We get into maybe some things that we want to do with innovative space. Does this take into account maybe a future bond that may be required um to do some of these physical environment changes to the buildings. So, these are some of the things that we're saying that this is what gets put into the process. I don't like to muddle things with a lot of different nuances, but I know those are effectively things um that we want to consider. Um here on page 15, um this gets into some of those specifics about program relocations, could be program expansions, um what a boundary adjustment is. Um do we look at things that might integrate configuration changes? um facility additions, bond referendums. You I didn't want to box anyone in whether it's administration, my team, or you as a board. I don't know where you effectively want to go with creating a process, but some of the data, right?
I said data informs. Um so each of these bullet points below kind of highlight things that we've talked about with the enrollment analysis or the capacity analysis. Um but strategically help us understand how do we use the built physical environment to the way in which you're programming spaces and maybe want to program those spaces in the future. And so that's my last slide. Um I would be happy to hear comments, questions that you guys have. Because again, this this is um a build on to what you've already received before and maybe t is taking you in a different place than where you thought maybe you needed to go. So um questions, comments, I'd be happy to entertain others. >> So I have a question. I'm sorry I didn't catch your name, sir. Could you say it again? >> Who's presenting? >> Yes, Rob Schwarz. >> Rob, thank you Rob.
Um I'm looking at these I'm looking at slide 14. So we're looking at the same thing. example one and example two. Um unless I'm missing it, are there like uh general guidelines for how long these options should take or you should allocate for these processes? >> Yeah. So, great question and time is definitely a factor. So, the more things that we're trying to cross off. So, if I go to page 15, um if let's say there's district potential options, um let's say we're planning for a bond referendum. Well, we want to make sure that we have um the things that are related to your facility condition assessments, things that maybe we need to start planning for for your programs. Um what does that mean for additions? That impacts what we may visually come up with. what a scenario may look like. Um what grades are in those buildings?
Um is it a paired schools? Meaning is it like K2s 35s? That's a popular conversation we have now with um efficiency factors and professional development for staff. Um but typically if it was just a straight boundary adjustment, I go back to page 14. Um something that would have um three meetings whether it's option one or option two. um would be adequate to to accomplish that. But if we're trying to get some of the other things that maybe are on your list as a board or administration, um I would suggest there would be more meetings. And typically what we would want to do is have those meetings at least every two weeks. Um so there's some regular rhythm, there's time for um either administration or the RSP team to put together data and the contents that would appropriately um align with the conversations that would take place in each meeting.
Sorry, a lot lot of words there to try to answer a pretty straightforward question. How long does this take? And it could be three months, it could be six months, all all depends. >> Yeah. So for me it kind of comes down to like identifying need urgency and then what the board and the community I guess from feedback would have an appetite for as well I guess right. I mean there's I've seen this process before. Um it becomes a bit of a chicken and egg, right? Like you can do certain things if there's a bond and a referendum and you know raising money to build additions that can adjust your borders one way. You can also look at a a borders a solution that may result in some less than desiraables but manageable kind of processes. So it becomes kind of a refinement process more than a you do one before the other per se.
So okay this the ones I've seen and and and been kind of tangential to are like ones where like hey we need a new middle school or they need big big big work. We're not like at that based on what this has been presented, but there's real challenges, you know, like the IL ILP program and Grace McQueen kind of being a little bit near its max and not from a capacity perspective per se on numbers, but like you said on what it's actually trying to do program-wise. So, I mean, in a lot of ways, this might take a little more time because administratively and with RSP a bit might be trying to figure out like what is option A, B, and C and what do each one of those options kind of result in? Like option A is we move the boundary here, we're disturbing more students, but it doesn't we don't necessarily have to do an addition.
Option C on the other end is let's do an addition and we got to find a way to fund for it and the only way we might be able to fund for it is some sort of bond rep, right? So it's it's and then what's in between, you know, and each one of those has a different timeline for those, right? because presented the the concern today or the problem, right, or the opportunity, but not per se a solution because that isn't out there yet. >> But is that the next step then? Is that like what's what's the next step here? is um the next step here immediately is that we're going to have a conversation later tonight about altering school boundaries on the east side to address new developments in particular because uh the new developments happen to be within a mile and a half of the of Hoover Wood School.
But yet, as was designated 20 years ago when we last redesigned boundaries, it goes to JB Nelson School. Coincidentally, JB Nelson School is near the is the highest in capacity. You know, it's over our our ideal target temporarily. It'll probably go down in the future and Hoover Wood is the least at the moment. So, I I think that one makes sense. But that that's one, you know, lens that we need to look at. The second is there are other developments on Rob showing the growth map. There are other developments underway and that's going to shift these where students come from and what grades kind of cluster together and clump more or less you know there always seems to be kids in the wrong spot unfortunately you know and so it's interesting but these things have been flow and if if Rob would you go to that slide that summarized Grace McWain school briefly I don't remember what number it is it's actually slide 12 you'll Look on the left side there.
You see 22 23. But you can see that the the the trend is up going upward in terms of the enrollment historically. It's driven by a number of factors. One, just the housing stock and its age, when it was built, who's coming through it. There's new developments that are part of that boundary. And then we have special programs there. And the reason why we put the ILP program at McWain is because it had the least enrollment at the time. But this now, you know, of course things change that way. And now we're feeling a little we're not over capacity, but we're feeling space constraints there. And we're also looking at facilities that weren't designed for this particular use. And so we've got to have a framework to understand, be data informed, as Rob mentioned. We've got to figure out how these pieces fit together and keep an eye on it.
And then lastly, another conversation that we're going to have tonight is we've got some work to do on our schools of various priorities, but there's some absolute essentials that we must must must do and we're struggling to find the financing, the funds available to get that work done both in terms of health, life, safety, and warm, safe, dry, and then other things that need to be done to our schools because it's been a while since we've we've done some of this work on them. They're aging. >> When was the last time the did a boundary. I think it was right before my kids got into school. So, >> yeah, I think I don't don't quote me on this, but it was right around 2004 or 2005. >> Yeah. >> Um and that changed the boundaries where, you know, some of the southern southeastern uh newer developments were now a go in many cases to Louise White School.
>> Kids on the east side of Randall going to Grace McQueen at >> Yes, there were. And so and um there were segments of this particular area of town here that was going to um HC Storm that switched over Ellis Gustoson and some kids that were being bust across from Mc Randall Road to McWain and so all that stuff changed then because of those shifting dynamics. We've really enjoyed a really long stretch here of not shifting school boundaries and it's it's a messy process. Nobody enjoys it, but sometimes it's necessary. And we're, you know, some things make sense right now, but others we just got to keep our eyes out and looking toward the future. We've got very different programmatic needs and we also have shifting resident enrollments, you know, across town. So, this is the balancing act that we face. is is on the development side on that one slide that he was showing is that is there other empty spaces that mean that are just not projected for >> how far out does that go Robert?
Yeah, there's there's three colors. So, it looks out 10 years. Okay. Possibilities, >> but it changes like I think we have one that's um river points that's up by um the highway shield that's yellow. Um I think those are 76 low income units um known as river points. Um I think those have been moved forward whereas it's closer to a two threeyear horizon than it is out at five years. Yeah, that's correct. The city just approved that development. I don't know where they are in terms of financing and moving forward with it. Uh but that looks like it's coming sooner than we would have realized the last time we looked at this earlier this fall at least. >> And that's the thing, you can never tell. I mean, the green area off of like behind the target and all that, that's pretty well built out right now.
you know, >> there are still other vacant there's other vacant land on this map that could be developed, too. Um, we that just we don't are not aware of any plans to do so in the uh near or long-term future. >> I mean, the only thing that I have an opinion about is whatever boundary we need to look at, we need to try to be as forward thinking as we can so we don't put people through it kind of twice in a reasonable number of years. You know, like you don't want to a kid to one school for two years and then move them to another one because it makes more sense three years later, you know, >> and I would, you know, what Rob is showing you in terms of the process itself and involving the community and all the stakeholders. Um, we you have to think about that we can't obviously make these decisions in isolation.
And these schools of course belong to our community and um his team in particular they're not only they're excellent at helping us figure out the numbers from enrollments and capacity but they also help facilitate that process too. That's what they do well.
>> Any questions on the data? All right. We believe you. Thank you. >> You're welcome. >> Uh, is there anything that the board would like us to see us do next in particular or is this you want to mle this over a bit? >> Well, I mean, go ahead. I mean, part of what we're >> I'm trying to figure out what what are we what is what are we trying to do here? >> Well, you're going to talk about a boundary re adjustment next, correct? >> Yes. So >> unfortunately, it's one of those, as you said earlier, Craig, it's chicken, egg. >> Yeah. >> And we struggle with that, too. >> Yeah. Of course, >> we're going to talk about boundaries. One, the thing that we must do in the near term because the development's underway. They're moving dirt. They've actually have model homes up.
These kids are coming as soon as this summer. So, it's time to do this now. But one, we have a framework that Rob's team has helped us devise that helps us keep an eye on all these things and how they fit together. But we also have some capital investments that we need to make in our schools, especially when it comes to health, life, safety, and warm safe try. Those are the things that are on the immediate horizon. But all those factors come back to this. >> Which is why from my perspective, I kind of want to hear all of them >> and then be able to see all the chess pieces and where they sit on the board because right now I see the data and I get it and I agree, you know, I' I've worked with these guys in the past, like I said, adjacent to it and their data is usually pretty good.
So, >> so Rob, what would you say? You do this with school districts from around the country. >> Yeah, great question. So to to me where where you're at is do you just do a boundary process or do you do something that's more of a what I would call a reimagining education process that integrates maybe some other things that you're wanting to effectively integrate into community knowing more about how you want to advance different things and I'll give you an example um in playing fields Um, we just finished a a process, what I would say is probably phase one of a boundary process that started out where it was going to be comprehensive at the elementary, middle school, and high school. But as we were working with their administration, um, we started to u both parties see that there were some challenges at the elementary and middle school.
And so if you go and look at what happened there, um we only did changes at the high school because more work needs to be done on what needs to occur at the elementary and middle school for capacity that's going to meet some of their programming needs. So knowing that, what what our conversation um with Tom and Tony has been is are there other things that make the need to do something is a little more robust than just boundary changes. So, we don't double move kids. We effectively plan for things that that'll give you kind of an idea to think about is some of the things I've even heard you as a individual speak tonight fall in the category of dreaming or dreading. And ultimately, what a plan, an effective plan's going to do is design. So what can we do about some of our our dreams of what we want to see with let's say our ILP space maybe some other innovative program space um when we start talking about STEM or steam um uh CTE pathways um how does that dream get smashed with some of the realities of our budgets right so some of those budgets are going to need a bond referendum or some of those budgets are going to need a different the way that we um financially fund those programs.
So, if if you want to build something that creates a vision um more than just a boundary line, but something about your programs and and how you're attracting students and preparing them for what they need to be needing for career and college readiness. Um that's where you start to look at this RE type of vision. Um we can do either. We we've done um effectively just around you. We've been working with Asiggo, Planefield, St. Charles. In fact, CCSD 93 where we have a a boundary slash how do we better utilize buildings um uh process that's kicking off um here in the next month. So, um we're we're at the service of where you guys want things to go. We just want to start it at the beginning. Um, too often we get down the pathway if it's a boundary change and then it starts to morph into, well, what what could we do if we do this or that?
And that's where I give kudos to your admin team where they're seeing that this could spiral into other directions and so do we just try to embark on this journey knowing that it's got a wider pathway that we're going to be exploring. I >> mean, if there's If there's, and this is for us more than anybody else, but if there's a mechanism for something that when I've done things sometimes, I've called them kind of good, better, best, right? Three kind of categories of options, right? Like what what meets our needs right now probably gets us with a minimum of expenditure of capital costs to get 80% of what we need to get done done, but maybe only has a 10y year, fiveyear lookout, right? That kind of thing. Then what's the dream side of it? like if we're going to do this try to hit for another 20-y year mark and we start talking about things like CTE and whatever else what is that end of it kind of look at and then whatever happens is probably in between the two somewhere is that a logic and kind of a bit of a direction of a next step of sorts >> that I'd be interested in that >> that Tony is that something that's within a capability >> I think so this helps us kind of get our round arms around everything.