All right, welcome back everybody. >> We're missing a few, but I think we'll get started. >> Um, sorry for the delay in meeting. Wasn't a good day to meet last week. So, thanks for being flexible. Sean, that's >> um so I will open up with thoughts since
last meeting kind of whatever has been on your mind or if you've been having any conversations. Um and we are going to go through the listening sessions though. So we have those two community listening sessions. I think you all got sent the PowerPoint last week that had kind of the summarization, but I'll go through it in case anyone hasn't gone through that. Um and then we're going to
spend most of the meeting tonight kind of working on those options you brainstormed last meeting. Um so we've created an activity. There's kind of like a worksheet for each option that was brainstormed. We're going to talk about pros and cons and perceived savings and look at the numbers of how the buildings would be for like how full
they would be in enrollment projections. Um, before I get into that, does anybody have anything to have a thought since last meeting that's been on your mind? Well, don't be shy if it comes up throughout. Um, so I'll just jump right
into the listening sessions. So just a reminder, we had two of them. There was a noon time option offered on January 8th and there was a um evening option on Monday, January 12th. Um, so these are the um responses we got of people who actually chose to fill out the
worksheets that was a part of that. Um, so you all got to see the presentation last time, right? A preview and then the um five or six discussion prompts um that Dr. How went through. We had a few more people at each of these meetings. exam these numbers. So, kind of looks like we had 31 people. We had a few more
than that. We just had some who chose either not to fill out the worksheet or they kind of felt like they filled out a collective worksheet at their table, right? Like me and my me and my neighbor here worked on one. Me and my husband worked on one. Um, so here I'll go through what those results were. So, the
first question was kind of a a waiting of um what is the most important? So, if you had to choose one or two, which should carry the most weight? Most people filled this out by like circling AB or just a um so it's pretty clear to see that A educational quality and
programming was the winner there at 38. Um and the numbers don't total 31 because some people circled more than one thing, right? Because we said, you know, had to choose one or two. Some people circled more than one. Um fiscal responsibility to the community was um next in line at having 22 indicated
responses. Um, safety and facility conditions had eight, school location, home school close to home location had one, and flexibility for future enrollment changes had two. >> Um, then the second question was really just about um kind of trying to get out
of them what they got out of the presentation. So, you know, based on the data presented, what data or information stood out to them the most and why? Um, so this is a summary. I would say there was a lot of um commonalities in the um responses mostly around declining
enrollment capacity and balance having extra room right so some people phrased it as utilization only at 77% capacity with a predicted um 250 student drop um kind of the same idea in the next bullet point that it would drop down to 70% um
acknowledgement that declining enrollment is here to stay. There were certainly people um um wondering about the root cause. So, we didn't spend a ton of time at that committee meeting talking about why enrollment is dropping. So, there's some people kind of in their comments um
thinking about that. Um there was some questions about the data, right, of open enrollment, like why aren't we a bigger winner in open enrollment and things like that. Um and then comments on focusing on operational staffing efficiencies. Um, question three was kind of given
what we've told you, what aligns with your best thinking. Um, so we gave uh the the question gave them kind of three choices. Oops, the um laser. Um, three choices and unsure native more information or other.
Um, so option A was maintain current facilities cost even if costs increase. We had nobody pick that. Uh, B was reduce or consolidate facilities to remain financially sustainable. We had 16 people pick that. Um a combination approach depending on the facility 18.
So that was technically the highest. Uh unsure I need more information. Understandable if it's the first time they're hearing something at three. And then we had one person write in a few ideas under other. Um and their list said four days a week school um reduce
transportation, food and subbing, facility heating and cooling costs. um keep community ed and daycare um and have grade level buildings. So they a little bit went through the exercise that you went through it of trying to brainstorm some ideas.
Uh then the fourth was um an activity called keep change let go and the prompt was something to the effect of when you think about our facilities what should we keep what should we change what should we let go? Um, we wanted to just bring all of these um to you um because while there are some commonalities,
there was a really wide variety. So, by summarizing, you only cut out like 10 or 15% of them. So, you can I won't read them all to you. Um, but this was the keep list. Um, so you can see what was important to people to maintain as we're going through this program. Um, some
themes were about like class sizes. I think that was one of the, you know, staff to student ratio class sizes. Um there's certain certainly some people advocating for traditional grade structures um or home elementary schools keeping families together home home
school for elementary um you know having a configuration that was an elementary and middle school configuration. Then under the change um I'll kind of hit the highlights here. you know, eighth grade out of the high school,
better equity at the elementary schools, um fewer buildings, realign class locations, um more staff, building needs to close. A reduction happen without banning grades at first. Obviously, we need to reduce expenses. Um equity, look
at grade configurations, go down to three elementaryaries, class sizes are too different. um efficiency. Another um maybe this is the same individual. I didn't track it, but um another advocate for a 4-day school week. Uh banning
grade capacity issues. Um then just a little bit more on change. We had a lot of responses for this one. Um eighth grade at the high school. Implication here is that that needs to change, right? Um utilize Brookside classrooms. Um four day school week. Um
some talk about behavior problems, examine open enrollment, reduce the loss, realign ban grades, uh poor and after school care, uh think differently. Um you know, why are people open enrolling?
And then let go. I think I have just one slide of this. Um so let go. Um let go of supporting all present buildings, keeping all schools open, keeping all buildings. Um, consider equality, maintaining the number of buildings, number of building, right? So, that's
obviously a theme. Um, keeping all buildings and running. Um, one individual suggested let go of neighborhood schools if research supports it. Um, rethink the traditional setup of our district. Um, let go of the idea of keeping all four elementaryaries, re-examined sports
and electives, closed to one to two buildings and realign classes and services. Um an individual offered that um the Austin school district tried grade level banding and went back. So that was maybe a cautionary tale. Um number of buildings closed buildings um
let go of higher class sizes. May need to put all level three classrooms in one. Um keeping all schools open. So this had a lot of commonality, but I thought it was kind of powerful to see it this way for you all just to see how people left that meeting and where their heads were at. Those who chose to fill out the worksheet.
Okay. Um, and then the last question that we asked of them, um, is if you could give one piece of advice to the school board as it relates to future facility decisions, what would it be? Um, and this was kind of all over the map. Um, many of the same themes that we've already talked about as we go through
the results. Um, but I'll maybe I'll hit some things that are a little different. So, if we close a school, how can you how much can you sell a building for? Um, you know, why why aren't kids in school? Why are numbers declining? Um, why aren't staff sending their kids to
our school? Um, trim positions not related to classrooms? Has the task force considered moving junior high into the high school? Um, geography. Um, reduction of costs and services. Um, change is hard. Be good communicators. Think about Brookside
different. Um, don't make rash decisions. Um, bring in programming that other districts don't offer. I think the implication there would be that you pick some kids up by doing it, right? by um making those offerings, a suggestion for an immersion program.
Um second page of this um again kind of a programming thing, maybe expand career opportunities. Um transparent discussion and decision- making, which I know is a goal of this whole process, right? Um your decision will make someone sad. It can't make
everyone happy. That was kind of poignant. Um there were some anti-grade level banding participants. So, here's somebody saying that um don't consider it. It's tough for families. Um keep trying ways to involve community members.
Um some suggestions of moving things around to the high moving things in and out of the high school. Maybe the same individual on the 4 day a week concept. Not sure. Um could the if we close the building, could it go to the city and be housing? Um there was some discussion. There was
um an individual at our second one who was um really focused on the idea of consolidating with the Glenville Edmonds School District. So their answers had that like kind of on every single question in some way, shape or form. Um move level three elementary to
Brookside. Um somebody suggested ALC should come to this building, combine the elementaryaries, close one. Couple other ideas here. So, um I'm going to pause there for a second and just I'd love to just know people's reactions, right? Um
and I did when we're looking at this, you know, we invited people at the end of those listening sessions to also take the survey. Um we only got six more responses on the survey. So, of the like 570 we already had, it's only gone up six. So, um I kind of think this is probably more meaningful to go through
than to try to look at all that data for a third time with a minute amount of change, right? So, I'm just kind of curious some of the reactions from people, right? So, this is kind of a first reading of the problem to the community and how how they see you could solve it.
>> My question is, is Austin tried what was wrong? >> I have no idea. I don't know if anybody knows Austin's story from like a factual basis, but >> I believe they had a leadership change. >> Leadership. >> Okay. in a short amount of like multiple
years in a row. >> So it was a philosophical choice. Yeah, we could we could seek to learn more, right? But >> I don't know. kind of their pet their pet idea. It kind of shows up on all of their responses, but wanted to show it to you. Yeah,
>> one individual said um with the banning, she kept saying too many cooks in the kitchen. So, if you have five kindergarten teachers, there's too many ideas and they butt heads. >> And I think the other main like I'll
call it advocacy against was just about like family convenience, right? right of like I have to pick up Jimmy at that school and Sally at that school. Right. So >> that was what I heard as well. >> Yeah. >> Y any other reactions to this?
>> I know many of you were at those meetings. So if you had conversations or other reflections, happy to take them. This is more like the what the leave behind was. >> I think the other thing was that was like too many transitions at the kiddos to be transitioning every couple of years. >> Yeah.
I mean there's there's pros and cons of every choice, right? >> Like I would sit at the meeting and I would like you look at the top and it says somebody tell me I want the eighth grade out of the high school. That's the way it's always been here. And there's someone over here saying
>> I would put the seventh and the eighth grade in there and do this because it's made for a secondary bill. So you like sit there and one table's saying this and one table's saying that. >> So >> obviously everybody has an opinion, >> right? And you can see like when you go back to the keep and and
>> which one you want to go back to >> the next one >> let go. >> This one. >> Yeah. So then you got like top one there, eighth grade out of the high school. Look at grade refigurations. K4,
five, six, seven. >> Right. kind of like every point had a counter point, right? >> Both states. >> I do think there was a good understanding by people that like something needs to be done, but then of um our colleague has a um a phrase that
I find to always be true is like needs unite people. We can all agree that there's a need, but like solutions divide people, right? Just because they're start to become like personal politics and affiliations with buildings and right. So, >> I know a lot of people that I had talked to had brought up the eighth graders at
the high school and not wanting them there. And then going back to when we initially brought them there where they stated, you know, parents said that we were going to keep them separate and and all of that. And after doing it, you realize that the way the building layout is and all that, it's not really
feasible that we can keep them separated. >> They're going to interact somehow. When people are in the same building, it's tough to say they aren't going to interact with each And so yeah, that was kind of an issue is having them up there. They're going to be mixed in. >> Yeah. >> Any other reflections on this?
Otherwise, again, it's just meant to be kind of, you know, intel for you that you percolate on as we start to keep thinking about what we could recommend to the school board. >> Um I think next, um it's not in your packet. It's kind of fresh off the press. Um Paul put together a few slides
um kind of before we get into our activity. So maybe I'll describe that really quick. Um so we are going to work on those options. As I mentioned, everybody will get a packet. Um and so the we ended up last meeting with six different options. To say that's too dark, it's too sleepy.
Um we ended up with six different options last time. Several of them are pretty similar to each other, but we did honor that they were maybe distinct ideas. Um, and we're going to go through again, like I said, the pro trying to create pros and cons list for each kind of think about perceived savings or perceived costs associated with each. And then on the back of the sheet, we
kind of did the capacity or enrollment projection math for you. Um, but kind of before we get into that, um, I worked with or we worked with Paul and Steve in the interim just to think a little bit about um, giving you some context for what closing a building actually saves,
right? Um, so I think with that intro, I'll let you take over. Yep. >> So, and just to um I think speak to that same dilemma, there's going to be pros and cons with a lot of the options that we're considering, right? Um one thing I wanted to point out as I was looking at our peer districts and the school
districts that have sold buildings. Um some have been success with that. I think Wilmer uh not Wilmer Winona sold two buildings a few years back um for I think $375,000. And so there is some there are some schools that are able to sell a property
if it's if it's maybe marketable, right? So that's something that I think we should be considering too. Um where I think Redwing just went through a long period of time with the building sitting empty and they sold it for a dollar, right? >> There has to be an interested buyer, right? There has to be a market for something.
>> Um and then just some of those peer districts went to banded grade levels. Some maintained a couple neighborhood schools or like a K5 uh set up a whole school. So, I think we now are tasked with what route does task force really
recommend? Um, what are we thinking? Those pros outweigh the cons. Um, and so, um, they also I think the next step is to kind of Whoops, I thought we had the next slide up here. Sorry. Um, you're >> doing your own intro. >> I don't know which way to go. >> Oh, down. >> Down.
>> Down is forward. >> Yes, down is forward. >> All right. Okay. So um just the the one thing is I think of it today is just priming the pump. We don't want the community to think we didn't think about all options. And I think this is something that I I think comes natural to some but it's challenging for others
because when we start trending with one idea we get locked in and focused on that. But I think in this process reminding you that it's not going to be one solution that gets us out of trouble. Right? If we close a building, it's not going this $693,000 would be just an example, okay, of what
if we didn't have this elementary, I'm not naming it, last year, we would save um in in theory, probably be a little bit more than that. Um but kind of a breakdown. Um, so you see staffing is a large part of that,
utilities and maintenance costs and then there's other things that add up and um, and certainly there probably be more efficiencies we could find as a district if we don't have to run say our district around the extra buildings you know to this seventh building, right? So
um, this won't do it all. Right? So if you're projecting over $2 million in reductions, this is a small piece of that. We're still going to have to make other strategic moves. What other ideas related to facilities that fit right now
is we're starting to find our identity, right? That's important for us to discuss as a group. So the next two slides I have for you and and this isn't in your printed packet. So if you want to take a moment, write it down. >> Yeah, it's my fault. We had it done. I just didn't have it embedded into these slides yet. So my
>> it will when we post this online this will go online and we can click back today for you. So if you don't want to write everything down >> it'll be on when we share >> we just want to make sure we have updated information.
>> So back to the point we want to consider every option right we want to make sure the community knows we've thought about everything in this group specifically when we're thinking about facilities. what options do we want to think about um towards those recommendations as you deliberate today? So, the next two slides are are essentially going to be
thinking outside the box um playing devil's advocate. What are some thoughts that maybe we haven't been chewing on that maybe we should start saying no that's a bad idea, that's a good idea. Um and I'm not promoting or saying these are good. I just want us to start thinking grander, right? So, uh down and
forward. Okay. So, devil's advocate. Um, so if we have space in each elementary building, so one thing I've been thinking about is why not that prek program sliding in and then they're in their neighborhood schools right now and they're building relationships and we have the administration in those build.
So it's a thought, right? Not saying it's an answer. Um, are we using Brookside wrong by having 12 user groups packed in there? Right? So that's something to consider. Um, are we using Sibly wrong? It's a building with no kitchen. but it better serve some other needs that the district has
in sibling and then we can you know whatever's displaced move around. So, it's another thought if there's no kitchen there, is there some spaces or programming that doesn't need that and should we be considering that? Um, does location matter? Um, I think next couple um discussions we have or dates that we
get together and if we extend another opportunity to meet, we'll see. Um, but what we really got to do is start looking at our our recommendations and how those transportation costs and walk zones would be impacted by decisions we make too and really, you know, putting the numbers to them.
So think about those things as we discussed today and then think outside the box. Who would be interesting leasing or purchasing the space that we have, right? Um but energy projects, we really haven't
discussed that. That's really facilities related. So I can tell you we've done a couple LED upgrades. We've done a few HVAC upgrades, but there's still other utility savings we could find. And some of these uh programs, and W could
probably speak to this a little bit. Um you could there's a lot of agreements you can get you can make where maybe the overhead's covered to do the install of the LED and then there's a lease agreement for so many years, right? Um things like that. I think the city's going through one
through with Apex, is that the engineering firm recently? So, um, there's there's programs like that that we should maybe bounce ideas around, but again, we pour it into a building that's aging and we might potentially close. So, you got to think through those
pieces, too. Um, maintenance plan, right? Currently, we have a centralized maintenance team that goes out to each building to repair or maintain things, right? Um, we have evening custodians and day custodians. We have heck custodians in each building. We have evening custodians in each
building. um 4 day weeks. That was in one of the surveys. Um do we look at beefing up our after school daycare to to bring in extra revenue? So other ideas with those pieces? Um you know, if you do a 4 day week and then the fifth day of the week
we offer a daycare um because families obviously probably have a need. Um so things to think about maybe not always and again these aren't necessarily recommendations. Also thinking about what's best for our community and what our priorities are. And then one that's kind of like no one likes to talk about
but before we close neighborhood schools does the community need to have a voice and is that through referendum right um maybe we're not there yet right so those are things to consider um and
realistically um what I think I want just from this group is just think about every we want community to know we we thought of every idea right and we considering all options so um and we discussed today. Those are some thoughts that I was just throwing out there trying to prime the pump if you will.
Everybody thinking different ideas. >> Any questions on those? Especially like as it as it relates to maybe that first slide, the estimated cost to close a building. I know we had a lot of people asking that last time. So,
>> Paul, we're doing solar at the high school >> at four sites. Uh let me see if I can name them. Albertson Elementary. Um part of the the solar for schools grant. Um so the way the program works is we get a um if our if our building allows or
meets the criteria for the program um we get a grant um it's between 180,000 I forget maybe it's somewhere in over 100,000 that money we we work out with Ideal Energies is this program that installs the solar fields. So we give
that money up front. They do all the install. They maintain the equipment for the length of the lease and we reap the benefits, the savings of having that solar u you know and and so we don't draw from the field essentially because we've got the solar um or we draw less. Um and it's been a good program. Uh I
think we do have a couple other buildings that qualify and we continue building on that um solar program uh as those grants open up. So Albertson Southwest Middle School Uh the high school
sibling. I think I got those right. >> Yes. >> So that looks like your utility cost reduced in those buildings. >> Yes. >> Yeah. >> The end product, no upfront cost,
>> you know, cheaper cheaper utility bills. >> Any other reactions before we get into the activity? one of those solar fields. Uh so we were approved for Brookside and we were approved for Hawthorne
structure at Hawthorne didn't get approved for solar on top just the way the panels. So they had to cancel that one. And then Brookside at the time we didn't have any students. I believe it's got to have a curriculum component that goes with it where you teach students in
that building about the solar being generated. And at the time we didn't have the ALC there when we were applying when the grant window was open. So >> So if people were to ask tonight about estimated costs, you have that on hand
for for what for a building? >> That's the 693. >> So that's you said you're not going to tell us which one that is, but >> No, it'd be very similar. >> It wouldn't you know these costs wouldn't vary. your all your buildings are of a very similar footprint. All of your elementarymentaries, right? So, the
utilities and cleaning and maintenance costs do not vary significantly between them. >> Yeah. And if you think about it, um, with all of our employee agreements depending on experience, you know, one secretary might be at a different years of service, one custodian might be in a different one, administrator might. So, it's going to vary a little bit with
each of those little line items. >> But ballpark, that's a good little spot. I think >> that's what I was curious about. You also made a comment of how we also got to keep in mind are we going to put money into an aging building but how are we supposed to know which building's
aging you know >> oh so sorry so I just meant the year of the building so like all of them are from the 50s60s right so if we're at some point going to be you moving on from that building the intent of that statement was just do we continue to put
like a a long-term 40year solar plan into 1950 bill. It's a debate we have to have think about, right? >> And I this made sense to me as I've worked with a lot of school districts. I've anecdotally always thought of closing elementary schools somewhere
between 500,000 and a million dep depending on the size of the building, right? A larger elementary school would have some more savings than this, right? So, I kind of expected it to fall in that range. >> And again, these would be annual savings, right? be positions you budget for today. Positions are cost you budget
for today that you would avoid year after year. >> And if you think about the cost of and this is mostly salary, it would be more of these. >> And your point, you kind of said as you're explaining it, it could probably be a little bit more than this, but it'd be better for you to have a kind of a
conservative number in mind, right? >> Yeah. >> There' be a lot of numbers to actually run thinking about transportation, all that. And I'm and I'm sorry Cody I'm trying to not identify building because I don't I don't want to make it personal like we're talking right focus.
>> I just meant the aspect of someone who's thinking outside the box. You're you're talking about 10 years. So how is one that doesn't know a building or doesn't know structures? How does 10 years make a difference in
the basis of oh are we going to put money in a building that's in 51 versus 61. So >> I would agree with you that that won't be a strong I I don't see it as a strong contributor or deciding factor. Right? Sometimes you go to a school district and they've got kind of an obvious
building that's dragging them down. I think it was was it last meeting? third one I think you ran through the grade >> um we went through the like facility condition index and your elementary schools were in a very tight range with each other right there was not one that was obviously in much worse shape or needed much more maintenance right
>> so so the other thing that I heard at the last community meeting some some people have brought up how do you know which one's going to be worse condition so like if somebody was to walk up to you and Paul and say What's your worst
building? Could you tell? >> No, I think what we're hearing and through this why we're partnering with W on this is that they are in that tight range and it's really hard to decide, but I think there's going to be other factors, walk zones, transportation costs, >> marketability of the property, right? I think it's more complicated
>> or the other somebody else commented on is like for an example has a brand new gym and offices, you know, >> right? Recent investments. Yep. >> Right. I mean, >> so trying to >> make people think about what I heard and
trying to share things is all I'm trying to do here. >> Thank you. That's good. >> I think if the maintenance study had found like, wow, that building is really dragging you guys down, that would be a simpler answer. But right now, they were all within a couple percentage points of each other, right? So, I think it's probably going to be more a combination
of location and politics and marketability and some of those other probably softer topics than the hard and fast maintenance. Do you guys have any idea what each building elementary building marketwise is? >> No. >> We looked into that.
>> That's not really something you can even establish. We have like an assessment value from like a like an insurability perspective, but a building is only worth what someone will pay >> down. What are we going to >> So districts list buildings and to your point, I think Winona got a couple hundred thousand for free buildings.
I've had clients have to pay to take buildings down because a developer only wanted a grain field. So it cost him a half a million dollar to get >> cost or whatever. >> Yeah. So >> right, but then I mean those are all things to consider moving forward.
>> It is. What I would say is um banking on making any money would be a dangerous bet. It'd be simpler to think of you're get going to get no money from the closure of a building or sale of a building. But >> yeah, >> and it be it would be a happy win if you did. >> The general rule is if you can get out
on it at $0 down. Yeah. >> So, if you get a dollar for it, because usually they say you got to get something. So, if you get a dollar for it, you can do a happy dance. >> Yep. >> But if there's any developers in the building, we're starting hiring.
>> I mean, yeah. Um I was part of a sale at one of those buildings in Winona. Um you know, a developer bought it and converted it into senior living and they paid just over $100,000 for that one building. Right. And hope I think this this group's conversation about which which buildings might have
marked building right and start thinking about that just I don't know if that needs to be part of the recommendation with the board but it might be a conversation that comes out of it to the board. >> So four more questions to that the flip side what does it cost to just the
building sit going power? Well, we um I would say usually mothball building so you have a small amount of annual cost. You usually heat it just enough so that pipes don't freeze and things like that. Um so I would say you'd have you know if you look at a
annual building maintenance and utility costs I mean cleaning goes way down. Um but you still have to go do inspections for equipment and then you'd keep it at like I don't know 55° or something like that. So it wouldn't be zero but it'd be probably less than half of that if I had to guess. We could probably run a run an
analysis maybe between half and three/4ers, but I mean things like your water bill would be way down, your electricity bill would be way down, but can't really truly abandon it. >> Yeah. Or else then you are tearing it
down at some point and you're just hoping to get money, >> right? >> Yeah. >> But I mean also get people's money spinning. >> Yeah. I do think that the thing to think about for mothballing buildings is there can be a negative perception in whatever neighborhood that is of having like
abandoned buildings and right. So that can be a a drag on the local property values. >> Okay. Shall we into the exercise? So that was all again like Paul said kind of food for thought. Um so we're going to hand out there's a packet for everybody. So I'm going to let Tyler get
those handed out to everyone. Um, and then I'll walk you through it. So, kind of once everybody has one, I will I will go through it. Okay. So, the the packet that everybody has is seven pages. The front page is a
blank option sheet. So, it's kind of the same worksheet that we did for the other six options, but it's it's really meant to be kind of a free space for if you guys come up with a new idea tonight, right? Um, but I'll use it as an explanation of how the rest of them work. So, we just put option name at the
top. Um, then description is kind of the major moves of the option. And that's most of what you gave us last meeting, right? move this to that building, close this, do that. Right? So, that's kind of like a bulleted list. Then there's space to list out pros and cons of this option. And then there's space to talk
about perceived savings and perceived additional costs. We're not expecting people to get down to dollars and cents. It's really more maybe things to think about. You could write transportation question mark under perceived um perceived additional costs. That'd be really something that would be kind of, you know, we'd work with the
administration to actually run numbers on, right? Um, but I wanted people to have space to kind of think about those things. And then on the back, um, so each page, like physical page, is one worksheet. On the back, we just listed the current buildings and their current
grade configurations and capacities. And then underneath each, like underneath elementary, you can see what the um, enrollment projections were. Same thing for secondary. And then we listed Brookside and the approxim approximate amount of square feet that every program
uses. Um and then you can see there's like on this option since it's blank, it's a blank table about projections. So um you all were like you know moving people around and things like that. So for all the other options which I'll go through, we ran the numbers for you of like okay in this option how many people
would be in that building. So here is if you're coming up with your own fresh idea. We wanted to make sure you had the space to do that. And then the enrollment projections are at the bottom. So you could go look at like size of every grade class into the future. Um so it might make more sense if I actually go through them. Um so we
had five groups last meeting and one group had two ideas. Um so there's technically six ideas here. Um and we just gave them names, right? Just kind of meant to be inspirational random names. So there's advance, there's ascend, elevate, forward, ignite, and
inspire, right? just to kind of remove it from like group two's idea because I don't want it to start to be that we talk about the board that well group two's idea was really crappy, right? It's not nice. So, they kind of got sanitized here. Um, so the first one is option advance.
Um, so you can see listed here the bullet points of that option. So that option was close whatever would have the highest resale value. Brookside maybe as a prek2. I made the note that you'll see it on the map that um that would get over full. That building would not have enough space. The implication here, I
think, was that there would be grades 3 through 5 at three elementary schools. We didn't quite get to that level of detail. Um, and then renovation required at Brookside. It's obviously been converted to offices. It would have to convert things back to classrooms, right? So, there would be a capital cost
associated with making a prek2 building. Um, and then the other main idea of this um option was ALC back to Riverland. There was also any idea of maybe it could go to high school or Southwest. Um, we didn't fill out the pros and cons for you. that's what we want you to work on. So then if you go to the back, you
can kind of see I filled it out for this one. Um so under elementary schools, you can see under proposed changes, um wrote one would close, but this this group didn't pick which one, right? They just said whichever one would be the highest perceived value. Um I wrote under
Southwest Middle School and Albert Le High School assumed no change. We didn't discuss any change in configuration as we discussed this option. That could have been an incorrect interpretation. Um, and then under Brookside, you can see under the proposed changes, it would become a preK2.
Um, so then under the projections, um, you can see it says Brookside is preK2, we ran the math for you on how many people that would be every year. And then since we don't know which elementaryaries are staying open, I just called them elementary 1 2 3. So we just took the total of grades 3 through five
and divided it by three, right? Obviously attendance areas or whatever could slightly vary it. you can see how many students would be in each of those three elementary schools. And then since there was no perceived change to the middle school and the high school, I just grabbed the projections as they are today. So that's kind of how these work.
So I'll just walk you through each one quickly. Um and then the exercise just to get you start thinking about it is um it's like 6:40 right now. I'm going to try to leave like 20 minutes at the end to like go through them and hear what people talked about and things like that. Um, so that should give you like,
you know, eight minutes per option. And I'll give you a little bit of like a warning like if you haven't if you haven't moved on from option to send, you know, think about moving on, right? Um, so we really want you to um, you know, not pick the option that you came up with or the one that you think is
good or bad yet, right? I think we owe it to all of these to think about them um, and kind of think them through. Um, so then the second option is ascend. Um this one was option or it had grade six through land at Southwest. They suggested grade level banding and
they had a suggested configuration. So that was Halverson 45 Lake View 23 Catherine K1 and to close sibly um district office to high school was a question. And then ALC and preK to Sibly, right? It wouldn't be an elementary school anymore. It would be
ALC and preK. Um the last bullet is kind of my comment. It didn't say to close Brookside, but it was implied, right? Because we're taking the ALC and preK and district office out. They It sure seemed like this group was trying to get programs out of Brookside. So, that was
a little unclear to me. Then on the back, again, this probably starts to become a little repetitive, but I just wrote the proposed changes, right? Albertson becomes a four five, Hawthorne becomes a K1, Lake is a 23. Sibly would become ALC preK. Um, middle
school is grad 68. And then Albert Larry House High School would be 912 plus district office. And then again you can see did the math for you of like what if 45 was at Calverson? How many students is that? Um what if 912 only was at the
high school? How many students would that be? What if 68 were at the middle school? Um sibly we didn't have numbers for because ALC and preK is a little more complicated, right? We don't really have projections for that. Um third one is elevate. Um, this one wasn't terribly different
from the last or from the first one. Um, this is 9 through 12 at the high school with district office and ALC and maybe community ed. I think they were on the fence of if it would fit. Um, Southwest remaining or remaining a two-rade building, but be those grades being 78.
Um, Sibi is a 56, Halverson 34, Hawthorne 12, Brookside prek K plus what else? Again, I think a question of what would fit. Uh, so this option ended up closing Lake View when it was all said and done. And then they kind of had an optional alternate of
like, well, maybe 712 at the high school. So on the back, um, I think the math on this one's kind of the most important to point out. Um, since they had the alternate of 712 at the high school, I list the middle school and the high school twice on the
back. So you can see if Southwest was a 78, what would that look like in a high school with a 912? And then um if the their alternate was what if the high school was 712? To me that implies that Southwest closes. They didn't say that outright, but there was no stated
purpose for that building anymore. So I left it light. Okay, you're getting the picture. So then the last three. Yeah, last three. Um next one is forward. Um, so this was high school 912, southwest 68, and to
recommend a shared administrator with Sibi, uh, Hawthorne and Lake View, both K4s, so it's a nongrade level banded option. Um, but you'd have, um, two buildings that were both K4. Sibi as a fifth grade
center. So kind of the Sibi Southwest campus would be 5, 6, 7, 8. Fifth grade just happens to be in their own building. Um, and this option closed Calibersonson. Uh, this option didn't speak to any changes at Brookside, so we left Brookside alone. Again, that could be a
variation or maybe it was a misunderstanding on my part. Okay. So, then the math on this one's pretty obvious. You can see um H or Halerson's zeroed out because it's perceived closed. Um, for Hawthorne and Lake View, what we did is we took the
total of all K4 and just divided it by two. Right? You have two elementary schools that are both K4. Maybe they wouldn't be perfectly even, Stephen, but just for the sake of a math exercise, that's what we did. Sibly is a whole grade of fifth. Um, so you can see that one was pretty simple. And then 6 8 9
12. All right. Ignite is the second to last option. Um, this one kind of started with the shot across the bow as being closed brookside. Um, ALC and Dota Sibly. I think this is the second option to suggest that.
Um, and then it had a grade level banded concept. Um, it it didn't say it, but it closes silly, right? It just they they didn't give sibly a job or um as an elementary school. Um, so Halverson K1 Catherine 23 Lake 45 um didn't comment on the middle school
of the high school for this one. So we pursue perceived no change. Um, and then they they were clear that they wanted to close Brookside, but they didn't tell us what to do with like early learning or daycare or the rest of what's in Brookside. So, that was kind of like a this one needs to be thought about a
little bit more. The ALC and the DO, which are two of the larger space uses at users at Brooks that are taken care of, um, but preschool was not commented on. Um, so I won't read through all the math for you, but you can see that at the bottom. So
we had a K1 2 3 and four five buildings sibly as ALCDO and then um just left Southwest in the high school alone just because it wasn't stated to do anything different. Um okay then last option and then I promise to let you work. Um so last
option was grade level banding with 712 at the high school. Um wasn't totally clear what happens with sixth. was maybe assumed that it stays at Southwest, but that was hard for us to tell in this one. Um the the way we talked about it
last meeting was go down to three elementary schools, but you didn't that group didn't pick which one to close. Um and that Southwest maybe could absorb what's in Brookside, which of course implies the closure of Brookside. So then since they didn't really pick buildings, this group, um you can see we
just did kind of the the grade level math. So we did the math of if you had a K1, a 2, three, and a four five building, what they would be. We were a little confused on sixth grade, so we just showed it as its own kind of standalone. Um, and then they were very
clear that, um, high school would be 712 in this. So that's what the math shows there. Um, so before we kind of let you loose on, you know, beating these up, filling out pros and cons, maybe asking more questions, obviously there's some things that were not totally clear, which I understand we didn't think through every
move in a plan last meeting. Um, and Tyler and I and I can circulate and answer. Does anybody have any like major questions? Is this making sense to people? And again, first page is blank because we ideas are welcome to still roll in, right? and you do not have to live with
these six if you think they're all stinkers for some reason. >> Or you might find pieces of them. >> Yeah. You might say, "I kind of like that nugget, but cross this part out, right?" And so then if you end up doing that, I just ask that you start a new sheet, kind of call it a new idea just so that we can um evaluate the other
options as they seem. >> Okay. In case you're wondering, did you take the feedback cuz I sat there and looked at all the feedback that the community gave us and I looked at all of what you guys were saying and I could literally if I cut each one of those out
could paste them on everything where all the community >> Yeah. All these are all the circulating ideas, >> everything you've said. >> Maybe not the exact buildings, right? >> Well, not the exact buildings, but you know, like if you want to if you want to handpick these comments, you can put them there and these comments, you can put them there. So, we're on the right
lines. You're you're all thinking. It's just what ideas do we have that we can start to put together to apply that may work. So, >> any other like questions about this? Otherwise, I think so, it's um about
6:50 and at 7:40 is when I want to be doing um the debrief. So, it'll be a little less than 10 minutes per option. I'm hoping that's plenty. I'll try to give you a warning at like 8 minutes like, "Hey, try to move on here soon." Right? I imagine the first two might take you a little longer than you build some momentum, but
>> cool. All right, >> I have a couple groups who are just want to cut to the chase and I appreciate the red energy of it all, kind of the energy. Um, I think just so that we have it in notes, um, I know not everyone's like working on the one packet. If
people wouldn't mind leaving them, we'd be happy to like scan them and get them back to you or we could bring them back at a future meeting. Um, I I do think it'd be helpful just to see if if different groups are on the same page, though, right? Did different groups working on this on some of these same options come to the same conclusion? So,
I'm going to try to go through each one just like quickly and I'm not going to go what did your group say? What do your group say? you know, just in interest of time. So, I'd be fine with just kind of a shout out of, you know, what were reactions of this option, main pros and cons, and then we'll we'll dig through your packets for more of your detailed
thinking. Um, and then I'll leave a little time at the end for like what were your magic ideas that are better than all these six. I know a couple groups feel they have it. Um, so the first option was advance. So, this was the Brookside PreK2 I think three
through five elementary school. What were kind of the main reaction to this one? ponds >> other holes in this one. >> Yeah, like lot of things they had to figure out. >> Sure. >> Yeah. The math didn't really work out all that well. Yep.
>> I also think that um con is the most of the kids that are in the ALC left the high school for a reason to get away from that to to throw them back in there is just going to cause more chaos and I think we're going to lose more kids to not graduate by doing that. >> Sure. So, you think maybe educationally
inadvisable in some regards? >> Yeah, >> those are a couple cons. Did people come up with pros of this option? >> Yeah. I mean, we we thought it was good that Brookside could get fully used. >> Sure. >> Instead of being the catch all building for the district.
>> Um >> maybe just not exactly how it was written down, but >> correct. >> There's a vein there that could be followed. Yeah. Yeah, >> it's nice that all kindergarters in the district, they everybody starts together as a group and then even if they disperse out, they've all kind of met
each other and interacted and been inter blended. Makes coming to middle school a little bit easier because there's a little bit more connections that have been formed >> kind of, you know, a cohort. >> Yeah, >> we had some concerns that renovation costs would eat up at least the short-term.
>> Yeah. I mean any conversion of Brookside back into school and kind of vice versa school into like office functions, right? There are capital costs associated with that, right? It's not >> going back to Riverland with the ALC as a cost too. >> Yeah, I think I don't remember what the
figure was, but it was not insignificant annual figure, right? Any other major reaction to this one? >> Is it anybody's favorite? I'm not going to force us to like cut off and send it. I'm just trying to read the room of like are their front runner
out. Okay, next one is ascend. So this one 68 at southwest and then um grade level banding closed sibly. We'll close sibly as an elementary but move alum prek there and this one like I said before it kind of strongly implies the closure and percentage generally. What
were reactions this one? Pros, cons I think biggest con is ALC and pre-K to sibly. One of the biggest complaints that you're getting the parents that are in the prek area with the kids is they don't want them together. So moving them from one building to another building
and having the kids where they a lot of people think that they're the delinquents even though they're not with their little kids. They're going to fight on that. >> You think a tough pairing? Yeah, I think that that would not be a good pairing to do that at all with them together. If we're going to move them, don't move
them together because Yeah. >> What other reaction to this one? Pros or cons? >> I would say uh from the ALC that um with the littles is a better option than being at the high school.
>> So, it's all it's all relative. Yeah. And then when we made the move over to Brookside, there was a community concern about the ALC as being around the small kids. But um I think if you talk to your preschool teachers now that we've been
there for a couple years maybe more perception than reality but the public might have to >> right but we've been together for >> what other reactions do people have to this option? Any pro pros came up with
for it? Six to eight I think is a good >> fills the building up >> you know capacity check >> they obviously didn't take every single program that's at Brookside and give it a new home but so that would have to be
kind of worked out if we ran down this path a little bit more the ALC prek and district office would be the three largest space users there other people we got to find home for I think they'd probably fit at the high school and or sibly Okay. Any anyone is this anyone's
favorite option? We don't need to be shy. >> Okay. All right. Elevate was the third. Um so this was 912 with high school and district office ALC maybe community southwest remaining of two grade level
building but it's 78 767 and then a bandage concept with a closing lake view. And then kind of a similarity to that other option was Brookside, but it's only prek this time. PreK and then they had the 712 reaction to this one. Pro the good, the
bad. Yeah, >> we probably have the most energy around this one. >> Okay. >> But we looked at a modification which was 712 at the high school with the concept that you almost run a two school model within
the same building. the seventh and eighth graders. I think if I'm hearing it right, >> kind of a junior high, high school >> lunch, maybe a different bell system, but then you but also the fact is that you could conceivably close two buildings and that that's a million and
a half dollars with the district that's facing 2 million a year and cutting, you know. >> So the implication in that alternate, I think, was the closure of Southwest, right? It was kind of like unstated, but there was no known stated purpose. Although I suppose you could pick on
another elementary and then maybe use Lake or Southwest as elementary. >> Okay. So, was your energy around it mostly from the cost savings perspective or just that it the 712 made sense? >> I would say partly that and also
um we again we tweaked it too. We had we got we got arrows. I saw you that you were >> they're worksheets for a reason, right? >> We looked at help me people here. We looked at K4 in the elementaryaries with 430 kids in each school. Another one at
Southwest was to do 46 at Southwest. So K4 K3 I mean K3 and 46 at Southwest. >> Okay. So, you were doing kind of variations on a theme building on you liked what was going on with this one with the high school and you wanted maybe a couple elementary alternates or
something. >> Four or six at Southwest would work number-wise. If you try to do two grades at Sibly, I don't think it works because Sidley is the max like 360. So, I get two grades currently. It just wouldn't fit. >> Okay. So, your group had what what are
other reactions to this option? You spent a lot of time on this one. >> Well, we kind of used all of them as we changed our sounds very similar to that. >> Okay. >> Which was like seven through 12
at Southwest and then um K through. >> Okay. So it ended up being kind of the in maybe the inspiration for this spin-off option is what we call it. >> Any other reactions?
>> Um a con, you know, we came up with this um the community response. We heard numerous times eighth grade needs to be out of that high school. So I told Sean it's his job to sell it. So >> I like I hear I hear that too as a parent like I heard that but like when
we're looking at the numbers it doesn't make sense to keep the high school the capacity to benefit >> if you had a compelling communication around why it makes sense and how it's going to work right some people it's just a gut reaction that doesn't make sense to them to have eighth grade at the high school right
>> and I'm a parent too that I have a sixth grader so that might be the direction that we go yeah >> keeping seventh and eighth maybe more separate from the 912. Right now, you can't do that. It's not feasible, but maybe bringing up that other grade.
>> I push volleyball in the fall. We get a lot of our we have kids that ride those buses that come up and so having all the sports at the high school 712 like a all of that makes sense to me. We talk about that a lot. There's a lot
of >> but we also talk about in our group too like a lot of the smaller districts are K through 12 and people don't have a problem with all being the same building then >> yeah that would be a big change for your district but you're right but it's not something that's not happening in
communities around us. There's lots of buildings that are K through 12 and they just to piggy back on the volleyball part. If you're coaching basketball and you've got boys and girls basketball and you've got one gym at the high school and you're 71 12 there, you're going to be
busting them to another school because you don't have enough gym space. So, I don't know that that might not be a slam dunk. >> You want to open up the door to examine our athletic facilities and think about what prioritizing those. So whether you
want to keep them or not, it's probably beyond the scope of this committee. I would say >> yeah. >> Um and I to be honest, I feel the same way about the gray banding. I I I feel that as an outsider looking in, I would prefer that principles and their staff
be the leaders on what's the best way for our kids to learn in a good environment. You know, I'll trust them. >> As long as kind of the math works, right? We got to get the crap. >> Yeah, you gotta get you gotta get the right bodies in the building and fill them up. I get it.
>> Yep. We can't be sitting up here. I got you. Were there any other major cons to this one that are worth talking about? So, it seems like elevate has got some maybe legs or things. I think there was concern with depending
what grades are in the high school about science lab space and that some rooms in the high school are small and maybe only accommodate a dozen students. So there just decent there.
>> Also, it looks like this one they would have five different school transitions >> going with the green >> as written. Yeah. Yeah. >> Doing that. And so yeah, think about that with the kids bouncing five times. >> So that might have inspired your
conversation around breaking away from the banding a little bit. Yeah. >> Okay. Well, and with the optional alternative on this one, like if they didn't do the 7 through 12 on here, then it's south with that option. Southwest was an empty. >> So then it's kind of like a dot dot dot
close it. Maybe it's an elementary. Maybe it serves some elementary grades. >> Well, you wouldn't be able to close Southwest without it. >> Complicated to do that. >> I mean, if that's where their kitchen and their heat source and all that
in the gym space, Southwest gym space. Yeah. So, you could choose to Southwest for another purpose. Maybe close another elementary or something, right? Yeah. >> So, that that was a little bit of a question mark on this. We'd have to run it out. >> Yeah. >> Okay. May not even be late. So, um let's
go on to the last couple um forward. Well, the 912 68 2K and a fifth grade sentence. What reactions to this to this one? >> I see three different people shaking their head. No,
>> just gave up with no >> just no >> shared admin with the building, the two buildings. I think that would be hard because we struggled with I don't remember it was social worker or counselor from Sibly and Southwest. They kind of struggled to being able to attend to both of those things. And then
we >> say sibly gets the eighth grade building out there. I walked past one I don't remember I was walking past when they were talking about this one but they said this makes our high school capacity issue worse right only means 912 we have more excess
space sitting around right so I think that group was talking about it didn't really seem like it fixed our problem it just kind of moved it >> yeah well and then when we looked at the capacity at Hawthorne and Lakeer K4 we looked at it it looked like there wasn't enough there wasn't going to be enough room it was really tight I I kind of
appreciate that they really tried to get down to elementary schools, but it was like you're running them big and full. >> Yeah. >> And I don't think it accommodated the SP program that's needed for sure. >> Yeah. >> Yep. Okay. Any other major reactions to
this one? I'm gathering it's nobody's favorite. Okay. All right. What about Ignite? So Ignite was like a the inspiration was to close Brookside and it moved stuff around and three grade level banded elementary schools and it didn't really
speak to middle school and high school. So kind of I suppose you got two ways they either stay as they are or we could add to it and add right reactions to this one. Pros cons >> we just thought there was too many
unanswered questions about this. Yeah, it closed a big complicated building with maybe not and I would imagine it would inspire a lot of renovation needs, right? >> Yeah. >> You know, Brookside has it's a little bit of a goofy building because it's got a lot of tenants as I think of them and
but it has been customized to those tenants and if you go break that and have to go recreate it everywhere you will incur cost, right? >> And one more thing about what is the rock walls there and there's not really much option for that. So that's
something that was brought up in a meeting that we had and that the community does use that space as well and that's anyone have any pros for this one that are worth jotting down. >> I know probably people probably losing steam because this is one of the last
ones I get. We >> rewrote it basically. >> What? >> We rewrote it basically. >> Yeah. >> Oh, so you had a better you had a better version of it. Well, we were like, "No, don't close Brookside. Move early learning, daycare, prek
to first um to Brookside." ALC and district office to sibly the district office would take up all of the upstairs floor of uh and then um the ALC and the community ed could use the bottom they could use a bottom entry um where kids
come in on their buses so that they wouldn't be in the district office area itself. Um, and then we with the banding, we kind of stuck there. We didn't know with the banding. >> Sure. >> Okay. I'll make sure to grab that one so we can get that one that's kind of like
a variation on a theme. Any other reactions this one before we move on? So maybe you maybe have an idea that's worth studying. We could call it whatever, Ignite 2 or something, right? But as presented, not a favorite.
All right. What about the last one? Inspire. So, this one it left a lot open, right? So, its main thing was get 712 at the high school, go down to three elementary schools, and then maybe an implication that Southwest could enclo
absorb Brookside. Another interpretation could be that Southwest, right? There was a lot of option option. Um, there's a choose your own adventure option a little bit. Someone's reactions to this one. a lot of possible endings, you know,
books. >> What do people talk about with this one >> without too much at Southwest? >> Too much at Southwest if it actually took everything at Brookside. Sure. Yep.
>> Were there any champions of this option? You know, it's got veins a little bit of like your some of your spin-off options, right? the bones of going down an elementary building and having 712 of the high school are there, right? So, we could choose to live with those.
Um, okay. What about um going back to the first page, did anyone We've already heard of a couple like new ideas. Anyone like a brand brand spanking new option? >> You and I talked about one. Yeah. >> Yeah. Please go ahead. >> What's important just to start simple
opposite we don't know we really don't know >> y one elementary which one prek out of side I think it's around 60 students by your
chart right so 60 >> it's like six or seven classrooms didn't seem like a lot to absorb. No banding and that would open up some spaces for the
and other community things too that it's a lot of potential community. >> So you would have three elementaryaries that would be like prek four or five. >> Well, yeah, >> something like that. Whatever you say.
>> Yes. Whatever fits kind of was your idea. Yeah. >> And that was my kind of wrap up. So it's kind of just moving things literally instead of all this chaos. >> If the elementaryaries are then too crowded ever then fifth would go to
Southwest would then go to >> kind of could be a could be a choice. elementary southwest high school >> and he he called it option simple trying to keep it simple because a lot of these are like we'll move we'll move everybody
and everything right with some of these options so >> I like it I mean and it's similar to what some of these other kind of spin-off ideas are getting to yeah >> incremental >> sure like maybe it doesn't all have to happen at once
>> yeah because phase based options might be something that >> and then I just put some just more broad picture thoughts and maybe >> Yep. Yep. I mean, yeah, if people don't mind, um, I'd love to just >> I kind of wanted to back up too and say,
what do we hear? And I'd like what I appreciate the input from the community and I kind of heard a lot of what we've all heard that people really do appreciate all the can't always afford that we try. Um so I
thought to myself I said well if we're going for this full capacity isn't that kind of counterproductive to our value education so >> yeah Paul and I were kind of talking you while we're working of you know what
what is that as you heard those community feedback about like what to hold sacred in the process what does that mean right quality programming how does that relate to these options to some there was some comments made of like well that would be educationally inadvisable maybe that would not be a good idea right that would kind of
directly fly in the face but I think you know you wanted to get a little more detail by well that case little kids smalliz I think older kids can handle a little bit more plus a lot of kids work they're
not there in school time all day especially high school students so there's It's because you say, "Oh, there's 700 kids in this building." There's not 700 there. >> Yes. >> Sure.
>> Yeah. Thank you for I'll grab your packet. I'll grab them all, but you and I talked about that. >> Anything else people would want to share? Just kind of big picture. I guess, you know, in closing, because I know we're like right at time. Um, you know, we left the exact next step a
little bit open-ended. um you know, we weren't sure if one option was going to rise to the top and it was really clear and we spent 20 minutes talking about it or if there was still kind of some frontr runner ideas, right? Um I think we're somewhere in the middle. We're not down to one idea, but
um I think there's some ideas here that after thinking about it more, we don't have to keep thinking about. Um, and I know that to do like real um, thoughtful planning, we would need to work with the administration on kind of all of the actual impacts, right? So, we kind of left it open of, you know, we have
another meeting in two weeks because we're we only have half our work tonight or does it make sense to have the administration kind of go back and work on things and get some more reactions and then bring you all back together? Right. Um, I don't know if you have any reaction after
Can I have one more thing? >> Oh, please. If capacity is really bad issue, there's a huge interest in our online learning academy. >> We didn't talk about it. We're going to have a referendum that we're relating to that. We should we should make sure the
public knows that it's not just about closing the building. for that. >> So I don't want this community to be like, "Oh, well, you closed a building. You're good. Why do you need a referendum?" But it's like, >> be clear that this is not the whole >> So to that point, I I'm just reading an
article about public schools that just passed 5.7 million operating referendum. And with with that, it's their next step this year right away after that is deciding what reductions or adjustments to make moving forward so they don't find themselves back in that same
situation. Right. >> So a lot of times you see district pass referendum and continue to make reductions just to meet those budget targets moving forward. So I think you're right. If we do go that route, we have to make sure we're overcommunicating so everybody understands that financial situation for
their backup. >> You have a thought on, you know, we want to leave it open and we might call the task force back together sometime soon. >> Yeah, I think two weeks might be a timeline to go modeling of any of these.
>> Yeah, model it out. Um, so if we go out past the February regular board meeting, we'll have revised budget in place, another financial projection, our enrollment projections updated. We can probably put some better numbers to these after that
>> after the February. >> Yeah. So, if we're looking late February, maybe would be a good timeline. Yeah, >> not that I'm I'm sure two weeks from now we could still have another two hours of interesting conversation, but I don't think we'd know much more for you financially.
>> So, we're waiting. We're updating all our finances now, updating our um the projections are changing. >> Yeah. So, our seat count just everybody in the room is down. So, so with the the fall enrollment numbers, we'll update
the enrollment projections, see what that looks like for that model. >> So, and then it'll give us time to dig through what you come up with a couple of different scenarios >> and maybe a little deeper on what they
would actually mean. Y >> and give you time some time to think about it, right? I know it's you don't want to be making decisions kind of the first time you're really thinking about something. And then I then I think we could at least discuss have something to say this is what
>> I think we still want to get things to the board yet you know late winter early spring right so it's not a put off the gas >> one thing mention for everybody's consideration is to keep in mind those special spatial meetings.
>> Um, and don't they don't always >> Oh, yep. Absolutely. >> You know, it's easy to overlook when you like just put a square footage, but kids that
>> Yeah. And I think um it was hard for everyone to keep track of every every head or every belly button. They're doing all these major moves, right? But that's I think a good example of the kind of due diligence that's warranted. Right? If we're going to seriously consider an idea, you got to run out all of the effects of that idea.
I don't know if you do, you know, the even the delivery might change. I don't know if you'd still do two elementary settings in some of these scenarios, right? If you're doing grade level banded, probably have to serve students at their grade level banded building, right? So you might end up with three sites that
have it, right? >> Exactly. You'd have to think through all of those. I appreciate that. >> And there's a few on a couple very high levels. >> Yeah. If you really did trade bad.
>> Yeah. There's um it seems like there's more consensus maybe on what to do at the secondary level and then we've definitely got two schools of thought right now of b and our elementary grade levels versus just reduce and still have like K4 K5 buildings, right? Both of those ideas are still kind of floating
out there in some of this. >> So it sounds like you guys will have multiple models to bring back to us before you bring it to the school board or >> or the school board might want a couple models of option. We see option A working.
We see option C working. >> At that point, maybe the board is >> and then at that point maybe goes to board or maybe it's down to or maybe you go are A is our favorite CV working. That make sense? >> But yes, I think your question about
like you know is tonight your maybe your last interaction with this. No. Right. I think we we want to just be able to bring back like intelligence But it just be nice to see all compiled and see what the admin puts together now that we compiled everything.
>> Absolutely. >> And I would say we still welcome if you wake up in the middle of the night, you've solved it. Send it in. Right. >> Absolutely. You might have you might wake up or you might be in the shower. You might think about it. You might think about it. >> Um well, thank you so much. I'm sorry. I
really wanted to spot. Um if you don't mind leaving your packets, please. We're just going to try to capture all that. Um, and I guess I'm going to call it like TV. >> Thank you. A dog sport.