I know I'm Grace this morning. Grace is representing the board at the Women's History Month for the council. She's on her way. Welcome to the board's second work session on the
superintendent's recommended FY 27 through FY 32. Capital improvements program and boundary studies. I will begin by asking my fellow board members to introduce themselves, starting with Miss Stewart.
Good morning. Laura Stewart, district four. Good morning. Carla Silvestre, school board member at large. Good morning, Julie Yang, district three. Good morning. Rita montoya, board member at large, Miss Zimmerman. Good morning. I'm Natalie Zimmerman. I represent
district two and I'm Brenda Wolff, district five. Today's work session. Well, I should also say that we're joined this morning by the superintendent and his staff, who will introduce themselves as they speak. Today's work session is
the second opportunity for the superintendent to present detailed information on the recommended FY 27 through FY 32, CIP and boundary studies, and for the board to ask questions
and provide feedback. If a board member wishes to introduce an alternative to the superintendent's pending recommendation, a motion and a second are required. Following discussion, five votes in favor
of the motion are required to place it before the public for comment, along with the superintendent's recommendation. Oh, here she is. If an alternative is approved for consideration, members of the public will have the
opportunity to provide comment on the alternative at a public hearing. The final two public hearings will be held on Monday, March 9th and Tuesday, March 10th at 5 p.m. in the board
room. On March 12th, the board will hold its third and final work session to receive additional information from administration and to consider the feedback from public hearings and responses to board
member information requests. The board will take final action at its March 26th business meeting. With that, I'll turn it over to Doctor Taylor. Thank you, Madam President. Madam Vice President, members of the board, we're
delighted to be here today to do a number of things. The first and foremost is to answer some questions that the board members have submitted, as well as questions that we've heard from some of our board's public
hearings. We're also going to confront some myths and some misinformation, and provide sources of data for the board to review. That support our recommendation for the board's consideration. And we are also
going to introduce a couple of alternative options that have been suggested as part of the board's process, just so that we're leaving no stone unturned and allow the board to reflect
and opine on that as to whether or not they want to move forward with an option or not. And that really is the crux of today. We have a jam packed agenda, so I'm going to stop talking and turn it over to the experts. Mr. Adam Moon, our chief operations officer, will
take it from here. Good morning. As Doctor Taylor has already mentioned, we do have a pretty robust presentation. If you could go to the first slide, we will start with talking about just a reminder for everybody about the process. We did start
talking about this last year when we, you know, went out to the public. We will. Just a quick reminder if you could go to slide one, going to the we will remind everybody about the process where we are in the process. And, and then we will go through the enrollment projections and development
pipeline. We received a lot of questions about those. We will talk about special education consideration, regional program assumptions and process update. We have our program team member, Miss Franklin here to lead us through that part of the presentation. And then we will
go through some follow up questions for both the Woodward Northwood. Boundary study, as well as the Crown Farm High School and Damascus Expansion study. Next slide please. Just
a quick overview. Just walking through, walking everybody through the process that we have gone through so far. In April of last year, we did start our initial information session where we started talking about the about how the boundary study is going to
progress. In May, we did have our first set of options, and we held our public information sessions. And then, you know, we had virtual office hours in June allowing people to have more opportunities to provide
us with feedback. And we did synthesize the feedback between in the summer and then went back out with the second set of options, A through D in September of 2025. And then we have held public information sessions in October 2025. And
then in November we had some additional options developed, and then we had additional programs and boundary sessions in November. And then in December, you know, we had public information sessions for additional options, E through H.
And now in the process of discussing superintendents recommendation, we're, you know, going through the public hearings, you know, next week, a couple of more public hearings, as well as a work session, and then the board will make a decision in March
26th, 2026 session. Next slide please. We did have beyond the, you know, the large public engagement sessions we talked about in the previous slide. We also had targeted efforts from our division of family and
community engagement as well as division of communications. We had summer phone campaign where we made over 1500 targeted phone calls with direct contact in multiple languages. We visited 109 summer meal sites
across Montgomery County and provided informational fliers. We had community events at National Night Out, Back to School fair and other parties. We held Facebook Live sessions over 3000 views in July of 2025,
as well as more than 3000 views in November 2025. Targeted community mailers were sent out in provided in different locations like laundromats and libraries. And then we have held family engagement specialist events in different
languages, including Amharic, Chinese, French, Korean, Portuguese, Spanish and Vietnamese. If you could go to the next slide, I will pass it on to Miss Franklin to talk about some additional engagement that's happening on the program side. Good morning, and thank you for letting us have an opportunity to share.
So we want to associate ourselves as well with some of the engagement that the boundary team has done. We've also participated with as you know, we W alsot out targed information to grade
seven families. So we had those. But in addition, we are now getting really excited to work with our elementary families. So we have three Myfuture fair events. So this is our elementary brand where we're working with families of grade three through five. We had our
first event at Montgomery Village Middle School. We want to thank the staff for accommodating us, and we had over 120 families join us for that evening, where we provided personal information about early introduction to high
school and wanted the families to be well aware of the upcoming events and the expansion of programs. It was a delightful evening. Our families were very excited to ask questions, talk about the options, and that was one of the big things we learned that
night, is we had to stress that in addition to the great opportunities at your local high school, these are additional options for your students. And so that was a piece of information that we want to make sure we bring back and continue to socialize with our communities. So then our next one is this week on
Thursday at Odessa Shannon Middle School. We provided multiple multilanguage opportunities for families to learn about the programs and to ask questions. And in addition, we'll have a March 11th virtual meeting. And we did also learn that we will probably have
additional virtual meetings in targeted languages such as Amharic, Korean, Chinese, Spanish, French. I may have missed one, but we will have those covered. But we recognize
that some families are not always able to come out on the same nights at some of these events, but they do want the information. And we have a fabulous family engagement team that's willing to help support us. In addition to that, we will be sending out a parent survey for families of grades
four through seven. So that's going to be during March 9th through the 20th. And the reason for that is it's threefold. The first is that we want to gauge the interest of our families in terms of program interest. So when we get that information, that's going to inform our continued
work about our expansion of programs. The next part of that is where we might have some gaps in information and some of our own materials. So families say they need more information. We'll be able to gauge that and start addressing some information. And then the third part of that is to also develop
materials and community engagement events for both the schools, the staff and our community. So we're looking forward to releasing that information. It will be available in multiple languages, and then we continue with our program design team. We just
also want to identify for you all the expertise from the big bodies of teams and work that we're doing that include our leadership team, our family engagement specialists, all of our leaders and our high schools or middle schools. Our coordinators, our counselors,
tremendous supports and experts who are informing a lot of this work. So I'll turn it back to you. Adnan, thank you. Next slide please. So I want to quickly go over a process that we have been sharing since the beginning of when this study
started. We talked about that the boundary options are going to be developed based on the board policy, FAA factors that are four factors in policy, FAA and then the options would reflect a range of approaches
to advance each of these factors, which is what we did with the first round of options, as well as the second round of options. And obviously, we did a broad outreach. And, you know, collected feedback throughout the process. And we, as we
explained, you know, throughout the process is that based on the feedback as well as the, you know, policy factors in FAA, the superintendent would then present a recommendation to the board and then, you know, and then, you know, obviously,
there's going to be more opportunities for public engagement. Prior to the board's adopted boundary decision. So this is the process that we have been following from the beginning. And this is outlined in policy FAA as well. Next slide please.
So the questions we have received is why changes at the 11th hour. So again a reminder that this is part of the process because the the first round of options per policy FAA was to garner the feedback. And
based on that feedback as well as the board policy factors, the superintendent may or may not choose any of the available options. He can choose to modify based on the policy factors, as well as the feedback received from the public. So this is what we are
seeing now that Doctor Taylor has presented to the board. And then we have also gotten questions and feedback about, well, we didn't get a chance to give feedback or vote. So want to obviously remind that this the feedback process is a feedback process is not a
voting process. The only vote that is going to take place is going to be on March 26th. So the feedback that we did receive in the the rounds of boundary study options did inform the superintendent's recommendation. And then, you
know, obviously there's more opportunities for the public to still provide us feedback through the hearings that we have left before the board actually makes a decision on March 26th. With that, I'm going to pass it on to miss to talk us, talk more about the data. Good morning everyone.
Andrea, deputy chief of Facilities. So the next two sections we go to the next slide please. I'm going to take us through the data. We're going to talk both about enrollment projections and student generation rates as well as housing development and the pipeline. We are getting a
lot of questions, concerns that our data is not accurate. And while we've been talking about this really since the CIP and since October, and candidly, every year we have to talk about this, we really wanted to do a deep dive so everyone understands how we have been generating the numbers, where
the information is coming from, how we work very collaboratively with Montgomery planning and the municipality. So this is a lot of data. We'd love to get through these two sections, and then that might be an opportunity to pause for questions. Next slide please. So we continuously are
receiving questions and quotes. And we hear this and the public testimonies. We've had problems with really bad estimates from M.C.P.S. And I want to sort of, you know, demystify that a little bit and walk you through how do and where do we get our data right. We pull from the
state of Maryland. They give us the resident live births. We again work collaboratively with Montgomery County, planning for looking at the housing pipeline and the student generation rates. And we have an attachment as part of this that we have shared every student generation rate by cluster. And
we'll talk about that in some upcoming slides and partnership with the county. We also look at the two municipalities City of Rockville, City of Gaithersburg and their housing pipeline data. And then certainly we use that information to help do our enrollment projections. And we also certainly have to take
into account our actual enrollment. What are we seeing? What is that enrollment number that's coming in? What's the official number that we get to in November of every year? Next slide please. So let's talk about enrollment trends post
Covid just like almost every other area in this country, we truly thought we would rebound right after Covid post 2020. We had, prior to that historically been on an upward trajectory. We've shown that sort of map throughout the CIP process
right over the course of the last several decades. The kindergarten capture rate was expected to increase post Covid. The New York Times, actually, this past Friday put a very interesting article. We've linked it here for you and for everyone else to take a look at
it. And it talks about since 2007, and we've seen that here in the county. And we have some data slides coming up. There has been a decline in the number of live births, and we are certainly no exception to that. We are experiencing that here. And what we're starting to see with our enrollment is that is really starting to
trickle in. That takes time. You know, a decrease in live births doesn't impact us within 2 to 3 years. It takes time to start to see that impact. And you'll see that in some of the data slides. And again just emphasizing this is not specific to us. This is happening all over the state
and the country. Next slide please. So this is our enrollment projections. If you look at sort of FY 21 through 26 and work our way down, there's a line for the approved and the amended right. Since we
update our projections every single year between FY 21 and 26 and FY 25 and 30. Those first several rows we were showing, we were continuously showing still a steady increase in enrollment. That was not what we were ultimately
experiencing, right? We sort of continuously were slightly over projecting. So in this year, in FY 27 to 32, that bottom row, you'll see we made a big shift based on all the numbers that I'm about to share, based on the live birth rates. Really looking at the cohort survival,
that's the grade by grade. How many students do we have in 12th grade and 11th grade and so forth? We are showing that decline. The numbers are getting us to that. And I know that that makes people nervous. They think our data is wrong. This is a big shift from where
we have been over the last couple of decades. But based on all the information that we have and looking at the models, we think this is where we are headed. Next slide please. So let's talk about it from a statewide enrollment level.
Enrollment decline was not projected again prior to 20 2526 school year. For the majority of the LEAs, most still thought we were all going to rebound post Covid, but this year, the statewide has seen a decline of 1.2% across from the
last year to this year. Across all LEAs. We are on this higher end of that. M.c.p.s is seeing a decline of 2% from school year 2425 to school year 2526. And again, these numbers are based on pre-K through 12. All
24 LEAs in the state of Maryland experienced an enrollment decline except for one school. And that's Kent County. And you'll see, that's because of about six students. And candidly, their enrollment is smaller than one of our high schools. So not quite apples to apples for us to compare, but it's important to note that 23
of the 24 are seen exactly what we are seeing that declined enrollment. Next slide please. So we're going to walk through. You'll see this slide repeated a few times as we break out kind of section by section. So
how is enrollment projected right. It's one of the biggest questions we get asked on our team all the time. When we look at that we start with something called cohort survival. That's the grade by grade. How many from the current kindergarten class move into first grade. And I'll show you a graph of
what that looks like. We also take in consideration the resident live births that really impacts our kindergarten class coming in. But it also helps us look at, you know, how is that going to trickle as we move those kindergartners to first grade and first grade to
second grade? We also have to take in other considerations, such as the economic and migration patterns. Then the next step, we also need to layer in the important data that we get from Montgomery Planning and the municipalities regarding the housing pipeline. And I know this is where people are having certainly a lot of
concerns that we are not including that, and we'll have slides that walk us through. And then the final step is we review and consider impacts based on special programing. So we also in this deck have slides to talk about special education, how we factor that in. And then certainly all the regional programing
conversations that we are talking about. All right. So let's dig into the first section. Next slide please. So specific to sort of our county and our Lee. What enrollment factors first step for us. You know we're looking at that
declining resident live births. This is a primary driver of our enrollment declining. And again you know you'll see that it's been declining since 2007. It was a much slower decline for a while. And now we are seeing a much more rapid. The annual
births dropped from over 13,000 in 2014 to under 11,000 in 2023. 2023 is the last data available from the state. We should have the 2024 number very soon. We're also seeing a decline in the international enrollment number. We've been talking
about this since the fall as well. So from July to September of 2019, we cleared 2793 students. And during that same time period for 2025, we only saw 1230. So that too is having
a significant impact and then less tied to like very specific numbers, but certainly in partnership with Montgomery Planning, Montgomery County, the housing affordability does have a factor on our enrollment. And then in addition to the housing development pipeline.
So that would be new housing that is constructed and built. The change due to turnover of existing housing does actually often exceed our enrollment change more than just the development does. Next slide
please. So let's talk about the resident life bursts. Here's a graph that shows starting from 2000 to 2023. That's the latest state data that we have available. You'll see that the live burst peaked in 2007 at
the 13,843. Again, there was a slow decline, but but still very much a decline from the 2007 to the 2016. And then we see a more rapid decline. And that is what we are starting to see come in again to that early
elementary grade. We are now below 11,000, when we were almost at 14,000 births in 2007. Next slide please. A few other factors for us to consider.
That are part of our enrollment factors are the net withdrawals that we see for both homeschooling and private school. So this does not represent necessarily how many are left. Because certainly we get people that come from homeschool back into M.c.p.s. But this is the overall net
withdrawal. And you'll see, you know, the up and down. But this is a factor. That is something we need to take into consideration. Not the primary but certainly something. And then certainly the federal loss, job loss and the relocations in this area over the last year and a half has impacted our
county. Next slide please. So we reference cohort survival. This is a very common term that is used enrollment projections not just by m.c.p.s. But a well known practice. I want to break down a little bit as to what that means. So the cohort is
really that grade, that kindergarten or that first grade. And it's the average growth or decline from when they were in kindergarten to first or now they're moving from first to second. So if you look at the table in the chart here, if you follow the diagonal, let's start at the
top left and you have the 85 for the kindergarten the next year, if you follow that light pink diagonal, they're going from kindergarten to first. They go up slightly, then maybe they go up one more the next year they also can go down. So it's really tracking that. We then take a three year average
of that as well. It's important for us to look at those trends. That's what the third bullet is talking about where we see cycle in and out. If you look at the fifth grade, this is where you start to see some of the impact to the birth rates,
right? So we go from 126 down to 97 to 1 14 to 117. But overall, if the if that grade continues to decrease, it has a ripple effect as we work our way up. So the large fourth and fifth grade classes are being replaced by smaller classes. So
enrollment has a natural decline. If we go to the next slide, we're going to hit on that fourth bullet a little bit more. So these are some basic assumptions. Using that same cohort survival method when you have a larger kindergarten
enrollment which is what the image is on the left, you have a natural increased enrollment, right. Because you're starting with that bigger cohort of kindergarten, and it's going to keep building as you work your way up through the grades. If you have a smaller, which is what we are experiencing right now, kindergarten, the image on
the light green on the right, you have a natural decreased enrollment projection. We're seeing a smaller. And so our bubble is at the high school level right now. And it's slowly works its way down. And it gets smaller year over year with each of those grades. Let's go to the next slide. And
this will really start to tell some of the story. So here's where we were pre-COVID 2019. We were pretty universally even across grades K through 12. That's what those two blue bars are showing, you know, up or
down a little bit, but pretty steadily, you know, mid 11,000. We have seen a dramatic change over the last six years. What we are seeing right now, we have a little over 12,000 students in 12th grade and under 10,000 and kindergarten.
And it is a steady there's always a bubble at ninth grade, and I'll let Doctor Taylor share more if he wants on the ninth grade. But there's always traditionally a bubble at the ninth grade in high schools. But other than that spike, if you look at our K or 12 to K, it is just a slow decrease down
and that is where it is impacting us overall of that overall student enrollment. Let's go to the next slide please. One more in this enrollment projection. So student generation rates this is something we get questions on all the time. Student
generation rates are actually generated in partnership with Montgomery Planning. They use our student geocode information. They actually pinpoint where each of the students are located, whether that's in a so that on the left table that
single family dwellings, single family attached and detached, multifamily, low rise and multifamily high rise. We have shared we're just giving Walter Johnson as an example. But as part of an attachment to this presentation, we have the student generation rates and we
do it by high school cluster, the current cluster. And we're going to go ahead and start including that in our future CIP book so people can really understand how those are generated. Again, it's an attachment to this presentation right now. But you can see it's broken out by elementary middle
school, high school. And it's also broken out by the four different dwelling unit types. Again, that's single family, detached, detached, multifamily, low rise and high rise. And it really changes throughout the county based on the different clusters. And then we wanted to
give a sample of how that is calculated. So if you look at the right, if you use the student generation rate for Walter Johnson for a single family detached home, which is 0.448, that means that 4.4.48
students live in approximately ten homes. Just to give you an example of how that would work. And then we gave the same example for the multifamily high rise two. And again, they're not the same. I think people have also always thought that we truly used one student
generation rate for detached single family homes for the whole county. It is not. It is always very specific to that cluster because it does go up and down, and you can see that in the attachment online. All right. Next slide please. I'll take us through the housing
development pipeline analysis too. And then that might after this section might be a good opportunity to pause for any questions that you all have. Okay. Next slide. So bringing us back to this slide sort of these three steps in the process of how enrollment is
projected I want to talk about sort of that layering on of the data that we receive from Montgomery Planning that has municipality data embedded. You know, we really want to ensure that the data is consistent and accurate. So we do work closely
with Montgomery planning the file that we use for our September 30th, 2025 data was the file that we received from them in May of 2025 that included all county development pipeline as well as both municipalities. So both Rockville and Gaithersburg.
It's important for us to use and while we collaborate with the municipalities, it is important for us to go to that single source with Montgomery Planning so that the data is accurate and consistent. We work with them on a very close basis, and it's helpful for them to send us that GIS file
file that maps out the entire county. Let's go to the next slide. So what does this mean? What is you know, what's included in that? What factors are we taking into consideration? You know, I think one of the misnomers and misunderstood pieces is that
everything that is in development is included in there and taken into our projections. Things take time. Development does not happen overnight. And using a well known one, right. The White Flint development as an example. And this is specific. There's the white Flint white Flint
sector plan which is much larger and takes into more areas. This is just the white Flint development itself. Currently there thought is 2500 units, but to date zero have been built and no site plan is approved. So this is not
currently factored into our projection enrollments. Without that either preliminary plan or site plan approval, we are unable to take that into consideration. And we broke it out. You know what's been happening really since 2011. So we're talking about 15 years at this point that we've been having, you know, and they've
been working through it. We hope it's certainly a great interest of the county over time that this does get developed and built. But until it moves through further into the process, we are unable to take that into consideration for our projections. So just wanted to give that as an
example. Next slide please. So a little higher level I want to pause here for a second. This is taking into account what has been built in terms of housing units. And when we say housing units that could be a single family home. That could be a multi-family low rise, high
rise. It's everything. It's all encompassing. For a dwelling unit. The line on this chart shows from 2000 up to 2024 how many units have been built. So we've added almost 16,000 units,
yet we have lost 6000 students in M.c.p.s. In that same time frame, I know Doctor Taylor wants to add to this one. No, I just want to pause here so that our media also has a moment to
absorb the slide. Yeah. Let's go to the next slide and it continues the same conversation. So what does this really mean. You know, and I think certainly the thing that we hear all the time is like well more housing equals more students. That's
not always the case. And that's certainly not what we are experiencing at this moment in time. More units does not always equal more students. So if you take that same data we presented on the last slide and just show it in a slightly different, you know, bar chart here, where you've got the blue and the housing units going up
to that 15,925 housing units over that five year period. And then you see our red bars of our enrollment going down. You know, we're sort of in opposite trajectory, which is why we feel at this time we have capacity in our schools to handle the development that is
currently planned for. Next slide please. Sorry. Before you. Yeah. Let's go back. One more slide real quick. Yeah I just want to let it sit there for a second okay. Thanks. Okay. Next slide. We have two slides with
this. And really just want to emphasize to people that we really are tracking all of this. We know where our students currently are. That's what this map is showing. It's showing you know the various high school clusters that are in the superintendents recommendation
where the population is. And if we go to the next slide, taking that same student information, go forward. One more please. Thank you. The purple outline are where the developments are.
This align with this aligns with what is on Montgomery Planning Development Tracker. This is the same information that we receive from them on an annual basis to update and impact our enrollment projections every September. And we are constantly looking at this right, making sure that
we are forecasting and understand the projections and have the capacity where the students are and where the plan development is coming. Next. Slide please. You know, over the course of the last couple
weeks, we've certainly got a lot of question about, well, what about the master plans and the comprehensive plans. Are we taking that into consideration. So yes, we are well aware of these plans. We've listed just a few here. The Thrive Montgomery 2025, the General County Plan, the City of
Rockville 2040 Comprehensive Plan. There's the Clarksburg, there's the East Silver Spring community plan. We are. There's many more than this. We are aware of those. We talk with folks about these on a regular basis. But these are visionary in nature, right? They don't
have preliminary or site plan approval. They don't have all the units defined. They have really great and fantastic, ambitious goals. But these are just visionary at this point. Often these type of plans are also tied to change and zoning. And so they have to go through
an extensive process to make that happen. It does happen and it might, but it will take time for that to happen. And so while we are aware and we are working either with the county or the municipalities to continue to track that they are not currently in our projections, given the long
runway that these projects take. Next slide please. And this. So a little bit more on the development tracker for either the board or the public that is watching. If you have not been we have linked it here at the
bottom. This is the Montgomery Planning Development Tracker. It is a fantastic, great public tool that the community is welcome to use. In 2025, they undertook a study of the development tracker to better understand why housing projects were not being built. And they
listed three of sort of the top impediments that they were seeing, whether that's the market base, the high interest rates, high construction costs. Certainly we are experiencing that on the school side. Policy, rent stabilization, the high impact taxes and the project
base, the 12 to 18 month approval process and just the overall infrastructure costs and phasing. And again, this is a public tool. Any time a project, a development project makes it through that preliminary, it does go on there and you can see the number of units that are planned. And this is the same
data that is on that website that we take into account in our enrollment projections. So let's talk through let's go to the next slide and let's talk through that process a little bit. So what is it. Where do we sort of start. And we see it as a three step process conceptual
plan. Some people refer to it as a concept a sketch. Some of the municipalities, particularly the city of Rockville, call it a project plan. That all sort of means the same thing as that very early conceptual idea. This is when developers submit an application either to
Montgomery Planning or municipalities, and it's a conceptual idea, the size and the scope of the overall project. Right. What is the overall goal? Then you move in to the middle portion, right. That preliminary and the site plan. So once that conceptual proposal are approved,
developers then submit that preliminary and or site plan. And we're using both of those because again Montgomery planning has one definition and they call it a site plan. Others might call it a preliminary plan. So we're trying to be all encompassing since everyone is not using the same exact terminology. That
will have more details and it'll be closer to permit ready, meaning they could actually go into construction. Now, there's a lot on the development tracker, candidly, that is permit ready, but they haven't moved into permit yet. So there's a lot that does sit there that has all the approvals. We know the number of units. We are taking that
into consideration. But they have not started construction yet. And then the last step is once they have all those approvals, certainly they've secured the permits and they're ready for construction. Next slide please. So I wanted to
share what we are specifically taking into account in our enrollment projections. So as of what was transmitted to us again back in May of 2025, with Montgomery planning takes into account the two municipalities. There are 32,000 unbuilt units
in the development tracker that we are taking into consideration in our enrollment projections. So we're not just only taking in what our current enrollment is. We are layering this in over that six year and sort of the long term. And what we broke it out on the bottom are the current high school
boundaries. So where are those units falling relative to the high school boundaries. So you can see almost 50% of the 32,000 fall currently in two high school clusters. That would be Walter Johnson and Bethesda Chevy Chase. Then you can see the rest and sort of
breaks down. If we go to the next slide, we wanted to share that same 32,000 units, again, unbuilt units that are in the development tracker and how that translates to the superintendent's recommended boundaries. They're actually very pretty evenly split. The
Walter Johnson on the previous was about 10,000 units. They're pretty evenly split between the proposed current boundaries of WJ and Woodward. The rest, you know, you'll see some changes between like Wheaton and Kennedy because of us moving
maybe an elementary from what's currently in Kennedy over to Wooton or sorry, Wheaton. So you'll see some of those changes again. Same overall 32,000 units. Just trying to give a sense to people of where these units are based on the superintendent's recommended high school boundaries. Let's
go to the next slide please. Certainly because of the impact both to Richard Montgomery and Wooton at Crown Farm and the impact of that boundary, we've received a lot of questions and information around the city of Rockville's pipeline development, and so we wanted
to sort of break down the information that we have have and how we have used it. So the City of Rockville recently shared updated pipeline development to us and to the county in this past January of 2026. And this is exactly how
they have broken it down for us. They have project pending at 824 units. So that means they don't have either a project or a site plan approval. And then they have various projects in both a project and a site plan
approval status of about 5000 or of 5786 units, for a total of 6610 units. I want to go to the next slide to share of that. What have we currently included in our projection? So as of
last May 2025, what the City of Rockville had shared with Montgomery. Planning was an approved 1528 units. That was all they had shared as of last May. So that is what is currently baked in to our enrollment projections. You will then see. So that's that
top row. The middle row is if we take that 6000 units that you saw on the last slide, and they have the site plan approvals, which is how they would make it onto the development tracker. Per the definition of Montgomery planning, it has increased from
May until now of almost 900 units, or a little over 900 units to the 2464. So as we build our projections for next September 30th of 2026, we will take into account all 2400
units in that city of Rockville information. And again, that bottom row was what we were previously showing versus their definition of project plan. And site plan is the 5786. So just wanted to break down. We will
have two slides coming up. Show you what happens if we just include all of those in what's the worst case. But let me get to an example so people understand. If we go to the next slide, what are what are we really defining in terms of project plan versus site plan. And I want to use a specific example in the city of Rockville. So this is something
called the Shady Grove Innovation District. It currently resides in the Gaithersburg cluster. They have a project plan approval for a little over 16,000 or 1600 units. You can see that's that top section. So 330 attached
units and 1336 multifamily units. Again, that's a project plan approval. So that will not show in the development tracker or not, something we would have taken into account into projections. What often then happens, and this is really common in the development, right, is they get a larger
project plan approval, and then they start to break it down to smaller components, and they get built in chunks over time. So they do have a site plan approval and they call it Shady Grove phase one for 136 units. And they also have a site plan approval for Shady Grove Phase
two for 360 units. The 136 units were included in our projections of September because they were approved prior to us doing our projections. So that is baked in. You'll see there in the note, you know, October 8th of 2025, the 360 units. So that's
post our September 30th. So it was not included. But we would include in this upcoming projections. And that is very normal, right. Things are constantly going in and out. Things also expire. If you look at the public data that's available from the city of Gaithersburg. Their latest
report is from July of 2025. If you looked at their first two pages, which is their approved, they call it out. It's in a purple color. You know, they have many site plans that have been approved for a long time and they eventually expire. And that happens to as things are not developed over time. Let's
go to the next slide. So we sort of wanted to just you know, we've heard the comment Rockville is growing where we had it. Have we taken this into account. Can we fit this in the capacity if we don't open a 27th high school? So while I
shared, you know, we agree we should take into account 2400 units at this time as we would do our enrollment in September, not the full 6000. What would happen if we did the full 6000? And we wanted to show that. So there are four high school clusters, clusters that are
impacted. And this is current high school clusters by the city of Rockville. Walter Johnson really ultimately is the Woodward boundary. It's just the north part of the Woodward. But again, this is the current cluster. If we take each of those 6000 units, put
it into the appropriate cluster and run a student generation rate based on the high school numbers, we are seeing 400 students from these 6000 units. What's really important to note is that this only happens if
everything is built at the same time, and all students enroll at the same time, and that does not happen, right? The development one doesn't. All 6000 units are not going to get built at the same time. It will be over time. And all those high school students will not come at one time. They will
come in slowly. So really just wanted to point out that we feel we can handle this capacity based on the housing that they have currently in their pipeline. Next slide. And just to help orient everyone, we've talked a lot about the city of Rockville. City of
Gaithersburg certainly has an impact to this too. But we wanted to give people a sense of, you know what, high schools are impacted. This is the proposed high school boundaries. So you can see Woodward there and the white Richard Montgomery just north of that
in the yellow. The majority of the city of Rockville impacts, actually Richard Montgomery, there are a couple units or developments in the Wooten boundary, a little bit in Gaithersburg and again, a little bit in the Woodward. But you can see the footprint of the city of Rockville and same
thing. You know, we've been talking a lot about the new Wooten boundary. While it is impacted by both City of Gaithersburg and City of Rockville, the majority of it, which is the blue here is actually Montgomery planning. So it's equally as important for us, and we are taking into
consideration any just countywide development that's happening in the rest of Wooten. Next slide please. We have just a few more wanted to just show. And again this is the data that's available on the development tracker on
Montgomery Planning's Development Tracker. These are the current recommended boundaries for Woodward and for Walter Johnson. This is these are the same numbers that you saw on that bar chart. So if we took the 10,000 units that are currently in the WJ boundary
and showed where those fit within the proposed or recommended boundaries for Woodward and Walter Johnson, again, they're pretty evenly split across those two boundaries. We showed we anticipate that Woodward will have a very similar student
generation rate as the current WJ, which is why we showed that here in the. And all of this on the screen is taken into our projections currently. Next. Next slide please. We also wanted to do just because the WJ and the BCC ones have the
most development. Again just want to emphasize that between those two clusters, they take about 50% of the overall housing development pipeline. The units that 32,000 in the entire county, just between those two clusters. So that's why we wanted to break these
two out. So this is where the development is proposed in the Bethesda Chevy Chase cluster. You can see a little over 5000 units. And this is all again included in our current projections and accounted for. I think this might be a good
place for us to stop. She's got, I think, a couple can I do let me just see two more slides okay. Okay. And then. Yes okay. Yeah I would agree. Let me go to the next one. This is Richard Montgomery. So this is another we've gotten this question certainly throughout
the public testimony. How is it that we are showing. So the top screenshot is from our CIP. Our the CIP projections always take into account not just resident students, right? Resident students are just the local students that live in the
current boundary. But because we know who's there from a program standpoint, we can bake that in for for our CIP. So we circled in red here. The capacity at Richard Montgomery is 2220. That's consistent both
in the CIP. And the bottom one is a screenshot from the boundaries. What changes from the enrollment of 2526 to what we've circled in blue? Is that in the boundaries we're taking
into account resident students only and later on in the presentation, and Jeannie will take us through some of that. We want to sort of explain to people how we're thinking about this information for the boundary overlapping and in partnership with the programs and how we think we can fit some of these programs and what
the assumptions are, so as not to continue to overcrowd the schools but still accommodate the programs in their. Let's jump through the last two. We can make these really quick and then we'll pause the last. Just a quick clarifying question. If
you go back a slide. So for the lay person watching this, what you're saying is, is that the the program attendance of students attending a program there influences the bottom chart percentage utilization,
influences the top one, the red one. Yes. Correct. Correct, correct. Okay. That's taken into account in our CIP. Yes. So what you're saying is, is that the enrollment and the boundaries are connected to programs. Correct? Okay. Okay.
Next two slides. And these are both for Walter Johnson and for Richard Montgomery. Just wanted to stress, you know, the overall enrollment that we are seeing and that, you know, people certainly have feelings about our projection
enrollments and that we are always wrong and wanted to show particularly like if you look at the line 24, so the 3048 and where we came in at for the projections of 3000, you know, we are very close and we adjust
year over year to account for that. We've actually been over on a few of these over the course of the years. If you go to the next one, two, you'll see some of the numbers here. For Richard Montgomery, I think this would be a good place to pause and happy to answer
questions about enrollment, student generation rate, the housing development pipeline. Okay, I'm going to see if any of my colleagues have any questions. I just want to clarify this chart that everyone's looking at really
quickly. So based on the projection for 24 to 25, we were six students off in that projection. Right. Great job
projections. Miss Yang. Yeah. Thank you. This is a lot of information to digest and I appreciate you gather all this information. And I think one of
the the things as I there are two takeaway I have, one is slide 11 which talks about because one of the things I hear in our community often is you did Clarksburg wrong.
Clarksburg was built in the early 2000 and it was overcrowded very, very soon. You have trailers, but what you are saying is since the pandemic, the trend has
reversed, that your slide 11 shows that we have always projected slightly more or a lot more some years than what we actually enrolled. So that
is my first takeaway. My second takeaway is you're talking about project plan approval, site plan approval. So there are a lot of jargons here
because we are talking about what's in the planning pipeline, what's actually being delivered and what data set we are using. Can you please talk in layman's term that I'm talking to my
next door neighbor, and when I want to explain to my next door neighbor what the school district used to project future enrollment, what is it? What what is three sentences I can say that is clear and a layman
can understand. I yeah, this is our it is a hard question. It's why I gave examples because I think, you know, referencing the white flint one is a good example that has been talked about for 15 years, and that is
a good example of what's not included in our projections, because there is nothing there is the idea of to build 2500 in a master plan or whatever, conceptual master plan, master plan or comprehensive plan. But then nothing has been approved.
Correct. So nothing has been built. Yeah, but more importantly, we have looked at plans like that and like the plans that other municipalities have put together. And we have considered that and asked ourselves the hard question,
could we accommodate this if they came to fruition? And the answer is yes. So you have built in some project plan that's approved, but that might not be built yet in your
estimation. Correct. There's a lot that's in our projections that hasn't started construction, that we are making assumptions that they will start construction. I mean, a lot of what you see right on the development tracker from Montgomery planning, most of that hasn't started construction, but that is included in our projections.
Then I need to understand one thing you said throughout to say you use different housing generation rate for different high school cluster. Can you elaborate that a little bit?
Like like why why you use different generation rate for different cluster. Did I understand that correctly? Yes you did and I don't know if you have it all in front of you. If you got printed. It's an attachment online for everyone
to see and board docs, but it is. It lists each of the high school clusters. And I'll give you an example of someone that's not currently in the boundaries, but Sherwood High School, they don't have in their cluster. They have no multifamily high rise buildings. So there actually is no student
generation rate for that. They only have three dwelling units. So it's important that we look at it because it does change some times. Certain areas of the county generate a lot more students from the low rise. Sometimes they generate more students from the high rise. Sometimes we generate more
students from attached versus detached. So it does vary where we are in the county. So it is important to have specific student generation rates based on those clusters. If we how did you come up with the rates? So Montgomery planning does these for us and they share
these with us, but they are literally taking where each student currently resides. They count the number of students in those single family homes in that high school cluster. How many units are there, how many students there are, and they do the math. Okay. Thank you. Yep.
Miss Montoya, thank you. I just want to thank you also just for the presentation of this information, it makes sense to me, which I hope that means it makes sense to others as well. So I just appreciate you kind of the way that you've laid it out to show us these patterns and trends that we're looking
at. I do have a question related to slide five on programs, but I think we're going to get into programs a little bit more later. So I'm going to hold that one. But my question is. It sounds like there was a confusion about
what basically the term plan, right, how we were defining the term plan. So M.C.P.S. and perhaps Montgomery County planning defines plan as an approved site plan, which is like the action part. Right? Okay. We know what we're going to do now. We're going to put
this here. We're submitting for construction, permitting et-cetera. We're ready to hire folks to do it versus in some other spaces. And it sounds like maybe the city of Rockville, they define plan as the site plan, the action plan, but also the project plan, which is like the idea or the
vision that you mentioned. Right. Like this is this is what we envision happening here. And so that's why their numbers were bigger than our numbers. Am I understanding that correctly? Okay. And so but notwithstanding all of that, I think as you mentioned, we
still looked at that to figure out, okay, even if that did happen, this is how many students it would generate. And we're good. We can absorb that in terms of the space of time, etc. Right? Okay. And we've done that. So have we looked at
the same thing in the terms of does that include, sorry, the Walter Johnson Woodward developments to I think that was slide 31 where it showed like very heavy on the Johnson side. But then under the proposal, the units in the
tracker would be kind of split. And I guess I'm wondering do we know. So these ones are ones that have been site plan approved, either preliminary or site plan approved. And these are all taken into our projections. Okay. And do we know thousand units that are split between WJ and Woodward
are accounted for. And do we know like how long my dad did construction. He built houses I grew up with permitting and delays and all those things. Right. So I'm very familiar with the timeline. Do we know how long have these been in the
track been? Because sometimes things can be approved. You can have a site plan, but life happens, costs will go up, Covid, things like that. And so I'm just wondering, even when something a site plan is approved, it doesn't mean that, okay, next year there's going to be a new apartment building
if you actually go down. I'm sorry, and I don't know the page number, but the one that has the Woodward WJ image on it, it in there. Keep scrolling for a few. 3939 please. Okay. Yes. Go back up one. And again this
is from 38 I think. Sorry. There you go. You can see the dates on the left. So the blue is representing anything that had a project approval from 2009 to 2015. The fuchsia color is 2016 to 2020, and the
orangish color peach is 2021 to 2025. So. So some of these have been hanging out for a while, even though they are technically site plan approved and we could put some things in the ground. So even though we're including those numbers, is it possible then that we're actually over projecting
because we're trying to, in our due diligence, include everything, but these aren't actually being built, and maybe that's why we're seeing bigger drops than we actually. That is our probably our more significant concern is that we're creating capacity potentially where we don't need them. And this was highlighted
earlier, but it is connected. And it is germane is that we have a little bit of a high school bubble right now where our high school enrollment is significantly higher than our kindergarten enrollment. And and though we're doing a boundary study where we're
advertising building utilization, when the buildings open in the fall of 27, they will be markedly higher than they will in the subsequent years to follow, because it's going less and less each year. So even if it looks high initially in the first year or
two, it's going to just slowly start trickling down. Correct? And as a parent of young children, I can attest. Okay. Thank you. Silvestre. Thank you. Could you go back to your worst
case scenario slide? So thank you for kind of breaking down all the different points that we've heard through testimony to help us understand. 36 please student generation the
projects. So a could you just walk us through this again in terms of the data, is the data? Yes, this is how it's going, but things could change tomorrow. This is we're living very turbulent times. But this is the worst case scenario. So
I want to really understand what happens if all the developments come through all of a sudden and people start having, I don't know, moving here, I guess because you can't won't feel the new birth rate increase for a while. But what if everyone starts moving back to Montgomery County? Walk us
through this scenario. Yeah. So of the 6000 units that currently are showing in the city of Rockville's housing development pipeline, we broke out where each of those developments are located. And that's in the column that reads total units and pipeline. So we
mapped where those go, where they fall within the current high school cluster. So we're showing of that 6000 2227 fall in the current Gaithersburg High School cluster. And you can work your way down when we then take those units andly the cluster specific student
generation rate, we are seeing that, you know, we would anticipate around 152 students that would come with in the Gaithersburg High School cluster. And again, that's assuming they all all the development is done at one time. And all those high school
students come at one time. So I think it's important. A lot of times people equate number of units 2227. We're going to have an additional 2000 students in the Gaithersburg High School cluster. That's not what happens, right? We don't see one unit, one student. That's
why we create the student generation rate. We know what those are across the county. And that's how we get to the 152 students. And that same math applies for Richard Montgomery. Again, Walter Johnson here is really what would happen in the Woodward
boundary now and then. Wooten, does that answer your question? Four. So 401 total for the entire municipality. Correct. But it's spread across those
four high schools. Okay. What's that? And across time potentially. Can you say more about that. So again this is also working on the assumption that all of them are built at the same time. So this would and then and then that the
students would show up at the same time. This worst case scenario relies on everything to move forward concurrently for students to show up concurrently. And again, we wanted to examine it for sort of an order of magnitude understanding, but it's not likely that the stars would
align in such a way that 400 high school students show up on at one time. Okay. And this is the current school. These are the current boundaries. Current boundaries. Correct. So how does this apply to our proposed
boundaries? The biggest thing that changes the Richard Montgomery boundary doesn't change. And the recommendation what's listed here as Walter Johnson would fall in Woodward's boundary, because it's the north part of the proposed Woodward boundary. Wooten. Those would still fall in the the Wooten. And same for
Gaithersburg. I guess my question is what is the worst case scenario for our recommended option 400? No no no no. So what she's talking about is if we realigned our boundaries, what would the
worst case scenario be for the schools that are impacted here? You might see a little bit of a change for Thomas Wooten, although you're still talking about 12 kids. You may see
probably less significant number at Walter Johnson because the Walter Johnson district right now is massive, and it would be largely cut in half. You would see maybe a little bit of a smaller number in Gaithersburg because that boundary is being reduced
significantly. And under the worst possible scenario in terms of and and let's be let's be candid here, us talking about the worst possible scenario is actually a wonderful thing for Montgomery County. And actually what we would we would love for, for
this to happen. But in terms of dealing with the influx of students, you wouldn't see very much change at all for for Richard Montgomery. But candidly, that would be wonderful if that happened. Unlikely that it would happen all at the same time. Unlikely
that it would happen, that all of the students would be manifested all at one time and in one place. But at the same time, we're planning for it nonetheless, and making sure that our recommendation to you
can absorb this handily. And right now it does. Okay, I'll have to process this and get back with more questions. Ms. Wolff. Yes, I want to thank you. This is a tremendous amount of work, and it answers a lot of
the questions that we've been receiving. I know that that Julie and Carla and Rita have all touched on the same thing. I'm getting ready to ask, but I just want to be clear that I understand it. So on this slide
36, these are in the pipeline. How long have they been there? I would have to go, I don't know, some of them off the top of my head. Several of the projects. This is a culmination
and a summary of a lot of different development projects that are in the pipeline. We we can do the research and give you a detailed list by year of approval and and whatnot. But but candidly, what we can tell you is that some move very
quickly, some move not at all. Some move very slowly, some do absolutely nothing whatsoever expire and have to be reconceived as a new project in the future. Well, that's what I'm trying to understand, because you did mention that
some expire. Is there a term limit in the county on when plans expire? So I think each municipality has their own definition of that. So the ones I was referencing and again, it's a public report on the City of Gaithersburg website.
It's from July of 2025. There's do expire. And they specifically they put an asterisks. They still included in the approved overall number, but they call it out in a purple line and say that these have expired. And looking at it, I don't see a specific timeline.
I'm happy to get back to you all on that, but I'm sure there is a specific timeline at which those expire. So can you go to slide 38? So these are plans or
are they in? What I'm trying to understand is you said that the blue cover 2009 through 2015, that's just when they received their approval. But where are they? I mean, what's the status, how to built. These are all
unbuilt units. So this is what 2009 to 2025. And nothing has been built. Correct. That's that's what I wanted. And again in the Shady Grove example, they some units of a larger plan may have been built. I mean we would have to go one by
one. That's pretty common right? They start with an ambitious 2000 units, 3000 units, and then they start to break it up and they build one building at a time, get in a smaller approval for that and build it over time. So I mean, we could dig in on the on a specific example if it's helpful and
work session three. But there's probably something in here that does have a built unit previously but not the whole thing. These all of this remains unbuilt at this time. Okay. So just just help me make
sure I'm clear. You've got plans that have been approved, and then you've got a development pipeline. But in both situations, nothing has happened on some of these things. So how then do you move
to the development pipeline once you have a project plan approved like this, the site plan, you are in the development tracker. Okay. So you could be there for years. Okay. Thank you. Correct. Can I just add one clarification? I just wanted to emphasize and
that these are not M.C.P.S. decisions, right? We are working with and interpreting data as well as definitions, plan, approval. All of these definitions lie with county planning and we work with them
and we are interpreting them according to some agreed upon rules that are agreed upon again across the agencies. But I just want to be clear. Andrea is not making decisions. Well, I'm going to count this. I'm going to count that again. These are this is a planning process that ultimately lives
with planning. The student generation rates live with planning. We are a very important part of that and we work with them. But these these are definitions that we receive. We don't create. Correct. Thank you, Miss Stewart. Thank you so much for this comprehensive
packet. It's really eye opening actually. I wanted to know, like I see you have the projections for the high schools, but as we know Woodward will be taking some of
a lot of the Walter Johnson. Projections, you know, into account. And so of course, we don't have past projections for Woodward. We don't have Woodward yet. So but it is by elementary school, pretty much. We do have some split articulation. But have we
looked at where we have missed more often in certain areas just through time? It seems like we have certain high hot spots where maybe more kids are generated than we expect, and
it's only in a few areas have we somehow taken into account for areas where maybe the growth does end up exceeding what we expect more often in the past? We can definitely
look at that and bring that back to you all in the third work session. I think the Clarksburg one that Miss Yang brought up is a good example. You know, we've we've said this throughout the last several months. We are not saying that enrollment is going down everywhere. There are still if you look in the projections, you know, Cabin Branch
Elementary School that currently shows up in the Seneca Valley. In the CIP book, you'll see that their enrollments are still going up by over 100 students in the six year CI, the six year projection. So we're not saying that every single school that's probably one of the best in extreme examples in the
elementary state. And I've been out there, we've been working closely with the principal. You know, she's trying to figure out how to manage all these students, and they're going to continue to see an influx, and then it will level out and it will go down right as they finalize all the buildings that are there, people I think, you know, you get the influx,
especially at the elementary, because new families move in. They have the younger and then they stay and they're going to keep going through the middle school and high school and unlikely that they will move out. So there are areas like that. Again, I think that's one of the extreme ones we're going to see for the next six years at an elementary level, and we
need to account for that, and then it'll level and possibly go down to we saw that at Wilson Whims and a few others. I think there's certain areas where there is plans for growth for a very long time where it's not just like a one and done.
And so I have a lower tolerance for close numbers in those areas than in others where, yes, you can see it's a single family neighborhood. We only have so much land. You build it
and then it goes through its process. But in some of our more dense areas where there are plans for growth going forward into many years now, how fast that gets built out is always a question. But this is
where I think it would behoove us to look back to see where have we missed in the past. Just as kind of a hint where we might want to be more conservative in our thinking about the tolerance we have for
capacity rates? So I want to introduce, just maybe, a thought to consider that past performance is not an indicator of future performance, particularly in this dynamic, because we've been on a 40 year growth approach for M.C.P.S.
for quite some time, and now we're experiencing a period of decline. That's also reflected not just in the state, but nationally as well. Looking beyond our high school enrollment right now and looking at our K-8 and even our
pre-K indicators, we are looking at cohorts that are 2000 students fewer than what we've been used to for the last decade. This is a substantive drop in what we would expect
largely tied to to to birth rates, although there are other factors clearly at stake. I will say this a lot of credit to the Board of Education of the past and making the decision to reopen Woodward
High School. Clearly, the indicators were pointing that South Rockville in this particular area, or North Bethesda is was a high growth area, just like what you're talking about, Miss Stewart. And being sensitive to that is
going to be critical. I think it's worth even some thought around, you know what the elementary and middle school outlay looks like in that space as well to to organize it a little bit better. Those are going to be be features that we
consider. But to miss Atokos point, I think we are in a new paradigm and looking at our historical numbers and our historical approach, we may be looking at things or have to
look at things through a brand new lens that we maybe are are not as comfortable looking at, and that even though we may have pockets of high growth, those pockets of high growth are going to be tempered by this. These bubbles that we are
seeing that are quite severe. I want to clarify that I am not questioning the numbers that are being presented to us. I'm talking the only reason why I brought this up is because I myself might have a lower
tolerance to how we come in at capacity, or even very close to capacity in some areas and in some other areas, just because I might want that, just that little extra cushion just in case. So we don't open a school
and then end up putting up portables in five years. I'd rather try to avoid that. So that's just me being a little bit conservative, but I think you're doing a great job on getting us these numbers. Okay. We're going to do one more question each. If so, Miss
Sylvester, if you have a question. Yeah, I'm going to slide 32. The recommended high school boundaries unbuilt units in the development tracker. And so we see the the big growth
areas. This is where we are going to expect as you said enrollment is declining overall. But we can see that this is where the growth is in the county. So Bethesda, Chevy Chase High School, Walter Johnson and Woodward. So you're also saying that more
development doesn't necessarily mean more students and. And then back to the cushion. So how do you come to your decisions, your recommendations
for for example, I think for Crown, we're about 95% capacity, if I'm remembering correctly. How do you can you just kind of walk me through your process of, okay, you see that this is a high growth area. You know,
that units don't necessarily turn into students, but you have a generation number to help you come up with that. And then we you are recommending 95% capacity for Crown. Could you just walk me through your thought process so that I can understand how all of these
factors come together to a for a recommendation, because it does seem high to miss Stewart's point in terms of building in cushion, given that it's a high growth area but may not generate as many students. So I'll start and then miss
will add all the extra good, good pieces of information. The first thing to consider is the high school bubble is that the cohorts right now at high school are 2000 or more students per cohort, larger at
currently at high school than they will be projected based on our K through eight enrollment. So right out of the gate, we will be dealing with significantly fewer high school students across the county, and there will be excess capacity
created from that. So right there, that is an 18% differential on what our current high school enrollment is right now. So that even though we may open at 95%, what you are likely to see, at least
for a short period of time for the foreseeable future, which is a narrow window, but for the short period of time, you're likely to actually see enrollment declines at each of those high capacity schools, at least initially, until there is
some sort of dynamic change or there is some sort of development or a move to Montgomery County, which would buck national and state trends. I think one other note that we could make, and again, you may want to add details to this, is
that the 95% does does not reflect the full amount of crowns, potentially that buildings potential future footprint. And so there would actually be room for growth in that building should we need to incorporate that in the future.
Can you say why I'm going to let miss be more specific about that. Yeah. We and we actually have a slide coming up in the follow up questions that show it's pretty typical for us in any design project to do. We actually built out the shell space, but we always show a
master plan edition. So we have we know where utilities are, we have set aside. And I'll show you on the screen again, an upcoming slide where we think we could build an addition for 500 students, should we absolutely need that at the Crown School, but so that we don't have to enlarge, you know, when we say core spaces, the
cafeteria, the gymnasium, the auditorium, we build those for the larger capacity for the 2700, not the 2219, which is the classroom spaces that are currently being built at the Crown facility. Thank you. Ian.
Yes, in the last few weeks, one of the questions that keep or a statement that kept coming up was we have a CIP book, you know, for, for projections, and it was brought to our attention
that our CIP projection did not include excluded Ryvell and Gaithersburg plans when in all other clusters, all plans were mentioned. I want to get a
definite answer that in our projection. Did it include the City of Rockville and City of Gaithersburg comprehensive plan or whatever? All the plans? Yes. And if you go to slide, let me
tell you the number. 34. The municipalities transmit their data to Montgomery County Planning, who then ultimately shares the overall county plan with us. So what the specifically the city of Rockville had shared with Montgomery planning as of May
2025 was the 1500 unit. So that is what's built into our projections for September 30th. Okay. They have since received additional. And that's a normal process, right. They're always going to continue to approve different, you know, project plans and site plans. So since then in October they approved
additional plans. And so now their number has jumped from the 1500 to the 2400. So when we do another round of projections we would include that 2400. So you are including future plans. Yeah okay. So one last clarification on slide 40.
This is a question we have gotten during hearings and comments. Is that your projection shows you lack capacity. But when you do the plan, when you do your future
boundary drawing, it shows that this school is under capacity. I think the example used was for Richard Montgomery is this slide. So my say your explanation one more time. It has to do with programs. So in
the top row where which is a screenshot from our CIP projections, we take into account not just resident students, which is what the boundary did, but students that are already in the programs. And Richard Montgomery, you know, has a big program for the IB there. So those students are
baked in. We have a couple slides coming up with Jeannie and team on the programs that show, you know, because of when the CIP was built, it doesn't have all of the new region model program that we've been talking about for the last several months. We think this is an excellent place for the
county to move into, so that we can better balance the Utilizations and have more programs for students to attend, which will solve for some of the issues and overcapacity that we have had at Richard Montgomery for years. And we will touch on that as we talked about that later on. Correct.
Mr. one more question. Yes. Last question. So you've talked about, you know, since the original data tables came out, there's more information and more site plans approved. You just mentioned some. How will
we get what are we going to use the final data to in front of us that we will use officially when we go to vote on our decision? So will we have updated tables or will this be like an asterisk? Oh, it
doesn't include these that have also been. Now that we have a site plan. So what the date is, the data tables that we presented as part of the superintendent's recommendation on February 5th are exactly what you all will use unless
you request and propose an alternative. But there won't be new data provided other than what we've been providing in this work session and in the next work session. Okay, I just want to make sure that we're all on the same page so people understand the numbers, that they see what it actually
represents, and then we will also have maybe some kind of addendum that shows other projects that have been approved since then. I think maybe it's just good to know what the public sees so they
understand that we are using good data. Thank you. My turn. Can we go to slide 25 very quickly. And I think it's important to know. And just to again, we had a lot of
information that this slide is it talks a lot a lot I think to our discussion just because there's development doesn't translate into future students. And we can see that very
clearly in this slide where there was so much development. And yet we were still under-enrolled. So I actually thank all of you for giving one of the best presentations about
how this is done. I think this should be part of some kind of education curriculum for our high school schoolers. All. Honestly, this is how we decide how things are done because this is one of the hardest things, I think, to explain to folks how these decisions are made. With that being said,
these are not these are not our formulas. We are getting all the information from the planning board, from all the jurisdictions following their guidelines. We do not. I just want the public to understand. We do not make those
projections of ten houses, and then you use .443. And those are not our formulas. I think that's very important for the public to understand. Those are the formulas of the planning board, right? We might disagree. People might not like it. Take
it up with the planning board, your council people. But please don't email us because we have nothing to do with it. Okay, I just want to be clear. But then when you look at page 34, this is another point where there's
been a lot of questions about did you take into account this and that and so on. So I know there are folks from the city are watching, and I just want to say yes, yes, yes, C.c.c. we we we, we have seen it all. And
you take it all into account. Correct. I'll let her answer in a second. But just real quick to to your point, if we could go to slide 28, I want to acknowledge the there we go.
Almost there. There we go. I want to acknowledge the hard work that goes into different communities, who take the time to deliberately have a, for lack of a better term, a strategic plan on how to do responsible development in each
of their communities. This is a critical and really important guide path for our community to build really strong and thriving economies, and also to support our school system in really meaningful ways. And and
we really value that partnership. I think much has been made about a couple of these plans not being reflected in our our massive tome of a CIP document. And I just want to say that doesn't mean that they weren't consulted and that that doesn't mean that they
weren't considered in the development of our CIP. There's a lot of work that goes into these plans. Our our partners in each of these communities that have developed these plans that are listed here, including our Montgomery County planning
team, really put a lot into them and really have done a fantastic job. That's not to diminish any of this. We all want Montgomery County to grow and thrive, and we just want to lift up the hard work that they put into it and acknowledge that, yes, it's included, although it may not have been
listed in our document originally. Okay. Can I just add to that? I mean, I know we're really focused on enrollment and projections, but these plans are important far beyond just that. And I give the example of the East Silver Spring Communities plan. We've been talking with planning a lot about that. How does that
impact the Eastern Middle School that we certainly hope we move into design. It doesn't always just factor into I mean, it's development as a part of this, but what else? Like that's many of the conversations that we're having, like what are what are the goals in their plan? What are they looking at. How could our
future design project at Eastern Middle School add value to what their larger plan is? So there are so many conversations that are happening in these plans, not just the single development. And are you going to have, you know, increase in student enrollment because of that? There are many, many important
factors. Clarksburg Gateway Sector Plan is another important one of that. Yes, I know that's. And just because it's it's approved and so on doesn't mean we don't know when it's going to start. It could be like the Shady Grove area. It could be a phase one, a
phase two, and phase two might not start right away after phase one. And so there's a lot that goes into it. So I appreciate it. I'm going to have Miss Zimmermann. I didn't have her on my so I didn't know she had her hand up. I'm sorry, Mrs. Zimmermann, please go.
Thank you I appreciate that. I also wanted to thank everyone for all of the work, especially going into more depth on housing pipeline data and how we factor that in, as well as
the projections that you're looking at for like for each cluster. I appreciate you making that available to everyone, because that's questions that I've received from the community. I. I've
been thinking a lot about, like most of us, I'm thinking a lot about the future, but really, where? We know that the pandemic years were really difficult for our school system, difficult globally. And we also
know that the last year has been particularly difficult on Montgomery County. And I think we all know that that's another factor in our enrollment decline. And I guess, are we
considering that there could be greater change in the next four years as our landscape changes could be different if we're thinking in school terms, four years isn't that long ahead.
You see what I'm saying? I think I do Miss Zimmermann. And what I want to say is, is that our objective is to be undeniably the best school district in the state of Maryland, and then ultimately the best school district in the nation. And to attract families
that want a great education to come to Montgomery County, the short term prospect definitely looks as though we are going to continue to have a downward trend in enrollment and then stabilize once our high school
bubble has cleared, it looks as though we're going to stabilize, but we're going to stabilize at a much lower capacity or, excuse me, a much lower utilization than our capacity would suggest right now. Okay.
My follow up to that is that as we're also considering some of these conceptual plans, it seems as though they get really no consideration in our numbers going forward. Is there a
different formula that we could utilize is even like a potential forecast? I know we're talking about things as like worst case scenario, when in fact it's it's lovely. We have more students to educate here. I guess I'm wondering if we could look at sort of robust
data tables, kind of like how we were looking at on slide 36 for the WJ cluster. Are there ways that we can break that down and see kind of if we have greater enrollment, if more projections go through and we
see many more students, what if we're wrong the other way? Is that something that we could take a look at to? Go ahead? Sorry, I just because that made me think of something. Miss Zimmermann, before Miss or Mr. Mahmood answers, you know,
we're talking about trying to figure out what's going to happen in the future, right? And I remember when I was a kid, we had one of those magic eight balls. Unfortunately, there is not one for growth and development and enrollment, but I kind of feel like that's kind of what we're trying to do. And I guess I'm just wondering if
this begs the question of the consideration, not at this time, but for a future discussion of a sort of cadence to review of these boundaries and developments and growths. That doesn't mean we're changing boundaries necessarily, or anything like that, but just to develop some sort of, again, like a cadence, a rhythm to
which we look at these things, because I actually recall and we are on the cusp of a joint meeting with the planning board this week. But I recall before I was on the board, there was a meeting with joint planning, and I hope to see this individual there today. I cannot recall their name, but there was an individual in the
planning department, a staff member, who said basically like, hey, we're sorry, we can't tell you where the growth is going to pop up because the the patterns are just so erratic. There's no way to know because there's just so many factors going on in the county is so big. And that just really stuck with me in terms of how we're
able to project what's planning. Developments might go up, right. There's one that went up by my not too far from my neighborhood, and it's gotten built really quickly. And then there are others that have been hanging out since 2009. So just, I guess, to kind of support kind of what she's saying with
the like way that we're not I don't know that we're really able to do that. Yeah. I mean, we can we can definitely think of maybe the best way to come back to you on the work session three to talk about. I think that's why we've stressed a lot
of the resident life bursts, because the development does go up and down. And planning Board will tell us that, you know, you should just constantly change boundaries to adjust. I think as the school district, right. Stability over time is so important for us. And we've stressed that for them, coming up on the heels of our joint
meeting together on Thursday, that I'm not sure that's the specific direction that we will go in. But I understand why, right? That is their position. Because it does. I mean, they don't they too do not have the perfect crystal ball. That can tell us exactly when a development is going to happen.
And so I do like your idea of we constantly do need to be checking in. We should not change boundaries constantly. I don't think that's what us or you or anyone wants to recommend, but we do need to take that into consideration. But the live births, I mean,
what's, you know, the 2023, right? Those students are going to come in 2028 for kindergarten and you're going to like because of this decline since 2007, that is really one of the biggest factors in indicators, regardless of development keeps happening.
We're not sure that that's necessarily going to have a driver on our overall enrollment. If there are just less children being born, that fundamentally is going to have the most impact on our overall enrollment. Okay. Thank you so much. And there's so much to consider. And we wish we could
have a crystal ball. But you know, in 2019 I'm sure they were discussing that. Nobody saw a pandemic coming. Right. And how that was going to have an effect on our lives. So it's just very, you know, so we have the tools that we have and that
is the hand we were dealt with. And we do the best that we can with with all those numbers from. So thank you to the staff for one wonderful presentation. With that, we're going to continue and let you go to
slide 43 to resume. So I'm going to quickly take us through this part of the enrollment projection where we, you know, review and consider impacts based on special education programing. Next
slide please. So we work hand in hand with our different offices to meet up and discuss any special education program expansions, any removals or relocations or any desired changes. So different offices,
special education, early childhood education, transportation and our facilities, you know, meet to discuss where programs are. And, you know, we constantly look at where we are seeing growth and how to accommodate students as close to their home as possible.
So all of these have has been incorporated into our boundary consideration. But having these meetings monthly allows for, you know, looking at our early enrollment forecasting, given various assumptions, like, you know, if we're adding pre-K
classrooms, we know that, you know, we could assume there's going to be additional 20 students in that cohort that, you know, Mr. Walker explained earlier that in the early cohort, there's going to be additional students and that then we can use in our calculation in the cohort
survival method to see how it impacts our enrollment. Next slide please. So what were the capacity assumptions we made for special education. So just a quick. You know, overview of our discrete special education
programs that we have in our high schools. We have LFI learning for independence. In those classrooms. We assume that, you know, these classrooms could hold ten seats. School community based SCB six seats per classroom, autism six seats. Bridges is ten seats.
Deaf and hard of hearing seven social emotional services is ten. Extensions is six seats and then the twice exceptional, formerly known as Gifted and Talented is 13 seats per classroom. So those are all in
the capacity calculations that we put in when we are, you know, talking about school capacity. Those are included. Next slide please. So. So in the. Sorry.
Oh and then sorry I wanted to mention the. Sorry go go back one slide I'm sorry. Yep. So what did we assume for our special education. So in the high schools that has discrete
special education programs we kept those capacities intact and going forward in our calculations. So if they already had discrete classrooms, those capacities were included in our capacity calculations for the Crown Farm site. What
we added was the there are five qcb for success versus, you know, what we currently have at Wooton is three Qcb and two autism. So we're actually having more classrooms in the in the high school in Crown
Farm. Then we, you know, currently have at Wooton site. And then Charles Woodward High School would have four autism and two LFI classes. Also, we were, you know, talking to our special education folks and
they are in, you know, talking about, you know, developing a vision for the secondary discrete programs. And they're in the process of issuing an RFP to, you know, kind of look at overview of the regions and how these classrooms are going to be distributed in the future.
But we do want to give an update or overview of what classrooms we currently have. Next slide please. So in region one we have a total of 24 special education classrooms. These are all built into the capacity in region two is also
24. Region 326. Region 437. Region 541. Region 628 with a total of 180 special education discrete classrooms in our high schools currently. Again, as I stated that our special
education partners the they are, you know, looking at what the placements are going to be with the RFP they have issued. But we do believe that there's sufficient capacity built into our high schools currently that allows for these discrete education programs to continue.
The other thing I want to point out is with the regional models, especially with the special education classroom. As you can see, there are the classrooms are spread throughout the regions, the transportation for special education really becomes a lot more easier because special education,
transportation is a lot more involved there. Obviously, you know, legal, you know, we have legal mandates that, you know, that we have to follow. And having those programs regionalized because we have, you know, sufficient amount of classrooms in these regions, it
will allow us to significantly, you know, you know, make our special ed transportation more efficient with that. And then we can you just clarify when you say special education, these are discrete programs for
special education programs, including like learning for independence or autism programs. So those are the program classrooms I'm talking about. Not not the IEP, not the children who may qualify for an IEP or a 504 and are in general
education. Maybe they even have a resource class. We're talking about specifically crafted programs to give them the level of support services that they need, right. Just so that the community understands. I just want to be clear, this does not represent the space that we need for everybody with an IEP. Correct? Obviously, you know, I
just want to be clear for those who are who are watching okay. Thank you. Thank you. And then the next next slide please. Just a quick overview of essentially where our you know, where we have our students with,
you know, that are, you know, attending our special education programs. And as you can see obviously you know there are throughout the county. So again having the regional model allows us to, you know, sorry, discrete special education
programs. So having the regional model will allow us to better serve these students. With that, I'm going to pass it on to Miss Franklin to talk about programs. Thank you. So we are so thrilled to be working with this team. A
little difficult to come after them actually, but so Franklin, director of Consortia and Application Program Services. And joining me is Peter Ostrander, a new supervisor for academic programs. And this
might be what, one month in one month in. So this is part of our onboarding process. But what we wanted to I wanted to say is that although this is Peter's first time at the board table, as part of the onboarding process, that we
have been working for decades on this work. And so we are thrilled. I am thrilled that he's part of this work as a critical friend, partner. And now to help us expand programing and to ensure programs are available to all of our students. So very
excited about that. So can we go to the next slide? Okay, so we do have some questions that we want to clarify for you. Maybe debunk some myths that might be before you. And then also for our community. So we're going to take turns
sharing some of this information. And then we'll also be available for questions. So if we can go to the next slide. So we're going to talk a little bit about a regional program. We thought that this was really important because we have different definitions that are in the community. So I'll
pass it over to Mr. Ostrander. Sure. So let's begin with what we mean by a regional program. Regional program offers students a deeper, more immersive experience within a specific theme of study. These are not just a few elective courses added together. Programs are a four year
sequence of courses and experiences intentionally designed to build knowledge and skill over time. Regional programs include co-curricular and extracurricular components. That means students are not just learning in a classroom. They're engaging in experiences that connect learning to real
world application. Each program culminates in a capstone experience, which might include an internship, research project, industry recognized certification, showcase of student learning, etc. students completing the program will receive some form of recognition, whether it be an
IB Diploma Program certification, external certification. In short, regional programs are designed to provide rigor, relevance, and real world preparation. Next slide please. Great. And the other piece that we wanted
just to address for you and also the public, is that our regional programs are themed programs that provide students, again, an immersive experience, and they're also optional. So we wanted to clarify that we have fabulous high schools with numerous pathways that have
programs that are available to students, but these regional programs are optional programs that we want students to have access to. Should they have interest in something not offered at their local high school. So another question that we have is how we're programs assigned to schools.
So we just we shared this with you in previous board meetings, but we also want to just follow through how this happened. So we first want to just bring attention that we do have nine high schools out of our 25 that don't have a regional program. So that's information that we
wanted to share. And then also, we wanted to start off by pulling together all of our assets. So we started with step number one is what are the asset drivers the key components that we wanted to drive this information. So one included career and technical education programs. Another
were our successful regional countywide programs, our fine arts buildings and facilities and spaces, and then also languages, less common languages. We wanted to know where those existed. So using that those were considered our
asset drivers. Then what we use is we went to step two is where we built a map, the map for every one of our high schools. You might remember those beautiful charts where we had lots of different colors showing all of these different areas where all of our high schools had numerous assets.
And so that was really important. We started there because we wanted to ensure that we were starting with what already worked, and then also we wanted to be fiscally responsible. Then our step three using the asset drivers and that map, we started to
make recommended decisions about where programs should go. So one of the first steps we took is we had nine high schools that we wanted to first look at. What were their assets and how could we ensure that they had a solid regional program available in their school because they were going
to stand up a new program? And then we started to fill in the other programs using the asset map. And so that's how we move. Now. One thing we wanted to let you know is that many of our schools had some of the same assets. So sometimes one school
made it very easy to say we're going to place a program here. For example, music programs, successful music programs in many of our schools. So we had an opportunity to look at where they were successful, looking at the seats, what they already had available in the region. So
then we go to step four. We presented, as you know, we came to you at least three times with different layers of this process. We came to you with the phase one. We received feedback from you and our community. We received feedback from the school leadership. We
collected numerous pieces of feedback from our community through our online feedback form, and we also met with our design team. Then we made adjustments. Then we came back to you again. We presented that and then we received some
additional feedback. And then we also work with our boundary team. When it came to numbers, we also made some further adjustments. Our latest adjustments are February 5th, that is at that board meeting. And since then we have additional adjustments that we're looking to make, which is
part of the process. And we want to make sure that we're sharing that information with you. So let's go to the next slide. So a few things we just wanted to bring to your attention some questions about what changes are reflected in
the current placements. So these are key areas. So first of all as we were making placements we wanted to ensure that all of our schools had both criteria based and interest based. It didn't start that way. But as we started to look and as we started to talk with the community and as we
started to talk with principals, it made very clear that we ne to have a solid option of both criteria based and interest based in all of our high schools. The next is that we needed to adjust adjust to balance schools within regions. So that was really important as we were looking at some of our
fine arts programs, or if we're looking at our Stem programs, we ensure that we had engineering and middle college in each region. We didn't start with middle college in each region, but that became a request and an interest of the community that having that opportunity in every region was
critical. So that was how that developed. Same with engineering. There was lots of interest from our school leadership and our community to expand Stem pathways that we have done. And then we also took upon ourselves with some additional feedback from our community to distribute the
fine arts in most of our regions. So they're not concentrated just in a school. We spread those out based on assets and also to spread out some of the seats, because we are a partner with our boundary team in terms of utilization of
the building. And then that's a key piece is the boundary study impacts such as building utilization. We made decisions about that. And you might recall one was when we initially had Damascus as part of region six and Quince Orchard as part of it was
reverse. Quince Orchard was part of region six, Damascus was part of region five. And then I think there was a switch. So these are some of the steps that we took to ensure the partnership was met with balancing for programs and also
for seat numbers. Go to the next slide. So we had some questions about seat assumptions. And in many of our schools we did have some overutilization of our of our
buildings due to some of the programs. And so two examples were Blair and Richard Montgomery. But we also have Wheaton High School and some other schools that have been part of our discussion. So we wanted to give you a little overview of what some of the seat numbers will look like
going forward. So this is our preliminary phase. You've seen this before, but here are the sample pathways. On the left part you'll see math science and computer science the International Baccalaureate and the humanities. So those will be over four years 240 students
with local students also included. And then we have a communication arts program that is at Blair that is looking to have about 180 students. Then you'll have we have a number of sample pathways where it's the four year number of students in
it is 120. So there's music and dance and which are two new pathways visual Arts Center. We have only one. We're going to now have six. We have our leadership program clinical health care, language engineering. All of those will have roughly 120 students over
four years. And then our cybersecurity and theater, because those are interest based, those will have 60 plus their local students. So all of these programs we anticipate will largely have lots of interests, we anticipate to fill all the seats simply because we have a lot of
information from our trend data and our current model that indicates that. And then we also recognize that based on enrollment data in lots of these new pathways, that they're going to be a lot of great interest. Okay. So we're going to go to the next slide.
So we want to talk with you a little bit about ensuring that we're looking to not overcrowd schools. And so I'm going to pass it over to Peter kind of talk you through this chart. Sure. So a large amount of the boundary and program work was dealing with building utilization. And we didn't want
to have a situation where programs were causing an overburden of students in the building or leaving a building underutilized. So these slides, this slide and next slide are going to look at two regions, region one and region four
specifically. And I'll walk you through what the columns mean. So on the left obviously the school name and then the building capacity, which is how many students can be enrolled in that school without going over capacity, how many local students. And this is based on
the work the boundary studies people were doing. How many local students are predicted to be in that building? When these programs meet their full capacity, meaning we'll have seniors in these regional programs, and these are how many local students will be in
those buildings at the time. Next column is how many regional seats that building will have, based on the programs that are currently proposed for that building. So if you look at Blair, which is second, they will have 480 seats for out of boundary
students that live in the region, but not wouldn't be naturally assigned to Blair based on where they live. And then we have a prediction for how many students might leave for other programs. We went with a simple model for this particular number, because there's a lot of variants that we just haven't had in our
system. And we do believe that having regional programs will increase the interest. And we we just don't have a predictive model specifically for that. So what we've done is we said if students attend these programs at equal proportions across the
region, how many students would leave that school? So if you look at Blair, there are 300 seats at B-cc they could fill, plus 480 at Einstein, Northwood and Whitman. What what proportion of those regional
programs could they potentially fill? If everything was equally proportioned out, they would lose roughly about 565. 59, I think is what the number says on the chart. My eyes can't get that far. So that's the
prediction. And we look at that compared to what the capacity is of the building, which is 2889. So we figure okay. Yeah. So if we add in the regional seats or that our kids coming in remove the kids going out, we figure it will be about 2500.
We also have the last column because this is hard to predict. We said, well what if that number fluctuates, right. So what if instead of 559 that number might fluctuate 20% up or 20% down? What would be the minimum and maximum range? And that's that last column. And so
for Blair, you might see anywhere between 2400 2600. Based on this particular prediction. Right. And each school might lose or gain more students based on how many regional seats they have versus how many out of regional seats
their kids could potentially go to. And so those numbers played in, and this is particularly region one. You'll see that in region one, Einstein with our initial number where everything was equitably proportioned, they'd be running at about
capacity. And so when we're looking at the numbers as they grow over four years, how is that playing out in reality? Once we have those first classes going, we can kind of fine tune this model a little bit, be a little bit more predictive of that so that we can foresee any complications that might be coming down in 3
or 3 or four years when the program is full. The next slide shows region four. Region four has one of the schools that was predicted to be over capacity without regional programs. Right. So if we look at
Churchill, the building capacity is just under 2000. And local students in that area would be a little bit more. And so we have made adjustments. For instance, initially slated for Churchill was the music program. However, that would
have even put them more over capacity. And so that program had been shifted to RM in the proposal over the proposal process. And when we look at this, it the regional program model might potentially help that overcrowding, because they may end up losing more students
than gaining more students with this. And each school is going to be, you know, either losing or gaining students, hopefully, as like I said, as a proportion of of what other seats are available in the region. So this is region four. Thank you
Peter. Okay. Can we go to the next slide. So I would like to just make one comment on the previous slide about the region. So when we're looking at seat numbers, one of the pieces that we also learned is that as we
said February 5th, we presented to you the proposed framework for all of the program placements. And so an example of adjustment is that we're making for Woodward High School. And so some feedback we received is some opportunities for Stem at Woodward. And so we're looking to move introduce
machine learning and data science at Woodward as well. And so the future is AI on some levels. And so we wanted to make sure that we positioned that region as well to have that as a resource. But that's an example of us adjusting. So these numbers will be helping
us ensure that we stay within utilization. And these numbers also, I don't believe account for in our model, you know, change of school assignments, small numbers of like administrative placements and any other time tha students move. So the ranges help us
also see that we really do believe that students are going to have an increased interest because not just because of the regional programs, but also because of the central staff transportation that's going to be available to them. Okay. So let's go to the next slide. So the question there's been these questions about the admission
process. And so what I first want to start off by saying is that we do have a very solid infrastructure for admissions in the system that has been tried and tested every year and during the year, we make incremental improvements. And every year we make significant
improvements where we need to. So I want to reassure the board and the community that if you have gone through our process or your children have gone through the process, you can expect some of the same, because sometimes predictability and familiarity is a comfort. And so we want families to know that we are
definitely going to take advantage of what is working. And so generally in our regional and county wide regional and interest based programs for and criteria based, that season will start in the fall. And so we will continue
with that process. Results occur in the winter, and then the spring is when articulation and final results and any round two happen. And then we have appeal. So we are going to stay in that same process. And with
some tweaking, we understand that it's always better for high schools to know when students are leaving and coming as soon as possible. So we might be able to actually make some improvements in this regional model. With that. I think the other piece that I
did want to just address is that we have been streamlining for years, many of these processes, which is how do students apply, how do they get information. So students will be applying still through the high school common application, which is on synergy, so that a lot of information is already
built in. What you might not know that I think is very it's a very strong component of our work, is that every fall for eighth grade, students get a personalized letter in their synergy platform. Both the student and the parent platform
that outlines their local school options, and then all of the programs that are available to them. And so that will continue to be a personalized opportunity for families to have something that says, here is what's available to you, and here are all the options available to you. Join us to
learn more. We will be doing that also with grade seven. As we get started to move into the spring. Start sharing this information in April, which is feels like ten days away. We will also have for our interest
base. Just so you know, our interest based lottery programs, we run a lottery if there are more requests than seats available. And in our lotteries, we do have some variables that we can consider. We can, for example, in our elementary
immersion, we can consider a student attending their home elementary school as an additional factor for them in the lottery. We also can consider students who are impacted by receiving free and reduced meal services. That can be an additional factor in a
lottery. So we do have lottery platform for which we can draw from to ensure that there's equity in our process and then in our criteria based process. What that means is that students who are Montgomery County residents can apply, but then we will use multiple
measures to evaluate students, to determine, to demonstrate whether they have a need for the program. And so we will continue to look at that. Our measures usually include an external measure, such as map, map R or map M. We use student
grades. We might use the best of one of the two external assessments, because sometimes the day that you take the assessment is not your best, but we'll take the better of the two. So there are lots of different strategies that we're using and benchmarking. So that's what we can tell you at
this time. Bolded in the third bullet is that we'll have this information more finalized by the end of April, because we continue to work with our teachers, talk with our coordinators, look at data to inform this process, simply because we understand that
equity is really critical. Go to the next slide. So how will emergent multilingual and and students receiving special ed I'm not sure if we did I am I reading this wrong. How will emergent multilingual and
students receiving special education students be supported in the regional program model? I think that I think that's a typo. Yes. No. Students thought that. Peter, did you do that?
Try to trip me up at the table. My onboarding. Okay. So this has always been very near and dear to all of our our roles in ensuring that students who are receiving services are elevated
in the process. But I also want to mention that back in July to 24 July 24th, when we came before you, we do have a data sheet that shows how many students who have received ML
services or special education services are accessing our programs, and in some of our programs, it's as high as 25%. Some of our programs it's 44%. So we do have we do have an attachment that we did share with you. We will make sure to
elevate that. Again. It it is an attachment that says who are our programs serving. And so we'll make sure to get that document to you. But I'll give you an example of some of our just to bring to your attention
that this is an ongoing interest of ours, is to always elevate students who are growing in programs and growing in their academic experiences to elevate them for our programs. But, for example, our Magruder Aviation program, we have 35% of our students in
there are ever have ever had eld multilingual experiences. Our Gaithersburg biomed 35% in our northwest MC squared 35%. So our students are ever
present throughout many of our programs and then in our criteria based programs, ever, ever Eld students we have in our Poolesville Global Ecology, 22% in our math Sci science
program. Does that sound familiar to you, Mr. Ostrander? Okay, 21%. So the we are paying attention and we are ensuring that students have access, but we also know that we have some talent development work that we want to continue to do that has
been impactful in this work. Next slide please. So we just want to highlight a few of our timeline pieces to you. So we are now in March. We're finalizing our placements. And then what we did not mention in
our earlier slide five about our engagement is that starting in April, we are planning on a very robust engagement process and cycle with our families. We're looking at our middle school families, particularly our grade seven families, because they are the first ones who will be part of this
process. And so we're going to be finalizing the criteria and then mission timeline. If you look at May, we're going to be hosting some information meetings in person targeted language and also virtual. And then in July we will complete the program implementation process for our administrators,
building a toolkit for them. And then this summer we'll be working on training. We'll go to the next slide, and then we will be launching modules. We'll be hosting additional information meetings. In the fall. We're going to be opening
the enrollment process or the admission window in October. And then we'll follow our cycle. But throughout the process we will be delivering targeted, personalized services to families. We're working with our middle school counselors. We're working with family
engagement. We understand that this is a lot of information. We want families not to just be aware of it, but to value it so that they know exactly how to use the information. So we wanted you just to see what our highlights are in terms of the timeline and our deliverables.
We can go to the next slide. And now I will pass it over to Mr. Maroon. Yeah. So as far as the implementation for the boundary and programs for, for the high school in school year
27, 26 and 27 ninth graders in a centrally managed regional or countywide program or assigned through the northeast or down county choice process would remain in their program and not be reassigned. And then for school year for middle school's sixth graders in a centrally
managed world language or regional countywide program would remain in their program and not be reassigned for the new boundaries as they start their school year in 2728. Next slide please. So quick reminder
on the implementation timeline for the boundary studies. The proposed implementation has in school year 2728, grades nine and 10th grades moved to their new high school, and then 11th and 12th grade students remain in their current high school of
assignment. And then we'll just continue to build that grade up in the newer high schools from school year 28, 29, nine, ten, and 11 are going to be in their new high schools, and grade 12 students remain and complete their high school year. And then 2930 is the full
implementation for grades nine through 12. Same thing in the middle school, grades six and seven. In 20 school year 2728 will move to their new middle school, and then 2829 will be the full implementation of grades six through eight. And
then the next slide. Quickly. The, you know, reminding everybody of the few notable changes that Winston Churchill will continue to be at exceeding their capacity at even after the implementation
of the boundary studies to the same degree they are currently. This will maximize stability of assignments and geography, and then the Overutilization, as the program team already mentioned, can be addressed through regional programing.
Damascus will temporarily be over capacity due to the implementation plans until the new high school project is complete, two elementary schools will fully articulate to Damascus prior to the completion of major capital
project, which would be the Laytonsville and Cedar Grove, and then one elementary school, Snowden Farm, will have a delayed implementation plan to Damascus because to reduce the temporary capacity exceeding
for Damascus, we'll go over the follow up questions next. Do we want to pause for any program questions? Because the last two sections are follow up questions for the two boundary studies. Miss Montoya, thank you. I'm going to take you all
the way back to slide five. This is the question that I held earlier from the very beginning. M.C.P.S. expertise. We have amazing staff in our schools. I mean, really, you guys know so much. And I'm looking at you, sir, because I
know you just came from our schools and you were part of one of these programs, and it really the expertise is really the right word for the information and knowledge that a lot of our staff have that are working with our kids. And so I just want to make sure. Yes, we talked to, for example,
like a leadership person or but did we talk to Mr. So and so who runs the theater program at school or provide opportunities? I know not everybody wants to or wants to weigh in or whatnot, but just really meaningful opportunities, because when
we're up here, something can sound good and it's like, okay, that seems like that's going to work out. But then Mr. or Miss so and So is in the classroom and they're like, oh wait. But in when I try to do this thing, it doesn't quite go that way. So I just want to make sure that we're checking in in that part, that the actual real life
lived experience implementation, including how we get our educators training. Because and I don't know, maybe I'm wrong, but is there how to teach, you know, journalism program in teacher training school? I don't know that we have that right. Or, you know, I mean,
it's probably a specialized HCL or something like that. So I just want to make sure that we're trying to capture all of that as we implement these new programs so that we can have program equity across the board. So I'll start. And if Miss Franklin wants to add anything that that's fine. But just very
succinctly, the short answer is yes. But the longer answer is to everything there is a season for for certain things. So a lot of the conversations at this point in the planning piece may be very heavily focused on leadership conversations, logistical conversations, organizational
conversations, and dialog with parents and students. A lot of that dialog is really going to have a tidal wave movement and a shift to the educators and to the practitioners of, you know, how does this get replicated at
scale? What makes sense in terms of finding the cadence for them to regularly meet? Because slightly different than how we're set up right now is we're now also creating educator peer groups that have similar subject area expertise
across lots of different parts of the county. How do we leverage that in a really meaningful way to not just create continuity, but also consistent quality, which is something that the board has really tried to elevate this past year in particular, because I know we also have some middle school programing,
not as much, but those folks, you know, could potentially serve as subject matter experts for their high school counterparts in their particular region or whatnot. Right. We have different schools in different subject areas. So I appreciate that that context of where we're going. Ms. Wolff, thank you for
the presentation. I just have one question. Same slide actually, number five, and I'm sure you already know what my question is. I see Montgomery Village, I see Odessa Shannon, I don't see any indication that
you've been over to the East County. So we decided for this time that we were going to target elementary families, and we worked with our communications team on community schools. And
interesting enough, Miss Wolff, there were a number of community schools in the Northeast Consortium which had unavailability because of the numerous events that were happening in the month of March. And so this is not a one and done. This is our opportunity to learn at this time. But what
will happen in April is we will have six more meetings targeting families, and so we will be back into the Northeast Consortium area, and we will have events there. But families in the Up county and the down County are all invited to come to these meetings. They're not
exclusive for the residents of Montgomery Village or Odessa Shannon. They they're being marketed to all the families and grade three through five to come to these meetings. I understand that, but, you know, the geography there is not conducive to the people getting
to Odessa. Shannon, really. So I would appreciate finding out when you're going to be there and where you're going to be will be there. Thank you, thank you. I'll just resonate with Miss Wolff. I don't know what
unavailability means, but we need to make sure that those families are heard and included. And I'm just thinking, if you wanted to make it from East County, Montgomery Village, by transportation, by public transportation, you would probably have to take at least
five busses. So that's unavailability. Miss Yang. Yes, Miss Franklin, I want to highlight something that you said. The woodwork community
has expressed interest in seeing a broader range of programing, and program options. So in response, I have asked, can we take a look at the region and be more strategic
and and also thoughtful, equitable in program offerings? Can you tell us what programing options there are now?
Specifically Woodward High School and okay. Oh down okay. So what we presented on February 5th, we have visual art designing communication
which includes animation and game design and fashion design. They have dance. Looks like you're writing. Are you writing okay I'll go slower. No. Okay. Theater, music, middle college.
And machine learning and data sciences. So there's a machine learning and data sciences. Thank you so much. So is that sorry is that five programs. There are three program themes. So there's like the middle
college the arts and Stem. Yes. But they are not broken up. Yes. So the art is broken up into little things. That middle college. And now there is now a Stem offering for computer science, data science, data
science, machine learning and data science. Okay. Thank you. And there's some schools that only have two PCC some some do. Correct okay. So Woodward has three plus all the breakdowns. It it varies. It does vary from from region to region. Yeah
okay. Sorry, Miss Sylvester, miss Stewart, go first. I'm still getting my questions ready. Oh, Miss Stewart. To almost the last slide. 61.
Middle school. Six and seven move to their new middle school. I've been getting a lot of inquiries because of middle school only being three years. It is a time where transitions
are in general, hard for kids. Have we looked at the possibility of moving grade six and not grade seven to start
with? One year? And what would the cost be if we looked at that? Can I add to that is the
same line? Let me give you an example. We have heard from woodland families. We have heard from Cold Spring families because we don't know what's the final plan we're going to adopt. We don't know. But in the current recommendations,
these students will need to change middle school and some of them will need to change high school. Okay, so that the question is if it's only day students will currently go to
sixth grade, go to one middle school one this recommendation if passed, if passed, then they would need to change to another school. That means they go through two transitions in their middle school years, two transitions in their high
school years. So what can we do to minimize the transition for these students? Can we take a look at in the recommendations, how many different, you know, schools or community will be impacted this way? What can we
do to help? We can certainly look at that. Definitely. If that's what the board wants us to look at, we can look at the the implementation. And if it has to be specific, specific school like woodland, then you
know, again, that is something a request that needs to come from the board for us to look at. And we can provide the financial analysis. What we're talking about is, is from a transportation cost, it's going to be an additional year of grandfathering. So you are you are looking at a pretty
exorbitant transportation cost, because what I would ask the board to think about and consider is that you're effectively running two separate transportation systems layered on top of one another. I think that that any kind of movement that we're doing is
going to require us to lean heavily into a couple of structures that we've started this past year with Transition Day in terms of how we make those transitions a lot less impactful in a negative way and
more seamless in terms of engaging students and their families in a new school community. And candidly, it's a it's important to remind everybody that that individual students are not doing this in isolation, that there are are groups of students that are
going through the same transition. And candidly, they are they are children who are riding the same bus frequently, who are going to a new school environment and and doing that together. There is there is no perfect adjustment in terms of
a boundary study. I just would caution you that you not drag this out painfully much more than necessary in terms of both time and energy, and that to the to the extent practical that you try to settle as many
of these issues as quickly as possible and, and be mindful of trying to get them in stability of school assignment and, and, and really have that in perpetuity. More than happy to do that financial analysis.
Although candidly, what you're talking about is adding a year of additional capacity, a year of additional staffing, a year of additional bussing, that that does add a layer of complexity that may the juice
may not be worth the squeeze in terms of the long term outcomes and benefits. I appreciate that, and I think Mr. probably follow up. One thing I'm trying to understand is right. In terms
of capacity. As I look at the plan, most of our middle schools are in the 80s or range, so that is one. And in terms of transportation, if you have 50 kids going to stop going to
destination A, you got to send a bus. If you have a 50 students, you're going to go to destination B, you're still sending one bus, right? It's just a different destination. So I would like to see I might
not have seen the whole layout, but this is what we have heard. You know that that would be a different calculation. That's not that would not be the same calculation. Yes. And and candidly that that's fine if we weren't splitting the grades and if that was just a whole school and the whole
neighborhood and that was the case. But correct. And candidly, when you get to the point where you have full implementation, you're absolutely right. It you know, there is some indifference as to whether it's location A or location B, the same 50 kids are going to be
still riding the same bus, but when you have two busses that show up in the same neighborhood, one is only picking up eighth graders and going to location A, and one is only picking up, you know, sixth and seventh graders going to location B instead of needing one bus for that
neighborhood, we now need two. That is actually the pain point of us doing this. And so to the extent that you can speed that along, you're actually going to reduce costs over time. We're going to go back to Miss Stewart because she had the original question. And go ahead,
Miss Stewart. So I, I do understand there's a cost. There's give and takes to everything. Right. So I just figured I've gotten the question enough that it would be good to price it out. So we have an informed decision. I just like to get all the
information so we can make that decision. And. I don't know if anyone else here is interested in that information for their areas, but I specifically would want that for woodland. So can I ask a clarifying question. So
we're talking about doing analysis for an individual school 1 or 2 of them. Or are we talking about for the entire district? I specifically would want it for one elementary school, but I only want to take it like this. We are changing
their boundary. They're already at sixth grade. We are changing them to a different, different school for sixth grade. Right? But I do want to take a look at woodland. I want to take a look at Cold Spring. Can I just want to just so I understand the question my colleagues are
asking. So the idea is that potentially we would have some schools where the fifth graders are going to have a different kind of articulation timeline than at other schools. I just trying to understand what we're asking our staff to do here,
but only certain schools. We're not saying for all of the fifth graders or let me defer to the president, I actually would like to see it for the whole system. But if we don't do that, at least could I see it for Woodland Elementary? And I defer to Grace to see if she
agrees. Miss Rivera-Oven wow, that's a huge ask. I think at this point to to to us, we know there's going to be costs. Yes. That I mean there's certain facts. You correct me if I'm wrong and this has been said from the beginning. So this should be no surprise to any of
my colleagues that we've been told from the beginning that that transition, there's going to be extra costs for. And again, I think just with, with development and planning, I don't think we're going to be able to at least listen. I am not an expert here, but when
would I be gathering all this information that we're not you're not going to be able to tell us exactly to the penny. I think you're going to be able to give us a ballpark. And that could change. So but what I'm hearing the staff saying is, the sooner we make those
changes, the better it will be for the kids to adapt and the better would be economically long term and the better would be for everybody. So that's what I'm taking away from all this. But with that being said, I just don't feel comfortable asking the staff to do a whole,
you know, thing of, I don't know how you guys feel, but we're a whole assessment for the whole county because even that is not going to be accurate. So the convenience of sitting next to you, Madam President, is that my staff can't kick me from underneath
the table. I think that we can come up with a a ballpark kind of estimate to satisfy the board's interest. But I think you're right to do something down to to the penny, or even more specific, might be a little bit of a challenge. At
this point, we we can reasonably assume a significant cost structure and give you a ballpark in terms of number of busses and cost cost per bus. But but I think you're you're right in saying that down to a
certain level, it's going to be pretty difficult for us to do. And maybe it should be with, you know, if if it takes a year, this is how much it would be if this if it's if it's sooner, this is how much it would be ballpark. I think that would be helpful. That sounds really good. Thank you again. I just
want all the information because I've gotten the question several times, and this has been brought up at the board table several times. So I appreciate that. Ms. Silvestre. Okay, I'll be brief, and I would appreciate brief and
succinct responses as well. First of all, with Special Education, page 47. I see that region five has a lot more discrete classrooms than other
regions. So I just wanted to see in your analysis, did you look about about maybe distributing that so that one region is not more impacted than others? Yes. So this is based on residence. So it is where the children live. So the
the alignment is based on where the children live. Okay. So more children in this region are happen to receive services. And so the classroom alignment reflects that. Interesting.
Okay. Next question. Page 54 Einstein. Oh just this chart in general. So the the title of the slide is how will we ensure programs won't overcrowd schools? And could you walk me
through Einstein example? Okay. Let me pull up my chart that I can see. Thank you. Is this an anomaly I guess is my question because they are over capacity by 155. Right. So the programs are placed in buildings with
the assumption that about 20% of the seats capacity could be used for programs. So when the team that was looking at where to place programs were working, that was what they were working with. For Einstein, I think the
local students projection makes up about 90% of the capacity rather than 80%. So the seats that are assigned to Einstein right now for out of area, the current proposal would be 480 seats, which means 480 students
coming in from other schools in the region. But because they're a smaller school, they would potentially only lose about 325 students if students were lost at an equal rate across equal proportion across that region, which puts them right about
capacity. If that assumption were true for our range, we see that we can either go from comfortable or overcapacity, depending on variance from that prediction that we think is a reasonable variance. Why was
Einstein at such a high level to begin with? Just in our you said they were in terms of numbers of programs, partly was because of some existing programs there that we didn't want to move, for instance, the visual arts center and things like that. Oh, I see, so that
played into it. Mr. oh, you missed an opportunity. The answer is, very simply put, Einstein's amazing. And who doesn't want to go to Einstein High School? That is correct.
Okay. And my final question, Doctor Taylor, you mentioned something about teacher cohorts. I don't think you used the word training, but that's a big question that families are asking is how are you going to
get the teachers to teach all these programs and all these wonderful seats? Could you say more about that? Because I didn't hear any of that. Maybe that's not the focus of today's presentation, but I know that's the top of mind for families. Just very briefly, something that we don't do particularly well in M.C.P.S. is get
teachers who teach the same content areas from across the counties together to talk about their experience, to leverage their experience from different parts of the county, and to grow from one another. This is really a tremendous opportunity where we have like programs in
different parts of the county and really can get them together in one space where different experiences from different educators can not just be in a space where they can be trained together on what may be effective or what might not be effective, but also for
for them to to even have some co-planning opportunities, some brainstorming on special activities, field trips, things that they might want to do for enrichment. There really is an opportunity here to to create
that level of consistency and quality that I think the board is looking for, because we do have a wide variance between schools, and we have a wide variance between programs that we offer existing right now. And that's really what our
target is is it's it's different when you're the only one in the county who does X. And what we are looking at now is we will now likely have a half dozen people in the county that do X. Well, that cohort of
educators working together is likely to produce higher quality and more consistent outcomes over time. And when will we hear the full explanation of what's happening in terms of this type of work, and identifying teachers to
teach all these courses over the next year? So we're happy to bring that information forward. We do have a professional development plan that we have been working on, and will be getting feedback from the design team, and that was specific to some of the
needs beyond just the curriculum, but some of the needs for differentiation and supporting students of diverse populations. And so we can share that that plan, if you'd like, we can bring it here or send it to you as a, as a memo.
Just just very briefly, I mean, the hiring for teaching positions won't happen until the following spring. So that's really a year away. So we we have quite some time before we're, we're even in that space professional development plan. And again until they're hired, you know. But that's exactly
what they're working on right now is what that might look like. What a framework might look like is really more likely than a specific set of tasks or specific professional learnings. But maybe what a framework for each of these different programmatic opportunities might look like. Okay. Thank
you, Miss Stewart. All right. My second question. My last question, I wanted to talk about how our programs could affect demographics and different schools. As you know, in our boundary discussion, we
talk a lot about demographics, but the programs could change some of that. And so I went to the Minority Scholars Film Festival, and this was a theme that we heard underrepresentation in certain
programs and isolation. So what is our strategy to try to do better with that? And also, yes, just just let me know what the strategy is. So this is
something that we have been tackling every year, trying to benchmark with other systems, some tried and true strategies definitely targeted recruitment, building capacity with families to believe that their children can leave their local school to
take advantage of another school, another program, another. So we do have some cultural. Opportunities here, but I think the other piece with that is talent development. So what we really want to and
we've done talent development in different ways. And we actually had presented to the board for many years information on our talent development strategies, which included summer programing, and then also a partnership with Saturday School. And we were
able to demonstrate that students in those programs who were impacted by special education, free and reduced, or were black and brown students, Latino students were invited to programs at a higher rate if they participated in some of
our talent development strategies. So we would like to return to evaluating how we can scale those, because at Covid there were some changes. And so we need to revisit how we'd like to bring those back to scale. We have some direct
strategies in the schools, but this really requires a multi-pronged approach, not just summer programing, but then maybe Saturday school, in addition to after school programing and also working with families. So this is what we really need to start working
on right away. And we will begin doing some of that work as part of this regional work. We recognize that part of the why when we presented this. So I understand that you might have gotten this copy now presented to you about who we're serving. And and in a
regional model, we really do believe that we'll have an opportunity to target recruitment and build capacity with our families so that we can penetrate some of those barriers as to why families may not see these as options for their students. If we happen to see unintended consequences
where demographics go in a direction that is not. Again, further isolates kids, then I just hope that we are willing to adapt as we go. Thank you.
I'm just going to say that and I'll go to Miss Montoya next that. The whole point of this is to have the opposite result of that. The whole point we're doing is because we know that the way we had it before was already implemented in a very
inequitable way. So the whole point is to actually have kids who go to these schools who had no idea because they found out through other kids who do not belong to their schools that they're going to these amazing programs when they had no idea that this was accessible to
them. So that's that's what we're hoping for here for Miss Montoya. Yeah. I just wanted to elevate that same point. But I actually am really optimistic that this is actually going to provide some alleviation of that issue. Because when you look at the data, what you see,
for example, with Latino students who are over a third of the student population, they're not accessing certain programs. But you know what? They're accessing the programs in their own communities, right? Because our community wants to stay in our community. We just want the resources and access and programs to come to us. So I'm very excited. I'm looking
forward to this. And I thank you guys for all of your work. And with that, we're going to move on. Excellent. If we could go to slide 63 please. We are going to move into follow up questions and sort of themes that we have been hearing over
the last few weeks. We will start with the Woodward and expansion of Northwood recommendations. If we go to the next slide please. And real quick, I'll just interrupt and say, yes, this is the home stretch. And and we're coming to a conclusion here. Yes. So
here's a summary of sort of current themes and topics that we've been receiving, either via email or in the public testimonies in region one. And you see the high schools listed underneath that. You know, we've heard concerns about the reassignment of Woodland to
Simms and Einstein and also Silver Creek and B-cc from the current articulation, which is Sligo. And Einstein also heard a mixture. And again, I want to emphasize that sometimes people have very mixed feelings about many of these. So the
reassignment of Flora Singer to Northwood, the reduced facility utilization for Silver Spring International Middle School in Region three, we have heard different themes about the middle school split articulation between Lloyd and
Odessa, Shannon, Parkland and Tilden. We've also heard concerns about the reassignment of Wheaton Woods to Woodward from Wheaton, and also about the student enrollment projections and housing. So hopefully we covered many of
these previously in the across the board in the bottom. You know, we've we've heard themes and you already have asked us about the boundary reassignment implementation and rollout, the grandfathering, excuse me for that middle school and high school. So we'll come back to you next week for work session
three with some more thoughts on the middle school piece. Specifically, I think we've addressed the seats held for the regional programs. That has been another theme that has come up, and hopefully the previous slides address that. At this point, I would say most of the community is comparing what was original option B from
the fall to the superintendent's recommendation. So the next slide will provide that comparison and why we modified in the recommendation. And then other themes such as special education and articulation patterns. And again hopefully the previous slides address that next slide
please. So we wanted to do an easy comparison for everyone of here is what the elementary school current boundary assignments are. Here's what they were. And option B here's what is included in the superintendent's recommendation,
which is the light green and why there was a modification from B to the recommendation. I want to emphasize very early on in the deck that this is the process. This is how the process works, right? We came up with options on both. We
take in the feedback that we received and then ultimately made the superintendent's recommendation. It was said in one of the previous slides too. I know Flow Analytics has been a fantastic consultant for us throughout this. They are still very much a part of this process, and we're involved in
the superintendent's recommendation. So just quickly walking through a few of these, you know, Arcola as an example. And option B we showed them Sligo to Northwood. They have an island assignment. It's a split articulation. And so based on feedback and due to
geographic proximity and the superintendent's recommendation, we are showing them going to Sligo and Newport Mills. Many of these we actually hope to address as part of the proposal that's in front of you through the elementary countywide boundary. Things like this are the potential to clean up
during that. Belpre and Strathmore and Option B, we showed them a split articulation, but changed that in the superintendent's recommendation to have straight articulation. And you can sort of see the list continues. Many either don't have a change or
change because of geographic proximity, island assignments and and or reducing split articulation. Next slide please. So a big theme that has come out out of this is middle
school utilization. And there has been a question framed specific to Silver Spring International School. And why is it so low. And we will address that, but wanted to address it as a whole to, you know, we have shared throughout the last several months that we have capacity at the middle
school level. There is more capacity in our buildings at the middle school level than we have enrollment. And hopefully driving the point home. In this conversation with the second and the third bullet, right. It's impacted by that declining enrollment. We have an experienced that quite yet at the high school level, but we
are starting to see that at the middle school and the high elementary level. And then taking into consideration that declining international enrollment and also the geographic, we have many middle schools. And we'll give an example in one of the next
boundary study, where two middle schools fall within an elementary boundary boundary. So some of them are geographically close, very place, very close together. Next slide please. So this data was presented back in October as part of our CIP process.
We've used it for you earlier in February specific to the elementary proposal, but wanted to just emphasize the seats that are available. Again, we have capacity on average. You know, we're hovering around in
83% as we project out at the middle school level. So while some of them not just Sims, but others do feel low, it's because we have that capacity more than we have the enrollment. Let's go to the next slide, please. So we wanted to show a map. We looked
at all middle schools and both boundary studies, both Woodward and the Crown and Damascus, and put them anything that is below the 80%. So we have ten across the two boundary studies, middle schools that are below
80%. Seven of the ten are below 70%. Specifically, Sims asked, why are they at 55% eastern? Adjacent to them is at 67. So we have capacity at many of our elementary. And I want to point out that they are not the lowest that Ridgeview and
Lakelands Park, 43% and 54%. So this is just a larger issue that we have. Again, I cannot emphasize enough that we just have more capacity at the middle school level than we have enrollment and more than need. So it's not specific to them and wanted to really
highlight all ten of these that fall below that 80%. Next slide please. So based on feedback, you know that you all and we have received we still stand by the recommendation that is in
front of you from the superintendent. But given some of the the comments that have been made and the concerns specific to the utilization, Walter Johnson and Woodward, we wanted to present an optional alternative that you are welcome to consider. This would
and there's a map on the next slide that we can move to in a minute. This would look at. Currently Viers mill is in the Woodward proposed boundary. This would look at splitting that half of it would go to Walter Johnson and half would go to Wheaton. It's the section of Viers Mill that's in the
walk zone for Wheaton. That would go to Wheaton and the other half. This does provide a slightly better utilization for Walter Johnson and Woodward. It does increase the utilization at Wheaton. And that was a big
part of why in the option B to the superintendent's recommendation, that we moved Wheaton Woods from Wheaton High School to Woodward, it was to better balance some of the utilization. If you go to the next slide, you will see an image of the. The change on the left is the superintendent's
recommendation. You'll see that Viers Mill currently articulates in the recommendation to Woodward. This would show based on those data points on the previous slide, what it would look like again to do a split articulation for Viers mill. Just want to elevate one
feature here. Again, we we absolutely stand behind the recommendation that's been made. But we we do offer this optional alternative for the board's consideration as you think about it and have run these numbers for you. A couple
of the features that we find appealing is, of course, the balanced utilization, but also connecting the walkable, the Walk zone section of Viers mill to to Wheaton. That does make
sense. And so we we are you know, we we absolutely are comfortable with this endorsement as well. If the board chooses to move second and endorse, we know that you have a lot that you have to balance and your recommendations. And so even if you have to ruminate on this
for a few days in between meetings, you know, we we did want to introduce this as, as a positive alternative that the board could consider for sure. Great. Do we want to pause for any questions? I'm happy to
move through the gluten crown Damascus. Okay. We'll go to the next section please. Next slide. So. Okay so similar to the last section these are follow up questions themes that we are hearing from the community.
Next slide please. So want to just start out the gate of why are we proposing to close Wooton High School. And simply put we are not. We want to just emphasize that we are not closing a school, that we are proposing to move the school and the boundary to a brand new
campus. Next slide please. Okay. So in this boundary study, we have the four different regions four, five and six. And just wanted to highlight a few of the common themes that we are hearing the middle school roll out, as you can see at the bottom is also important in
this. And we have heard and certainly the student generation, enrollment and housing is an integral part of this one as well. In region four, we've heard concerns about the middle school assignments for Travilah, Stone Mill and Potomac. Certainly, we continue to hear the concerns
raised about the relocation of Wooton to the farm Crown. Crown farm site. Excuse me, the short and long term plans for Rockville Holding School. And we have a couple of slides that will address that in region five. We've heard concerns about the middle school split
articulation for Forest Oak in Gaithersburg middle school and the two way immersion pathway. And then in region six, we've heard concerns about the reassignment of Darnestown to Kingsview, King's View and Poolesville High School, the
reassignment of Brown Station to Clemente and Northwest, and the reassignment of Snowden Farms, which is currently split between Damascus and Clarksburg, to all Damascus. Next slide please. So just like we showed in the Woodward Northwood
boundary study, we have a similar table that lists the elementary schools, their current assignment, what was shown in the option H last fall. What is in the superintendent's recommendation and why a
modification was changed between option H at this point just comparing option H to the superintendents recommendation. So many of it is to minimize, you know, using Sally ride as an example, really trying to minimize split articulation
where possible. Also trying to look at islands, like if you look at Rosemont as another example, trying to put the islands closest in terms of their geographic proximity. Next slide please. So I wanted
to just actually go ahead and put a few of the questions and common themes that we have heard. And this is also something we heard in the fall as we think about how to best utilize our facilities. Candidly, it's the exact same question does M.c.p.s. Plan on
selling the land building to a developer? And this is about the current Wooton facility. And we want to emphasize that this is false, that we do not and cannot sell. And we have listed here the regulations. We are required by state law to
give any M.c.p.s facility back to the county. That is not we do not have the jurisdiction to sell board owned properties. We also also want to say at this time, we do not have the intention to transfer the building, even though that is
the only step we could take. We need that facility and we've been open about that too, right? We have both an immediate and long term need to use that facility as a holding school to address many of our outstanding major capital and systemic projects. And we'll show what that might look like in a few
slides. Let's go to the next slide, please. So this was brought up earlier this morning. You know what happens if Wooton in the new location at the Crown Farm site, goes over the
2219, which is the capacity in the little red is where the planned addition would be. That could add the 500 seats available. You know, it's been designed for that. It would be pretty minimize the disruption. They could stay in the current
facility. We don't anticipate. And that's what our first bullet you know, we think this is unlikely, but this is best practice. We typically always do this for any project. You know candidly if Eastern and Damascus hopefully move forward in the CIP, we do that for those projects as well. It's important for us to do that in
all of our design projects and just want to emphasize that those core spaces, again, are designed for the 2700 students. Next slide please. One of the next questions we continue to get is what will happen to the existing Wooton facility before
it is used as a holding school. Truly this depends on the availability of funds. And we're talking capital funds here. And when the facility will first be used as a holding school, that will ultimately determine how much is done before it is used. We could use it as a holding school as it
currently stands. Do we want and would ideally like to make improvements to it? Yes. And again we list some of those improvements on the next slide. That would be ideal. But you know that all depends on the availability of funds. So we can do that. If there is a gap
we could do some of those and there are funds available. We could do that over a summer or over the course of a year. Or we could, you know, transition straight into using it as a holding school. Also wanted to emphasize that while the building has many challenges, like so many of ours, do, you know these challenges are much
easier to navigate for a finite period of time, which if a secondary school is going to use the current facility for either a systemic or major capital, would be anywhere from 1 to 3 years. It depends on the type of project and using this
as a holding facility in order for helps us execute our long term facility renovation across the county. We have many, many needs and limited dollars to do so. Next slide please.
Continuing along that theme, what upgrades will be made to the Wooton facility before it is used? So, you know, as I said in the previous one, it really depends on the availability of funds. But here would be some of the initial improvements that we would like to make. Over the course of years, we have addressed some,
like the Ada improvements at the stadium were done last summer. We have parking lot improvements that are in for permits with the city of Rockville, but here's a list of several other. Certainly, HVAC remains the largest ticket item as it does for all of our schools, but there is needs for
both an expired section of the roof, as well as one coming up in a few years. Next slide please. Wanted to talk through just the overall benefits of the facility for both the
Wooton community and for M.c.p.s at large, and I think that's an important statement. We both trying to solve needs for both that immediate community. But also look at M.c.p.s. As a whole. There remains limited capital funds to address all of our needs across the county. Now this is
the the CIP that we have presented since October. It shows eastern and the list continues and will continue down. We have many, many needs both at the elementary and the secondary. So despite the conditions of the existing facility, there remain other high schools in greater need.
As this list shows, such as Damascus and Magruder currently above the Wooton facility. So the the new Crown site provides an immediate response to address facility needs at the existing Wooton campus, providing a brand new facility.
Next slide please. Continuing on that same theme, you know, we can use this and others for both a major capital project but also for systemic projects. So these two tables on the right hand side are pulled from
our CIP. The document that's online that has tab by tab of the Systemics. We simply pulled projects starting from 27 to 29 and showed, you know, these are schools relatively nearby. This is not a comprehensive list of
what's online, but these are projects that could benefit from a holding facility. We could do these in a six month period or a 12 month period. And lieu of doing some of these HVAC projects in 3 or 4 summers, like we experienced for the
middle school and high school, there's an opportunity to use a holding school for that where it's less disruptive to the students. We can do a lot more. We can again move them for half a year or a whole academic year, and not have to complete the project in four long summers
and stretch out the project. So just want to emphasize that there's lots of opportunities. It doesn't just have to be for projects that are undergoing a major capital project, but it could be utilized for schools going through a systemic project as well. Next slide
please. Certainly, we've heard from the Magruder community and, you know, they've been asked we've been asked about the dollar amount for what it would take for Magruder and the overall process. So when we originally rolled out the
superintendent's recommendation back in the fall for the CIP, we had both the real ask and the hard truth, and that's still available online. This is a screenshot from that Hard truth document where we showed, you know, if there would have been the $5 billion available. Here is what the dollar amount
would have been for Magruder had we been able to include that. So, you know, right now, if you're following along in our process, we are you know, we submitted the superintendent's recommendation, October of 2025 at the 2.7
billion. You all made the request to the county executive in November at the same 2.7, the county executive made his recommendation at 2.136 for the CIP for m.c.p.s CIP, which is the largest that we have ever
received from the county exec. I just want to highlight that and hopefully here in in May of 2026, in a few months, we will know what our budget is from county Council, but it is anticipated that it will likely be below the 2.1. So while we
shared what it would cost, we think for the Magruder, there are not currently funds available to complete the Magruder project. You know, as I showed in a few slides before, we are showing we have Damascus as the primary high school. Next would be Magruder and then
Wooten. But by utilizing a new facility for the Wooten community, it frees up and ensures that hopefully Magruder, the next time we have funds available, could be the next high school in the list. Next slide please. And I know there's certain sentiment to of
Magruder feeling like they've been skipped over by Wooten, and we just wanted to address that here. You know, many of the community members are upset that the Wooten community is being recommended to be relocated to a brand new building instead of them, and there's a feeling that, you know, they've received a major
capital project before Magruder, geographically, certainly, that is not the right location to move Magruder to the Crown Farm site. And it is very near to the the Wooten community. And we really need to take advantage of an asset and a capital investment that we have
been made, that we have made there at Crown Farm that we ultimately think will then help Magruder next in line after Damascus to receive their major capital project. Next slide please. I think just one more on Magruder. We've also been
asked, you know, for future upgrades. And what does that mean? Just wanted to highlight here on this slide of what a renewal. And we've talked about this over the last couple of months through the CIP process. But what does it mean for renewal where we, you know, got the inside. We keep the
exterior shell, but it's all new systems on the inside. What it means for a renovation where we keep the walls and we're just touching the flooring and the HVAC, and if there isn't a holding school available, you know, we we have the option to
do just like we will probably do at eastern, where it's a replacement school, and it would have to be on the fields why they would stay there. All of this takes money to do is the theme in this, and is important as we move through the CIP process. Okay. Homestretch. Next slide please.
Just a few quick slides on. Again, some of the themes that we have heard in different parts of the area for this boundary study. So we've heard concerns about the two middle schools that fall in the Gaithersburg High School cluster. We wanted to zoom in. You can actually see that both
Forest Oak and Gaithersburg Middle School fall within the Tubman Elementary boundary study. So, you know, we think that the recommendation really tries to balance split articulation to the best of our ability, geographic proximity
utilization. But it is a challenging geography in that area. And so, yes, Tubman is a split articulation, but it's truly because they have two middle schools in their existing boundary. So just wanted to emphasize that. Next
slide please. Clarksburg High School and the expansion of Damascus. We've also heard and this goes back to some of our earlier conversation. You know Clarksburg is still growing. It's an area where we are still seeing an increase at many of the elementaries. The proposal
and the recommendation has high school, the high school at 90%. And, you know, we had to make some balances here with the elementaries to ensure that we are not overutilizing Clarksburg High School. And to
balance that with Damascus, you know, it's the cost per square foot of adding additional capacity at Damascus because of the replacement project that's in the queue with the CIP is more cost effective than adding a standalone addition at Clarksburg High School. So in
the current recommendation, we're showing that the Snowden farm, who currently does a split articulation between Clarksburg and Damascus, will have full articulation to Damascus. Next slide please.
Just a few more on the split articulation elementary boundary. So on the left you have Sally ride, who will have split articulation to middle school and high school. So you've got neillsville to Clark and Clarksburg and then Clemente to Seneca Valley. But
we are trying to split those at the very natural barrier between I-270. And then for Gibbs, we have split articulation from middle school and high school. So you have part of it going from Neillsville to Clarksville, Clarksburg, excuse me, and King and Seneca Valley. And again,
it's on that I-270 split. Next slide. Okay, a few more on the middle school and high school reassignments. Let's start on the left with Fox Chapel where we are showing it reassigned to Neillsville and Seneca Valley
from currently Rocky Hill and Clarksburg to better support geographic proximity. And then we have cabin branches reassigned with straight articulation to King and Seneca Valley from split articulation at Rocky Hill, Neillsville and
Clarksburg and Seneca Valley. Next two slides. Let's go to the next one. We shared in the recommendation on February 5th that there are more students that reside in the walk zone of the Crown Farm site than there
are within the current Wootton, and we just wanted to share how we came up with it. We shared the whole number, but we wanted to just share how we calculated that number. Again, this is based on resident students so we just pulled out. You can see where each of them are coming from from Falls Mead, you know, Fields Road. And you'll see
it's not all of Fields Road because part of it we don't consider the walkers the island of of Rosemont and others. And if you go to the next slide, you can see this same math for the 551 students for the current walk zone of Wootton.
And just wanted to be transparent and show how we came up with those numbers. Okay. Next slide Darnestown Darnestown. And the recommendation is reassigned to Kingsville High School or
Middle School and Poolesville High School from Lakelands Park and Northwest Lakelands Park serves students in region five, and Kingsview serves students in region six, along with the Poolesville High School. So the reassignment to Poolesville High School creates a better
balance of utilization. Facility utilization between Northwest and Poolesville. Next slide please. Brown station has also come up. We have reassigned Brown Station to Clemente and northwest from
Lakelands Park and Quince Orchard. Orchard Lakelands Park serves students in region five, and Clemente serves students in region six, along with northwest. Brown Station and Clemente are both on the east side of the Great Seneca Highway, and this is.
Reassignment to northwest creates a better balance of facility utilization between Orchard and Northwest, and I think this is a good example where we really are taking into account that development. There is potential development with the city of Gaithersburg that would impact Quince Orchard,
and so adding Brown Station into them, we don't think is the best and why it's not in the recommendation to ensure that we have that growth potential. Okay. Last few
slides. So we wanted to offer an optional alternative if there is consideration for this. This is based on feedback that we have received for the middle schools that feed both
Churchill and Wooten. There are three middle schools. This would be for Frost, Hoover and Cabin John. And there was the request and concerns to better balance how many of the elementaries from those middle schools then articulate to
either Churchill or to Wooten. So the first bullets talk about currently, and the recommendation Frost fully articulates to Wooten in the recommendation, you have only travilah at cabin John that articulates to Wooten. The other three all go to Churchill
together, and then you have stonemill at Hoover that articulates to Wooten, and the other three go to Churchill. So a possible change, an alternative that could be considered is no change to Frost. But you could flip the articulations for Stone Mill
and Potomac for their middle schools. Again, no changes to the high school. The utilization for Cabin John and Hoover would still remain pretty balanced. And this would allow for cabin John. It would have two elementary schools, Travilah and Stone mill, that
would articulate to Wooten and Bells Mill and seven locks articulate to Churchill. For Hoover. You would then have straight articulation from Hoover to Churchill. And I'm going to jump to the next slide and explain why, though we did what we did in the
recommendation. If we go to the table, this just shows the utilization. Go to the next slide, please. Thank you. It shows the superintendents recommendation for these three middle schools. If you made those changes again, just the
change for Stone Mill and Potomac and what the utilization would be in the farms. But if we go to the next slide with the map. The reason we included those elementaries that we did with the middle schools was by flipping them.
You no longer have a contiguous middle school boundary. So the image on the right includes this flip. And you'll see that you've got the two. On the right hand side, the two in orange and then two other in orange. So they're pretty
geographically split. And so I just wanted to emphasize that's why the recommendation was made on the left. I know it's very tiny, but the geography the geography there gets really challenging. Those three middle schools are all very close. They're all on the east side,
and it gets challenging to move each of those elementaries around. All right. We've made it to the last slide. One more please. I just want to remind everyone that we have the two public hearings next week and a work session next Thursday as
well. And with that, happy to take questions on any of the follow up questions for the two boundaries. Thank you so much. We're going to make this very quick because we're already over our time and and we're losing some board members as
well. So Miss Yang, thank you I appreciate the the look at the middle school articulation I appreciate that. Doesn't matter which high school we finally decided on as our plan, but to
keep a bigger cohort together, it's very much appreciated and also appreciate you taking account of community members feedback about the utilization for WJ and woodwork. So the
board will will consider it. But I appreciate you addressing it. Now for slide 88, which is the non transported areas or walk zones. I'm looking at the
Crown Farm locations for the walk zone. One of those streets pop out to me which is Key West which is a pretty wide six six lane at some places. Is that.
No not there, not there. So am I. Oh people were. Yeah. So there is how many lanes. So maybe the only certain part is six lanes. So tell me just stretch. What is the road condition. Because in the
hearings we heard about feedback about, you know, challenging for crossing from some of our families. We can
certainly get back to you on that one. Yeah. Identified in this map. That's West Montgomery, West Montgomery turn to Key West. That's right.
Yeah, yeah, yeah. Okay. We'll verify and get back to you, miss. Okay. Miss Stewart. Yes. So I want to give my
appreciation for page 68. Slide 68. That shows the varied percentage of of. Our capacity.
And actually this was good for me to see because I don't think I realized that we were this low and some of our middle schools. So this is something we'll have to look at in the future. And that does help us
have some context to the recommendation. And. As far as the new recommendation for Woodward and Walter Johnson and
Viers Mill, I do look forward to hearing from the community and especially directly from the community that is being affected. At Viers Mill Elementary School. I look forward to hearing from them because I. Like I'm a person
that needs to hear it directly from the folks that are being affected. So thank you for putting the option out there and I look forward to continuing the discussion. Miss
Zimmerman. Thank you. I. I'm curious that let's say we choose to move forward with the non recommended alternative option D, and we know that that will mean that we are without a
holding school. I'm just curious how does that change any of our projects or cost projections for any major capital improvements? For some of the schools that we're discussing? I think what it change if we could jump, let me
tell you this slide. Of course, I don't have numbers 8080. So when we pull this up, if you look at the HVAC table as a
good example, we have both Sherwood and we have King Middle School on there. While there will definitely be some cost savings if we would not do this over multiple summers, the real advantage is really simply to just not do it over multiple summers. We anticipate a size
of Sherwood High School to take four summers, and for King to probably take three summers. If we could do that and move them into a holding school again, we could do it in half to a whole academic year. It's less disruptive. I think ultimately we probably get a better quality of design because they're not starting and
stopping for four summers in a row, mobilizing and mobilizing each summer and the eight weeks that we have. So I think we would see some cost savings. But I think more the quality of the construction and the speed at which we can do it is the huge advantage to us. Okay, so
just to clarify, it's more about how the volume of projects we can get done as opposed to the dollar savings, because we likely won't see a huge change in cost. Is that accurate? Not so much the
volume. It's the time in which it will take us, starting from. We've been talking a lot about Sherwood because they are in desperate need of their HVAC project, and we've been talking with that community a lot over the last few months. You know, it would be great to not have to do the project and not be complete for another five years.
Same for King, right? If we cannot just rely on only being able to do this type of construction in eight weeks, there's a much faster speed in which we can do these projects. But yes, to your point, Miss Zimmerman, the cost would be
impacted positively for M.C.P.S. if we didn't stretch it out over a longer period of time. Naturally, there's going to be year over year cost escalations, but then there's also a start up and a close up cost. Every time that a team would have to come and mobilize
to do the work over the summer, if you could just do the work consistently and over a shorter period of time, it does create a cost savings. You're you're absolutely right. Okay. I'm also curious. I, I don't know
that I've necessarily gotten a full picture as to what will happen to the existing Wooton facility when it's not being utilized as a holding school. If we choose to move forward with option H, will there be points that the building is
vacant? Will there be points that there is that it's not even utilized at all? I think that's also some of the community fears that there's going to be a vacant building sitting there, and it is a great community asset. And I
think about too, the proximity to Frost. And if I were a middle schooler and how exciting it would be that there could be unsupervised access to somewhere that sits potentially vacant. I can see the community
fear of this. So can we get a clear picture? Is that at risk for the building? Yes. I mean, I think we don't know the exact schedule of the holding facility. It is reliant on our capital funds to be available.
We would like to use it as frequently as we can, and we have funds available that would be helpful for us. But yes, there will probably there might be moments in time where there is no one in there. The more we can utilize it, the more we can move through some of our capital needs though. Okay, I
would like us to explore the cost of having security there, as well as having some of our building service crew there as well. Even when building isn't being utilized as a holding school. So I also thank you, Miss Zimmerman. I also, I think you're right that we should be
looking at that as well. The the other thing that I'd like to elevate is community use of public facilities. We frequently, as a school system, run a deficit in terms of meeting space. And I know that candidly, we would certainly
use that that building on a pretty regular basis. But our goal would really to to be to use that consistently for educational purposes. The projects that Miss Watauga elevated in terms of systemic
projects is a likely starting place for holding facilities until other, larger scale projects get approved, like McGruder or other school reconstructions or renewals or renovations get approved. But
the the idea here is this is how do we leverage something that we don't have right now? We don't have any secondary holding schools to move a lot of projects through our queue. Candidly, there are two big barriers for us to do a lot of the work that we know we need
to do in our capital improvement plan. The first one is, do we have enough financial resources to do the project? The second is, do we have adequate holding facility space to do that project? We could have all the money in the world
and it would not move projects like Magruder faster through the queue without having a holding school to make that project a reality. This actually removes one of the barriers to to making that possible. One of the barriers
to some of our HVAC projects, and getting them done with the kind of continuity, quality and speed that is actually going to improve the student learning environment, is can we get it done in less than a couple of years? And the only way that we can get some of those projects
done is if we have a holding facility. I would be very frustrated as a Sherwood parent, looking at the project timeline for an HVAC replacement. If I had an incoming ninth grader, because during the entirety of
that child's experience in high school, they're going to have a malfunctioning HVAC system in all or part of the building. That really is our dilemma. So I, I think that to the extent that we could leverage a space
that we have, even if it's in an inconvenient area for some parts of the county, it's still worth it for us to to to use a facility more frequently than not. And to leave it empty and vacant doesn't really serve us
very well at all. Okay. Thank you. She she might have more. Are you done, Miss Zimmerman? I appreciate the follow up. And I think the other element of this
is that there is still a cost associated with utilizing Wooton as a holding school, that we know that the building does need significant upgrades to it to be utilized. And I
think that's also where a lot of community members are feeling some pause that there is additional cost to that as well, that there would be costs to renovate and utilize as a fully comprehensive high school
and continue to have capacity and utilize high school that way. There's also cost to the homeless. So I think any other information that we can have, I understand that we haven't done some of the feasibility studies,
and I understand that we are looking at the facility as it is right in this moment that in a few years might be different. My my point is that if there's any other additional information that we can have about cost and cost for either
scenario, that's really helpful. Yeah. And thank you so much for that. And I think it's important to to elevate something else you brought up, which is like what is the operating budget expense and ongoing cost of just keeping it up? We still have to cut the grass. We still have to maintain the exterior of the
facility. We wouldn't we wouldn't ever want to be in a position where we are not doing those things. And candidly, this has come up at a couple of our other facilities. And recently, a state delegate actually brought this up about one of our other holding schools that wasn't really maintained very well. And, and,
you know, for, for us to, to have a commitment to having a holding facility and keeping it up, there is an ongoing maintenance cost. There is an ongoing security cost. There are ongoing utility costs that need to be factored in. They may be a lot less than what it
might normally be. But you're you're right. No matter what the scenario is, whether it's this scenario or another scenario or another scenario, all of them have some type of cost structure involved, and we can definitely do a sketch for the board. As you're
contemplating this big decision. Absolutely. And I think related to that, the cost of what it takes to operate the operating costs of a high school, right, that we're adding an additional high school, the operating
costs of that as well, because that is another piece of the puzzle. Yep. Miss Stewart, so I was looking at the I'm sorry, I don't have the slide number.
The list of items to upgrade. Wooten. Maybe through time as a holding facilities. I added that up and it came out to about $50 million because I do
believe there was a number out in the public up to I believe, Taylor said. Yeah, it could be up to 100 million, but keep in mind that this 50 million is in today's dollars and that cost escalation with construction
continues to go up and inflation and inflation and I don't I don't want to I don't want to give anyone any false hope that for the low, low price of $50 million, we've fixed every problem at at the current site for, for this
facility, when in reality, by the time that we mobilize and queue up a lot of these projects in the CIP, they may cost a lot more than what we've initially projected right now. So you you have a note at the bottom of the slide. I'm really glad you pointed that out, Miss
Stewart, because I you know, the reality is, is that we were projecting HVAC costs a lot lower a year ago. They are a lot higher due to federal tariffs. The cost of building materials has skyrocketed. The
cost of labor tied to construction and tied to facility maintenance has dramatically changed in recent months and is projected to continue to go up over recent years and in future years. So
we're we're mindful of those things as we're starting to tabulate and to calculate. And this is not an exhaustive list. One of the things that we are paying particular attention to at this particular campus is
also some of the plumbing and electrical issues. Electrical is listed here, but plumbing is definitely something else that we would add to this list and is a large systemic and might be very expensive. When we figure out some of the root cause of some of the issues
that they've experienced at the school in recent years. And so and this would be over time, you this would be a list you would go through over time when you could afford it. Yeah. Not not all at one time, whether it's 100 million or 50 million
or what have you, this would be maybe, maybe 50 million over ten years or maybe up to 100 million over ten years. Not not necessarily one check at one time. Also, some of these projects might be easier to do if there weren't children in
the building, I am assuming. I'm really glad you elevated that too. As a matter of fact, the vast majority of them can't be performed when children are in the building, which is a significant limitation for us. Okay, thank you very much. Thank you. And I was just looking at what the cost, I think was for Sherwood High
School was almost like if we were to replace the HVAC today, it would be close to $32 million. Yes. And that we're just talking about one school. Yep. Exactly. So. And that
that's what I mean. That's that's today's price. Okay. I don't see any more questions. Thank you so much to staff for all for all the work, for answering all the questions we know you guys were having
working almost every weekend. And we truly appreciate I have to tell you, that has been one of the best presentations I have seen, especially about development and so on that I have seen in this county. And I've been around a long time. And so anyway, thank you. Thank
you for that. And with that, I think if there are no further questions, I like to conclude today's work session. Board members. Do we need a motion. And I think we're good. Right.
Good. Yay. We're good. Thank
you.