All right, good evening. Rob Schwarz, CEO of RSP Associates, Jenna Wallace, she will take you through the second part. She's a planner with us. And just to give you guys a little feedback, how how did we get here as RSP? We
exclusively work with school districts all through the Midwest, a lot of work here in Kansas. Um, I don't want to spend a lot of time on that beyond as you look at the information that we're providing to you tonight. Um, that information is based on data. It's based
on the feedback that we received from the committee and as we will talk about later on what we hear from you um, in the coming two weeks. So with this process um, it started with a board charge and so we'll talk a little bit
about the process. We'll talk a little bit about the guidance the board gave us and then we understanding some of those objectives because they kind of changed a little bit as the committee worked through um looking at the data and understanding that there's some things
that we had to modify to be able to hit those objectives. So why are we even here talking about boundaries? Um this visual really helps state that we have a facility planning process and that
dictated um some buildings and some changes to buildings that are going to impact our programs. We have enrollment balance desired between buildings and we'll talk about the high school. There's there's a difference between our high school buildings. Um we have some elementary buildings where there's not
as many students. There's some where there's too many students. So trying to balance out the enrollments and then we have some boundary adjustments that are reflected so that we can have those appropriate number of students based on the capacity in each of the buildings.
Some of the guiding principles that the board provided us um are these five bullet points. And so I want to state them because they're pretty important. And when you look at this plan that the committee has provided for your conversation um not only tonight but
over the next two weeks um come back to these five bullet points. So the first was that we needed to focus on changes um where there is ability to rightsize the enrollment and building utilization. I'll talk about building utilization. What does that mean? But by the fear.
The second piece was that um they would be recommended for a change in any of the boundaries as early as 2627 but it might actually be 2728 or 2829 depending on when buildings come online. The third
is for addressing building challenges where we have over capacity and underutilization. So too many kids or too few kids in a building. They also wanted to prioritize a complete theater system from the elementary, middle school, and into the high school. So,
think about complete that if you're in one elementary building, you go all to one middle school and then on into one high school. And then the last piece that they had is they wanted to be sure that we follow the district class size guidelines. So that means if you're in a
building that's a let's say two section building and now you would be in a four section building meaning if there's two classrooms per grade at the elementary now being four that you would have the same class size guidelines apply to you whether it was two sections or a four
section building. So if we get back to the facility planning um there's some exciting things happening in the district. So, we have a new elementary building, we have a new Argentine middle school building, and we have a new central middle school building. And there's additions that are happening at
Sumar Academy. You can see the bullet points there about each of those facilities that provide enhanced better opportunities for students throughout the district. with the enrollment balance. One of the the highlights that the committee was focused on was what is
the appropriate number of students at each of the buildings, but specifically it became clear at we dot high school. So, it's the building that has the most number of high school students. And so, there's an imbalance between them and the other high school buildings. We
talked about um right now there's about um 1,900 students. should it be closer to 1600 students? And so we'll show you some visuals of what that looks like and why we landed on the plan that we're presenting to you this evening.
With the boundary adjustments, the board had some criteria the committee needed to apply to any of the plans that we looked at and the top three are listed here. So the first was this cluster feeder system was ideally having a complete feeder. So when I was talking
earlier, you're in the elementary building, how do you move on into the middle school and then into the high school that it would ideally be complete? Right now it is not. Um the second objective was to have the right enrollment with the building utilization. So not too many kids, not
too few kids in each of the buildings. The third piece was transportation. So trying to maximize the opportunities for students for walking um biking to facilities as well as minimizing some of our negatives that may occur if you're
on a bus or in a car. This is sometimes a challenge, right? Some of our buildings are really close to each other. Sometimes they're spaced out where we don't have students. So um as we started to work through these options, it became clear that some things were more palatable than others.
the process. Just to give you where we've been. It started in April of this year. There's many colors on this process. I just really want to highlight what some of those colors are. So the blue is the board of education and it
basically started the process started with them. It's going to end with them as well. We have the green boxes which represent the committee that's been working on this um task that the board has provided them. The yellow and the
pink are RSP and the KCK staff um looking at providing the context of the information that goes into understanding why a plan looks the way it does. This gets us to the most important color. That's the orange boxes. So last night
and then tonight. This is the same presentation. So, those of you who were here last night, you're probably close to being asleep at this point, but it's the same presentation we're we're providing last night as well as tonight. This page here highlights what the
committee has done for the six meetings that we've had to this point. Um, so you can understand how we have worked our way to this particular night to present information. As I move into part two of this presentation, this gives us some
understanding of where we've been and where we need to go. So the first landing point is understanding building efficiency or capacity. And so um everything is going to go back to what is the projected enrollment and then how
does that relate to the buildings. And ultimately when you look at any of our visuals, if a building is going to be over capacity, it's going to be highlighted in orange. If it's going to be under 70% utilization will be highlighted in green. Why do we show it
those two ways is simply stated if it's over 100% um we're having more kids than what the program in that building should really have in its operational components. that's under 70% we start to run into some challenges of how we would
share resources. So it might be counselors um could be media specialists um art PE um different things that might be shared between buildings um because we don't have enough students there. So the functional capacity ties back to the
Hollis and Miller capacity that was presented during the bond referendum. I'll show you some of that information here in a moment. Some of the things of how the enrollment projections were determined. We could spend two hours just on that. I'm going
to give you just six pieces to that um element of what happens with where the future of enrollment could be for any of your buildings. So, starting on the top left, we have live births. So, quickly stated, we have fewer children being
born than what we had years ago. So that impacts what the future number of kindergarteners may be in 5 years. As we move on that top row to the student population, you can see it's declined a little bit from where it was 5 years ago. As we move to the right,
understanding the where students are located and that's a density map. So where it's red, um that's the greatest density of students. It's pretty small um but this gives you that sense of where the kiddos are. As we move to the bottom left, um, this helps us
understand some of the turnover of the housing product or yield rates that we might get for homes that are, let's say, multifamily, mobile homes, single family, and whatnot. As we move to that bottom middle, we know that there's about 2,000 units that could be built
um, in the school district boundary. And so when those units are built, if they're built, it will generate students that currently are in places where we don't have students. So we factor that into the model. Then as we move to the bottom right, we understand there's some
economic opportunities with jobs that will impact where people live, where the students come from, and ultimately how many students we get to serve. So all those elements generally speaking um apply into our projections which is what
you see on this visual here. So in each of the bars there's a red portion that's the elementary students the blue is middle school students the green are high school students and then there's a purple line that's the aggregate of all
three. So just looking at last year um we had about 9500 elementary students. When we get out to 2930, that far right column, um we're down to um under 9,300 students at the elementary level. At the middle school, we're just under 4,500
students last year. And we have you right about 4,500 students, a little bit more than that in 2930. At the high school level, um right now we're a little bit over 6,100 students and we have you going to just under 5,900 students in 2930. So, for a district,
we're at 20,100. When we get to 2930, um, we'll be at about 19,700 students. So, we're having fewer students as we progress through the next 5 years. I mentioned capacity. If you want to know more about capacity,
this page um is something that Hollis Miller has produced that will give you that perspective of what's occurring in how they calculated capacity, this functional capacity. So how buildings or programs are utilizing that in the
spaces that are in each of the districts I mentioned feeders. Um this page tells you the current situation. So let's talk about a complete feeder. Um let's start on the left hand side with SGL high school. So West Park, Lindberg, Hazel
Grove, and Eugene Wear completely go to Gloria Willis Middle School, which then completely goes into Slay High School. Complete feeder. If we go all the way to the right, we look at Douglas Elementary. Um, it's split between Carl Bruce and Central Middle School. So, you
can see the percentages there down the bottom of how they feed into those middle schools. Also, on this page, you will see exclamation points by buildings. That means that there are more students than the capacity of that building over the next 5 years. This was
adjusted at the committee level when we integrated the updated Hollis Miller capacities. So these were buildings that we knew there's too many kids um so we're going to maybe need to find a way to adjust the boundaries so they fall within the guidelines of the capacity
with the programs in those buildings. The next series of pages give you a visual of our current condition visually with our elementary schools is the first map. The second one is our middle school and the third is the high school. The
colors if you go over to the legend um it'll represent um what those colors are. So for instance that that orangey color here since we're at the high schools that's pink color is Washington. The green color is Harmon and the purple
is Washington. So again, look at the legend. Come look at the the maps. You see those colors. There's also numbers on the maps. Pretty small because our district is very large geographically. Um those also correspond with what's in the legends.
You also will see since we think about this from a feeder or a house system, um how does this look with our enrollment in the current conditions? So you'll see a fact sheet for each of our um high school buildings, the elementaryaries that are in them, the middle schools,
and of course the high school. You'll see the capacities that Hollis and Miller provided and what that number of students would be over the next 5 years um going out to 2930 and what that utilization would be in 2930. So we look at that enrollment and tie it back to
the capacity. So again, you'll see what's highlighted in each of these fact sheets. Um, a lot of it tied back to those exclamation points that I showed you on that one page. But in data, um, again, we spend a lot of time on the data. You'll see where it's over, that's that orange-ish color shading, and if
it's under 70% the green. Again, you see it for Washington, see it for Wat High School. And then we also give you this enrollment feeder perspective at a district. And this was very valuable for the committee. Let me take just a moment before I hand this off to Jenna. This
page started to suggest that we just couldn't take kids from one feeder and move them into another feeder and solve some of our challenges. Um, we had to start thinking about some of our pathways of students. Um, what do we have at each of the high schools that will attract students? So, not only
within our district but outside our district um to come into um utilize the services in each of our buildings. So, this is again some of that data to help understand this. But let me kick this over to Jenna um so she can talk to you about um what's happening with what's
being proposed. And and I want to just pull to your to your mind when you look at the maps, you look at what's in the presentation, there's one word on there that you should understand. Does anyone have an idea what that might be? It's in red. It's the word draft. And I'm pointing that out because the
comments from last night, comments that you make tonight, and comments that you are able to put in on the survey that Jenna will talk about at the end um will have an influence on what the committee looks at, analyzes, and maybe modifies
to whatever they push forward to the board of education. So, Jenna, take them through this journey of how we got here. Thank you, Rob. Thanks for that foundation that really laid the groundwork for the committee. What I'm going to go through now is the details of the concept presented tonight.
So starting off introduction to the concept. So with the board foundation, the guidance that was charged to the committee and then six different meetings to have discussion and vet through different options, we've landed on these different items presented
tonight. The number one thing in this uh plan is a implementation year of 2728. So no changes at any of the levels are recommended until that 27 28th school year when the new elementary and middle
schools would come online. In this plan, we are also investigating the um potential new elementary school. And so something that is highly still under discussion is what is the potential size of that new building? and
if it's built large enough, do we combine not only Noble Apprentice and Silver City, but also New Stanley Elementary boundaries? So, something we want to hear your comments about and then we're giving you an example of what that could look like. The next piece in
the concept goes into some different boundary changes. So, where we were over 100, where we were under 70%, trying to improve the balance at each of the levels. And then lastly on a feeder adjustment change. So a feeder adjustment change means that we would be
moving an entire elementary community. Instead of feeding to their same middle school and high school, they would feed into a different one. So for example, the Quindereo elementary, they currently feed Carl Bruce into Wandaw. They would
still stay awero neighborhood but instead change into feeding Gloria Willis and Schlaggel High School. This would increase Schlaggel and decrease Wandot. And so this first piece that I'll kind
of discuss here is that Harmon feeder boundary looking at the Noble Apprentice, Silver City, and New Stanley zones. And so like I just said, this is the part of the plan that is still most under discussion. And so what we're highlighting here is some information
that we do know right now. And so the area that's in that yellow highlighted is those four current boundaries, Noble Apprentice, Silver City, New Stanley, and Emerson. And that whole area that's
in the yellow is about 800 students. And so Emerson, they serve about 200 students. It's a 209 capacity. with the new elementary school. It's currently being designed by the district. And so, um, as they're looking
at what size do they want to build that building, it's under determination if it's a four section versus a three-section building. If it's a four section, meaning they have four classrooms per each grade level, it could be expanded to include some of the
new Stanley neighborhoods. This would also mean that Emerson would also need to expand a little bit to balance enrollment. So, something that we want to hear from you all is concerns about the community, talking about the new building coming online and then
discussing um maybe the impact from you all from teaching and student and um parent perspectives within the Harmon feeder here. So next thing of getting into how did we land on the concepts tonight? Rob went
through that first board foundation. And so we have the top criteria being our feeder system, projected enrollment and transportation. You can think of the board um foundation really as um the wraparound to this
process. But when you quickly move into actually the process, you get into some more so of the gritty conversations with the committee members. And there's some realities that come very apparent. And so one of those realities that the committee really um worked through kind
of through meetings two and three was if we want to increase Y and dot and decrease Schllegal or opposite, sorry about that. We're going to decrease Y and dot increase Schleel. We're not going to be able to have that complete feeder because what
it comes down to is we have one middle school, Gloria Willis, that feeds into Schlaggel and they um are pretty full right now. They can't take on a lot more students. And if we want to increase Schlaggel, we're going to need to pull in some of Eisenhower Middle School in
order to break up that feeder and balance enrollment. And so you'll see here with our checklists when we went through our kind of main four discussion areas. What do we do with the Quandereo boundary? What do we do with Whittier? What do we do with Chelsea? What do we do with Grant? We
weren't able to accomplish all of them. But the concept presented tonight hits the two of the three. And although we can't make that feeder system completely intact, where we prioritize where the splits are in the feeder was very
strategic. So trying to limit where they're at and as well as prioritize feeder breaks that are close in proximity to other buildings. So trying to minimize the amount of parents that would be driving past one school to a different school and localize where
those are at. And so like I said once the committee really got into those discussion areas these four main objectives really became apparent. How do we decrease Y and do targeting less than600 students? How do
we increase cycle to over a thousand students? How do we maintain as complete of a feeder as possible? And then how do we disrupt the fewest amount of students? And so similar where we have these different options that we considered,
landing on the option tonight was the only way we hit all four of these boxes. We're able to decrease Wand dot to around that 1550 number, increase Schlaggel, have balance within our middle schools, and then improve that
feeder and transportation outlook of our elementary schools. And so getting into the concept here, it's pretty small in your packets and that's why we have four different stations of large maps that we're going to break out to. What you'll see on these large maps as well as your
packets, the solid colors represent the proposed boundaries in this concept and the dotted lines illustrate the current boundaries. So where a solid color extends past the dotted line illustrates where there would be a change in the
boundary. So over here in the Washington cluster, we have some adjustments between L Rooney and Stony Point North, having to have a better balance between our schools there. You'll see some different changes in about every cluster of the district. This is a comprehensive
adjustment. The biggest change on your elementary boundary is down in the Harmon theater. And so in this case, because we're still under discussion for that size of the new building in that community, what we
showed in the concept is illustrating what it could potentially look like if New Stanley, Noble Apprentice, and Silver City were all combined and distributed between the New Elementary and Emerson Elementary.
In this case, it's easier to have a discussion of what it could look like, knowing we can more so easily go back to those current boundaries rather than not showing you what it could potentially look like. And so that's what we're illustrating here. It's completely under draft and just for
feedback to to get tonight as well as that survey for the middle school map. Similar with your solid colors, dotted lines being the current boundaries. In this case, the biggest changes you'll see is within
the Eisenhower and Gloria Willis boundaries. And so the Quendaro boundary moving over into Gloria Willis. This would relieve them out of Carl Bruce, adjusting so that balance between Central and Carl Bruce is achieved. The
other primary change here is a swap of feeders for the Grant Elementary boundary and the Whittier elementary boundary. What we're showing here is more of a logical boundary for the Central and Wand cluster that utilizes
Central Avenue. And so Grant Elementary that is more north than Whittier would move into the Central and Wandot cluster. Whittier moving south into the Harmon cluster and you can see that represented on your
high school map as well. So these middle school and high school maps they really line up trying to prioritize that feeder where in this case Whittier coming down, Grant coming up and Quandereo coming over there. There's not a lot of change
between the Schlaggel and Washington, but more so on the east side pulling over to distribute students. And so this next visual goes into that new theater and cluster diagram. As you can see, we have more breaks than the
current. We have more schools that are split between our schools. And so this comes into that challenge of trying to achieve our enrollment balance but being limited with our middle school capacity especially between the Gloria Willis and
Eisenhower area. And so I since this was a priority of the board, we have a couple slides that go through each of those breaks. And so for the first feeder split here, we're looking at Hazel Grove Elementary. Hazel
Road currently completely feeds into Gloria Willis and then into Schlaggel. And what we're proposing in this concept is a split along parallel parkway. So if you're north of Parallel, you would go into Eisenhower Middle. And if you're
south of Parallel, you would continue into Gloria Willis. This gives Gloria Willis a little bit more room for some other areas to get pulled into that boundary. Similar for the Wellborne boundary, we're using Georgia Avenue as the break.
If you are in Wellorn and you live north of Georgia Avenue, you would go into Eisenhower Middle. And if you live south of Georgia Avenue, you would go into Gloria Willis. And then for the Quandereo boundary, in this case, we're using 635 more so for
the transportation lens to help families um navigate the district. If you live north of 635, you'd be going into Eisenhower. If you live south of 635 into Gloria Willis. So, three different um different breaks that really just
improve the balance. We have very different densities of students if it's a apartment complex or for a single family neighborhood. And so getting that adequate balance is a little tricky which with these different zones. the last break comes into that balance
between Schlaggel and Washington. And so in this case, we're showing where if you live um around Schlaggel High School and you're north of Parallel, you are going to go to Eisenhower Middle, but you're going to stay at Schlaggel High School.
So maintain that neighborhood feel and the walkability for Schlaggel. If you live south of there, you're going to continue at Gloria Willis and then at Schlagel. All right. So then the next couple of slides go into those concept projections. And so draft numbers that
look at the number of students in each of these zones. In this case, similar formatting. Orange over 100% of capacity. Green less than 70% of capacity. You can see that we solve our preliminary challenges that are
currently facing our boundaries. The part that's orange in the projected time period starting in that 2728 is that point that's in yellow down there. So that important part since the size of the building is still being
designed right now we have an opportunity to think of it as a 550 building which would be three sections. In that case, we would not be including new Stanley in the boundary. But if the building was built bigger, it could
potentially solve those challenges and take on more students. That's still being determined. And so that's why there's that asterisk in that yellow highlight. Next, for our middle and high school projections for the middle school level, we really balance between all of our
schools, especially that Carl Bruce and Central Middle School. those projections within five students of each other. And then for our high school in these new zones, we decrease Wand dot to around that 50 1550 number, increasing
Schlaggel over to a,50. The last data metric you have for this concept is demographic tables. And so if you're interested in seeing um the demographic balance and how it might shift a little bit with somebody with attendance boundaries, we provided that
the shading would indicate if it's orange, it increased by more than 5%. Green it decreased by more than 5%. And so with that, that goes through your packet. This is all information really to help guide your discussion for the
rest of the night. those key objectives. Um, just to reiterate, so we're still investigating that new elementary boundary. We're addressing where we're over and under utilization at each of our levels and then targeting that
feeder adjustment to decrease Y and dot. And so with that, we're going to break out into open house. And so we have four stations set up with large maps. So, really encourage you get up, walk around, grab some snacks, and then you
can look at the map in more detail. And then when you've had discussion and have some questions answered, take the survey. So, scan the QR code. It's going to pull you out um to this survey website. And so, on
the website, you can click Spanish if you'd like to take it in Spanish. It's going to ask some pretty simple questions of your level of support, your concerns of the process, and any questions that we can capture.