001Please join us in a moment of silence and the pledge of allegiance is the rubber match because those two are 167 and 1,167 wins. To the flag of the United States of America and to the republic for it stands, one nation under God, indivisible, with liberty and justice for all. First order of business on the agenda was to elect a committee chair. >> So any motions on that volunteers? Make a motion to let you chair the committee. >> Did you get that? >> Okay. >> The motion for Mr. Cole and Second, Matthew. >> Yeah. Second. That's part of the process, right? >> All right. I think the next thing on the agenda was to define what our what are what's our reasoning and what's our scope, right? >> Did you did you have anything on
002that initially? >> No. other than I think you know uh we need to analyze you know our community has spoken at this point and they are definitely interested in us going to middle schools and I think with you all and myself that we need to really look at our options and figure out if we can make that happen or not. No, I I guess that kind of answers my first question as to where we're at with it. Are we saying we're going to go or not? Or are we finding a way to go? Like there's to me those are the two avenues to start off with. Are we waiting pros and cons or are we saying, "Yep, we're going to do it and we're going to here's the path to get to that." >> So,
003um, Mr. Van Winkle has shared, um, you know, um, I'm in education. Um, and there's a reason for that. I'm not in the business field. I'm not a nursing doctor. I'm in education. So I can explain those things to you, but uh I really like he's come up with a cause and effects matrix. Um and I think this will give you options and everything will be databased which uh is very very important I think. And in just a moment I can share that with you or he can share that with you or Miss Diane can share that with you and you can see what we've discussed. I discussed this today with the principles and supervisors in a meeting. So I think that'll give you a little bit more background as to options if that makes
004sense. Mr. >> Cole, >> I think from that point I think we need to define that first and then from that point on we go get feedback from everybody else. But >> that was probably one of my first things. We've got to define like I said just define the project. What what are we what's our our first goal? We've got to find the schools, >> figure out the transportation, get get things, what's the easiest way to move things around or whatever else. I mean, >> at this stage, I think that's the most important. Once we have set things in place, then we can start moving the other >> I made a few notes on on the reasons for this and I I just wanted to state them to the committee and for the record, but
005I think one of the reasons we're here is for diversity of class offerings for our for our middle school students. Right now, we don't we don't really have that. Um, >> I know initially athletics and extra extracurriculars were a big part of the reason for middle school sports, right? >> Um, the cost of our current configuration. Can we maintain it? We've had issues, you know, getting a budget in place for for years, maintenance, personnel, transportation, extracurriculars, all that stuff because it it plays into our our budget, right? And then test scores. Can can and will this help our test scores on all levels? ACT prep will it help that? Will it help reduce our class size or or will the diverse class offerings help with those scores? I I don't know. But I hope from
006this exercise that we can we can assertain some of that. And and the reason I suggested a a CE matrix to Dr. Farley is and then I I don't know if Diane, do you have that where you can pull it up? >> So, this this is a a problem solving tool that I use. U sometimes it depends on if we already know an answer to something, we don't use it. It's for when you don't know the answer and you had so many options and and so many criteria that you you need you need to narrow it down. And if you'll look across the the top, you'll see priority weights. >> It's right there in the number one A1. >> You're highlighted now on it, Dian. Um, so what that row does is it weights the
007importance of of the criteria that you see below it. So you'll see ELA math >> and and that's that's assigning a weight to the the input that we're giving to the to the C& matrix. So if >> ELA is is that a 10 is that of importance to our community and and I'm not the subject matter expert on this and and CE matrixes are set up to get your subject matter matter experts involved. Obviously, this is going to be a complex CN matrix because there's academic experts, there's facility experts, there's finance experts. So, all of that needs to needs to be taken into account when you set this up. But the idea behind it is is to quickly narrow down the focus of what we want to do to meet our goal. So, if you
008look down the left side, those are some things that have been mentioned to me, and I think Dr. Farley's got some input on them. We may get more before before we finish this matrix. Um, but I think the importance of all of this is to really define what's going to be best for our students and our community based on these criteria. And I'm not saying that we decide the criteria at all, just that we that we've come together on it and and and agree that this is something that we could take back to the full board. But >> hey, we're really looking into this to make sure it's the right thing to do. >> And Miss Diane, if you want to scroll across on the on the criteria that's that's there now. >> Can you
009go >> up just a little? >> There you go. >> If I had access, I would just drive, but >> it's okay. >> That way, we wouldn't be That's okay. But anyway, so you can see academics, facilities, those are the I guess the the big groups. And then the focus points are below that. And and I just threw some things in there that have been mentioned to me. I I think Dr. Farley's already added some from her meeting today. Um and that by far is not everything probably that we need to look at. >> But I think this is a good tool to to narrow the focus. And the reason for the next part, the ranking below that I know you ask why you use 0, one, three, and nine. >> So the reason you
010do that is I don't know if you've you've heard this before or seen this before with any surveys, but this eliminates the issue with the fives. You know, everybody wants to put five on everything because they don't want to they don't want to lean one way or the other. So this gives a a I guess the definition in six sigma is it gives a ge a g geometrical slope to everything. So you you have definitive areas quickly without having a bunch of five. So it it delineates everything from each other. You you're not stuck looking at 10 different items that are almost the same score. You should be careful on a zero and you should be careful on a nine because that means you're you're either not doing it at all or you're perfect. >>
011So you get a lot of moderates and low. So that those actually mean zero is no correlation to the input, one is low impact to the input, three is medium impact to the input and nine is strong impact to the input. >> So we go ahead. >> So we had no no we had a starting point. So today in our principal meeting uh I showed this to them at the beginning and said be thinking of things. And then before we ended I went back and the items that I have added are in pink. They're either highlighted in pink along the top or they are down the left side. So if you look and you notice, can you go back Miss Diane? I'm sorry. To the left side. So those are options for that we've discussed
012about middle schools. You know, we talked about do you want to well number line seven there build two middle schools. So that would be an option that's been mentioned. Uh number um 10 use two existing elementary schools. Well then you know we've talked about looking maybe at North and South or um Martin and Stone. So there would be options. Um we talked about one high school, one middle school. So see what you could do. This would allow whomever completes this to give their thoughts and opinions on this and how it would affect them. Does that make sense? >> Yeah. >> And I don't mean to like pick I can't see color. >> Okay. >> So if I don't know which one's pink and which one's >> Okay. Sorry. So line 13 we added that today
013and um that is Pine View stay as a prek8 school and then it was asked if they did that could that be a STEM magnet school. >> Okay. And then across the top you may I don't know if you can see color but can you tell that something is well >> keeps growing >> that side doesn't show pink but that side shows pink >> that doesn't help either Mr. Matthews, >> it's shaking. >> Okay, now I can see the shading. >> Yeah. >> So, that's what our team added today. You know, >> Miss Diane, can you scroll? So, no, the other way. Sorry, I'm going. So, you can see that that's facilities stuff that they came up with. And then we already had food um food services. We did have transportation, but somebody said, "Okay,
014so if we go to this, uh, could we stagger school start times because of transportation and it being, you know, maybe spread out?" And then we talked about special education supports. Uh, you know, um, some of our schools are a little bit dated and, uh, we do struggle with handicapped accessibility. Um, some of our schools have those developmental uh, classrooms and they have behavior classrooms. what's that going to look like? And then maintenance that stayed the same. Uh we had added when we discussed this yesterday, the mental health piece that's so huge right now. Uh we struggle to get enough school counselors full-time at all 12 of our schools. Now, what's going to happen if we add two more? And then you've got the social emotional learning. Safety was added and I really didn't have
015any categories there, but we looked at nurses. That would add two more nurses to us. Social workers, what's that going to do? and then the cost of safety. >> So, and a lot of that though is that's in theory of adding two completely new schools, right? In instead of >> No, if you Well, yes. Yes. Because we could just get the nurses to come >> are staffed right now at each school that we have, >> right? >> So, we're not adding anything. It's just >> a shift >> shifting people and personnel around. So, so in that case when this is scored you you would have that it has really no impact across whatever decision you make >> right >> but now if you were saying that you were going to add two new schools >>
016two brand new schools >> then it would have an impact >> right >> then there's a whole different cost evaluation on all of that but also like and let me ask you on the on the mental health and and counseling and things like that are those things that >> do they really start in kindergarten through fifth grade. you have a lot of do those counselors are they impacted a lot at that age or is it more in the >> so primarily in prek through fifth grade a school counselor will do classes with students maybe once a week once every two weeks you know like when a kid goes to PE or they go to art sometimes in that elementary schedule of a prek fifth grader you will schedule them time with the school counselor and
017they'll go over maybe manners or something like that. But no, some of them do schedule classes. >> Yeah. >> The reason I'm asking is because some of these things once once we get to a middle school system, to me it seems like, you know, we'll be able to really better handle and and maybe concentrate more on certain things. You know what I mean? Mental health or whatever else it may be. uh safety and this that and the other because you're not going to have the same discipline issues in prek through five as you do six through eight >> completely. >> So, you know, that's the >> there's there's almost none of this that that I could say I I could go in here and rank right now completely across the board. Um but that's that's
018why it's important to get So, Dr. probably might you you might have to get your your academics team together and just rank that category of criteria with your academics team. Does that make sense? >> Rank the whole rank this whole sheet with us as a group >> for academics. >> Oh, just academics >> all the way down. Okay. >> For every option >> and and and really think through and I I'll kind of demonstrate and and by no means is does this mean it should be the score, >> right? But if you take row four >> and you start ranking nothing against ELA or and what I would say there is are we where we want to be and what level are we as far as as ELA if if doing if if doing nothing
019>> and you can you can you know more than I do about it but I put a one there. >> Well so my thoughts on do nothing is this. So that means that we take no action towards middle school. try. That's correct. >> And I really don't I mean the people have spoken. >> Yeah. >> So, you know, I don't know. Do we really need the do nothing? >> I don't even know if we want that either. >> So, that's a good that's good. That's good. Um the only reason I added it on there is because >> I wanted to weigh it out against cost and all of those things, right? But there are some probably that feel like we shouldn't spend the time or the money or the effort on this, right? So, >>
020and the data don't back that up. Just >> I mean, everything we've seen that has said, >> you know, if we need middle schools and if cost is the only thing keeping us from having middle schools, then shame on us is my opinion. I mean, if if we're just worried about dollar signs, >> let's move on. So just for just for an example, just let me go through these two that are already ranked and that way you'll see how this works. Is that okay? Or we can just drop I can drop to the next line and do it maybe. But >> I'll just do the scores that are already there and I and I and I told Dr. Far this I just rank these myself which is not the way this is supposed to work.
021I just wanted to demonstrate to her how it works. But if do nothing was a one three uh across the board and and you got to reason through why do nothing is a one three and three for CTE or whatever. And when you get to the end of this and if you look John you can weight cost and and up at the top I weighted cost >> as a four >> because cost is not as important as ELA or math or >> CTE. You got to scroll over. >> So he's talking up up there at row one. See those? But those those are ranked to 2, 4, 6, 8, and 10. So that's where he's talking about he ranked cost as a four. >> So that the weight of cost is not as important as
022actually getting to the results that we want for those other categories. >> Does that make sense? >> Prioritize. >> Yeah. And so that's that's the way that >> and that and that's what you know we we can do as a board is is weight those but also ask Dr. Farley to add tabs for her team so we can compare what her team sees is important as to what we we feel is important because we're just we're just doing it based on the feedback we get from community members and so I I when we do this at work we always get the subject matter experts involved. But anyway, so if you get across all the way to the right, Diane, those rankings, >> you can see that the scores are differentiated quite a bit. And do
023nothing was way lower than than the other option. >> The other option was the two new middle schools. >> Yeah. Yeah. Based on the criteria that I had ranked at that point. Yeah. And what this is designed to do is to get you to your top, top five, whatever we decide. And then we can take that back to the board and actually really dive into how much is this going to cost. We need to start getting bids, quotes. This is not to get into that kind of detail yet. It's just to make a decision on our top whatever we >> and that's the board. Whatever the board decides, we take back we've got our we've got these ranked. Do you want to do top three or top five? one or two games. >> That's just
024one option. I don't know if there's a better way to to >> decide. These are some of the things that have come to me in the community. So, >> there was another one that was brought to my attention last night after this is I guess after they may have seen that we were doing this, but >> seven, eight, and nine at one school and through 12. You did. >> Yeah, I did add that. Um, Miss D, can you go all the way over again? I'm so sorry. If people get seasick, this will really it's on line 16. Have middle school 7, 8, nine, and high school 10 through 12. >> That was another thing that I've been tossing around is is there regulations to kind of keep us in the gutter guards as far as
025the state's concerned? Do they mandate what is a middle school or is that for us to define for Cumberland County? >> I'll double check, but I'm pretty sure that's the grade configuration is left up to the LEAS. because I was just the opposite of the seven eight n whether it should be 5 through eight or six through eight >> because they aren't they blocked off like that? >> Currently they are but uh I think a lot of times they're blocked off like that just for within your building, you know, when you're trying to partner people up. >> Yeah. >> Um I think that's that's why in a prek8 setting that five and six is partnered up. Okay. >> Guess is this something you feel like you and your team could take take back and >>
026but I think I think initially we need to take this back to the board and get get approval on the tasks, >> right? We we don't we don't sign that. But >> um >> I just wanted to bring that to the committee and if you guys have any other ideas thoughts on >> No, I mean I like this layout. This gives us >> readable data, sharable data, >> printable data. >> It's hard to argue with numbers. >> And when you narrow this down and you start looking at actual bids and quotes and and all those things, >> that's when it starts getting real serious. Well, >> and another obstacle that we've got and I may be put the cart before the horse is looking at, you know, looking at the district piece. So, one question
027that I wanted to bring up was if if we were reszoning our fire department districts or law enforcement response district, something like that, COS would be able to step in and help us as a local government. Is that a resource for us? >> To my knowledge, no. Um, I can't remember when we reszoned the last time, but it was you got a map of the district and you had the bus routes that were currently like traced over one color and then another color >> and and that's how we did it. Now uh Miss Martin has um uh routing software for her buses which that will help because you can put certain parameters in and and that will help you in guiding that. >> So that will probably be >> that will be huge >> necessarily
028but a huge >> yeah that that would be huge. Is that is that something you can say Martin and Stone are now middle school and you have all the addresses for those age children and it would map out >> those routes? >> Yes. >> And and zones possibly. >> Possibly. Yes. Yeah. But you know when we were talking about this today >> were brought up. Okay. So if we do this and this school is this school becomes a middle school there's 500 prek through fifth grade kids in my building that's going to have to go to three other schools. >> I'm sure. >> So that that should that should be weighted in here somewhere, right? That that's going to affect even if we no matter what two elementary schools we do, it's going to affect
029that some way, right? So, should we put a tab at the top along those lines that like number of students or households affected >> and put a weight with that? >> So, yeah, but or or just throwing this out there, would that fall under could that fall could we add that to the mental health column? Does that sound >> And I did not mean that as a joke. I meant that seriously because that's going to cause undue anxiety in lots of families. >> I mean, seriously. I'm not joking. >> So, is that um seeing if that was in transportation already? >> I think there was something about reszoning or >> number of buses uh routes, trip duration, personnel and zones is all it says. >> So, be some type of displacement or something. Maybe that's
030something you can make a note of and ask. some of your social >> and facilities. There's a >> student capacity at elementary, middle, and high school, adequate academic space, and adequate extracurricular space. >> Doesn't really cover it there, does it? >> Should Should there be a And I'm asking you, is should there be a priority area that just focuses on I >> guess >> staff and students >> probably >> what effect does it have on staff and students? >> So, you know, in my transition plan, I've told you all that I was spending a day at at a school and I try to get people to come in and talk to me and um last week I was at Martin. This week I was at Stone Elementary and that was a hot topic for those
031two schools. What about the middle school? Where are we at? What's going on with that? You know, and and they ask, "What would happen, you know, a K through five teacher? What would happen to me?" You know, so yeah, I think that definitely needs to be added >> and and that's I mean, I don't see the I don't see necessarily going to be losing teachers as much as we going to be moving them around. >> Correct. you wouldn't be losing them because we earn earn every teacher that we have. >> But you know, if your certification is only a K5 or a K3, obviously if we make Stone a middle school and you've been there your whole career, you're going to have to go somewhere else. Well, what's that going to look like? >> Yeah.
032>> You know, um how how are we going to take those transfers? you know, do do they go through the interview process? Did you know I've been here 25 years? Are you kidding me? I'm gonna have to interview for a job. >> Yeah. >> And I mean, right right now, if you if you have to move teachers because of classroom size, you just move them to where you're they're needed, right? So the well what we did this this this year when we had two um the principles chose the teachers that and then they were placed at the schools that needed them. >> so I I don't have any other suggestions for for how to narrow this down. Is this something you guys feel like we can take back to the full board as an option
033to start working on? >> Yeah, I mean like I say, you can't argue with numbers and data and this that and the other. Um, for me personally, >> I look at a lot of this stuff and I'm like, it's a bunch of numbers. I don't know what the crap it's saying, but there's a bunch of numbers up there. >> Um, so yeah, I mean, It's a good tool, >> but we need to start I think a lot of our job as a committee is to start lining these committee members up the subject matter experts and then once we start seeing how the data flows into that um and how it helps you know narrow things down maybe through their expertise >> I don't I mean It's it's just a tool. >> So I guess we
034were asked to bring back tasks back to the board. And then the other note I had was to bring back an end date to this. I think that depends on >> when we have the information we need, right? >> Is the first task for >> for us as a group to look at this and in our community >> or or for you to take it back to your your team and look at it and see does it does it encompass everything we need. >> I can take it back to, you know, the principal saw it today for the first time. Um I can send out um I send them an email every Friday. I can send that out and have them to think about it again, you know, um and get back to me. I
035can have my team that's here in the building. We can meet um I think I think with some of the talk the other night that the board needs to approve that first. Okay. I don't want us to assign that to you, but is that something? >> Yeah, we can do that easily. Be willing to do. >> Absolutely. >> Okay. So, >> I think the first first thing is decide >> what are we asking? >> We're just asking her to get what a top three or >> is that okay? And and if your team says we don't need to do nothing on there, take it off. It's it's your it's your tool. >> Okay. >> And I I just wanted to get see if we could get buy in with the group to use it as
036a tool >> and then take it back to the board. >> Yeah, that sounds good to me. Like I think we can do that. Take it back to the board. Maybe they might have some things we haven't thought of to add to either column and then >> take it from there. Come up with the top three like you said. And I think once data starts getting put into this, it's going to It's going to start showing options and paths pretty quickly >> with with the numbers being broke up like that instead of the fives. >> Well, that that's kind of the point of what we're taking back to the board right now. We just >> we got we need to take it back to them, take the sheet back to them so we can start
037taking action >> and and we've got buying from Dr. Carly that you know it's something that she feels like will work. >> We're not we can't make any decisions at this point with this committee, John, but we have to have from the board on the task that we assigned. >> The full board has to say this is this is what your parameters are as it >> I don't understand. I mean we have no information on there right now >> because we haven't we haven't we put any committee members put in their tool belt yet. This is just an idea. We like the idea. The answer to that looks to be yes. So now we take it back to the board and say here's our idea. here's what we've got and come up with. Let's vote
038on it, get it approved, and then put it in action. >> Some of the things that were mentioned the other night were were school building availability and suitability, red redistricting and bus route change recommendations, costs. Um there was also a February deadline mentioned. I think in the in all of this, all of that's covered plus a lot more criteria >> that that needs to be taken into account. And I think Dr. Farley's already said here that we that she feels like they can add what needs to be added to to make a decision. And the reason you use this tool is so >> you you have information to support the direction you're going. That's the reason you use this tool. >> And and I understand the reason for using the tool, but I mean until
039we have information on there. Um, we don't we need to get our team together. What I kind of thought that the committee was >> Yeah, we can we can do we can we can email this to all of you guys and and and the rest of the board and and do it through email because >> everybody needs to see what's going on. Well, I'm talking about as far as getting the subject matter experts, the teachers, Dr. Farley's team kind of line them out. Who are we going to be working with on this committee so that we can start getting this information to present back to the board? >> So, how I understood this, Mr. Matthews and maybe I've misunderstood but I think eventually what you're saying is you're talking about broadening this out to everybody
040like stakeholders like community people, teachers, principles, everybody like that, right? >> I guess. Yeah. >> So I think probably a good idea just a suggestion on my part is before we and and obviously yes we need input from everybody because this is going to affect everybody. So we do need that but I think we have to come together. I think this is something that you guys need to do is come together and have a direction in which you are going to lead the people that are going to be joining you on this overall committee and I think that's what this tool will do. So I think that the idea behind the tool is that subject matter experts come down to here's your top and we can we can put that as a task determine the
041board needs to determine what we want to pull out of this the top three top three options. So if it comes up to be two new middle schools or one high school and one middle school and what whatever it comes up to be two two elementary schools that >> you know are are not the same. What if it those are the top three? Now those are the options that our subject matter experts have shown us that the direction we need to go based on cost, facility capabilities, academics, uh transportation, all these items were taken into account and those three surfaced as a top three. Now we can start bringing in community members to look at that. >> And I'm not disagreeing. I I understand why. Okay. >> The the why behind the tool, >> um,
042it just seems like we're kicking this can on down the road. We've got to wait till we get approval from the board to use a tool that they give us as the committee. I I think we're if we if we take if we just go back with nothing, we're just boiling an ocean. You know what I'm saying? We've got so many different options. so many considerations. If we go back with here's a list of a hundred things, >> what are we going to come back to the committee with? >> What are we going to come back to Dr. Farley with? And and the reason we're having this committee meeting is because in a regular meeting, we'd be talking about this with nine people for four hours. Yeah. Right. >> We're trying to get a a
043focused intent for one subject and take it back to the board and say, "Here's what the committee came up with. Does everybody agree?" And then we assign out the task, right? >> And it also makes it more time efficient for those subject matter experts. Maybe they're not even involved in the school district. Maybe they're from outside. We don't want to waste their time with these discussions like we're having tonight when all we need them to do is give their input on one of those boxes. Three of those boxes. So we need to do this. I'll give you an example. I sat on the community health needs assessment committee for the hospital. They had all this done before I ever showed up for the first thing. I, you know, the few meetings that I was involved
044in was concentrated to just what my expertise and input was and then that was it. There wasn't any need for me to be there >> five times, only needed to be there twice. >> Yeah. >> This is giving them that courtesy also when we do start bringing in those folks >> and And that's I guess that's that's where I'm at is we're just >> the only thing that we're here tonight for is to approve the the tool that we're going to use to take it back to the board at the end of next month for the for the meeting and then next month we go back and we come back together and we get the subject matter experts to go over this stuff during the meeting. I I mean it's just like We're going to
045have to go through every step little by little. >> That's government. That's how it works. >> That drives me nuts. >> Welcome to government. >> And here's the thing, too. I mean, you know, once this is approved, um I can have my people on it and we can have it to you by the next board member, by the next board meeting, whenever that is, you know, and and we can still add this to the agenda for the work session next week. I I put a committee update on the request for a committee update so we can give an update at the work session next week. I'm trying to move this as long as as fast as I can. >> Yeah, I I know and that's I just I was confused. >> Here's the thing, too.
046This is going to be so big. I mean, what Okay, so let's say that everything moves great and we have a plan of action that you all are going to take by March. Okay, we're still going to have to have time because, you know, you're going to have to look if you do resoning, you're going to have to figure that out. We're going to have to figure out what we're going to do with teachers. We're going to have to, you know, all of those moving pieces and this can't be quick. The overall process, I would assume this would take at least two years. >> Yeah. See that we don't like we don't want to ask them to go get quotes and and do routes for all nine of these or 10 of these things. We
047want to focus it on one or two or get it all the way down to one in the end that we can say go get bids. We're ready to go. >> And I, you know, this is not going to happen overnight regardless of how the approach we take, but we have to narrow it down somehow. No, I think we're right on point with with what we've talked about the absolute earliest possible being the first to be a 2728 school year. I think that's as I think it's being pretty generous honestly especially if we have to build anything that's being realous. I had put on something the 28 29 >> I seen I saw both I don't remember where either one come from but I know I saw one that said both both >> I think
048some of this will will help answer some of the questions that we had the other night we started talking about what's the committee going to do. >> Yeah. >> And then after if if this comes if this is voted on and decided and Dr. Farley gets her team involved. We can come back together at that point and start talking about um other tasks for the committee like who are we going to get involved from the community you know things like that. >> We just need a we just need a direction to start with and make sure that we're we're satisfying everybody's concerns on the board that that we've heard so far. Could >> this have been done in a work session? >> Maybe. But >> don't know that we would have gotten to the details
049as quickly. >> Well, we spent 45 minutes on this 4hour work session. >> Yeah. >> And then a two and a half hour board meeting. So, I guess as far as what we're taking back uh for report um >> is just uh just this and that Dr. Farley's ready and willing to support it and it should cover all of our issues. And then uh as far as an end date, is that still TBD in your opinion right now? >> Yes. >> Or >> I mean you can say to be determined or you know if if you all want to come up with a hard and fast date that that we decide we're going to start two middle schools in the 28 29 2930 school year. What you know that I think that would be and
050you know we're going to get some of this done obviously before the school year. we would start that but that would definitely be the end end date. that we think >> our our policy we're supposed to have already set an end which I >> for practical purposes I disagree with but to be within that policy >> do we need to set an end date and then modify when we realize that we that ain't going to work >> I mean that would keep us in inside the parameters of policy and get an end date set and then >> maybe we get it done by then but if not think anybody on the board you can't have more time for this. >> I just I just that just adds another discussion of adding >> or creating a
051committee or >> but but I I know I don't want to tie somebody down for months to a committee and meet every week. I just want to get some focus on these individual items. Yeah. >> Well, I mean, I wasn't even meaning like >> starting modify the end date. Go back to the board and say, "Hey, >> I know we said January, but we need February." >> We make that motion, I would assume. >> Yeah. It's just a matter of throws just a half a day more or less. I mean, you know, it's going to take really until the end of until we have two mill, you know, or until >> Well, it may not. It may like if we get a Maybe this uh >> table shows our direction pretty quick and and we
052figure out ways to to stretch what we've already got and make this work and change some things and make it better. >> We might not need to commit, you know, even we may have everything checked by the end of >> I'm kind of thinking like the end of the school year. Maybe set that as our end date and then if we need more time then extend it at that point. But >> I think there's a good possibility by May that We kind of know where this is going to go. >> Yeah, >> hopefully. >> Do you agree with that? Do you think this could lead us where we need to go by May? >> Yeah, hopefully. >> Yeah, >> we don't have to generalize by May. >> We're in trouble statement. >> We can take
053that date back then. See, >> yeah, take that back to >> in the school. >> And I can tell you there's been lots of individuals, and I know we're not there yet, but there's been lots of individuals reach out to me. uh >> there's already lots of rumors going around too >> wanting to be, you know, on committees or whatever that looks like. So, just wanted to throw that out there. >> Well, we may we may determine that we need a committee just for one area of this. I don't know. >> Well, break up the big subjects, academic committee, >> facilities, or you know, >> but I think this is a good starting point. >> Absolutely. I think it's a great starting point. All right. So, we're gonna take >> guess we need we really
054have to vote on that when there's three of us here. >> Officially, Diane, do we have to vote on that to take it back to the board? >> I'm sorry. >> Travis is a parliamentarian. >> So, I think Okay, that's fine. >> So, we're going to take this tool C& matrix >> as an option. Decide our top three. Is that okay? >> Yes. >> An end date of into school. >> Anything else? K. >> You have anything else? All right.