um we redid the whole serving lines there. Now we would be reinvesting in our elementary buildings with um these units. So yes, and since you brought up rack, we're actually doing like a whole food service continuum. We're looking at the programming. So, we're going to be at the high school next month uh doing some taste testing and then we're going to look at operations in the future month um to then really look at our whole K12 food service because what we want to do, we're in year two of a potential five-year cycle. So, we're using years two and three to really look at the program. So, that way we can make sure when we go back out, we do it with intent instead of just rolling the ball back out doing the same thing. How much of that 4% is subsidized breakfast? Is that included in that?
That >> that's Yeah, that's the total breakfast participation. Okay. >> I have it in my office. What the numbers? I don't know off the top of my head. >> Okay. I'm just wondering if a majority of it is do you think a majority of it is subsidized? >> It's Yes. the the amount of students that participate is greater that are subsidized than are not, but I don't know the exact number. We looked at it at RACK to be honest. All right, any other questions?
Okay, hearing none, I will entertain a motion to approve the purchase of six Alto Sham 1200th cook and hold units and six Hoshiaki R1 AFSL steel heart region refrigerators from Johnson Lancaster through the AMIA cooperative purchasing agreement in the amount of $95,173. So moved. >> So moved by Danielle. >> Second. Second by Kristen Sydney, please lead us in a roll call vote. >> Geros, >> yes. >> Sligger, >> yes. >> Siki, >> yes. >> Meadows, >> yes. >> Kilbert, >> yes. >> Arandu, >> yes. >> All right. Thank you very much. Props to the board for not stying us in a tie. >> So, all right. Um, item uh agenda section 10 is discussion items. But first, I wanted to ask, does anybody need a break or want to go through? >> I could use a little >> All right. Is everybody okay with that?
>> Okay, >> it's good. It'll give them a chance to get set up. >> Yeah, it went it was cooler earlier. >> It's It's going up and down, up and down, up and down. Like one minute it was hot, next minute it was freezing. >> Good plan to help us understand the state of >> So we are so I'm good. I just stand up. >> Do you mean to have your sweater in your pocket? >> Do you need to have your sweater in your pocket? >> I can't feel this anymore. >> It was like touching like a like a handkerchief. >> Do you feel the bruises on me from falling down? >> It's so weird. They just got over the flu. But they need me. >> They're doing okay though. I know. >> I know. >> Good. Good. Just busy. >> Yes. He manages a store in St.
Charles. >> Good. >> Yes. Yes. I'm always like, >> "Yeah." >> Yes. That is Yes. Yes. So, actually tomorrow he shoots a, you know, the next day shoots a like a commercial thing. They always go to him like for those type of things. He does really good job. But >> yeah, but so he's like, "I got to go get a haircut soon." >> Yeah. Yeah. >> Not that kind of like it's for the internal use, >> you know? But like Wait, he's the guy in the training videos when they have >> Yes, one of them. >> I was like, "Yeah, you got to have your haircut." >> That's funny. >> Want to work here? >> Yeah. >> This is uh this is our >> Did I just check? >> Oh, we can hear you. >> He's going to be joining us because his flight got cancelled last night.
He was going to be here in person, >> but his flight was cancelled. Okay. Well, thank you for taking >> We got you. >> Unfortunately, yeah. Unfortunately for you, Rob, is you're only going to get to see me >> that is so >> can you see my screen as well? >> Yes. >> Oh, okay. Here I'm good. All right. >> Really good. >> This is going to go this way. Yeah. So, >> we intentionally figured that >> we can see your screen. >> We tested all the seats. So, whoever is talking to him, will you be talking to him just to introduce him? >> Yeah. >> We just did a quick break. So, >> he can't probably see us right now, can he? >> He can see me, >> right? Rob, can you see me? I can see you hiding. >> Yes. >> Whoever just watched, >> you lucky man.
You get to stare at me the whole time. >> But um you your pres presentation guys >> up on the screen and they can also see a little sidebar picture of you as well. >> Thank you, sir. >> Make that screen. >> All right. You guys that are out there know we have a meeting. >> Yeah. Really nice actually. >> It's nice because then people know we're having a meeting. >> Yes. >> You talking about the new doors? >> Yeah. >> So, kudos to Tony got sick. >> I get that in the middle of his entry to the back. So, this will be the front door that doesn't >> Okay, are we all good? >> All right, resumeing item 10.1, discussion of the RSP enrollment capacity analysis. Tony. >> So this evening, uh, Rob Schwarz with RSP Associates was traveling here. He was going to travel here to be with us.
Unfortunately, with the weather today, he couldn't make it. But he is joining us virtually, which unfortunately too that this room isn't the best setup for a virtual meeting that is streamed and a live meeting all going on at once. Uh, maybe we'll work on some of that technology in the future. So, we've patched this together with the time that we've had so that we could have a conversation with Rob. He and his team, of course, I'm sure you remember, presented the they did the uh capac enrollment and capacity analysis for the district that was shared with you this fall and we're following on that discussion to think about how we can apply some of those lessons learned to our enrollment boundaries now and in the future and also capacity in our schools. So without further ado, Rob, I'll turn it over to you and I hope you can hear me right now.
>> I was able to hear you and hopefully my volume is coming out well. Can you give me the thumbs up, Holly? Is it working or Molly? >> All right, sweet. All right, so if you look on your screen, um, we'll try to to take you through a few things. Let me get my technology working. Um, I'm going to give you a brief recap of where we've been. Um, so kind of almost like a classroom. We won't spend a lot of time on this, but we need to understand some geography. So, we have our district boundary, which is the purple line. Solid colors on this map represent each of our elementary attendance zones. We gave you the enrollment forecast um as Tony indicated to you and we we show some enrollment decline. You see the breakdown of our is the red portion of the bars.
The blue is our middle school. The green is our high school. We are showing you the enrollment by building and what that change is and what that utilization is. This is an important page to start putting some of the data. Um the things that we've talked about with the admin team is being data informed, not data. So, how does the data inform us on things we need to do um with our buildings, our programs, and the student outcomes or services that come from those experiences. We've been working with where growth can be in your community and we have some changes that that are happening with the speed by which developments are occurring. But on this visual, the green areas represent where there's current activity or there should be some dirt moving when we have reasonable weather. Um, yellow is when we get out towards 5 years and then purple's 10 years.
So again, just a recap of how new development can impact what we're going to see for enrollment, how that's been introduced into the model for that future. We also built the building utilization for each of your buildings. And so on this page, there's a lot of definitions, but really what I want you to take from this is the functional capacity is how the programs are effectively in some cases maybe ineffectively um working in each of the buildings. Um so how the programs uh interact with the physical environment of the buildings different than just saying, hey, we have 20 classrooms. Do a class size of 25. That's the capacity. This is a little bit different. It gets into how we utilize the buildings. We have, of course, your district class size standards um that drive a lot of what we may see for the number of students that can be experiencing what they can in each of those spaces.
And so this is again just listing that off, helping you that some programs are going to be different. Specifically, our special education, um some of the fragility of those students, some of the needs of those students um require something a little bit different than just saying here's a classroom. And so, we're just trying to help you see there's those differences when we look at spaces. All that lent itself to understand two different pieces of information that created your capacity. So, we have the general education population and then our special education population. The combination of those gives us the total capacity for each of our buildings. And then you can see the class rooms and how they're assigned with full-size classrooms. So identifying the problem or the situation. Um this visual that we've presented here on page 11 shows you the enrollments for each of the buildings and it also gives you a understanding of some of the things that are related to the capacity and so the program distribution by building.
So um Christopherson we have early childhood. We have developing opportunities, our DO program that's in Hoover Wood Elementary, our ILP programming, so the instructional learning programming at Grace McWain. Um, and we also have our bilingual English learners that's at HD Storm. And so each of these programs need different things. And so some of our challenges are with the specialized program. What you're experiencing is no different than if I had St. Charles on here. We we went do the same experience with them in one of their processes to align space and programs and how that would work effectively for those students where they're living and how they um go through their dayto-day experience in our buildings. And so this is why when we have capacity as a number and we start to align that with what the program needs are and what they will evolve into in the future for their need, we have to take that into account more than just a number.
And so at the bottom of this bar um you see um what the capacity is for each of these buildings as we look out over the next um five years. Again, just giving you an example of capacity and what that means. So we look here at Grace. Um this is a recap of that capacity report where we show you what that capacity is um with 412, the special education capacity of 30. Um the pie chart below gives you the total number of classrooms and how they're being utilized. Um underneath that, the special programming that's in that building. When you go to the top right, um you see the reside enrollments and the attend enrollments. Um so reside is is if everybody resided in this boundary, how many students would that be? as we look out over the next five years. Um the intent is we know there's movement of students in each of our buildings.
And so this gets at that fluctuation and shows you if those trends continue. Um what does that mean? So in this case the darker red is that it's enrollment. Below that is each of the building classrooms and how they're being utilized. Whether it's core content, which is the blue part of the wheel, um the orange which is our um elective content and then the purple which is our special education or other program content. What I want you um to see in this walk you through some challenges that can come from just looking at space um didn't bring my glasses in here. So I'll just kind of go from from what I'm seeing with the first grade and the second grade. There's four classrooms that are identified there. When we look at class sizes and those get rolled up, we might need another third grade space.
And if the classrooms that are needed in first grade are still fourth by four, we need an additional classroom. So, how do we get that classroom? Um, just going through this exercise, you go down to the elective contents and um that would say that we'd have to do something different with our art room. So, do you put art on the carts? Um, do you do something with our music that would bring in the our cafeteria? Um, so those aren't ideal. Um, we would say you would want to have a art room, a music room. So, then you'd move down to the to the other program space. And you can see that we have five classrooms identified that are being used for some of this special education program and specifically with our ILP program. conversation that we've had um with the district is we need more space for the ILP program and so where do we get that space?
So we have some issues with our core contents and then we have issues with how we want to use space for this program. So we have to use the space differently. I'm just kind of giving you some some looksies at this where a 442 capacity numbers wise we'd say hey we have space in this building but how we may need to use the space starts to tell maybe a different story and why numbers are just that a number doesn't really get into how the student experience or our staff experience might be in the building. So, it's kind of a a brief recap of how you use this data to effectively program our buildings in the future as we see program needs change. So, solutions. All right. And so, in some of the conversations that we've had is we know that this um can be quite challenging trying to move things that might be seemingly simple on the surface of let's say a program or if we go back to the do we uh realign some of our new growth areas um to other areas?
So, one of the things that we've talked about with administration is two visuals here and there may even be a third visual. So, I wanted to give two examples of if you're going to work through a process um to have either um for sure you the board, for sure the administration, but is there a committee, is there community input? And so neither of these examples may be right for the district. And that's why I say there may be a third where we might pull the two together and come up with something entirely different. What won't be different is the colors. Um we want to make sure in an effective process that we utilize every different positive in our district. So we'll start with the blue. Um that's the board of education. Um the green is a committee and the committee might be a exclusive committee that is let's say a superintendent advisory committee could be a board advisory committee.
So those are two differences. Um and you see off to the right how we work through a process comes about through um you as the board of education administration. What will the public need to know? How quickly do they need to know the information that may take place? So again back to the colors. So blue was board, green is the committee. Um yellow is um RSP is the consultants um and then orange is public inputs and then the pink color is your staff input through the process. And we we've done processes where all these things are mixed up where there might be a public input at the beginning to get their um voice um heard. There could be um two board meetings at the end because you just have a a reading of what the recommendation is and that next one is approval of um what I wanted to just give you is the flavor of if you're going to be going out to the community and there may be other things that you want to look at.
So, let's go to the bottom part of what this might um require for your district is do we want to balance the utilization of our buildings across the district? Does this involve some of our programming? Specifically, um I mentioned the ILP because I know that programs um needing more space. Um do we integrate in some of your strategic planning? Are we trying to be more proactive in our approach that hey, we may be able to get through things for the next year or two, but we need to plan for those changes. We want to give the community, the students a longer runway to know what that change might be. Um, do we want to have some operational flexibility? And how does this fit into things um such as we know there's uh things that need to be done to your buildings. So, we get into your facility condition assessments.