of kids in the So as you look at this, this is just agrounding document and it's based on how we have things programmed now. So whenyou look at uh this document, so we'll take Armstrong High School and it showsyou the 2425 enrollment because that's what the best information we had at thetime of this document. You're going to get the actual enrollments later on inthis packet, but the current program capacity sits just underneath that. Sobased on how we're programmed at that school,that would be the capacity. Someone might go, "Wait a minute, that it didn'tlook like it should be that tight." There is a significant number of specialeducation classrooms in that building that take up a lot of back to thecapacity. If we didn't need them for special ed, you could fit 25 more kidsin each one of those class rooms. The way we're programmed, you can. So we canhave a same building and have a huge capacity. Take the same building andhave a really small capacity based on how we design the program.Any questions on this document as you have it for reference.>> Thank you for explaining the capacity capacity programming. It makes a lotmore sense. And we do have um in there uh New Hope Learning Center is in thereon page two just to point that out as well. >> Okay, we'll move into the>> Oh, sorry. >> Um what about the transition>> CTC? >> You want to speak to RTC capacity? I can get you that information rightnow. You want them to pass the RTC and for the entire site. So that's RTC andadult academic program. >> Right. Yeah. And that's is that like thecrystal what is it? >> For purposes of this we did not docapacities for our least spaces but we can actually get that. I just have a quick question because Iknow for example at New Learning Center there's also offices and things likethat. So when you talk about capacity is that just programming capacity? Soyou're not talking about the spaces that are used for offices.>> Correct. This would be for programming for the instructional parts that aregoing up. >> Okay. I was curious. >> That's a great question.>> That'll have to like staff. I mean there might be fewer staff but staff will haveto be housed somewhere just like if this building see it needs quite a bit ofrepair. Um yeah people who are housed here will have to office somewhere>> and it goes both it can work both ways right you could have a building rightnow that has three classrooms that for some reason were turned into four officespaces and if you took down the walls it could be a classroom again and viceversa. You could have a school that doesn't have any office space in it andyou take classrooms and you turn them into office space. >> I have one more um question that I justcame up with. Um so high view can we get the capacity just can we separate it outfrom Samberg um and just get that capacity of whathigh view is and what their footprint is and what they you know that might needto be >> absolutely >> because right now the sandberg isincluding all of that right >> okay>> I can tell you on any any given day right now we capacity for about 200students physically on site but we can get the capacity of what that that podis as well. >> Yeah. And then so one more thing too isthe virtual academy are they still doing at times onsite where students have tocome on site >> Wednesday.>> Okay. So then can we know about what that capacity might be or the spaceutilization for that? >> Absolutely. All right, then we'll move on if therearen't any other questions. The next sheet, um, it's a little bit smaller,but it this is how we view our enrollment. These are the October onecounts of enrollment, uh, for each one of our grade levels at each one of ourbuildings. We thought that it would be important for you to have that as you'regoing back and forth between capacity that you could have this at your at yourfingertips. >> Sorry, can I go back a little bit? Ijust thought of something else. So part of the ALC's is you need to have amiddle school component too to that. So is that anywhere in any of our plans?>> It's on our notes. >> Okay. Yeah, >> I think it's only >> 14C. It's 18transition 18. Okay.>> 22. If no questions, we'll move on to thenext one. There's been some questions about open enrollment. So, the next pageis the top 15 open enrollment out districts. So you'll see it's brokendown by elementary, secondary, total K12,pre Mars, and preschool. And then you'll see down the left handside the top 15 districts that our kids open roll out to. >> As you're looking at that, Chris, canyou just give us a reminder of statute in terms of money? Oh, you you did thatat FAC the other night and I thought it was just a good reminder.>> Absolutely. Um, so the conversation that uh that we talked about at um SACEwas specific to resident students or open enrolled students.And back to laws changing or formulas changing and I want to say, you know,the problem is is as as time goes on, you forget what year it happened. Butcertainly within the last I'll say last decade.>> Yeah. Give or take the way the funding formula used to work and it and it's andit seems to be still thought about in the world when you're not working inschool finance is that referendum dollarsused to be based on resident students. So whether those students actuallyattended your school or not, that's who you received those dollars on. And if anopen enrollment student were to come in, you didn't get those referendum dollarsfor them. You got their the basic funding formula, but you didn't get thereferendum dollars that our code has approved.That has changed. So now if um a resident student chooses a differentdistrict than us that is let's just say that that studentgoes to AIO AIO gets the credit for that student as it relates to theirreferendum dollars. Their community pays for it but the kidis equal to that money. Um, so same holds true for us. If we have aMinneapolis student that is choosing us, theywe get the same amount of funding on an open enrollment student as we do on astudent that resides here that is choosing to attend here with us. So itwent the formula switch from who lives in your community regardlessof where they attend school to who is attending your school and I don't knowthat that is has made its way because it used to be for a very very long time therule the the funding formula was as such where it was who lives in your communitynot who you educate in your community and now it's who you educate in yourcommunity is who we collect dollars on. So, as far as funding goes, there is nodifference to us between an open enrollment student and a residentstudent. >> So, Kristen, are you saying that the umthe referendum dollars that are generated in Minneapolis, if the childcomes here, the referendum revenue also comes here or does the>> Our referendum revenue covers that child?>> Okay. So, the So, because I think they had a higher amount, they were so Okay.So our own referendum will cover them. >> Yes. So So is it true that like if it's10 students, let's just say 10 students are resident students and 10 studentsare open enrollment students, >> our community then divvies up and ifit's $2,400 per student, our community pays the$2,400 per student for those 20 students. Mhm.>> If five resident students went to Minneapolis,they generate whatever Minneapolis's formula is off of those five students.>> So So it ends up being apples and apples.>> It does. >> Okay. Which is a new>> So and open enrolling brings does not cost us. It just bringsmoney as if they were our own students. Well, it doesn't theI'm going to be careful of your terminology.>> Okay. >> The student generates>> the same amount of revenue. They that revenue is what gets generated withinour district. When you say cost, the taxpayers pay for the students thatattend our district. So the more students that attendI mean I hate to say it gets spread out in a very different way but becausethere's state aid also >> yes but I'm talking just the purereferendum component of it all that's how it works soso yes a student coming in that's what all students are created equal as far asthe district funding is goes So another way that Ithink about it is that um because we talked about this when we werecontemplating >> seeds>> if we it was different then. >> Yeah. But if you if you don't have theyou don't want to just take kids if we just take kids from other buildings inour district then um and fill it up then we're goingto have empty spaces behind that. In order to generate morerevenue we needed to be able to allow some open enrollment into seed um tohelp make sure we can afford to have a seed. I mean it's the same thing really.Yeah. And so that sounds like this this new iteration may have changed thatsomewhat if it's apples and apples now. But um but but you're right. I don'tthink the general public knows that at all or has an idea about what thatmeans. And so I think there are a lot of narratives out there that really aren'tvalid. >> Not anymore. Anyway, and I would like tosay cuz I saw the look on your face like oh my gosh. I'd like to be clear thatthere is there is a significant amount ofaid whether it be at the state at level or the federal level>> that supports those students. So it is to our advantage>> to have open enrollment students coming in because for what and we go throughthis with uh property taxes for the 20ome% that our local that our locallevy is 80ome% isn't. and that money is coming in with the kids. But I just wantto be very clear that what a student generates as it relates tobasic dollars, it doesn't matter if they're open enroll or referendumdollars if they're open enrollment or not. who pass>> just a quick question because we have partial children listed and so is thatrelated to ADM or um partial year or >> no that's really so unfortunately umwe didn't have a great mechanism um for pulling student count. So this isbased off of average daily membership and average daily membership um wouldindicate that you know if we have a full 167 day schedule and you know dependingon that if the students started day one and ended at the very last day we getfull credit. So some of these kids might have shown up in December>> partial year is it and is it weighted? >> This is not weighted.>> Oh it's not weighted it's just partial year>> correct. Okay. So you get an idea. Again, it's not a perfect what are whatare the students in a part exact number of students going to, but you have apretty good idea. We're going to be, you know, for Hopkins K6. Again, it's notbroken out how we break out our grades with a K5, a 68, but you get an ideathat we probably have somewhere in the range of 340ishstudents that are choosing that um for a K6 experience. I was just curious howyou got >> 341.7 children. I just didn't know. I'mpretty sure I didn't know like >> the average house. What is it? Theaverage house will produce 2 point whatever it's that's the samemethodology. >> So, um going forward then thatexplanation with a little legend out there to tell us kind of what we'relooking at if we we get some data that you're not here to help us. just alittle legend would be helpful to kind of know what we're talking that would begood. Uh the other thing I wondered about is that this chart and I think Imight have asked this question but this chart geographically when we look at ourmap and when we think about the outflow ofour students I don't know that we could geo and it'sget sophisticated to geocode you know to kind of put on the dot map and you knowplot them. Um I'm wonder you know I'm wondering if if we don't have thecapacity who might have the capacity to do that for us and and and I'm askingthat question because I think that that will factor into closures and other itshould in my opinion closures and other kinds of things to kind of know whatwhat communities or what places are people migrating from us to somewhereelse wherever it is um just kind of knowing what that is. So agreed. Umright now we're in a position to identify even the the our current yearour 25 26 students that are choosing us e you know like we as we go through whatwe call as heat maps to say where are the kids coming from as they attend ourbuilding. Unfortunately it's been a bit more challenging for us to find here arethe kids that reside here that are going elsewhere. That's not it. It's not aseasy for us to extract right now as the kids coming in.>> I wonder if MDE has it. If they don't have it, they probably have a capacitybecause Q coding is I mean that technology is old now.>> It is. It is. But it's it it's it's getting into the the finite detail ofexactly what address are they living at and then pull like that person is livingthere and what are they choosing for an option? Is it is it a charter? Is it aprivate? Is it a, you know, >> I I I guess I just wonder if if it'spossible to have that kind of a visual or some kind of proximity to it so thatwe have an idea about where where what neighborhoods in this district are welosing. >> We recognize that that is we recognize>> shaded and colored or something. >> Yeah, we're we're doing our best to tryto find the best method to get that information because we agree that it isvaluable. we're just it's a little it's presenting challenges for us right now.>> And then one last thing I was going to say is that um looking at this chart andjust that that great explanation that really you just gave about how openenrollment has changed. I think that's a very powerful and important message thatwe should start messaging immediately in different ways at different times. Uhbecause I think we need if we're going to ever ask for any money, we needpeople to understand what's it going for. And I don't blame them because Ilooked them really hard in my tax state. I didn't like it. turn them on.>> So, I'm wondering about um the students who are open enrolling into our districtand what buildings those are where we might have a high concentration ofstudents who are open enrolling into building>> and hopefully you can get Yes. And you can at least get a visual representationas we look at the heat maps. We can certainly>> we'll see some Yeah. once we >> Oh, it's coming.>> Yeah. Oh, I never saw a heat map. >> You will though. see the heat map. My life is quiet.>> I know. >> To keep you engaged.>> So before we get to the heat maps, uh just a couple more things. One, the nextsheet is demographics. Where we are at administrativelyis back to trying to make sure we we knowwhat does each of our elementary school buildings look like in terms ofdemographics. What's the breakdown? Where where areour kids? We have a lot of kids that move internally in district to otherbuildings. And so this chart will help you to see what we're looking at whenwe're when we're looking at unintended consequences. If we take this buildingand we close it, if we split this up, what might that do? Do we have optionsto impact buildings that are already uh racially isolated? And can we work tomake them less racially isolated? Uh so all of that type of stuff comes intoplay. The other thing that we do look at and depending upon the differentopinions out there is when you look at our magnet schools, our specializedschools, are there differences with demographics? Uh right, and you're goingto see that it is what it is. The numbers are what they are. Um and so Ithink we have to take that into consideration as a decision-m factor. Umhas nothing to do with programming. it just it is what it is. Um and so we useall of that as we are again coming to you next week with the start of someoptions. This is just one more piece that's living behind the scenes that weare looking at. I'll point out at the bottom of this. You'll also note thatwe've included in here free and reduced special education and English learnersfor each of the buildings both by number and percentage. So you can get an ideaof that across the board. And then to so you don't keep keep flipping back andforth. You will see open enrollment in to each one of the elementarymentarybuildings both by number and by percentage. And then we've includedthose open enrollment out by uh level. So you have all of that.There's a start directly on to your question of where are kids forelementary coming from >> and I think that as we you know I thinka point of of conversation with the board um as we start consideringdifferent options what what is your desire as we look at this statement? All right. The next>> go ahead. >> All right. The next page is a hold outpage and that is the operational cost bybuilding and averages. I'll let uh turn that overwholehe to explain the costing sheet. Thank you, Dr. McDow. So, when lookingat this, um, there's a few caveats and and the numbers are, uh, are differentthan what was presented to the vision committee. So, I'll just walk youthrough this is based off of 2425 data.And why I say there's a caveat is we're all aware of what happened withstaffing in 2425. Now I will say that to director's longpoint earlier um as far as direct impact direct contact to studentswhen you look at the the numbers what would be in the second column. So yousee the description and then you see the 050 which indiccodes um and it's indicating what area existsin classroom instructionthat is like teachers within a classroom are completely removed because the thephilosophy is the theory is wherever the kids go the teachers go like that is notgoing to be cost it out as far as a potential reduction because in theorythey should be following the students. But what does change is maybe your I'llcall it the first ring of indirect uh student or staff support administrationchanges. You were to close a building, you're that you're not going to have aprincipal enter into another building where there's already a principal. Um,that's the 050 or support staff or administration. When you look at the292, there's no dollar amounts in the elementary school because 292 is ourathletics. So, what does that mean as you get uh further along into um themiddle schools and the high school and maybe the duplication?Maybe not. Um and then the different codes, general instruction, um librarymedia and and again this is these are this is stuff that existed last year. Sowe know that health services model has changed. These numbers are notreflective of that change. And so as you work your way through,you will see the bottom line as it relates last year and you in withinthese categories and then you will see an average which I'll just say is amillion dollars. Now the vision committee was when we talked aboutelementaryaries and what you would save in uh reducing taking an elementaryschool offline, we used $500,000. Reason being is until some decisions aremade as far as you know maybe what does library media look like um what are thedifferent things we don't want to we need a number to project right we need anumber as the board uh works through the sod process and if that if we just saygenerically we believe an elementary school is a million dollarsis that probably a reasonable assumption. Maybe have transportation ordifferent things in there. It's probably reasonable. Is it going to be exact? No.If someone said, "Hey, you decided to close forest. Why aren't we seeing $1.16million of reduction?" There's some flow in here. And again, it's not entirelyaltruistic numbers that were happening last year.>> Go ahead. >> Well, yeah. I'm just wondering why can'twe use this year's numbers? I mean, >> we don't have finals. to reallyprojections. We we know more or less I mean these areestimates and anyway I'm I'm just curious why we don'tespecially since we know health services has a different model and then I wouldargue >> and we we were over staffed because wewere going to cut staff and didn't cut staff. These seem like really difficultnumbers to work with if they're really truly that off.>> Well, I'm not saying they're really truly that off. I'm saying they're off.You know what I mean? So if you were to look and say, okay, yes, we have ahealth services model that has changed in our social worker uh has changed, butalso there's been salary increases just by the sheer nature of everything thatalso aren't reflected. And there's utility costs that aren't reflected. Andthat's why I want I just want to say I genuinely if again if we looked and saiddoes a if holistically speaking if we said we believe an elementary school isa million dollar savings regardless of the elementary school notI think that's fair because it's again it might be slightly higher it might beslightly lower it's the best estimate we have and this year's estimates are notgoing to necessarily produce as significantsignificantly different result. What I don't want toget hung up on is someone looking at saying this elementary school is this.We we can't say that like that's not entirelynot not true. We're basing estimates. Director Bass.>> Um so to that point in that question um for our sake>> the general public I get what you're saying. They're not going to have you ina work session. So, we can talk through these questions, right?>> But even for us, when I go away, I'm going to forget what code, for example,A10 is or something like that. >> Um, you know, cuz I mean, again, I'mjust not arguing for legends and little descriptors and these things. So, thenwe kind of can go back later and see. Um but having said that I do think that touh to uh to the extent that we can have real numbers about what we upheld thisyear because for me what that does it helps helps me understand uh the currentsituation that we're in the current services we're delivering and the deltabetween what we had and where we are because that paints a different bigpicture. And having that picture helps me because when we start talking aboutwhat else we might need to take away or what we might want to bring back itbring it gives me additional context that I don't have unless I'm sittingtalking with you and you can explain it to me. So um having those comp thatcomparison is useful to me to haveand this is a meaning that for we can say those things right>> it is absolutely a meaning as you should >> I know I mean I I I just saying I justhave to make sure we're track >> yes and your legend other than athletics>> I know but I'm not that's just >> No no I mean I I certainly can again forthe sake of I can give Yes, I can pull out budgeted numbers andand see how how they match to what we currently have.>> Well, we had chart just like this one that just looked at what what is.>> Well, there Yeah, but what is is we're not even halfway through the year at>> Well, I think projections. >> Projections. Yes.>> And we and we know it's projections. They're projections. That's couldchange. >> Yes.>> You know, but I think that that has value. I>> I don't disagree. Um, again, for the sake of conversation tonight when we'relooking cuz I know I know the conversation has been what are thenumbers? What are the numbers? What are the numbers?>> Here's the best run at the numbers based on 2425 information.>> If we're we're on a fast run and a fast track, you're expecting a lot out of us.You collectively administration. I'm not looking over that.>> You can look at >> But you're expecting a lot out of us andI'm just saying you know you this is what we need.>> Start chewing on this. you'll get an updated document. Um, but then as welook at, you know, again, moving very broad swipes and again it it we wereconservative with the vision committee, but if you were to look and just purelytake averages, a million dollars is an elementaryschool. Um, just shy of 2 million is a middle schooland 3 million is a high school. And then as we move down um thephilosophy under food service, yes it's not the general fund but the philosophyis you still need to serve the kids right. So that's why okay there isefficiency if we were to have less sites umeconomies of scale which means the belief is we could save a third of thelabor. That's why it's presented that way. We can't save all of the labor. cansave some of the labor. >> And then the the numbers listed beloware truly uh just what happened. They're not evenintended for, you know, for sake of conversation of reduction. It's justwhere was where was alternative facilities or LTFM dollars coded andwhere was some tech levy coded. That's more just FYI. I will be happy to uhproduce another document with our projections for this year to see how itcompares but wanted to get something in the board's hands so when we're havingconversations about reducing our footprint at least for 2627we have some idea of the impact. So, if we closed any one of these>> Mhm. >> but didn't sell it and still owned it,would the option maintenance cost be above that or would it be considerablyless than that? >> Considerably. Well, what's presentedwould be that's the total if we just barely kept the heat on and whatever,>> it's going to be, you know, I'll look at forest again. If you're looking at 4 anda quarter, you know, are you now looking at 375 3, you know, it's It won't be allall of it because you'll you would still have to run something to prevent pipesbursting until you offline the building completely, but it would be significant.>> Dr. >> I'm wondering about so high views isblank. Also wondering about the transition center>> cost there um and online. >> What are those costs? Because we'restill going to have to >> factor those costs in.So those costs were not listed because in looking at it I wasn't um I wasn't asconfident with the accuracy of those numbers at that time. I will see what Ias far as projections that's a different spreadsheet. But at the time that againthat this document was created and it was created for to make sure we knewwhere we were with the vision committee work. um we hadn't even come close toclosing out or we had closed out 2425 but not anywhere near the cleanup whichI then wasn't confident that the correct allocations are going there.>> So we can get >> I will work on the projections of whatyou get. Yes. >> And then I'm also wondering too so oneof the um things that we've been told about why we're so topheavy withadministration with because of all the buildings that we have open. So now ifwe're closing buildings, what's going to happen with all that thatadministration? Are we still going to need all that administration?Is there a staffing plan for that? >> So that will all depend on what theactual decisions are. That's the biggest that that that is a great questionapplied to all of this is you take two buildings and youconsolidate them into one. You would think that everythingfolds in. You can easily make the argument that if I have two elementaryschools and I piece them together into two ele or into one elementary school,as long as I have the relative size of a of what we would consider thatelementary school to be similar to our other melo elementary schools, we couldreduce administration on the bill that we'd be able to operate that school atits full capacity with one principal, assistant principal. Whereas before maybe you had to. So youwould see a reduction in administration as you collapse buildings together.>> And then what about at the high school level cuz Dr. Hillenbrand was sayingsomething about you know usually larger high schools are more topheavy. So whatmight that look like? Are we going to be still spending a huge chunk of funds onhigh school administration whereas maybe we weren't on elementary?>> It would depend upon how you set up the programming of the high school. So thereare districts that have their administration set up by grade levels.There are districts that have their their administration set up by afewmmies. They're they have different models where it's it might be oneprincipal and a couple assistant principles and then a dean model. Itreally once you get down that path, that's part of that decision-m processbased on how you're going to program that high school.You may not have to have all licensed administrators. You may have to havelead I mean even lead teachers in certain things. It really just dependsupon what that looks like. in terms of how you program it.>> And so will that be a discussion that we're having as part of cost two?>> It would be, but it wouldn't be it would most it's not going to be for highschools as part of this discussion because we we wouldn't be able to for 2627 we wouldn't be able to move into into one high school.you could foresee a scenario where you might be in that discussion around elefor sure elementary schools potentially a middle programmingbut I mean it's going to be the elementary things but you take you takesome of your smaller schools that are our smallest school is off is operatingat 271 kids we have other elementary schools that our largest elementaryschool is at 700 kids they both have two administrators and orone administrator and two administrators. So you bring togethertwo smaller schools in theory should be able to reduce your administration. Youshould be able to reduce your clerical cost. You should be able to reduce theamount of specialists you need because now you can keep specialists in onebuilding uh rather than having them work between two buildings.>> There's a lot of efficiencies that can gained by uh by moving buildingstogether. You may gain some efficiencies in transportation. The you'll gain somenot operating two kitchens. You'll gain some in not having custodians. As longas you don't increase the footprint, you you gain some of that physical plantefficiency as well. But I think it's a great question becauseto to your question and to what Kristen was explaining here, you can't just gooff the number. You can only start with it. And then you have to start you haveto say okay here's what we think we want to do and then it's what's this trulygoing to look like because you could have a scenario where you combine twobuildings together and you don't see much efficiency at all. So if efficiencyis your key, right back to that filter, efficiency, effective, equity, if allyou're gaining is efficiency and you're not gaining effectiveness andprogramming and you're not gaining anything or maintaining anything withequity, that might not be your best decision to be able to sustain overtime. So it's it's a great question to ask because we have to push we have topush that. I think that's part of what, you know,we've got to continue to do too in terms of looking at our base and service modelfor staffing is is what do you know we made some decisions last year, we'llhave to come back around those to make sure that those were the decisions andas we shrink our our footprint and do sites consolidationdoesn't mean our needs of our students are getting any less. So again, we maynot see some of the efficiencies that we would just automatically possiblyassume. We may make different decisions if more social and emotional support isneeded across our elementaryaries and things like that. And it'll happen withall staffing. I mean, you're you're you're not consolidating buildings justfor the savings in physical plant. You you are going to gain staffingefficiencies. You may not have to run this grade level at at one and a halfamounts of kids, but you still got to run two sections where you add themtogether and now you actually have full classroom. I mean, you're going to gainsome efficiencies in staffing as well that come into this. It's just lesspredictable because it depends upon what your decision is you make and whatbuilding you actually move kids into. Judge Long.>> So if I could ask another question kind of around that then talking aboutelementary then how do we two combining buildings ensure that we have the smallclass sizes that parents want and what does what will those class sizes be?What does that mean? Is it a ratio? Are we going to have a fixed number? Sowhere it starts is what the board has already set as class sizes and this thedirective of any changes are not going to increase class sizes. So that meansas we look at bringing buildings together, we have to make sure thatwe're not boundarying more kids than what it would result inthe class size that the school can handle. So are we going to figure outthose numbers of what would be a good small class size before figuring outcapacity of that school or about >> right now we already have the boardratios >> for staffing. So that's what we that'swhat we're going off of now. What the what the ratios area great level. That's a poor decision. >> Okay. Dr. Bman,>> anything clarity under the health facility and tech levy lines on this?That is just the dollars that we spent at those particular sites last year.>> So the uh state force of almost $330,000 that was in addition to these operatingcosts up here. >> Yeah. That we spel spent uh LTFM.>> Okay. >> And and a lot I I shouldn't say a lot.There are districtwide costs to I mean I don't want people to look at this andsay well this was this is a totality. We do have districtwide costs that don'tget coded specifically to a site. These got coded specifically to a site. Againback to even um when director Mullen had said just because the uh new hopelearning center says zero that doesn't mean we haven't done anything. we have.It's just not showing up as a high need under that those categories.>> And then the tech loving cost obviously is the money they've spent out of thetech. >> Yes,>> that clarifies. Thank you very much. >> I don't see any more hands. That's heatmaps. >> Okay. So,>> see that's just the name. >> So, so we have a software program thatwe're using that generates what we're calling heat maps. And so what we'vedone for you again um is just to give you some a visual representation ofright um and I will point this out to begin with. If you go and try to countthe dots, you are not going to match the dots to what's on the other enrollmentsheets because there could be several addresses linked to one dot there. Whatthis is giving you is just that it's a heat map. Here's where your populationof enrollment is really generally coming from for that building. So if you lookat the first one, it's Fair Pilgrim. Uh so Fair Pilgrim and then you'll seethat the students from Fair Pilgrim, the way we look at this map, we look at itand go there are students coming from all over the place. really severalcoming from the east side and uh very light in the Plymouth area in thepilgrim. But that's how we use this map. Go ahead.>> Please identify the colors of the little dots. What is the black? What is thepurple? What is the blue? >> The the um>> Oh, the school buildings. >> Oh, the school buildings.>> Oh, >> yep. So, your the school buildings thatare are black are your elementary schools.Your uh purple buildings are your high schools and your blue buildings are yourmiddle schools. >> And as we printed these, thank you forknowing that. I noticed that it didn't print the names.>> It did keep the names on there. >> Way too much credit.>> And I can't control that. >> Just look for the red dots. >> So in the bottom left of each page,you'll see the name of a building. Yes.>> And where it's going to and you'll have to look back at the very first page ofyour map >> because I can't it's a software program.I can't add the names of that. >> Okay.>> I don't have a problem. >> So the red dot is actually this is astudent who lives over here and then they're going to fair course.>> Correct. So So if it says it's so it's fair pilgrim the dots represent whereone or more students are coming from. Got it. And it it's again it's just to give youa quick idea of is there a population concentrationfor a school building visually. Yeah.Generally speaking, each one of those dots also represents a bus route or not.It's just where the students are coming from.>> It signifies their residential address. >> Okay.>> But no correlation to >> Well,>> kind of >> your magnets. Yeah. Yes. I mean,>> they live outside the district. They're not getting busy.>> No. But but when you look at that when you look at prayer pilgrim or you lookat C or you look at RSI yes we're running buses to grab the in district>> okay >> students>> thank you >> that will not be the case for the quoteunquote neighborhood schools or the non-magnet elementary schools a couple. There's not a great option to just hitprint and have these print from the software. So, you have to takescreenshots. But I thought for you as the board, this would be good for you tohave and see. >> Well, if you clip to like Metal Lake, ifyou clip to, which I think is three or four pages down or into the binder, it'svery clear which building is Metal Lake.>> That's the neighborhood school. That's the neighborhood.>> Mhm. I'm sorry. I'm sorry. Let's see. I guess for me more information I'd wantis I still would like to know like exact numbers of students who are enrollinginto our district. I think that that um has an impact on what that enrollmentwould be and it and possibly if there are changes or that school closes orboundary changes that's going to have an impact on us and so for the elementaryaries which is whatwe're really talking about now that we do have those numbers on this enrollmentpage on the very bottom the enrollment in for each one of the elementaryschools, >> but not from Maryland. She's she saidshe wants to know from where they're >> Yeah. I mean, I kind of guess from someschools it might be Minneapolis. It's like when you look at Nobles, but thenif I don't have like the exact number for Minneapolis or or like you know whenyou look at Neil, Neil has some from Minneapolis, some from Brooklyn Center.Looks like there's some from what is that? Um there's some from Pridley,>> there's some from Plymouth. Like what are those exact numbers from those areasfor Neil? >> We can look into that.See what we can >> come up with.>> I mean because a dot could possibly be an apartment building and there could beseveral families coming out of that apartment building to that school. And Ihave to dig into that because what it with the software program what all itshows me is just like the address. So see what we cansee what we can find that's consistent that we can do it for every >> uh so umthe question about transportation earlier for example when I look at RMSwe are not we are or are not provided we are not providing transportationfor any student who doesn't live in our That is not necessarily the case.>> We are okay. >> We lessened some of those routes lastyear but not all of them. >> So just how much of that we're doing is is thatsomewhere how much transportation are we tostudents who are not our students? I mean you know they don't live here.That's just the wish for the future because I do think that maybe that goespart and parcel questions Caroline's askingif we're still finding some maybe just by my favorite thing all night.Yeah. >> So where we'll leave you for this wherewe'll leave you is what it's just simply the question what information do you atthis point would be helpful for us to bring more of to bring differently and it may not come tonight. I mean itmight be something where you're thinking about it. You're looking through thethree- ring binder and email the chair and superintendent say okay I'm lookingat this. It would be great if we could see this.One thing we haven't talked about I'm sorryone thing we haven't talked about is whatthere are also the other programs. So, IB, AP, all those other initiatives andprograms that the district has that I I don't even know, but like what are wegoing to is there talk about what we want to double down on, what we want tobecause what we want to let go of and how that plays into this becauseobviously IB for example, you know, that starts elementary, then you have yourmiddle year program and then your high school program. So that is somethingthat we have to decide if we're going to invest in or not invest in where we'regoing to do it, where we're not going to do it. And so understanding some of thatand how that plays into this arts and innovation piece or not and I don't havethat's not me advocating one way or the other but knowing and understanding thatand what the district is thinking in terms of how that connects to that ideaand that curriculum is really important also in how some ofthis plays out, right? because right now elementary that's link View and so andthose teachers and they're invested in that programming right middle that's RMSright so like it's knowing some of that too would help inform our decisions >> I think we could we could bring some ofthat because with any program like that >> whatever it is it's it's costbenefitpiece and what is the combined with the value statement>> right and that And the other piece too that we didn't talk about is a Spanishimmersion, you know, part of the 2030 was, you know, question of how thatworks in middle school. Right now it's sort of a school within a school kind ofsort of track in with middle school. One of the suggestions was maybe making thatK8 program. Um, and so I don't know and I know one few issue like Spanishversion is great, but a few of the issues are of course that kids leave youcan't replace them, right? that makes that very hard program. Um, but alsofinding the teachers and the qualified teachers. And so I don't know if we wantto lock ourselves in, but also I know a lot of kids do continue into middleschool and even high school. And so what in terms of curriculum and teachers andthe ability to find teachers and all that, I guess I'd like to hear fromadministration at some point the the feasibility of any of that and what thatmight look like and what you guys are thinking because I can say yeah let's doit but if there's not staff >> Y >> on that it would be interesting also uhto learn um like at at at language immersion. Dothey offer all the programs that a regular elementary school offers? Umthat they that they have uh special ed help if they need it or that they havevarious different other components uh to the program that you might not getin a magnet school, but you do get in mainstreamelementary school. I'd like to I'd like to know that information.Quick question. These red lines, are these the boundaries for theneighborhood school >> boundaries for the schools?>> In one neighborhood school boundary area, there are actually threeelementaryaries or two elementaryaries in another one.>> They're the cities. >> I think this might be>> I don't know. >> It's not cuz>> it's not necessarily perfectly divided. When you see that they they theycrisscross like on the south side uh where uh C is and Son and Neil are allinside of one bigger boundary. It doesn't subdivide that out. But if you go up to Zachary Lane, that'sall divided out in there. One thing I will follow up with with thetransportation is just a and I'll get the numbers but a reminder that with thetransportation change last year is that we move depending on the zip code astudent resides they have the opt we will bus them to the nearest buildingthat suits their grade level. So if they're a particular zip code, they'regoing to go to Northport. If they're, you know, they they're all would go toRMS or Cooper. As far as our busing goal >> for external,>> yeah, >> we don't, you know, they're not going todifferent site. We don't bus them unless the zip code is assigned to thatparticular building. And I'll get you the numbers of how many we're busing,but just a friendly reminder that that was the decision we made last year.Kristen, I know that there was a question, I believe it was by a boardmember about the impact of the transportation decision that we made.And if I recall correctly your data, which is always dangerous when I'mreciting your data, but I believe what you said is that we lost in that changeof transportation, there were four students who did not continue on inRobindale area schools and we gained 64 students from that area. And what helpsis we have the transition of grades, right? like so you do graduate yourseniors and but the net result is what was pulled out of infinite campus wasthat number that there wasn't >> so you know again if I remember ussitting around this table and I know I was concerned right what's the impact oflosing students going to be on this transportation decision which we made>> to save money and so these are things that we we can't predict we don't knowThat's some data of what the result was. church.>> So, um, a question I have is it centers around kind of programming and I'mwondering uh because we have our curriculum curriculum programmingwhatever the title is like to to what extent if any are they wrestling withsome of the questions related to reimagine or anything or or are theylooking at just what is now uh and then um and and you know how kids are doingand all of that with the curriculum we have>> the district advisory council, >> right?>> Yeah. I I think their first meeting is coming up. So, no, that wouldn't be agroup that right now. No. >> Okay.>> They're they're they're dealing with what is and looking at the the dataaround the report. Okay. >> So, we can't look to them necessarilysome of the questions around programming that director Hillbrand just asked. So,that that committee necessarily will not inform that decision. Um, right nowthey're not they're not set up in that way.>> Okay. >> And I think it's a fair question to sayhow are we going to get input on some of those things. Um, some of it we did getsome input last year. We did look at money and costing and some of that lastyear. So, we might have to revisit that. >> Just with your existing pool of talent,who's going to help you do that thinking? You're not going to lean intothat committee. I I'm not sure I understood that.>> Um what I I just stated that some of that data, how much does IB cost acrossthe district, right? So all of these things will be into consideration as wemake decisions for both schools and closing. Got some input last year onthat. Then I think we'll just have to see the the boards depending on whatoptions come forward what else you want us to seek input on from the community.So then an additional piece of information that I might want to have atsome point is the school improvement plans of the various schools and howtheir school improvement plans have landed. Are they I mean are theysuccessful? Are they getting you know h how do they see themselves doing uh forlack of a better phrase? But those school improvement plans at the variousbuildings inform were effective.This is a broad statement. It's not necessarily true, you know, but but ingeneral, there should be informing how that school is doing, how they'reassessing their academic progress, and how they see their outcomes. So to theextent that their plans do some of that that will be important information toknow whether that filters into the administrator the teachers and all ofthat is in your bay lake that you will sort through when we start doing thesorting at some point. For example, if we're to close a couple of elementaryschools and one elementary school has been hitting the mark on their schoolimprovement plans, they have been significantly moving the needle withtheir students. That speaks to, in my opinion, you know, I'm not just aregular old parent here, you know, so it speaks to how I would think about thatschool being affected. And so I think some of that kind of data that's justindependent data about how the schools are doing um would be helpful to thinkabout as well you know. So >> any other information anybody knows theywould need >> and we go with the various programsyou'll you'll you'll include student numbers or the populationokay I'll jump back quick just to the slide here sothis will be and we're all we will all go back and forth for between this. Sothe and it's just what's coming up right now because these as your mind starts towork through the data then we will jump through well wait a minute what aboutthis program this program and so this is why I put this slide up before is oncewe take a building an option we first go through the primary decision points andthen we go okay wait a minute this building looks really good from a moneystandpoint it looks really good from a location standpoint point andoperational cost. Now, from a secondary decision point to the question that wasjust raised, programming, does it have a program that either a we can't replicatein another building or we will totallymess up something and then what's going to happen is a decision point for theboard. The board will have to say this is an option. it meets all the primarydecision points, but it's got this program or what are you willing to do?Is this not an option? And then we take that off the table and we we retool it.So, it will naturally bring us down. I'm glad that you're asking these questionsfor future stuff because it's this will naturally take us down that path for youas a board to say, "Yeah, it makes it's the same thing with location. this thisbuilding makes the most sense in the world. And to the question of openenrollment, wait a might not be the best geographicdecision to make based on what you know. So we got to retool. So there these arevery valid questions and they're coming like this is how we move through this.I think too though it would be really helpful to know, you know, when you'retalking about operationalizing things too, like if we're going to be doing,let's say we decide we're going to do arts and innovation, right? It soundslike that the direction everybody's, you know, on board with for the most part.So then how does IB fit with that? How does AP fit with that? how how do theseother things that we're already doing um full service I'm not saying that fullservice wouldn't fit with it but like how do all these things fit with thatand enhance that and support that right orbecause if we're going to be doing something big like that you got toreally put your all your eggs in that basket and then you got to be able tolet go of some little things too and I think that's part of my concern rightyou can't hold on to everything and try to do this new thing reallywell. And I want to if we're going to do this, I want to be able to do it withfidelity. And that's that's what I'm concerned about.>> I'm glad you said that. you know, I think um in some of the emails that theboard has received um you know, from a couple of our magnet schools, there isthat caution that they're saying, you know, to be able to to have the successthat we've seen in some of these flagship programs that we have. It'sbeen training and years of of working on it. So, it's not just going to happenovernight. It's not going to just be replicated. Um, and right theintentionality of what that looks like in terms of planning for and trainingour staff and our kids and all of that's going to take a huge amount of effort.So, you're right. If we're going to do it, and again, some of these are visionquestions that aren't here yet, which is exactly the complexity that we'retalking about. we don't want to make decisions here that ruin some of wherethis vision is, but we don't know exactly yet today where this vision is.So, that's some of the messiness. Um, and your questions and the conversationsthat we're having and the the emails that we're getting like all those thingswill help us as we bring clarity to that.>> Dr. So, I'm wondering um about, you know, we have some of our programming inrental property, property releasing. So, if we close a building, is there anyopportunity to repurpose a building we've closed to house something into aproperty that we own versus keeping continuing to pay rent to somebody else?The only consideration, the answer is yes. But the considerationis can we get out of those lease agreements?>> Because if we would were to have a property of which in some way or anotherwe can't get out of that lease agreement,we're still paying. >> But I mean, conceptually, yes. I mean,you could move anything to to a district-owned building. It's just canwe undo the rest of it? So, can we find outabout that? If we can get out of that, >> it looks like one's coming up soonerthan the other. Yeah. >> Now, look at So, the one you guys watchtonight, mostly Crystal B. There's five more years on that lease. If it expires2031, um there is no I'm actually looking at the lease right now. There isno buyout clause, which isn't surprising. Typically, a landlord whenthey lease out of space, they don't allow you to pay for it early. You cantry to negotiate those things, but they they typically will require you to paythe full their full rent because you know um that is what we agreed to paythem over that time span. So there is no buyout early buyout clause in the leaseright now. Doesn't mean you can't try to negotiate with the landlord. That oneexpires in 23 >> and that one's pretty close that ifwe're repurposing a building, it might line up right>> right where we might need to not renew a lease. Yes.>> So we put it on ice until we get out of the>> it becomes part of the not the 26 27 plan but January the the the otherphases of the plan. It should it it should be it should be talked about.>> It wouldn't get rid of the building. We could just like hold it until we know oranother question.>> Yeah. And so I had another question too. So, are are we looking at likeelementaryaries first, then middle schools, then a plan for high schools?Is that kind of the process we're doing here? I think that right now um rightnow we're holding Yeah, I don't I can imagine be careful what I say always. Ican't imagine we're going to make a plan for 2627about high school. we are able to be able to make a decision and bring someoptions with both um elementary and middle school considerations for 2627. >> Dr. did you have anything? Oh, I wasjust going to say that one thing about like for the Crystal Learning Center forexample is that there's a moving programs there's a lot of nuanceespecially with when you're talking about Adelaide because our elementarylike our buildings it's about access right you have to be on a bus line youhave to have there's a lot of nuance to it so it's easy to say you can move aprogram but when the program was at Sanberg Learning Center that was a bigdisservice to the adult education program so you have to be thoughtfulabout where you move it to so there's a lot of other parts to it it's not justpopping it into a building. It has to be um accessible to adult learners.>> I appreciate you saying that and and I just I want board members I want you toknow that most of the questions that you're asking about we've been inconversation about. Doesn't mean we've made any decisions, but it's been thisnotion of considerations and last Wednesday that's exactly what we weretalking about is access. Well, I guess one of the last things I'mthinking about is communications uh because of communications um and justeven in our understanding tonight uh about certain kinds of things and youknow our communications expert is well it's all you guysand so uh the communications plan uh I I just think it's just as importantbecause at the end of the road if there is an askthen I think uh the better job we can do of educating just even as we go becausewe were we're in meetings with you all the time and you hear all the questionswe have >> so I'm just saying>> no appreciate it um at the end the very last thing that I have on my agenda fortonight not your agenda but it has next steps>> as we work we have one more thing we have to do before that but I just wantyou to know again that communication both on our website. What's that cadenceof um regular updates and review and making sure that it's easily accessibleto our community >> and even the and even some of the thesome of the documents to make sure that they're nerd well not nerds because thenerds will know but it's the non- nerds will understand what they're reading >> you know I mean I I really think that'simportant >> because we've got so much misinformationin the community already about a whole range of things and so on.>> So I have a question. We've been talking long term.What are we going to expect >> next week? Mhm.>> So, our goal, and that's why the last question is, um, are there some specificthings as you're sitting here thinking tonight that you'd like us to consideras we bring forward some options Monday night? Our plan, and we've got a fewmeetings that we've got to land on this week to make sure we're confident umbringing forward some options. But that's our goal is next Wednesday tobring a couple options forward for conversation. What if? Yeah, but whatabout this? Because that's how we end up getting to the best possible scenario.>> Next Monday. >> Next Monday. What did I say?>> Wednesday. >> Wednesday. Monday. I'll be here wheneveryou want to be. >> Well, Wednesday is the finance advisorycouncil, so we can all just partake in that, too.>> Okay. Yeah. Also, next Monday. >> Also, next Monday, board members, at 5o'clock, we get to be humiliated by super smart high school kids. That's ourquiz bowl day. >> Which day?>> 5:00 Monday the 20th. >> So, >> I'm telling you now. I will send youanother email and maybenot tell anybody. >> So, I'm going to pull us back and askthe question again. >> Is there is there anything right now?Any ideas that you have right now that you want us to be thinking about,wondering about, planning for as we um work on bringing forward some optionsfor consideration? Yeah, I I would like to know the at theelementary level if Bob can pull up one of these heat maps on the currentelementary students that we have if they were geographically located to aparticular school based on their zip code what that would look like>> without the magnet programs we faced in. So the residents in the different areas.>> Good question. >> So>> I don't know. >> Yes, I think transportation would havethat used to >> we'll figure it out.>> I'll get it figured out. >> Sorry.Don't ever be sorry. >> That's before the out vibration when yousaid >> Okay. Director Bess, was that a hand orjust Can I ask a clarifying question? >> Yes. Director uh RSI and C and fair allmagnets. >> Uh so let's assume they are not magnets.>> All of them. >> All of correct.>> You have the schools and then you have where the kids live.>> Correct. >> Okay.>> The kids that choose to attend here >> the ones that we currently have in>> to be clear nobody is closing magnets. >> Correct. 426for the record. >> Dr. Long,>> did you have your hand? >> Yeah, I was wondering so of thequestions that we asked here about more information that we needed. Will we havethat information before our next meeting?>> I don't know that that will be possible. We will we will get as much informationas we can. I am making members of this team that have been working 80 hours aweek uh take some time over MEA. So I'm not confident that we can have everyquestion answered, but we'll have as much information um to you as possible.Um with that, I also would like to have another conversation about the options.I recognize and value getting information to y'all and postinginformation um in board book Thursdays at 4:00 which we've just determined. Ihave a lot of concern with having options that we are bringing to theboard to discuss for the first time and having that be in the public on Thursdayat 4:00. Um, so I'm going to ask and request that we hold on that and thatthat isn't posted to board book until meeting time on Monday.>> That makes sense to me. >> So our Friday,>> no, we get it. >> Nobody gets it. What's the idea? >> We'd rather talk it through with you.>> Okay. >> So,>> as long as we know. >> Yeah. So then are you saying that basedon what you already know and based on these this discussion tonight you willthink through presenting us with some additional options.>> Okay. >> So the question is>> 42627 >> only.>> Well I know I mean but but you're not going to forecast anything. Some willhave implications that will have some will have>> and so you'll identify what those implications are. Okay,>> what about what is I see director L's hand above something else that >> I just rather it just be posted and justbe transparent with everything. >> Yeah. And for me it's not at all. I Ihear what you're saying. For me, I just want to be really clear with y'all andwith our public. This isn't a question of transparency because we will besharing everything with the public. I just have been around the block and Iknow what's already surfacing in our community and I'd rather have people beable to tune in, hear the conversation instead of seeing it andmaking other um assumptions. Yeah. And again, not everybody's going to agreewith that. I understand that. Um I'm just trying to make sure we stay infront of the board. That's what I'm most concerned about is that we stay in frontof the board. You're hearing information from us where you can ask questions andmake sure that it makes sense to you and revise as necessary. But I understandthat. back. >> Dr. Brown,>> I was just going to say that I I appreciate what you're saying and I I Ido I fully believe in transparency and if it if we are all seeing it at thesame time as the community, I believe that is transparent and I agree 100%though sometimes information without context causes a lot of confusion. Itcauses a lot of angst. I mean, even the the report um from the um 2030 committeewhich was suggestions and ideas, you know, I had a staff member of mine andSilvin Robinel came to me and said, "I heard there's only going to be one highschool." And I said, "But nobody's made any decisions yet." It was a suggestionfrom a report. We're discussing it. She said, "Well, that's not how the articleread, right?" So, like it it causes a lot of chaos when it doesn't need to be.So if we can all learn about at the same time and get context, I think that'shelpful both to us and to the community. So that's>> the chaos provides it huge to service, >> right? So that's that's just my twocents. So I agree. I I'm behind that. Um at the same time, if I can live withthat, you can live with that. >> You can't.>> You can't. >> What are we living with?>> Okay. What we're talking about is finding out the options,>> okay, >> on Monday night at the same time thepublic finds out. >> Okay. Um,>> well, can't we just get an get the data to sent to us?>> Well, in the interest of being, as Director Hill was saying when you wentin the room, transparent. It would be more transparent if we didn't have itwhen they didn't have it. So now everybody has it at the same time. Well,I don't see that as transparency. I mean, I just think that is a matter oftiming. If we get the information and we have it because we need to askreasonable questions. Uh, and there it's where the board's whatever. I mean, um,and it's posted. Now, that's the administrative decision about when youpost it. That's what I hear you saying. And I hear that there's a question aboutthe transparency. I'm more interested in having information so that I can funnelquestions down, think about it in advance. I've got a lot personally goingon and I don't know when waiting to hear when I'm going to travel. So I I wouldrather have information so that if I am here I can read it or not whatever. Idon't but you know >> and also we're getting to the optionsand we'll have time to discuss options because we're not going to make adecision on any of these options until our second meeting in December. So thereis some time once the options get explained to us. I saw your hand up.>> Oh yeah. >> I was just so different than typicalwork sessions. This is these are very specific work sessions. Point being tohave this time to get information to talk about it.>> This session was a little bit different because you got the starter pack ofinformation to so that you have any options we put out there in front ofanything. Your first response is going to be so what am I looking at here? That requires conversation.It actually requires more information on the front end as you're looking at it.So you can go, "Oh, all right. So wait a minute. Am I doesthat mean this? Does that mean this? Does that mean this? What about this? Iknow we think we can do that in isolation. We will make tons ofassumptions in isolation because this group hasn't created the options thatwill be presented. These initial set of options are thereto get get the ball rolling. And so that's why it would come up. You'll haveno context. You will have the community have no context and then thisconversation will not happen in the same manner thatit otherwise would. >> We have four board members who feel thatwe get it when they get it when you get it on Monday.So the other thing that I want to share andand I've got to figure out the the communication of this as well, but we'vehad some principles that made the request and said if if our school isgoing to be one of those named when you present options, will you come to ourstaff and tell us? And originally it's like yeah, that'd be a really nice thingto do. And in context of this conversation, we can't. We might bringthree options to you and seven elementaryaries might be on it. Again, Idon't want to go to staff on Wednesday before MEA and say, "Oh, you are onthis." So, here's what I'm going to do. I'm going to send a a communication tostaff and families um on Wednesday wishing them a fantastic break. alsosaying right reminding them where are we in the process and that options are theboard's going to grapple with them and whatever else we'll come up with but Ijust want you to know that that was a request from principles and we're notgoing to be able to honor that either you and>> yeah yeah you know I hear what you said um I I guess I initially when I came inand I heard the discussion I was like but I I really want to say one thingthat the reimagine team did is broke the ice that we're going to be closing somethings. We might close several elementary. We might close a couple ofmiddles. We might close the the mega high school idea that's out there. Ijust feel like that um yes, there's a lot that goes on with which school it'sgoing to be. I I I've cried in those meetings. I can do a couple, you know.Uh, but I I just really think I get I think I really do feel likeI want to see what your what the options are. I want to form my own questions anduh so I mean you you're taking a straw poll and saying that you want to do it.I'm saying I'm against that. I think we should just send us the information. Ifyou would like us to be circumsp it and not share it with anybody,you know, uh I can live with that. uh you want to post it at the day that youthat we have the meeting. Whatever you think is a a best time to post it, gofor it. I just think that um we're all adults,responsible adults, respondent to do what we need to do for this community.And I think that having the information in advance is better for board directorsto ask their qu to formulate their questions so that the time is wellspent. It's a lot of information and I really do like the opportunity to sendyou questions in advance. I really like that. So, to the extent that we can sendquestions in advance to make our time together more fruitful, I'm all forthat. Uh, you know, and so I just, you know, for whatever it's worth. >> What else have we got, folks?>> Um, I just a couple other next steps. Um so the communication piece that directorBasset um talked about this is going to be you know just an incrediblechallenge. Um so continue to help us in terms of what you're hearing and whatwould be helpful. Um we we want to provide accurate, timely,responsive information that um helps people understand the process even whenwe can't provide them the answers that they want tomorrow. And we understandthat they want those answers tomorrow. We understand this is lives, right? Umthe other thing that I want to talk about just a little bit, just a reminderabout that community engagement and that we'll be getting the survey uh some databack on November 3rd. That's going to help with some of the vision questions.may not help a lot, may not help you with some of these shorter termdecisions for 2627, but it's going to give you additional input and umcommunity feedback on those broader options. Um, the last thing that I wantto just put out there for y'all is we right now have scheduled for December8th, that's the hearing date, um, where we would have an opportunity forcommunity input. We would like to recommend that that be either at eitherCooper or Armstrong so that we have um we have more room. We have you know allof the things similar to what we did with that town hall. Um we'll have to dosome things thinking of logistics in terms of does a hearingis it also an official board meeting if it's a hearing. Okay.We'll have to think about what that means for live streaming and some ofthat. So, we've got some logistics to work out with that. But just wanted toget your impression and notion on thumbs up on that and go ahead and planaccordingly. >> Okay.>> I see. I see. >> One thumb, two thumb, three thumb, fourthumb. No thumb. Thumbs. >> No, I have no thumbs.>> You know what? You have no thumbs. >> Just Just as a matter of course.>> Yeah. Are we only planning the one here? >> Can we pick one that has good parking>> in the wheelchair? Yes. >> For a lot of people, >> either high school,>> depending which one's available. >> Yeah, we'll do one of the We'll We'llstart with looking at the dates for one of the high schools. team, help me out. That's what I had interms of next steps. Is there anything I'm missing or something else thatyou've thought about that we've discussed or wondered or needed? >> I want to know am I am I going to getinformation? I heard the direction of the board wasnot until meeting time. Honestly, >> I try again.I I admire your persistence. >> You should keep trying cuz I hear thesqueaky wheel against the grease. >> Well, I don't know about that. I'm>> okay then. We are done. Thank you very much everybody. We'll see you on Mondayat 5:00 to get your buzzer finger ready.