And so one concern that we always have and one works for Mark and I in particular is that when we have our arms around everything, we can plan the the one off. We do the immediate needs but then plan ahead for what is coming so that we don't I don't know what would be a good example here but we always say we don't want to throw money you know good money after bad where we put a classroom here and the program is going to be here and we've invested this money into this program being here and then two years from now we're ripping that out and we're moving it over there because we didn't get our arms around all the dynamics and all the things that were at play. So I think there is a lot of wisdom in that. We might not be able to do it.
>> No no I fully expect that you can't. No, exactly. >> But figure out the variables. >> Exactly. >> so the like the ILP issue is not bad enough at the moment that we have to do an immediate solution. We have time to think about how that all works together with everything else. >> We've identified, I think, a way to put it as Craig did all the variables. We have an idea of how they play together and we can navigate that. we have a framework to navigate it over time so that we're not reacting and we're also not leaving these things stagnant for 20 years before we come back to them. And not to criticize that this boundary plan worked really well for us for 20 years, but we've atrophied in our skill set to deal with some of these challenges in some regard. We have the capacity to manage these skills over time.
We had the luxury of not needing them for 20 years. >> Well, and really looking at what programs will need to grow in the future. I mean, everybody's talking about programs expanding to beyond just manufacturer and the trades, but it's business, it's nursing, it's, you know, co, you know, cosmetology, etc., etc., etc. >> Our programs have truly evolved and sometimes the way that we use space just haven't quite caught up to it. Yeah. >> So, like that's visioning, >> right? >> The other one's solving a problem, >> right? So is that like a three time period plan? So shortterm one to two years like boundary a fiveyear kind of window what we would look at and maybe a 10-year window. >> Yeah, exactly. Knowing that everything that we're working on can always shift, you know, we you know that another example is River Point. It's coming sooner than we thought.
So we better be ready. And and that too that the developments that we're talking about this evening, Abby Meadows and Harvest Point, they're coming sooner than we thought. So, we got to get moving. >> It's a good problem to have. >> It is a good problem to have. Yeah. >> I do agree with I mean, we're talking about the long range view because it wasn't that long ago people were talking about a closing of school in Bavia if I'm remembering that right. And if that had happened, then we'd be in a perilous situation right now. So, >> there was talk about closing the school. >> There was a there was a questionnaire that was sent out that put that on the table. >> Yeah. >> To try to help manage some cost >> elements. It didn't last very long. >> It was our survey. We did look at it closely when we were planning for the referendum and making sure that we had adequate capacity to meet our needs because we had declining enrollment and um you know obvious know you know if you outside are looking and say you have declining enrollment obvious you don't need as much space as you had.
Well, we were busting at the seams then at the time, but also the way that we use spaces of all other programs that we offer students today didn't exist when those buildings were built or for the conditions that we were facing in terms of enrollments at the time. >> I didn't know that. >> All right. So, bookend interest. >> Yeah. Rob, is there anything else that we're not capturing here or any other advice that you might have for us to consider? >> No, I think I think you guys have it all out on the table, right? And and really kind of my closing thought for you guys is part part of this process if you go down what I would call this RE plan or a hybrid plan is a way to effectively look at your system in this 3x3 by3 perspective. So what do we continue?
What do we change? And then what do we retire? And um when we do a process like this and we honestly talk about some of these things. Um you'll start to notice there's a lot of things in the district that we just continue and do because it's that just becomes legacy. And so that starts to impact how we use our buildings, how we use our space. Um, so, um, there's a lot of really good things that come out of some honest conversation about how are we doing things today and is it the same way that we should be doing it next year or five years? And if not, how do we start to position the system, our staffing, our students, our community to to prepare for what that change is? And the more change there will be, the longer that runway typically needs to be for them to come alongside and embrace that whether it's dollars, programs, where I go to school.
So, it's really like those deeper thoughts that you as a board member, you're you're conflicted with because you have things that you have to do right away. You have things that you're planning for when many of you won't even any longer be board members. But that's the legacy that that you guys get to leave behind. >> So I'm a broken record, but the next step. So, is Rob going to present to us the good, better, best option using Craig's definitions, which I'm not sure I 100% understand, but um and then timelines because the thing I'm thinking about is like the urgency in which we need to like the clock's ticking obviously with these developments like you said, they're coming faster than we anticipated. So that when I hear that from you and my ears here, >> we're going to need to act on something, >> we're going to set that up, that particular thing.
We're going to set that up this evening and we're going to move forward that >> independent of of this process potentially. This is how we get our arms around everything in the future, not necessarily the things that we need to take care of. Okay. Take care of immediately tonight with the with the u these two particular developments. >> All right. Thank you. But we are going to have to have continued conversations. This is one of those like here's the things that we see from, you know, a data standpoint. We want to bring this to your attention, but we're also going to need feedback from the board as to what your vision is and how the pieces fit together and what the next steps are. It's not going to come forward. It's not going to come forth as a here's a recommendation that we think we you should do.
We're going to have to have a dialogue about it moving forward. end up a workshop meeting. >> Yeah, you could. So, >> okay. >> Thank you, Rob. Thank you. >> Thanks, Rob. >> All right. Thanks, everyone. We'll be talking more. >> Thanks, Rob. Thank you. >> Well, that worked amazingly well. Thank you. >> It did. A special thanks to Holly and to Dominic to make that happen on very short order. Yeah, >> his pony. It looked like he had a commencement gown. >> It did. I kept seeing >> I kept thinking like that had one >> with the logo. >> Yeah, right. I wasn't the only one thinking that. >> Okay. >> All right. So, item 10.2 is discussion of proposed boundary boundary assignment. >> Yes. >> So, this is not for action this evening, just to be clear. This is for discussion for the board and to to see what you're thinking in this regard.
But as been has been mentioned, Holly, would you pull up that memo, please? There are two developments coming quickly in the southeastern part of town on Reddant Road near Butterfield Road. And those developments are within the boundaries of the city of Aurora. So they approved those developments and they're underway. Two model homes have been constructed and it's our understanding Mark spoke with PY who's one development. Lenar is doing the other one. The PY development already has two model homes almost dried in. They plan on beginning to sell in April with closings as early as June. And so that means that students could be showing up when school opens in the fall. Now, as I mentioned earlier, those particular properties are walkable to Hoover Wood and be considered walkable per state uh um the Illinois State Board of Education's transportation requirements. So any child that lives more than a mile and a half away from school is eligible for free busing unless there's a hazardous route or hazardous condition that prevents them from getting to school safely.
So uh there are a lot of that's a whole another um set of details. Um if you could scroll down a little bit, Holly, I'll show you where these developments happen to be on the map. There's a there's a figure at the bottom of the page that gives a little bit more indication. So, since that there aren't students there that were moving, we obviously want to make this decision sooner rather than later and we want to obtain community feedback. So if the board consents to us moving in this direction or intends to, we would do that share this news with the affected schools and respective families, collect some of that feedback and bring a recommendation to the board of education probably in April, but could be potentially as late as May. We'd like to do it sooner rather than later so those individuals that are considering purchasing those homes know that this in fact is where their children are going to attend when they're making that purchase.
We're in that position right now to do so. Um, going at the bottom of the >> Oh, those are really easy to see. Yeah. Can you zoom in at all? So, the first is what you saw earlier is just our overall boundary map, but figure two zooms in on Harvest Point and Abby Meadows in particular. They're right across from Armian Marian school and um you can see Hoover Wood School is I should have probably highlighted that. Um you can see Hoover Wood School is in the northeast corner. As I mentioned earlier, Hoover Wood School happens to be right now, the school with the lowest utilization. So, there's plenty of room there for the foreseeable future. And JB Nelson School, which is where they would otherwise go if we make no decision, happens to be the school with the highest utilization right now. That utilization isn't going to decline in the coming years.
uh and we'll be within our target range, but it makes sense to do make this change. Now, >> that's Butterfield. >> Yeah. Okay. questions, thoughts, concerns. We did share this, by the way, with the Iraq committee and they recommended that we move forward with this. We do have to obtain feedback from the respective families, the schools at the respective, the families at the respective schools. I mean, what's that feedback going to tell us? >> People don't like the boundaries being renowned. >> Well, since we're not moving anybody who lives there, I don't know that anybody's going to mind. >> This is just kind of adding people, >> New people going to a spot as opposed to it's not like one of those where you're moving people to a spot. And to do that, other people have to go somewhere else. >> All right. You do have that advantage.
But oftent times when we have similar conversations with with stakeholders and residents their concern would be well if you put these children here then will we have capacity issues there in the future because that might affect me too >> and here are there's not any indication that would be the case with the information we have today >> like is this step one of a step two later. >> Yeah. But this doesn't shift other kids around or anything like that. No. >> Nobody's in a school now be at a different school. >> Right. Right. So that's not really. Yeah. >> And we are built around neighborhood schools. So everywhere else where kids can walk to school, that's that's how it works. This would this is the one exception. >> Well, no, you got What about the Ginger Creek and >> those aren't walkable? >> Yeah, but they they go to Louise White, right?
>> They do. It doesn't mean that once you're on a bus, you're going, you know, that was the rationale back then is they had capacity issues with schools. And the rationale by by the board at the time was we could send them to Hooverwood but we don't have the capacity to to serve them there so we have to put them on a bus and they said the best place to send them if they're already on a bus is Louise White School. >> What's the average ride time for kids coming from there? >> I don't know that off the top of my head. So, a lot of this is so that I mean so that our facility can be prepared for this influx of potential students and then those homeowners, potential homeowners can make a buying decision based off they know where their kids are going to go to school.
>> Yeah. >> Correct. >> Yes. >> Is that what you guys talked about on R? >> Yeah. Because some people, you know, if they if their kids already go to Hooverwood, then they might think, "Oh, well, I can move there and my kids are still going to go to Hooverwood." But >> if they're thinking of moving and it would change their good information for people to know before they purchase, >> I think to my view then I just go ahead and get the input, go forward with it because it's not to the current people that are attending those schools. There's no change besides there's going to be a little more density in the building. Correct. >> Yeah. >> Right. Am I understanding that right or not? >> Yeah. >> And then obviously the impact to the building the staff there and everything like that. I mean other options like we're going to bust them put bus them somewhere.
Right. >> Right. I mean that would be the other option to do which doesn't make any sense. >> No. So, this is walkable, but they have to cross Butterfield to get >> No, no, no, no, no. The school's north. >> It's not clear on this map. I should have done a better job of making it clear where the school is, but it's >> this one, right? Is it right there? >> Yeah. >> Oh, okay. All right. >> I barely see the word elementary school. >> So, this what you're proposing is that this map >> Oh, that >> does that. >> Yes. Okay. Yeah. The nice thing is they're contiguous, which sometimes you have to do these and they're not. You have to do a pocket, right? So, it makes sense and it it's logical. >> Now, arguably, you see that sliver to the >> to the right of Abby Meadows, >> like this little bit here.
>> I know. Um, I need map reading skills. I think >> I need a refresher. >> Social studies. >> Yeah. bring it back. >> There's a neighborhood right here, >> you know, that would still be walkable. But what happened was at the time there weren't sidewalks that went to Uberwood that were adequate for that neighborhood to get there safely. And so since it was part of JB Nelson School, >> oh, there you go. >> Um, since they were already part of JB Nelson School, it made sense that they were going to be bust anyway. They were going to leave that at JB Nelson. But in the future, one of those considerations could be you're looking at things like that and now that there are sidewalks, you could make the adjustment >> as a part of a more comprehensive >> as a more comprehensive boundary analysis to do that.
You could as part of that adjustment >> look at uh Ginger Woods and and say, well, you know, we instead of putting them on a bus to send them to Louise White, you put them on a bus. You must put them on a bus because of the roadways, the four-lane roads. you could send them to Hoover Wood, but that kind of analysis would be something that we would want Rob to help us with, Rob Schwarz, and figure out how all the pieces fit together. But in that instance, you're moving from kids from one school to another. And that gets really complex and usually emotional. I would tell you, I've had conversations with family families that live in Ginger Woods that say, "Don't you dare change my school. We're part of the Louise White community. We love it. we think this is the greatest thing ever.
I don't want to move. And we've had others that say, "My kid rides past two elementary schools to get to theirs." And so you hear that a lot, too. >> Um there are a lot of factors to consider when it comes to this >> a lot, >> but for right now, that is not what is what >> that's not what we're talking about right now. But we do need to think about those things in the future. And that's what in many ways Rob is alluding to is there's a lot of factors to consider that we haven't considered in a long time. In my opinion, and in the opinion of Rack, this these two developments before there were houses here, >> let's get them in. >> They're kind of a no-brainer. >> The rest that comes after it is not a no-brainer at all, >> right?