our staffing assessment and estimate of a potential solution. Uh we've received feedback from the community, feedback from uh you as board members and um we've gone back and staff some more of
the the information that we've we've received and um hopefully this evening we'll have an opportunity to talk more uh through that. I wanted to share uh with you some of the details around our
reassessment of that. Um, again, as a staff, we want to listen and apply uh within the bounds of of um common sense and and what is our best effort at trying to resolve uh a very
challenging problem uh that that we face. So, I'm going to ask um Miss Brold and her team to walk you through what we would say is option two. Uh and it is a
deviation a little bit from what we had in option one uh which as you recall had some pieces there where we were grandfathering students. Uh and then uh also looking at what the progressions
would be for into middle schools. And uh we also had a component in there that had to deal with uh new new uh families moving into uh Lakeville attendance areas that are
currently established and uh how to do some adjustment there. And then I think the the more challenging issue uh also worked with siblings because as we project forward the numbers uh out to 2030 give us a picture that tells us uh
that doing that is is a major method to minimize movement but also alleviate the uh potential overenrollments that uh we do not have the space to accomplish.
So, um, if we I'll hand it over to Tracy to walk you through what we what we're looking at as a potential another option. And of course, we are open to discussions about broader solutions. Uh, but we want to also make sure that as
we're talking about those that the context of that is strategic and long-term. Um because we have what we choose to do today has uh second and third order effects um down the road for a variety of things and it can be
anything from uh how we're able to maintain our student enrollments across our middle schools and high schools as well as uh other challenges financially that we may have in the district uh moving forward. So I just want everybody
to keep those things in mind as we talk through this. So, let's go ahead and jump into into that. Um, and obviously we'll take your questions as we go through this. Yeah. Great. Good evening everyone. Um, I have two members
of my team that are sitting uh back over here. We have uh Garrett Newach and Douglas Nino. Um, and they'll jump in for questions or data sharing as needed. Um, you might be wondering why you have a second iPad in front of you. Um this
is um for us to be able to share some information with you as you ask. We know that the monitors are far away and sometimes uh maybe some of the data we might be sharing you might not be able to see. And so we wanted to make sure that um we can push it out to you. The
reason why we can't use your iPad or your staff iPad that you have is uh we're going to be sending this through Apple Classroom and that is set up for students. It's not set up for adults. And so these are some of our student iPads and um they may experience some of
this same type of activity uh within the classroom from their teachers. So if you push the home button or the belly button like some of the younger kids call it, uh push that home button, it should um open up and you should see our um presentation on there for you. And you
can go ahead and click to the next page. Um, as Superintendent Bowman said, the purpose of our update is to present a second viable option uh to address that concentrated uh population growth across the district. Um, we are going to take a
look at um talk about the key data that we looked at and some key considerations. Our attendance area review team met probably about five times since the last time we were together talking about this and that team is made up of uh several of our
principles and district administrators and I know several of our principles are with us here to help in this conversation today as as well. Um on the next slide you'll see the data that we reviewed. Um we took a look at our
capacity study that we have. We also have a demographic housing and enrollment an analysis from teamworks that was completed in 2023 and 24. Um, one of the pieces of our internal internal analysis um that we've talked
to you about before was cohort survival rates and that's how we predict enrollment in the future years. We also looked at um actual versus historic. So where are we actually based on the projections that we thought we where we were going to be and again that's an
internal analysis. We looked at the impact of open enrollment and inter in intradistrict transfers on our um the number of students we have in each one of our buildings. And then we've mentioned that third grade cohort before
which is that bubble class. Um we're keeping our eye on them because that was the largest class that's coming through our system. And then we also looked at qualitative data. We've heard from our principles um uh Mr. Baky presented to you um one of the last times to talk
about um the number of students in his building and the the issues that that caused. Uh we talked to some of our other principles about what was your experience like when it was overcrowded and we had to use some mitigation efforts before we built High View. And
so how can we use some of that qualitative data to help us to make a better decision? So you can go ahead and uh go to the next slide. Our our key findings from that group was really that our enrollment growth is concentrated in
that northeast of the district and that's again where all our schools are kind of lumped up in that um that area as well. Um our re enrollment pressures do remain. So right now today at High View we have
674 students and next year we are seeing 708 um that are uh enrolled at High View. At Century Middle School today we have 958 and our numbers for next year are around 998. And so our enrollment
pressures do still remain. Um but what we're seeing is the pace of that growth may be a little bit slower. Hi than um than we predicted. Um we know that um housing sales have slowed down a little bit. Permit sales have uh permit sales
uh devel developers getting permits is a little bit lower. Um interest rates are high. There's a a variety of factors as to um uh why that has slowed down a little bit. Let me just interrupt you there too. So, the other thing we're we're digging into here is um uh our
connection with the city and our frequency of of data. But one of the things we've learned in the last few days is that the speck homes um process, if you're not familiar with that, they build homes on spec expecting things to happen versus building a home
because you have a already have a buyer. There's a whole process behind that. So my understanding is that Lakeville has transitioned. They are just doing purchase permitting and not spec homes. So that why that's important
is understanding your pace of growth is far more assured under a non-spec home uh scenario. So what we're working on now is trying to find out what exactly in in the Lakeville area uh and we have
to do this for Elco as well is what is the inventory uh that is spec and what do we see coming for permitting and being more than joined at the hip with regard to that. So that's going to
inform our ability to do two things. One is uh manage or administer um what the growth is going to do in our school system and continue to report to you the board and to the public on that matter. But also it's going to help us
in the long range facilities assessments that we're currently working on as well. That also informs uh informs this for our school district. The one biggest challenge uh strategically
is the school board doesn't have any control over what the pace of growth is for Lakeville as a community or Elco New Market for that matter. Um what we have to do is have our our sensors out there that are collecting the information on that and seeing that and painting the
picture for everybody. But the larger strategic problem is because we don't have control of that. What we have control of is how our buildings are filled and what those experiences are going to be as we
continue on this growth trajectory. And so I think messaging to our community, we want our community to grow, I think. Um, but I, you know, I I don't know, maybe we want it to stop growing so that we don't have to deal
with these kinds of things. But, and I and I don't mean that pjoratively at all. I I'm I I know that there's communities that pace that a certain way. Um but we have to respond to that growth and and this will my view is this will
continue to be our our challenge moving forward strategically as a system. So, we have to get really better at communicating and sharing the picture that we're seeing because I think there's many many um of our fellow
community members, I live in the community that are may be frustrated with this and and I understand that from a localized level, but when you look at it strategically, I don't know how it can be any other way unless I build
schools in convenient locations to and and that's a tax burden I don't think that's not fiscally responsible to our taxpayers either. So this is just to frame the problem. It's bigger than all of us sitting here but it is our job to
do that as sensibly as possible and have some common sense in injected into that and that does not elude me or probably anybody at this table. Okay, keep going. Thank you. Sorry. If I may provide an example of that, um,
working with the city of Lakeville, um, we see proposed residential housing that's going to be developed. And, um, and Amelia Meadows is going to be put in in the Lake Marian um, boundary areas, but we didn't anticipate that one or two
years ago. And that's going to host 88 single family homes in 144 town homes, which is going to bring us more students. Um there's another apartment uh complex that's going to be in the LVE Crown Lakeville apartments that's going to be built on the other side of 35. And
again, that's something that we couldn't have anticipated. And so working closely with the city of Lakeville is really um important for us to continue that partnership moving forward. Um so if nothing is if nothing's done then um we know that coming this school
year uh the learning environment will begin to be stressed at High View with those numbers of students. And at um Century Middle School, we know that the common area spaces are really going to be uh stressed, the lunchroom and the the gym in the hallways, those sorts of
areas. So on our our next slide, uh we we we have some additional considerations and um I don't have to go through all of these for you, but we really do need to consider the current and future needs of
our district. We want to make sure that we are setting all of our students up for success in the best possible learning environment that they could be in. Um, we want to make sure that all of our staff, uh, our students and our families have a good experience in our
schools. We need to be mindful of our school demographics. Um, transportation, making sure that we have efficient routes to be able to get our students to school and that um, whatever we're doing is fiscally responsible for our
community and for our school district. So, option two that the um team came together to talk about is uh we're calling it preliminary area adjustments. And what this option is is putting a pause on um moving any um students from
option one right now. Um the adjustment that we would make are adjusting boundaries for High View and Century almost entirely in areas where nobody has moved yet. Um they haven't moved in. They haven't moved in or it has yet to
be developed um or the houses are in a certain stage of development. Um, we do have seven students that are in that are in the area that we are going to propose um to move, but we would want to grandfather those students into High
View. And then we have two students at Sentry that we would grandfather in uh to those areas. Everybody else um as they move into the new development would go to the new boundary area school. Um and then the second bullet here is that
we would have to do boundary changes either in school year uh 2728 or 2829. And this would give us putting a pause would give us the opportunity to um work more proactively through a
comprehensive process and it would give us an opportunity to pre prepare our community for what those boundary changes look like. Um, we would also use interim mitigation measures um, similar to those that have been used previously in High View and at Sentry
Middle School. And as I said, we've had issues where schools have been overcrowded in the past. For example, at Cherry View, they had classrooms uh, two classrooms in their media center um, a couple school years ago. And actually,
those teachers loved it. Uh, it worked out great. Um, but we have we we've experienced this before. I know uh Brett is here. Brett Damstrom, principal. Brett Damstrom is somewhere right behind you. Oh, right behind us. Um, he's
behind us. And, um, he experienced um, some mitigation measures that they had to um, put forward at uh, Lake Marian. And so he shared those with our group uh, as well. Um so if you go on to the next page you
will see actually what we are um uh looking at uh at moving and I would like to um push out to you on the the iPad here. Um you should be moving to a Yep.
What's up? What's up? Okay, pull it up here. Okay. And so the the I just want you to be familiar with the areas that we are um talking about. And so this area right
in here, sorry message. Okay. All right. As long as it's fine. Um The areas that we are talking about are right in here, which is the Castalano
um subdivision. Is it not coming on yours? It's coming on that one up there. Oh, okay. So, sorry if you want to look up there. Um the Castalano subdivision. And then we also have this area um a little
bit south of that um which is uh Castellano 3. So the first circle was Castalano one. The second circle is Castalano 3. Uh I'm sorry two. And then the second one is um three. And then the
third area where they're building is the third circle there. And that one is um Autumn Hill. Um in this the top area, Castalano um we have 76 single family
homes that are going into that area. the third circle you said into the top circle top is 76 are going into that area and so 76 single family homes if we predict one student um is going to come
to our district from there and then we do a third Douglas from what's that 40% 40% for elementary somebody help me with the math there 76 40% about 32 um elementary students would be going to
high view from that area. The second area that's Castalano 3 is 67 twin homes. So 67 twin homes, we get a fewer number of students coming from a twin
home than a single family home. Douglas, do you know that number off the top of your head? Half a student. About half a student per unit. Okay. Per unit. So and that would be coming to our district. um 34 35 uh students and 40% of those then to High
View. And then finally we have um Autumn Hill which is 58 and I can't get an eight on there. I can't get an eight. Um 58 um town homes coming in there and we've got about the same uh number of students
coming. So what we feel is that we really have to mitigate for those students going to High View and to Sentry Middle School. Um because they do have building going up right now in those three areas. So So make sure I
understand that folks that are literally half of a mile or a quarter of a mile from a school can't go to that school. That's how it is right now though. Right now too. I think we got to get over that. Well, I mean, but but but when
we've got five or six different schools that are not even at capacity, those need to be maxed out before I mean like this makes zero sense. And then the fact that we have to potentially do boundary changes in another year and a half or two like let's just make let's call a
spade a spade. The the the design that was approved previously was wrong. let's just own up to it and make the change that that we ought to make the change or know what the plan that should have been and create a path on how we get there iteratively if that's the case like I I
can't I like for from what I don't think if we should not be running a school district when we've got three four schools that are at 60 70% capacity and one's at 100% like that just doesn't make any sense to me but that just I'll pause here I'll let you guys go to help
mitigate that for the interim. But but I still have four or five schools that are not even at 70% capacity. Like that doesn't make sense. Why would we do that? Because as we've been talking about, part of the problem is we have all of our schools like in the same location. Yes. But but
this is an area but this is an area where Cherry View could absorb. This is an area and so forth. I mean, we've got Cherry is what 65% full. Uh right now that's the plan for the CVE, right? I mean that's what you're talking about.
All the new any new development in that area is going to go vetored over. I mean you could see but I think Brian what I appreciate about this plan is that because we just you I guess the old board just did boundary changes last year, right?
Hey you guys, let's let's have one person talk at a time just be because boundary changes happened last year. If we like started from scratch again, it would just the same kids, right, are going to get affected again. And I like I appreciate this plan
because it's saying let's figure out what's happening with the economy, what's happening with build, with specs, see how growth changes in the next two to four years and then make a better make it this is boundary changes will probably have to happen constantly in Lakeville. So it's not like you're going
to do it today and never have to do it again. But but we all but we do agree that there's locations where they're not building any more homes like Orchard Lake. We're at 60 what 60 62.4% capacity right now. Like what are we doing in that area? Are we just we've got half we got one third of a building just sitting
there doing nothing. And so if we're going to have room for additional you know childcare educ what what the early childhar center we could have a whole mill we could have potentially a whole elementary school ready for that. I mean if we've got four schools that have
one-third capacity available like the Christina Hudson could be that one. I I I don't know. But what I'm saying is that this these band-aid changes that we're making uh knowing that we're going to make changes again in a couple years, those kids that are in that in that in those band-aid changes, they're going to
be impacted again. So, we might as well cut the like rip the band-aid off now, make the correct changes that we ought to have so that we're set to scale for growth. It's like, why don't we let them finish? I feel like you have to finish your presentation. I have a question. I mean, kind of related to Brian's
um point. I mean, if you if you were able to go back and do it again, you know, what would you have changed, you know, from the adjustment from last year? Because I I mean, listening to your discussions last year, um there still were going to be schools that were
60% full. I mean, is there a better model that, you know, in hindsight, you know, or having the benefit of hindsight that we should have done? But some of that you're not always you're not factoring in all the different things they had to look at to make that
model because yep some of the buildings were at 60 to 70% capacity but we were also trying to save on transportation dollars because then I mean if you want to move the kids down here to fill up this building where no home growth is happening you have to pay to transport
them. So that was also part of that discussion and we were trying to you know look at um making sure that the buildings were a little more equal with some of the um the demographics as well. Um so there was a lot that went into that. Um, and granted it wasn't perfect
and some of the issues that we've faced right now are ones that we kind of foresaw when we were doing that process, but um, well, I'm looking I'm looking at the model right here. Like I've got people over by what the Holiday gas station and they have to go to East View. They can't go to Orchard Lake.
I've got people that live over by uh over by Porter House and they go they're going to Orchard Lake but can't go to Lake like Lake View. So the logic of like we're there's got to be ways where we can fill up Orchard Lake at 85% capacity and then all in the same spot. I think
you have to remember demographics is a key part here. Yeah. But let's see what it would look like without demographics involved. Like what's what's wrong with looking at that segregated schools? We have segregated schools. I mean we've we've got schools that are part of the uh 20% uh number right now. I forgot
what it's called. Um not internally. That's based on our the differential between us and our neighboring districts, not internally. If we have that internally, then we get flagged by MDE as racially having racially isolated schools based on location which we
already do, don't we? Based on their own even we're a racially isolated district, right? Yes, we're Yes. So that's Thank you for that, Kim. Yes, there there's difference. So right now we we do have the differential between our neighboring school districts of more than 20%.
Internally we don't and uh that was one of the items that was on the list to ensure that we didn't have that because we are actually heading in that direction. Uh we were moving closer to having a internally inside the district a racially isolated school. So yeah
that's a little background. Can you go back to how many people are actually impacted by this? So, how many kids are moving? How many how many current current enrolled kids? You said there was like seven or something. Yes, seven. So, you got seven kids that are actually going to have to move right now. Um,
nine. Seven from High View and two No, they're they're not grandfather. They're grandfathered. They would have to move. Okay. So, right now, nobody would be moving with your projected change. Yes. Or option would be this one that right there. Yep. Um, so nobody would be
moving, but there'd be there'd be nine kids that essentially they would have the option to stay where they're at or move to the new school with the rest of their developing neighborhood. Is that correct? That's where we're at. Yes. Okay. Tracy, what's the shelf life of option one versus
option two? And shelf life meaning how long do you think and I know it's speculation. Yeah. But how long do you think this plan will work? A year, two years? Option one is designed for five years for five years up to 2030. And option two, assuming that our
projections are within plus or minus 1 to 2%. Okay. Uh and correct me if I'm wrong, Douglas. Um this one I think we talked about the 26 27 school year or 2728 where we would have to do something
more. Um, and and we can we can develop an option three to address your question. I'd love to see what an option three would even look like to show capacity in all of our elementary schools. And and if we find out that we have an extra building that isn't going
to be full at all, that gives us options to Well, the other thing too we got to remember is we're talking a lot about new development, but then there's also neighborhood turnover cycles as well that it's not a static environment for any school. Yeah. Um, but to your point,
I mean, we can we can look at just drawing it to fill. Yep. Uh, the challenges you're going to run into are regula regulatory challenges. We just talked about one of the major ones. The other you're going to run into is what,
uh, Director Baker brought up about transportation. Those costs become an issue. Um, and then I think the other thing is is what is the how does that play out long term? Because you can't just look at it in this year and the
next year. And I I know you're saying all those steps. I understand. And I'm not saying that Hyu can't be at full capacity, but it's one of those where if we know there's going to be more growth coming in that direction, let's save capacity for if it's only 50% full of Lakeville students, let it be 50%. And
then that allows us to be able to move our interd district students and use them as backfill. And as those kids go through, but then when the district continues to grow and they graduate out of the elementary school, then our kids get back in. And so it's it doesn't have to be set where they're at 65 or 70%. If
we know there's going to be an area where there's going to be significant growth in the next three to four years. Well, uh to the point of I I think you said intrad district transfer. Uh, and I Well, sounded like you meant open enrollment. Open open enrollment. I'm
sorry. Open enrollment. Just to be clear that since my coming back and looking at those numbers, I call them inies and outies. Uh, we have we have an imbalance there where our net is is not
as it doesn't create the scenarios of supplanting that I think people have in their head about open enrollment. We want we want to bring more we want to keep more of our kids here is kind of the bottom line. Um there I mean there's
multiple factors on on why that change and I think it co had an impact on that for sure. Um but I I just want to be careful about as we talk about open enrollment. One of the things we want to do is encourage it because we do have an imbalance where our net is short u under
the current condition. Obviously you want that to change. Um, but we can we can develop that uh and show you what that looks like and you know go through the pros and cons of that as well. I I just wanted to make
sure that we a we're having the conversation. B, you're telling us some other things that you might want us to look at and that it's done in concert with the long range view. I always think you always got to play the long game because the short game gets you in
trouble. So, I do want to be mindful if if that's what we're asking that it is May and so the the buildings are doing kindergarten roundup and people don't know what building to go to. And then we're also trying to plan transitions
for kids that are going to middle school that from special education plus early childhood to to elementary from special education. And it is very difficult to plan those transitions when we don't know what building they're going to. It makes a big difference for programming
and and I'm sensitive to that point and thank you for making it. But I think that at least an option one and option two and I would even say if you do an option three and and everybody wants to go after that. I don't think that's this upcoming school year. Perfect. That's
going to work for us for the reason you just articulated. But um we have to be obviously mindful of that. Option one did have a desire to to notify in June u just so that people can make some decisions but um so we're
going to stay on that glide path and at least for option one unless you know we we have some consensus around option two as at least a course of action. Can I clarify one thing? That little blip that is
staying in High View at the northern end, is that is that because that part Yeah, that part's already developed. That's already developed and there's already students attending High View there, fully operational at this point. So then question based on like not
moving any kids now. How does that I mean there are certain things we can do to mitigate that but I think the biggest issue with that is trying to make it so that every kid can eat lunch in a decent amount of time and that they can schedule that for the amount of kids that are in the building. Is that a
concern with the elementary principles in this scenario? Uh High View the way we built that school can handle it. Um I I'm a little more concerned about Century because just been in there a
lot. Not recently though, right Jason? I haven't been in the lunchroom. Haven't been in the lunch line. I'm probably going to get in trouble. But uh the uh I I I little I I have a little more concern there. I know that what do we say? 998. It's what we're looking at
right now. Um that's a lot of kids to get through the lunch line. Yeah, I mean it'll be a challenge. Should we keep plugging through this then we can Yeah, sure. Um in this lower area here,
um this space would move from High View to CVE, but there is really no development happening right there. Um it's just a precaution for us um just in case development starts for um for that area. And there are no students, correct
Garrett? there are no students in that area that are attending High View um right now. So on our um next one for the middle schools, this would be um the same where up at the top
um they would stay at Sentry. Um Castalano here and uh Castalano 3 and uh Autumn Hill would all move to KTMS.
And again, I think there were um two students that would be grandfathered in and would be able to continue on to Century. So, is this creating a little like island basically within the Century zone currently that would go to Kenwood? Am I
looking at that right? Yes. Okay. Mhm. Which is how the boundaries were for decades, right? I'm only considering like yes, the original and it would be we can't go back to the original teamworks plan, but
where Apavo was the dividing line and the numbers probably would have shaken out a little differently. Um, in terms of sentry like this feels when people talk about driving past their school to go to you know what I mean
they're going across a pavo to go but again students are already doing that in our district there are many students yeah I'm just saying it's not like it doesn't exist currently I think if we're if we're looking ahead we're
probably going to have a bigger shakeup at some point you know so do you want to do it twice you know If we do a big shakeup, how long is it going to last, you know, if we keep growing? Yep. So, do we do it twice or do work now where it doesn't affect very many people? But
the areas that we anticipate growing, I would assume that we would just have less capacity allocated to them right right off the bat. So, High View would maybe be at, you know, 50% and maybe Lake uh Lake View and JohnFK might be at I'm just making numbers up 75% knowing
that we anticipate growth in that scenario. But for areas like Orchard, Lake, Christina, East View, Cherry View, if outside of uh outside of community normal turnover, right, I mean, we should be block we should be setting them at 80% across the
board and and then you're set. And so we so there ought to be the least amount of impact for that demographical area for the next however many years that that so then any changes that do occur is going to be in areas that we've already allocated
towards that that's how I would logically map it out. Sounds like we're talking about two things then. Something for this year to address current pressures, but that seems to be like, okay, now you have 10
months. We need a strategy to actually achieve something like that because that I don't think anybody's going to be prepped and ready to do that in the next month. Well, that's kind of what you're proposing, right? Yeah. Well, I think the real issue is I'm worried about those numbers and getting kids through
the lunch line. And not only that, I mean, lunch is is a is a part of the middle school day. And so then you have to think about how all the classes fit in trying to get all those kids through. Like that's hard. So you're saying you got to move more kids then? I'm I'm worried about the middle school with
that many. Like So you're saying move more in middle school now? I would rather see How on earth are you going to feed them? Yeah. Well, so Jason can talk to that. We're looking Please do. We're talking we're talking um you know 998
that's a lot. Well, I just know like I sit in the I help with lunch duty sometimes. I hear from my high schooler who struggles getting through the lunch line. Um yeah. Well, so part of that also like if we're going to create a future state model for what elementary
schools ought to look like. uh and and and I don't know how quickly that can get turned around, but you know, how much of phase one of what we're doing this fall uh could could take pieces of what that future state model might look like knowing that we're not making those changes again, you know, twice. Uh when
I think about middle school, uh I would love to see what a future state model looks like at the middle school level. Forget about what elementary school feeds into it locationwise. what where like where do you want what would that look like? And and the reason for that
is like we're never going to get to a place I mean let me rephrase that that um uh there's going to be instances where whether you're middle school or if you're in elementary you're going to have kids that just go to different schools when you go to that next level. My son went to Kenwood and and Kenwood
has both high school that goes to north and south. So I I guess for me I I have less of a preference in keeping an elementary going to this particular school and everyone from that school go to that school. I'd rather make sure that logistically logically how does it
set so that our schools are can scale for growth based on the anticipated growth that we we that we expect and and then from that model what changes do we need to make now to iteratively get to that uh for this coming fall versus making these
changes for those kids and knowing that whatever that future state model they're going they may be impacted again. So again, I don't know how quickly, you know, can someone can draw that up, you know, if you know where all the kids are and just make that happen. I mean, I'm not I agree it's not easy.
Let's get real crazy. Let's like take this building over here that's not getting any new neighborhoods and we'll make that the new district office and just build a new elementary school out here in a different spot. Yeah. Are you talking about Orchard Lake? Yeah. Yeah. I mean, why not I mean I mean Orchard Exactly. Well, think about I mean, if
Orchard Lake has only a 550 in in student capacity and we've got four buildings that are only at 65% capacity, that that's a whole new school that or a building that we could be using for technical engineering. We could use it for STEM. We could use it for trades,
district office. It could be a growth area for childh early childare childare. But I'm just I get that we're solving this now and and maybe we should have had these conversations earlier. Uh, but let's just There's nothing wrong with being creative though. I know. But like I I
love to be Yeah, I think those are great. So those are my thoughts. I I need to stop talking because James Go ahead. So yeah, I guess the question is I mean can you guys sustain next year with specifically to the lunchroom and it's a
great it's a great question. Yes, we can sustain. Uh we are currently doing it and I'll give you the the reason why. In sixth and seventh grade, right now we have roughly 330 students. In eighth grade, we have about 280 students. So, where we're seeing that 50 student
increase next year is really at our new sixth graders that are coming into the building. So, we are currently feeding roughly 330 students within 25 minutes. The students are getting through. They get through quickly. Uh, one of the things that's unique about the middle
schoolers is they scarf their food down in about five minutes and on days where it's nice outside and we're able to get them outside, it might be four minutes. They they eat really really fast and we know that's not healthy for the students, but a lot of them are motivated to to get outside. Uh, so we
can do it with that 330 335 where it currently stands. My worry is the moveins that come into the summer, if we start getting into the 350s, 360s, uh that is not going to be sustainable and that wouldn't be enough time. So,
just another question with that, with that many kids that are in the building, what's the safety concern like? Are you able to in the event of a fire evacuate your building within a reasonable amount of time with that many students? Yes, we we we just had our severe weather drill a couple weeks ago and we do have spaces
uh that are available for the students to go to. Yes. Okay. Thank you. What is the open enrollment number at Century right now? We're projected to be next year. Uh 35 only 35. 35 in grades six through eight because
we stopped accepting any new open enrollments at Sentry. Can we move them to the other schools that have capacity? I mean, 35 students make a difference. Well, if does it make a difference? Yes. Um there's 35 fewer mouths to feed. Um
there's, you know, one less student in each classroom from a teacher student ratio. I think that the difficulty there would lie with the friendships that have been formed throughout all of those years. um then they go um but depends
how you want to look at it. So the 35 would be sixth and seventh graders then moving to seven and eight. Uh third the third that number 35 represents sixth, seventh and eighth grade. Yes. 10 per grade. Correct. 10 divide 35 by Okay. So let's let's go back to the
point then. So no no new sixth graders go to century is open enroll. Yeah. What's that? No new sixth graders get to open enroll next year. You've already stopped that. We already did that. Saying there'll be seventh and eighth graders. So it's just
Yeah. Seventh and eighth graders are only the only open enrolled kids. Roger. Yes. Okay. That that was my clarification. Thank you. It is sixth graders. There are 10 sixth graders. Correct. They're not new currently. No, next year. Next year. So
there are 10 fifth graders that would be going along the school path to sentry as sixth graders. No, I'm not align. I mean if if we if we're like our priority ought to be Lakeville students and so if we've got students coming from outside the district, fantastic that they want
to make that choice, they're coming to want to join a Lakeville school. And so if we've got capacity, then we should move them to different uh if they haven't started the their middle school years, then those those individuals have should in my opinion should go to a
school that has more capacity if that helps us out. So, the caveat is that if you have a special education student open enrolling, you can't deny them enrollment within the district. And some of our programs are specific to certain buildings, which is that makes sense. And I understand that. Tracy, those 10
that you're talking about when you're saying the path, what do you mean? Um, we generate a school path for our open rule because they don't have a a resident. They don't have a home in the district to tell us what middle school they would go to. We created a school
path to say, "Okay, you come out of Cherry View and you'll go with your peers to Sentry and then onto North." Yeah. And then onto North so that they don't have to reapply for middle school and they don't have to reapply for high school. So we just
created that school path. And so these 10 um students would then move with their peers into into Sentry. The only Yeah. The only challenge I see is like with that is that there we already have elementary schools where there are small percentages of students being split,
right? Who are Lakeville residents or Lakeville area residents. So it feels they're not getting that same privilege in terms of you know what I mean? Y I can see it being a you have to open enroll in the middle school and
whichever ones we have room in is where you go. So not to be to you know kill this one here but like how many other kids are on any sort of a pathway right now not open enroll but just like pathway that you have that
might not be looked at in that light. So like are there any other third grade fourth grade second graders whatever that as they move through here in the next three years are going to end up in century. Um so that depends on what decision we make. if we say we're
closing open and or or we're not allowing them to take that school path. So we've cut off that school path right now. So after this year we have said no more can go to Century. Um because of what grade though? So fourth grade. So
fourth graders. Yeah. Um, so this is the last group of students that we're allowing to go on to Sentry just because it's it was late in the year and we made that decision a little bit later. We're allowing them to go to Sentry, but the next years we have
changed that school path to go a different direction and it it was 10 students and yeah, it's 10 students. It's not a classroom full of kids and I am 100% conceptually aligned with those pathways. I mean, when a stu when a student outside the
district wants to come in and like here's your potential pathway, but when we get to capacity constraints and boundary issues, like I'm sorry, you're like you're lowest on the priority. Like we got to take care of our Lakeville students and where we're going to go first. Okay. Thanks, Jason. Thank you, Matt. Thank
you. Okay. And our uh last slide that we have here was talking about the risks and uh tradeoffs for each one of the considerations. So you'll see across the top we have option one and option two and then the considerations that we took
a look at. Um a current disruption for our um staff students. Option one is higher because we are um going to be moving um more students. um siblings aren't able to um go on um following their older siblings to the next school.
Option two is a little bit lower of a current disruption um for our students and families. Building crowding with option one of course um that's reduced because we are moving students. Um and then uh option two it it would be uh
ongoing. we would still have that building crowding and try to use some mitig mitigation strategies there. Um flexibility to adjust in option one uh flexibility to adjust means um once we make a decision so if we are going to um
move those boundaries and not allow siblings to go to high view or sentry we have a reduced uh ability to make changes after that. We're we're kind of locked in because now we've moved the kids. Um whereas with option
two, it's a little bit more moderate. We um still have a little bit of flexibility to um make some changes with those attendance boundaries. Um our accuracy and projections from 2025 through 2030. Um we're moderately
confident in that. As you go out um timewise, five and 10 years out, it's harder to be accurate at the building level. um we feel a little bit more confident at the um district level with those numbers. We've been within 1% every year, but at the building level,
it's a little bit harder because of all the factors that we have. But in option two, if we wait, if we pause a little bit and give ourselves some time, we can be more confident in those projections because we're closer to 2020. Um 2030
2030. That sounds so far away. Tracy, excuse me. What type of what type of margins have you given yourself in the projections just so that I mean obviously there's there should be some cushion there that you know if we miss it we've got a 2%
margin that we can absorb. Um have you given yourself some elbow room? Um I don't know what that percentage is but we have three different projections. Um we have um our internal projections from uh that uh Douglas works on um and
Garrett's been um looking at those as well just to have another set of eyes on them. And then we have two different projections from teamworks. Okay. And so we have three different projections. Ours are a little bit more conservative than what we've seen teamworks. Um and
their two was um using birth rate and then the other one was for uh adding in housing developments. Okay. So, being a little more conservative, you've given yourself a little more elbow room. Okay. Thank you. Yeah. Yep. Uh and then uh community perception with options one
and two. Um we mixed the communities mixed. I'm sure you all have heard from our community members about the first option we um presented and um I I'm sure people would have mixed ideas as we all do on uh option two. and then a
deliberate and comprehensive decision-making process. um we feel that um it's it's higher if we pause right now in option two and we give ourselves some time to meet and to make sure that we're checking in with the city of
Lakeville and we know where those housing developments are going and um we're we're um we're just more deliberate in it than in option one where um we're we're trying to make some moves um rather quickly.
So, when I look at your option two, um, and and notice that you've got quite a few that are maybe I'm looking at the wrong one. I think it's elementary. I was looking at you've got a neighborhood where some are already going to High View and some are already are going to East
View. And I get there is a desire to keep them together, not to not have as many as many moves, but also like you got neighborhood kids that are playing together that are literally just going to different schools when there's literally capacity at East View. And and
it so I think this is where I'd love to know what an option three future state model might look like because if the future state model actually says we want this entire section of school or neighbors to go to this school then while it might disrupt more kids at
least we're moving the entire group of kids versus just a couple. Can I address that a little bit? So because we we've been struggling with that as well. Um, there's not an operational definition for a neighborhood. I took a swag app. The developer, like we talked about
Casalano, right? There's three different developments. If you look at how Casalano is laid out by the developer, you'll see that there's neighbors with their backyards to each other and the backyards there's a line through it and on this side is one and on this side is two. So, where do you draw your lines
and what do you call a neighborhood? because I don't know I could maybe talk to Taber and say what's what's a neighborhood Taber and he'll say well it's where my kids play and you know it but when you start applying it yeah objectively mathematically or
geographically or geospatial understanding it gets a lot more complex than let's say breaking up neighborhoods or neighbors where does that line draw and we could probably sit here and come up with different ways to to call that
but then the next problem becomes it doesn't fit into that school anymore. And so now you might have a building at 65% capacity and another one at 80 because you're trying to keep all these neighborhoods together. And how is that
any different than, you know, some of the things we're talking about here? I can tell you that the the patchwork method, as awkward as it sounds, has been the history of this district for a long time.
Uh, and when I I I don't say it's the best answer, it's we're still going to find ourselves there with a major redraw of all of our elementary boundaries because
growth drives you there. I might have a question. So Brian was asking this question, you know, last year during these discussions in the capacity issue, and I can't remember um Emily, if it was you or or the superintendent at the time that had
mentioned that, um there were plans or discussions about using the extra space in those elementary schools that weren't at full capacity or in the 60 percentiles um for other purposes such as maybe centralizing special ed or using it for other needs of the district. Do you know did any of that
happen over the past year or is there any plans? No, that was that was not pursued. Um there was some conversation around if there was additional space could it be utilized specifically the conversation was really around early childhood and could we um have some
dedicated classroom spaces to be that presents some other some benefits and some other challenges, right? Because now you have a centralized location and you have kids in in different spots. But that was really we talked about that. We did have conversations around the trying
to move things and could we actually repurpose um Orchard Lake for there were a number of ideas that were thrown out, but other than that, that was really the primary conversation was specific to special or not special education, excuse me, early childhood education.
Um, do you have an overlay of the two different plans? Because I'm looking at option one and it looks like you have those three areas already going to East View and option one, but the northern part of the Casiano is going to view View.
the I do not have an uh overview, but I do have um our other presentation that we had. And then is the area on the east side of of high view is that staying as um cherry
or high view? I think it's high view. High view. So that's what I'm looking at. Yeah. Can you? Yeah. So, this is the area that we're
talking about here and down below here. So, that would still go to East View regardless. Yes. Or either option. Yeah. But the northern section would not. No. because they're already going to High View. So, they would stay at High View
as in this model. Does that little horseshoe area have about the same amount of houses as the the southern half, the undeveloped Castalano? One I don't know what um how many one
had is the boundary right now. I can't that's a road how many uh phase one ofo how many houses they have that look that up we'll get you that number it well it's more I'm just kind of I think maybe
I don't know Matt if you're going down this line or not but wondering like how many students in that horseshoe area are currently going to high view and could and I guess going to your point Brian like if you just drew the line straight up High View keep them all the keep that whole neighbor
neighborhood then would all go to East View together and yes it would move kids but they would all be together cuz right now I can't read the road where the red line goes over but is it like you drive down that road on the north side the house on the north would go to high view and the road the house
on the south side would go to Yeah it's hideway is that what it was hideway trail like your cross neighbor would be it's hideway I should just draw up
Worst part is I know well I think with I think what we have to acknowledge with this option is they are trying to keep anybody in school and we are going but we are the reality is like in a couple years redraw
everything and so there will be disruption at some point to that area. So are we just kicking the can down the road? Is that what you're saying? kick. If you could kick it five years down the road, it's not as bad. But it's two years. Yeah. Yeah. Shifting kids last
year, this year, and another two years. Well, that's part of, you know, we got to live in Realsville, right? And as I walked in, I'm like, okay, do we do we move? Do we not move? How do we minimize that? Because it is the situation that's presented.
So my view is to minimize that to the extent possible. Uh but I I that's just my view. What's the current number? You mean frequency? Yes. What's the capacity
at View right now? What's the capacity or the number of students they have? Well, I guess both. Yeah. Um the number of students they have right now is 674 and the capacity is um 700. How did it get that high? I mean like was that
inner projections? I mean do we have it's not but it was we had talked we had questions about it. I'm looking at this and I'm like how is 670 people living right? I don't that's there there's more than that living there. I mean so our
projection as I um as we've um said before is um one student per single family home and we have a higher number of that. Um, I can't tell you the exact number, but it was more than one student per home, which is not what we projected. Do we have any Do we have a
lot of open district and open district and interd district transfers or is that like zero? No, just strictly people are It's strictly people who live there. The numbers might show that there are like four open enrolled students because their house was being built and we
didn't want them to start in another district. Um, but we allowed them to come in. So it's really low numbers. So you guys have spent hours reviewing this compared to our time driven down those roads. Yeah. What's we didn't drive from North Castano and count your
recommendation of the two options or between the two options? Well, I my concern about a recommendation is I I think for sure we have at least one more scenario we've been asked to to develop and um
for this year. You mean I don't know I don't know if the board I'm hearing you say no to that. I'm hearing I'm hearing you say you want a third option and you're saying we need to make a decision. So I don't know if there's a consensus here. So my question was like if there were going to go out for a third option would it impact impact the
the things that we have going on this year? And he said no to that. Well because they have to be able to plan for this year. It would it would mean if if we if we are going to go down to road option one then we're I think end of June would be the latest we need to
share that that that's the the direction we're going other than that and we can do another scenario development before that time and and we will I mean we should if this is a desire that the board has with the attendant feasibility assessment of that
is are we going to do that? Are we going to invest in that? Are we gonna do a public engagement process with that? I I really think that if you're not willing to do that, um that there's other there's there's other second and third order effects with not doing that. So,
I'll leave it at that. It's not my decision. That's your decision. I would council that if you're going to do a full map redo that we go through a very deliberate process of doing that. And what I'm sharing is we we there is actually space to do that.
Um the the necessity of it from a risk assessment perspective is kind of in question here. Um more to your point, Mr. Chair, uh option two, I think gives us the best opportunity to find the best
long-term solution. um and and would be in the absence of a third and a fourth course of action development or option development. Um that's where I would land. Um but it it does imply if you go back to the risk
assessment on there, uh it does imply that we're going to have to make some changes down the road and and the the pace of of growth or the pace of filling those houses is going to dictate that. Um, we know that the pace has is slower
than what we projected. Um, all it's going to take, I think, in Lakeville is a a clear flip of the economy and you could look at interest rate as one of the major indicators. um with the speck home and that's why I
want to have a better sense of what that speck home inventory is because that means people can move in like here's a house got a loan you're in. Can I ask one question here? So you have a is this just Google map or is this a GIS map? So
you got you got a GIS overlay. So we've talked a lot about data. We got addresses for every enrolled kid in this entire district. Do we have a GIS overlay that has it all exactly like or are we still estimating estimates only
for the new developments? Right. Correct. Yeah. Okay. Right. Okay. I just want just clarification. So if we make this these if we don't do anything truly disruptive this time around other than some of this stuff for moving some kids
to middle or to Kenwood. um we are going to have to readjust then when the third graders are going to so that feels like an opportunity to do the more because last year I mean I think one thing we have to acknowledge is like what is happening right now in a
time pressured situation to make a decision versus last year the very comprehensive process that we went through that had several rounds of community it had a lot of community engagement several rounds of responses to community um engagement and that feels like a I don't like to use the
word fair but more just process to go through if we're going to make kind of significant changes. Um I I would say the challenge is those people living in these areas that we are either leaving right now at high view or leaving at Century are
going to face that transition in a couple that's inevitable. I think the other thing is to think about that we have two buildings that are like almost completely full and the students and those buildings are going to have a definitely different experience than the kids that in buildings that are only 60
to 70% capacity. And I think about that because I had a student in fifth grade when we had higher classroom numbers and there were 35 kids in fifth grade and it just totally impacted inclusion because there were just so many kids in that classroom we couldn't even fit in enough
desks and then didn't even want to be in there because it was so crowded and so then that's the trade-off. And then you're also thinking about lunch and getting kids through and just the overall experience it's like in a building when when we're that full. And if you ask our parents like on surveys,
they always say classroom size is one of the things they worry about. And in those two buildings, that's going to be significantly different. And that's just based on community surveys. Can I ask that question? Like will will classroom sizes more or less be even across the district with with
proposal one or two? He's saying no. Well, you're saying secondary is a little different than elementary. Elementary we have guidelines. We know that at High View we're going to need a fourth grade and a second grade sitting here today. We know that under just about any variation you want
to come up with secondary, you know, I'll let Jason speak to that, but we don't have a class size right driver for that. So, I don't know if you want to speak to that section that's moving to Kenwood. How many students is that? And like what is the because I know with
option one it was moving some to Meguire, some to so option two or option option two option two there were only two two students that already live there that would be moving in this area. Um
yes but then anybody else who moves in would then go to Kenwood. So and we don't know what those projections might be. We we don't know. Um, you all have a class size visualization in our data dashboard. So, you can take a peek at
that if you need any help looking at it. We can certainly help you. I'm looking at the enrollment count on the dashboard right now. All right. You know, Cherry View is at 611 and Cherry View can have 900 students roughly. And so, when I look at this option two model, like the
185th line, everyone up north from above go to Cherview. And so that keeps that entire neighborhood blocked together and then you've got everyone south of 185th, you know, with room for growth for High View. And that gives us another year. Now again, kids are going to have to
move. But if we knew that what option three might look like that anyone north of 185th is going to be part of Cherry View anyways, then the appetite of making that change easier would be more acceptable. Assuming if that's what an option three design might look like. We
have to send some of them to East View though. Well, we we wouldn't have to if you took the Well, hang on. Because otherwise, you're going to have East View's at 65% right now, right? But if you take this entire 185th block and move them all straight up north, you keep them into chair view with this particular design is what I'm saying.
What do you So, that would be a part two A or 3 A where we have to figure that out. For me, like building size doesn't necessarily equate classroom size. So, that's what I'm trying to understand. Like, right. Well, nothing moves kids classroom sizes would be in the medium
century, right? We're looking. But you just said it would increase. I think you just said that correct. Oh, I'm sorry. It would increase class not class sizes, but the student count. So, that would be the other. Are you proposing a third option where we have kids shifted away from century and then it's concerning? I think it's concerning. Yeah, certainly
our our um class sizes are large. Uh on average, they're between 33 and 35. Uh which is what you're speaking to. And that puts a strain on the students and equally a strain on the teachers that are in there. Um if they have, you know, five sections and they have all those
students, um it adds up over the course of a day. And if we're saying as a board that we are focused on students having a desired daily experience where they're having like individualized instruction, how on earth can we say to our teachers like, "Hey, you're going to do twice as many, you know, report cards and
everything as everybody else because your building's higher and you don't want to move kids." But I just want to be clear that I understand. And Jason, you're saying at Meuire and Kenwood, the class sizes are not the same as Century currently. Correct. Are they? Yeah.
What are the class size averages? Is that what you said? Yeah, I guess uh class size averages there are Tracy I know is pulling it up right now. Looked that up too and I can't I would assume kids more per classroom roughly between student 20 28 to 31 would be my
guesstimate. Um so we're potentially five students per classroom higher. Yeah. Well, unless I I think one of the challenges that I've struggled with just in terms of getting feedback from parent across the process last year and what's
going on right now is that people are thinking about the school that they see across the street as like their school, but they're not necessarily thinking about what their child's experience is going to be in that school if it is overflow or too many. And so I think
that's the responsibility we take is to make sure like you're saying that a lot of people built though in in all these neighborhoods because they had certain schools pegged for all those neighborhoods and there it was all listed on there. I mean it was like oh here you're going to go boom boom boom done. I live a block away from Lake View
and my kids went to Cherry. Well and I mean when I bought my house my kids were going to Sentry. That's not the case anymore. Kids live in the northern part of our district who goes to the south. So I mean that's not that changes. I mean, this is this is the inherent like heartstrings that we're pulling on for
every single person who built you know previously and they were thought they again they had a pathway they had whatever. I mean, that was sort of the I mean, we're having, but I think it all comes down to like I'm just saying comfortable for everybody, right? It was hard for us when our kids were moved out
of Lake View. But when we sat down at the table with the district, we're like, "This is the experience I want my kids to have, the desired daily experience, the access to services that they needed." Um, and so that was what made the move okay because this is what my
kid needs, right? And I just think it's really hard that we're asking staff to and kids to be in a building that's over capacity. Um, and I just think about all the things that that entails in the building every day. Like I safety and
inclusion and lunch and all of the different things I I just I mean it's the experience is not going to be um equitable across our buildings then. Well, the century would be in the same position for another so
three years, right? Yes. So to your question, director Cameron in the horseshoe aka Casalano 178. My guess is enough kids are going to voluntarily leave Century Rome because
they know they're going to have 33 kids versus 30 kids. Um, can I can I ask a middle school middle school question? Are we good with elementary? All right. So, just I'm seeing the middle school
proposal and just make sure maybe I was mistaken like the section highlighted in blue. That's what's going to Kenwood. Correct. Or not even highlighted, outlined in blue. Yes. Okay, got it. And was there a reason why we didn't
just go like down IPava west as Brett's neighborhood? Yeah. Yeah. I mean, why I mean because you guys put it out to a survey and we blew it up. That's why. Yeah. That was I mean that's what I made the point earlier that this part of what we have to recognize with what happened
last year in my opinion is that I think teamworks made this proposal. Well, maybe we're here right now. So, I think I think we said we're going to listen to our community. We're going to, you know, and we did and it resulted in how many of those
students staying at Century and we're where we are. Teamworks had less at Century than what? Teamworks had the Apava line as the first. You should have listened to Fred. Yep. Don't want me in the I'm only part of it. Well, I mean it
is absolutely a vexing problem and it deserves our full attention and we we there are just so many variables here. at some point you you have to say these are the ones we're going with and no matter what this is what's the level of
of um push back you're going to get because and I'll go back to my opening statements around we're a growing community and if you think of it long term there's the other part of you don't have enough kids to build another school
and that's a tax burden as well and we have to be really careful about that just my council as the superintendent. That's what I would say. Um you when you're going to do that, it's a have to, not a want to. And um and you have to
see that coming. And so in between that, you can either do something radically shifting or you can do the patchwork that we have done in the past till we got to the point where we needed to do high view. And if you know the history,
there's a there's a Crystal Lake Education Center. It used to be Crystal Lake Elementary School, right? And we closed that down because we started shrinking as a school system. Then we started growing again. And which I'm going to It's kind of the cycle of
school districts in Lakeville as we grow, right? The the smart thing is where do you build those next facilities because you can set a different condition. But when you put them all down, Iava, and I'm going to continue to throw it
out there that we do have a building that's been at capacity for over three years, and that is our Crystal Lake Education Center, and it has not been prioritized as a need within this district. So then we have kids that are going to other districts to get their early childhood services. Yeah. And if
you would look at the percentage of the population of students that we are actually providing services for um based on our capacity needs, I would bet it would be lower than 20%. Option one versus option two on the middle school. Um it doesn't seem like
option two really addresses any like quick needs for Century. Does option one have have a better immediate impact on Century's population? No. No. Not for not for next year. We start to slowly see the shift in years
two, three, four, and five out. But that's a slow shift. What would option one or two provide any shift in the next two to three years? No. No help. Suck it up and deal with it.
Well, um there's also the third grade band, and I'm not talking about the one that plays instruments, the cohort. Um that, you know, we we see um we see a
growth pattern uh with middle school that puts us around what I think it's 3,11. Is that is that what I got that number right? 3001. Okay. Okay, I add an extra one in there for no dog on good
reason. 3001. So we have three middle schools. Divide by three using your method, sir. Yep. We got a thousand in each of our middle schools. So red flag up says, do we need to think about additions? And if we're
going to think about additions, how are we going to do that? And correct, what about the common area spaces for all three middle schools? So additions, common area. So that's how far out we're looking and I got to come to you with what's that look like
and and how we deal with that. But it doesn't say build a middle school. Yeah. No, not yet. Because in second first grades are much lower, right? So that's the we have to be careful that way because a middle school proposition
is a lot of millions of dollars. Mhm. And then can you sustain that? No. And the answer is don't look like it right now, but not for the next five years. Right. So unless we had a middle school that was paired with a community
education something that had a multi-purpose function to it. Sure. That was in the south for instance. Yes, ma'am. Correct. Something that accommodate some of the other issues that we could if we didn't use it with middle school, we could start to use it
more with early child. Yeah. All things. So, so I so I believe I recall then I mean lots of good feedback, good ideas. Uh I recall that past boards were the ones deciding the boundaries. Uh we were elected by the community. We know our
neighborhood. We know the streets and we know which back, you know, which houses that are back to back that aren't really like that's a division. Like we know that's a division, you know, and so I, you know, I I would be open if you guys wanted to like what would what would it
look like if we took a stab at it, you know, as as a board and say, "Hey, here's what a mockup might look like. Here's a design. I get it. There's I mean, I'm not saying this is the final model, but it could be like this is like conceptually what we think might look might work because we know our community. we know the zones or the
areas and then you guys can fill in the the data elements of yes, this will work or no, this won't work or xyz. I mean, I don't know. It's those are my thoughts. I I'd like to be involved because I think like we're going to go through more and more of these iterations. Like
Brett's Brett has a point of view and he represents a lot of people on that street, right? So, but can I we I just want to put something out there what you just said. We represent the entire community, not our neighborhoods, not our schools, not our kid, not our kids.
We're here for the whole community. So, I think we need to be careful about saying, we know Brett lives in that neighborhood, you live in that neighborhood, so we're we represent that neighborhood. We can't operate that way. Yes. So, I just want to put that out there. No. No. Okay. That's fair. But, but we but we are but we do know our
community. And so, I think, you know, being able to say, "Hey, this maybe this is the way the way we need to go." We can keep going through these iterations back and forth over and over. Next, we're going to option six. But I I think like we're not appreciating the expertise of the people on the planning committee who I mean I I know my
neighborhood, but I don't know that I know all the ins and outs of all the neighborhoods and then the programs that go in the schools and all the the ways. Yes. Poland bill for those conversations. I don't I don't I'm not opposed to us becoming more involved in
a process, but I don't think it's us going to the drawing board and saying, you know, with a marker and drawing lines right here. No, I mean, this is us being part of the process right now. Yeah. I mean, we're relying on them having spent hours and hours to provide
us with the best or their best recommendations. I mean, I still think we have an issue. I mean, I I like the idea of option two, but I don't think it addresses the century problem at all, you know. Um, and then I also worry about having to come back here in two
years. Um, yeah. And do it again or a year or a year. We don't know what's going to happen. There was the other I know something that was discussed last year with lake view was a big concern and you guys were saying that hey in two to three years lake is going to have to
be addressed and now it's been a year so but the numbers went down last year for some reason they didn't follow the but I mean is that still going to be an issue you know if we have uh I think it eventually will be as that is turning over but part of me would be curious to
and this might be too much for this year. But to survey the horseshoe, talk to the parents and say, "This is what the map is going to look like." Okay. You don't like to say No, no. Do it. Do it by all means. I mean, I'm just
saying. I'll tell you, if they have an opinion, if the neighborhood says this is where we want to go, they'll let you know. Don't worry. Yeah. Okay. I'll say what I'm going to say. Because they're going to East View or High View, right? I guess what I'm saying is like if they saw this map and saw that this entire
geography because High View is really I mean it's a busy road. Kids aren't typically going across, right? So if they see this and say their southern neighbors are going to all be going to East View and to Kenwood, would they be interested? Like maybe they just have a kindergartener and it's not a big deal
or because that's all brand new houses. Like I don't know. I don't know what they think. I guess the question is did they get moved last year, you know, and are they going through it again? Um concern about it hasn't been built yet. You guys have total autonomy to decide where the new development should go. I
100% believe that. So there's no house. You control. Yeah. I mean, there might be a lot that goes grandfather's clause for most people already. So what's next? What do we need to do? Well, well, Brian, I know you want an option three, but
um Superintendent Bowman suggested option two, and Tracy, according to the grid up there, you thought you had the most, correct me if I'm wrong, but you thought you had the most confidence in option two. So, we've got two votes. Well, I again, I want to be clear. And
I'm not suggesting that's the decision, Michael. Oh, he said he wasn't. Yeah, we're not recommending. We're just suggesting that this is the way I think developing option three is is uh something we should do and we'll do that
ASAP. Uh we might have to have another special meeting to go through and uh assess that. But um yeah and and we'll do that fast as fast as we can. Douglas is already working on it. They're going and just to clarify, option three is to
try to make sure that some of our more landlocked areas are at fuller capacity for their schools. Yeah. Superintendent, can I ask a question? Um, based on like these two projections and it not providing any relief for Sentry. Um, is
there uh some additional like administrative staff that is needed to help like with that building? like is that we're going to have three we're going to have three uh AP deans for the first time in a long time. I can't remember what year that 2007 I believe.
Yeah. Was the last time we had that. So Okay. Yes. Uh I think we also have to really look at high view uh when I was here before we established 700 as as a yes line of departure for adding an AP in elementarymentaries. Uh, so those are
the things that we're going to have to those are the mitigating factors. That's that's a major one. I think as I said earlier, High View, it's probably going to need two classrooms. Uh, uh, you mean sections added and that High View is
like it's quite at least when I went through it, it seems like there's areas for grades and so how is that happening? There's a there's a a section in another area of the school that isn't tied with that pod kind of. It's going to have to be for mitigation purposes. Would there
be a thought process of adding like a counselor at that middle school level too? Because you only have one, right? Correct. We have one for a thousand students. I would gladly take another student support specialist or counselor. Something like that because that's just
not feasible for anybody. That's what the lobby was, right? That's what the lobby was and the committee didn't support it. So, I mean, well, we have to look at it from the other guidance that we've received with regard to the budget um and unassigned fund
balance and those kinds of things. Uh sitting here, I'd tell you we certainly have to look at those kinds of mitigations in order to help the situation as best we can. But, um I can't I can't sit here and say yes
we're going to do that and yes we're going to do that. I was just thinking wondering if it was a consideration just based on you know like providing the most support that we can for not only that the students that were in that building but um for like thinking about like doing teacher evaluations and you
know just having people available to meet student needs like if there's one counselor for a thousand kids and something happens like what on earth are we going to I mean it's just yeah the student experience would just be off and we're definitely underresourced compared
to our peers in this space, right? But then I mean you also think about like how many kids are at Magguire or Kenwood and they have one counselor, right? But it's still the ratio is off. So well, it's off across the district to
be candid about that. We know that. Um we'll just leave it at that. So you're coming with an option three or that's the plan, but we're not going to do anything. I just want to make sure I'm understanding this. We're not doing anything too disruptive for next year at
this point because that would require because at this point everything is planning for buildings for next year for next year. So then it feels like I mean from my perspective it would be great to hear something in option three that would more thoroughly address
century um to at least so I feel like people can do anything for a year. Um, I mean I that's not true, but that there's kind of an end in sight as opposed to like seeing a scaled back. Well, I I think that should be part of option three to see what that
future state model might look like. I mean, it doesn't have to be 100% baked out, but conceptually like this is what we think it could be and we think this is 90% accurate and then whatever option 2.5 is to bridge to that option three,
if that's doable for the fall, I think we should look into that. Or we can say we're going to do this right now and not cause too much disruption but have a plan for something more significant next year as opposed to like two to three years now. Yeah. Kind of warning, hey
fourth graders, you might not be going to Sentry, right? Type of deal. Yeah. Because I think we can't just leave Sentry hanging and which I think this option two does. I mean I just don't think that's enough to address the population.
Can you do option two for elementary and option one for middle school? If that addresses the issue. I mean, I don't know if I feel like there were still a lot of things to talk about with the with the middle school
stuff in option one because it was like I I don't know. I I Yeah, you had a bunch of people heading south that then come back to the whole deal was kind of a little wonky. So, but I I I mean I think like we want to make sure as we're
talking about all of this that we don't have schools bursting at the seams in the next few so if we have to write it out for and I hate to ask you to do that but to write it out for another year but then more immediate relief. I do have a concern around um
option two and not moving those um developments that we don't have students in yet. Um the longer we wait, the more families are going to move in and register for school. Option two. Option two. I know. But if we don't go with
option two, make a decision soon, then we're going to have more families moving in that we might have to grandfather in. That feels to me it feels like with where we are timing wise that and this is sorry this is my just my opinion but option two is what we go with for now
and we do something more massive next year that we can involve more community input have more leeway to make something that provides more relief. I'd like to see if if we're making a decision towards making that decision or providing guidance. I like I want to see
what everyone of 185th going to Cherokee looks like. What's to the what's to the east of this? I mean, how far does the sentry boundary go on option two? Because on option one, you have it cutting over to me.
Um, sorry. What am I looking for? What do you need to draw a line? I know, but the go the challenge is like all the planning that's happening right now and how long is it going to take for us to get to a decision?
Does that help? Just go right down. Crossed and that little that little jet out you see there on the right. Yep. That's I think Farmington. Yeah, that's right. Is that right? Are you emailing this to us? Did you say
good? I mean, we don't have to make any decision right now. Technically, I I would I would prefer you, didn't you? Yeah. I mean, we just we want to develop course of action three or option three and we're going to do that as quickly as we can. We just
obviously need to get you back together when we're ready to do that. Um, but we definitely have to make a decision before the end of June. that. Yes, I think that maybe sooner than that may, right?
I mean, the old adage, no decision is a decision is is in effect in a scenario like this. So, um we can we can discuss another date. Well, I guess we're meeting again, right? Next. How quickly
can you guys put together additional options or other We're working on them right now. Um I I I need some time to assess uh that I need to bring the whole team back together. Uh and I think I got
to upgrade the coffee. Well, it's I I think part of I mean Yeah. I think part of the ch at least what I've been hearing in the community is like this is happening this is happening again and so we just went through it why are we doing it again and
so when we do patchworky things I appreciate that but it also feels like if the third grade bubble is our biggest issue then how do we address the third grade bubble and probably things will fall and I would assume like we don't know what's going to happen with growth
like you're saying everything like that but how do we comprehensively address that so that C sentry has provided some relief sooner um and that families can just get on board with one big shift. Well, if
you're looking at third grade, the logical concept is if it's 30,000 and one kids, you have to split up 3,000 kids going to three different schools. Well, they're not all capacity size. They're not all same capacity size a little bigger. Yeah. And that's the
challenge we have. So option two did or option one did have that spread a little better but well because it results in I think option one if I remember then becomes a split middle school too.
And is that I mean that's the stuff that I feel like does that make sense? We got two high schools. Well, and I think at this point like they're working on another option. So, I'm not sure like if there's a need to continue discussing or just move on until we get
what are some priorities for this third option that we're looking at? Middle school century middle school relief and uh I think cross leveling a little better across our elementary schools. Um being mindful of the those that are a little
more landlocked. Um I think I I think that teamworks did do that to some extent. Um but again I was not here so I I don't have command of the details regarding that. I just listened to some of the the uh
presentations with regard to that. Um I I think it was mentioned earlier maybe by uh director Anderson about um kind of public feedback dro a little a little different direction um that I would say that scenario may
play out again but we should develop it as a staff and we will I'll give you one other one to think about then. So the idea of community schools was one that I'll tell you my community ran out ran nuts on. Everybody's like, "You're going to bus
us past the school. We can see the school." So, it's that whole concept that we were all talking about before. The neighborhood's right there. So, like people, it's hard to understand how you got that issue. So, again, if you put out the guidelines like last year or
Yeah. two years ago now, whatever it was last year. Whenever last year, God um when that was done, one of the guidelines that they put out there was trying to keep community homogeneous clusters right around the school. So if you wanted to do any
boundary, part of your guidelines that you guys had was what it all has to touch. It can't have any stop and then move. So by doing that, you're forcing all the people who live right around those schools to say, "How can you not have me at that school?" That ticked off
a lot of people. So that wasn't just my neighborhood. That was a lot of other people, too. Like when you give them those types of guidelines and you're trying to keep it all, oh, everybody can just drive up and down the street and that's the group that all goes to this school, you have some of this unintended
consequences. So I mean I live just north of the boundary of that cutoff. So your neighborhood area the state I live just north of that going to Kenwood. I know where you're you a decision is made you I mean there's part of this that I feel like as a school board we have to think about
like we've been talking about what is going to be the best experience for our students and staff. I'm not disagreeing with that. I'm saying when you put out those guidelines but then maybe we need to revise that. Well that's what I'm saying. So think about that. That's that's that was my directive to you. like maybe that isn't the guideline that
everybody has to be, you know, you have to have the like the whole boundary has to always touch type stuff. Like maybe that doesn't make sense for us right now. Well, that and you got transportation and everything else. I mean, there's a whole bunch of issues with that. I get it. Yeah. And I think
we have to be very aware of the unintended pieces of like some of the guidelines that were put out last time. I think I mean I wasn't part of that, but I was on the task force or whatever it was called, the community task force, and I I I think what was meant is that we have contiguous lines, right? Not that it's a
neighborhood school per se. Our geography is too big to have neighborhood schools the way like it's the literature would define neighborhood schools. Um and that I think going back to um Emily your comment earlier that we can get in a place quickly where
we have segregated schools based on income based on a variety of factors when we allow certain communities to advocate when other communities are not. And I think it's important to have balanced schools as best we can. So I'll just say that here if I may add one
thing um when the so the guiding change document throughout the process of the boundary changes whether it was the the internal team that was working or the input team or the larger um community feedback. We really drafted all of the
options um based on that guiding change document because depending on what the board wants to accomplish which was the intent of that guiding change. The guiding change was to say say we absolutely can't have racially isolated schools. We
we want to maximize transportation to reduce cost of so those things that were determined those were the guard rails. So anything that came forward adhered to those guiding principles to the degree possible because it's not always
possible to meet everyone in the same way to the same degree. Um and so I think if if we're talking about larger scale changes we know we have some glaring issues that have to be addressed more rapidly. We live in a dynamic environment. we were going to we have to
make some maybe some ch changes more quickly than we would like. But to Michael's point from a strategic standpoint, what is it that the board wants as the guard guard guard rails? So, director Thompson brought up I'd
like to see the the in the schools maximized in terms of number of students based on their capacity. Okay. So, that would be like a guiding principle. So, as we're thinking about moving forward, I think for Tracy and the team, that
would be a helpful document to have. So, we make sure that when we're bringing things forward that it's really meeting the intent of what it is that you're looking for. So, um there there's the I'm sure you all have access. If if not, we can send it to you. But that's the old one. Um we can not do have any of
that, have some of that, whatever it is that you all want to decide as a board. I would be cautious with that because those were developed based on all of those scenarios that we have. So, um, while you might not worry as much about
demographics, there are things that are tied as far as financial for each building to get money based on like free and reduced lunch population and you get title dollars you get with compensatory funds. And if you if you're not careful in how you um divvy that out as far as
demographics go for each building, then again, you have racially racially isolated ones. You have ones that get all the title funding because that's where all it is. And then this building doesn't get any title one reading. And and those are programs that all students can benefit from. Yeah. And I'm not suggesting necessarily replicating this.
I'm just saying we're we're in a different place now. So what is it? what are the core features that the board would like to see the scenarios developed around? So, back to um uh Brian's point about I want to see I want
to see this the schools maximized across the board just a landlock one. So, we know that's that's pretty exactly and leaving obviously Lake View and John Kennedy and maybe Lake Mary with some extra
capacity. So, but that's just my point of view. And we've got a lot of landlocked ones in on the north side. There's a lot in the north side and so and if there's again going back to the history they built them down Iava I can't pick
them up and I don't I mean would be nice but um yeah I guess the question is how quickly do we want to do this again you know um I think a like a minimal change and then
just something I think we I don't I I still have trouble understanding kind of I feel like we did something pretty significant last year and here we are and so um there's a way to do better something that's more significant so that we're
not having to keep adjusting keep adjusting keep adjusting um that would be my preference is to your point Emily my I mean I don't know if everybody else feels but something that will hopefully last longer again I think the most defining ing part of that is going to be
pace of growth because it's not predictable in unless it's predictable if we're dealing with non-spec homes. If you're in that other area, then then you're you're back there. And that's why
that inventory is going to really matter because the speck homes are kind of the wild card. Well, and it's a lot that's how the neighborhoods are typically built here recently, right? is we're doing a development. So what is Yeah. And I just want to have a sense for what
exactly is that inventory because it'll give us a sense of what what the unknown is and how we maybe impact that. Maybe there's some historical data about speck homes that we can apply mathematically
to say making a staff estimate on on a historical data for speck homes in Lakeville or something like that. Yeah. So, Michael, when does the decision need to be make made on this? Well, I think the what's the first board meeting in
June? Do you know, Kim? See, don't say June 6th. Okay, good. Just one more question on middle schools. Um, I'm just looking at June 10th. Option one versus option two. I just don't understand
how option one doesn't just leave Century completely exposed because option two takes out such a big chunk of their land mass on the east side there. That means that south portion of
185th between that corner that south west corner between 185th and Cedar like develops out like that currently is all going to century on option two if it develops out but um so far according to the city of
Lakeville there are no proposed residential spaces. Well, we you have blue pick it up and then the lore of the south of blue would end up pick that up and then south of McGuire would be the other school that would be picking that up
for me and I don't know this is option three or not. It's just maybe it's a 2.1 that is if the horseshoe got included, how much would that alleviate space needs at High View and Century? And how many how many in those 78 houses, how many students are currently enrolled in
High View or or Century? And you know, would that would that significantly help the situation just adding the horseshoe to East View or to East View and then adding it to Kenwood? Yeah. I I don't know.
And I realize that's and I realize that affects current students. So I just want to I realize that yeah, you're saying that for this coming year kids or whatever. No, these are 78 houses right here that are currently being lived in. I we I just don't know how many students
are living here. Isn't that No, the 7 to8 is not there. That's a Would you be Would you oppose having them going to Cherview knowing that the kids across the street are all going to Cher as well? No, I mean I think my my opinion is if
like a lot of these houses in here go to High View right now, they might be interested in moving. I don't know. Good for now. Yep. Good as we're going to be. All right. We're going to uh vote to go into close session. Uh after we do the
vote, we will be booting everyone else out. Um we technically have to come back into our normal meeting after the close session, but all it will be do to do is to adjourn. So uh you're welcome to stick around. Um but you don't have to because there will be no business
discussed after we come back into uh a regular meeting. So with that, I would move to go into close session pursuant to Minnesota State Statute section 13D.05. 05 subdivision 3B to engage in negotiation discussions.
Second. Second. Second by director Anderson. All in favor say I. I. All opposed. Take