001to our special board meeting this evening. Uh it is 5:00. I call this meeting to order roll call. President Ler >> here. >> Vice President Lopez Aino. Clerk Sparsa >> here. >> Trusty Medina >> here. >> Trusty Kinon >> here. Thank you. >> Please stand for the pledge of allegiance. [clears throat] Place your right hand over your heart. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. Um, we have our board study session and I recognize assistant superintendent Regal Lara who will introduce Zach Worth of [clears throat] from Power School and Nester principal Haime Gonzalez for a presentation on school consolidation. The presentation will include information on Plan progress plan progress enrollment data site capacity
002data and a draft boundary maps. >> Good evening, President Liker, board of trustees, superintendent spinosa, staff and community. Uh tonight we will be covering several items before I ask Zach uh to come up to present on the boundaries. So we do want to provide a school consolidation plan update. Um our princ principal Gonzalez will also provide his update with us um regarding his committee work. Just a reminder that we're in phase one of the school consolidation plan. This is the same image I shared previously back in May. It hasn't been modified other than adding the words potential to future uh closures and and potential schools. Um so again, we're now in the planning year Central Nester for the closure at Central starting in 2627. want to provide a quick update uh regarding the central site.
003Uh in progress right now is pres uh president principal Salasad is working on the end of the year event uh at central. He will be providing an update at the next um when we present an update regarding the school consolidation plan. Tonight will be Nester's update. Uh central's update will happen in the near future. Uh, one of the questions that has been is has been asked and it has been asked for for the last few months is when central closes, what will happen there? We don't have an Oh, I'm not loud. Yeah, I can get closer. Does that help? Yes. Okay. Do you want me to start over? Are we okay where now? I feel like really loud, but [laughter] you didn't catch any of it. >> Okay. Well, I'll just deal with the sounds
004like 1,00 billion decibel points here. Not points, but sound. Okay, I'll start again. So, I'll start with the central site update. And there's a couple things going on there. The first is the uh principal Salazar is working on uh planning an end of the year event. He's working with staff that was in the early um stages. He will be here in the near future to provide an update regarding that when we come back and and continue to update you on the school consolidation plan. Uh, one of the questions that we've been asking is um and that others have been asking as well is what what happens at Central when it closes. Uh, we don't have that answer right now, but we can say that we have been exploring several options. From the beginning, we've started
005to explore the potential for workforce housing. Um, and also, well, let me step back and talk a little bit about that. We started this um exploration over a year ago with a with a survey to staff to see if there was even interest for uh workforce housing. uh since then and more recently a a team did uh go to a workshop uh regarding the uh presented by CSBA regarding uh workforce housing sort of uh you know if you're interested this is kind of the road map of what you would like to do and what you need to do in order for to make that a reality but in the meantime what we learned I mean what we knew and learned then is that this is not a a year to one year to the next
006process this would take many years you know four five six years potentially so in the meantime me time. The question is, well, what do we do with the site in the meantime? And one of the possibilities is to lease it. Again, don't have a partner right now that we've made agreements with or anything, but we are exploring that uh similar to how we lease uh the wing at at uh Westview or the ELO, what's becoming the EOP type hub. Um it would be that type of um agreement that we would pursue in the meantime. We do know that if it can't just remain there, not being used, that's the there's the potential for um you know, things to happen there and and other um agencies or charters may wanting to to take it over and
007want to ensure that we're using it for educational purpose and that we have control over that. I'll be providing a quick enrollment update uh in the next couple slides and as mentioned before, Principal Gonzalez will come up. Uh we sent out a community survey about over a week ago uh to have the community provide input regarding boundary changes. I will provide that data as well and then at the finale uh Zach will come up and and talk about our boundary proposals. This is our the enrollment data that we shared at adopted budget and we had projected a decline of 119 students from 2425 to this year. These are the enrollment numbers that we use for uh funding purposes. They're a little bit lower than what we use for staffing purposes. those that number is higher
008as far as staffing purposes. So there's two numbers that we utilize uh when we're planning um for for different purposes. So again those are projections. Those are that's our best thinking at that time. We know that things change. School year has started. We're now in uh well November. Um and now we're we're we have a good idea of how many students we have. Unfortunately that number is a little lower by 31 students than projected. Um what does that mean? Well, a uh obviously less funding and that's what usually is the impact when we're talking about declining enrollment. So that that that would have been hypothetically if we were projecting back then a drop of 150 students from one year to the next. So what does that mean today? Well, if we were back in May
009planning this out and projecting a loss of 150 students, then that would have affected our our funded ADA. Um, again, enrollment is different than funded ADA. Funded ADA is including attendance along with the number of kids that are present. Uh so back then if we were to project 150 uh num 150 students less than the previous year our ADA would again thinking back then hypothetically about 10 our ADA would drop by about 10 and then we're looking at about another drop of $158,000 or closer to $159,000. So not the largest number but if you recall we had already projected close to $2 million of loss revenue. So then that's an addition to that initial loss that we had projected. And these are ongoing losses. This isn't money that's coming back. It's just an it's an
010ongoing loss. So having less kids than projected is even a bigger impact than we had previously thought. Again, we'll have a true a much clearer update to the budget during the first in. This is us just doing some internal work of what it would have been back then. I will be back to talk a little bit about the survey that we sent up. But before we do that, I like I'd like to ask Prince Wonalz to come up. He's behind me. Uh to talk a little bit about the work he's done around our facilities planning. >> All right. Good evening board. Um superintendent. Thank you for having us and just kind of uh sharing the work that we've done so far. You know, it's a huge task. You know, it's heavy. It's a lot of
011information because we want to do what's best for Nester and we want to do what's best for the facilities and the improvement. So, I'll kind of go over, you know, the challenges that we're currently facing, which is the aging portables. We have a lot of portables, about 30 classrooms plus um our support staff have their own like half rooms that they utilize within those portables as well. Uh we have 18 permanent buildings. Um those are okay. Uh but just the portable situation needs a lot of upgrades and updates and as we go through the years, the school years, uh limited space for support staff is a challenge. Uh there's insufficient dedicated workspace for the interventions, the counselors, um just support staff that come, the OT's that come in and try to support students at times.
012Um and we just don't have the space for that sometimes. Uh we get creative. Um so we make do, but that is a challenge. High student population. So instead of declining enrollment, we have a lot of students within the space that we have at Nester. Um so the campus size versus the student population that is a a challenge. Uh traffic con congestion, the drop off and pickup times and the lack of parking for staff as well, you know, especially after school staff. Uh tried to have the support staff, the the staff that are there daily and then the after school is just a lot. The supervision assistance, the classifi just a lot to to utilize within that parking space. We have an undersized uh multi-purpose room. So, that's also a challenge. And then also, one
013of the things that came up through the safety report a couple years ago was the the placement of our kinder playground in our kinder campus. So, that's also a challenge for for us. Uh it's been good, but you know, that is that was described as a challenge for us. >> So, some of the things that we were looking at, we were at tasked to form our own committee at Nester. Um, so we have uh two parents. We have I actually have the names on the first slide. Probably be too small. Oh, I went back. How do I go back? >> Yeah. >> So, we Yeah, I was going to read the names, but it probably be too small for me anyways. But we have a couple parents. We have uh three to four uh teachers.
014We try to choose teachers that were TK to second, third through sixth and also middle school. We have two parents. Uh we have myself, we have our resource teacher, Karolina Rogava, and then we also have Leslie Ooa, our assistant principal. Uh some of the key areas. So, we started kind of just piggybacking on what we were already doing within the superintendent advisory committee. Just taking that work that we already did and then just bringing it over to to these meetings. So we started looking at facilities and planning uh feasibility. So one of the things we were looking at you know what's feasible because we could brainstorm for a lot of things but we kind of want to know some some um areas that are needed like financing um what's feasible what kind of uh how
015long does it take to replace some portables um Mr. Regalada came um to our last meeting and shared about modular buildings. I I believe VIP is a modular building if I'm not mistaken. So something like that. It's a quicker turnaround time. So we started exploring that in our last meeting. So I don't have too much information, but I know the district has utilized it. I believe Southwest High School has a modular building. A lot of charter schools across San Diego have modular buildings. So it's really quick transition time to replace portables and place those. Um, but those are the things we're looking at. You know, can we do a permanent story building? In the first slide, you saw a two-story modular building just as an example. Um, just seeking costs and estimates for that. What
016does it take? And also the short summers that we have. Um, can is it feasible to be able to replace a couple portables utilizing those? Uh, we're not sure. Um, so we wanted to invite district experts. So we invited um super assistant superintendent regolada to our last meeting and just kind of went over those those those um explorations and and those came up. So those are one of them and then also with maintenance partnering with them and facilities to see what can we do what's possible and plausible. And then we also talked about budget and funding exploration. So we looked at uh requests for budget transparency. What does that mean? It includes the bond money, the allocation and what are the restrictions um how will it be dispersed? Is it by student enrollment or is
017it equally across sites? How much money can we utilize you know as far as the bond money for Nester? And that will help us with you know the planning as well. Um we wanted to also investigate um or explore loan options. Can we do loans? I believe we have about 6 to8 million within the NET budget for facilities. um tapping into that and then also getting a loan because I'm not sure how much everything would cost. You know, we're kind of just hopefully that's something we could afford and and and potentially a loan. Um we also looked at is there any state programs, any grants that could support with that. Um and just things like that, the plans for construction, the timelines, how long will it take, is it plausible? Um so after that, we
018started looking at the enrollment strategy. So as I mentioned in the first slide, you know, we we have a lot of students for the space that we have. You know what? So we wanted to develop a phased approach which we've talked about in the past and even through the superintendent advisory committee downsizing our campus, our school starting with kinder. So let's say we start with kinder next year. We downsize from five classes to four. the following year, first grade five to four, second grade five to four, and so on until we get to the middle school component. Um, so that's something that would drop our enrollment from 1,100 to about 800 to 850, which we would be a little bit more manageable, free up some space. Um and especially if we get new new modular
019buildings, you know, I think we have a lot more flexibility and just kind of maintaining the TK to 8 um charter school which wouldn't impact the charter contract as well. So um so that's something we're exploring. Um and then also we started exploring because that's going to take some time. So if you're downsizing one grade level per year, it's going to take about seven to eight years. So, what's something that can be faster? And just like we were looking at possibly like a temporary replacement or um placing the middle school in another campus as we're closing down campuses, is that possible? So, we're just bringing that up as a brainstorm. Can seventh and eighth grade students and staff be at another site while the construction goes on? So, that's something. Is that possible? It's just
020an idea that kind of came up in our last meeting. Um, so is that plausible? So, we just can't. And we also talked about multitracks. Um, I believe Nester had it a long time ago. So, that's something we're exploring. We didn't get too deep into it, but we wanted to consult with CDE guidelines and guidance for compliance and and models. How does that work? Maybe surveying parents. Is that something that would, you know, get the green light at Nester? Would that be, you know, efficient for families with uh siblings and they'll be on different tracks? you know, how how plausible is that? Is that even possible? So, those are the things we're um exploring as far as far as multitracks. And then we also looked at what's what's the impact on the charter. What do
021we have to amend it, update it? What does that look like? Because [clears throat] the charter says a certain way, TK to 8th, if we were to move the middle school. Uh the downsizing is fine because it says up to certain amount of students. I think we're good there. But it's just looking at the other impacts and the agreement. Um and then just again everything we do just make sure we communicate with our families uh because we want to be transparent with that. So um so yeah those are just the areas that we explored um throughout our committee. Um, and then I think we're open up for any questions. >> I do have a couple of questions for you. Principal Gonzalez Nester has been in this uh this year to create an option for the
022board to consider on the best way to address the facility needs and the oversizing of Nester. What is the schedule meeting that has been created to share the options with Rego and get feedback feedback from him and his department? >> So, we've met on August 26th. That was our first meeting and then we met for a second time on the 30th and then every time we meet we have some minutes and we share them with uh Mr. Lada and also assistant superintendent uh Pam Rocky. >> Um when do you project to a complete plan of options and when will it be brought to the board? >> What was that? Sorry. >> When do you project a complete plan of options and when will it be brought to the board? So, we were looking at hopefully
023wrapping up in November and presenting something in December. >> Okay. >> Thank you. >> Yeah, >> Mr. Gonzalez, thank you so much for um your plans and everything you guys talk and and definitely I I really like when you guys talk about, you know, have a meetings, you got parents, teachers, you yourself. So, um it brought to my attention. So you guys have 30 portables currently on your the at the uh at the school. >> Yeah. >> So you guys I know staffing issues and you guys have already planned as far as you know what you're going to put aside some of the portables but are you guys considering on the multi-level buildings that you thinking about it something that you want to expand a little bit? Yeah, I definitely want to explore that a
024little bit more. You know, I wasn't too familiar with it. You know, we were just thinking permanent buildings, what does that cost? And the modular buildings, as I drive around San Diego, you see them through a lot of schools. So, it never clicked until I started seeing them. I was like, okay. And then they told me VIP has those. So, now it's all about the exploration. Is that possible? What's the timeline? How quickly? I saw that they have like 60-day turnaround times to um put one put one in place. So, but I don't know the tear down and what that looks like and the timeline. Yeah. So, those are like out of my league, but that's something definitely that we want to [clears throat] explore and then just get guidance from maintenance, you know, what
025does that look like? How did VIP do it? And and can we do it in increments, you know, at Nester? Is that possible as well versus one stop? >> Yes. So if we're going to use like um bond money and you know anything that you know any fundings um we definitely would like to see any buildings permanent buildings that it you know it represents it reflects the community. I think I want something beautiful you know I think when you build something nice you know you attract families you attract students and I think that teachers staff and and parents will be really happy to do that. That's why I brought it up. >> I hardly agree. I think it's it's due. It's past due for Nester. For sure. Absolutely. Yeah. Thank you. >> Thank you, Madam
026President. Thank you so much for coming tonight. Thank you, Nester. I see you out there. Um, thank you for updating the board. Uh, first because, uh, I myself have been waiting for you. So, thank you for coming. Um, we were looking I was looking at this the enrollment as we go through our presentation our study session tonight, but I noticed that you're not on our on our sheet here. So, um, forgive me. I'm going to ask you right on the spot here. What is your enrollment today? >> It's about a,047. You know, it fluctuates a little bit, but around there. >> I won't hold you that, but I think it's more like 167. >> Okay. Uh, you know, I I I'm really happy that you shared the concern about um the size of your school
027um and recognizing that you don't have enough parking spaces. That's one of the things that um a school of your size would need to look at. Um especially how big you are. >> Staff is parking down the street. So, I don't know how that got away from the district, but it did. So, I'm glad that you're looking at that. I don't know where you're going to put that, but >> just two story park construction. >> And let's see what else. Um, let's see. Um, now you don't have any boundaries. So, uh, anybody that comes to your school in our district would have to go say to Barry first and they say, "Well, we like to go to Nester." And they'll put their work in and if there's room in first grade there I know you
028have some test >> there's an assessment yeah >> right >> uh so um because you don't have any boundaries uh it opens it up to all communities >> and so uh how many of those students that are not district students come to your school >> that's a good question and we we had it we have that number somewhere and I could get back to you but we did look into that I don't have it with me today, but that was something that was brought up in the past. But definitely have that number and I can share that. >> Well, I I share that because that's a um not that we want to discourage anybody from coming to your program because it's such an excellent program for students, staff, and and and community um and the
029district are so proud of you and and Netor. But, uh, when we're looking at, uh, space availability, your acreage, uh, what that school was built for, what it has today, uh, what's necessary as far as physical education per grade level, what the standards are, etc., etc., etc. I mean, it gets big. I'm sure you know all that. It gets big. So, when you come back to us in December, are you going to have all that >> available for us? >> What do you need regarding PE or regarding your whole thing. >> This is the master schedule >> for me. >> The master schedule. >> Well, what was your question? >> Well, I heard the the transfers, right, that come outside of the boundaries that that I'll have that for sure. And then >> how many
030how district students? >> Out of district students. >> Your uh acreage. >> Um >> so we're 10 acres this >> Yeah, we're 10 acres at the moment. >> You're 10 acres. Yeah. Okay. But for different grade levels have different requirements of acreage like for seventh eighth grade uh you know it's really happy when you put in that basketball court. Okay. Because uh they need that space and as and K PK through six they need a playground. Okay. That was quite evident when we did the facilities master plan that and and I visited uh they really want a playground and grass and so as we look forward principal Gonzalez um we need that open space for learning uh not for putting as many kids as we can in a spot. The quality of education and teaching
031environment uh is important to me. It's important to me that I know that your staff has what they need, including a parking space. I work there, so it's like uh if you got a parking space, you're lucky. So, uh when you come back to us, you'll have something complete. And uh as far as the enrollment is, you might check that number for out of district children so we can get closer to uh that number of 800 something because that's really doable uh for your size of school. >> Thank you. Thank you. And thank you for your staff to your staff and the committee. >> I'll share this >> and trust um we'll we can work together to figure out exactly what your questions are. Um there's some of that information that we already have for
032example the acreage that kind of we already have that information so we can provide that in Friday update. Um and just in terms of clarifying uh that netor and IB both are not on the information that we have today because the boundaries will not be affecting it. The information that you have in front of you today is specific to the boundaries. Okay. >> Okay. I I'll hold that question. >> Okay. >> Thank you, Madam President. >> Thank you so much. It looks like you're looking at all the different aspects that have been of concern and I look forward to hearing what some of the options are for Netor. Thank you. >> Thank you for the time. Appreciate it. >> Principal Gonzalez, thank you very much. I want to take a quick um quick opportunity just
033to give Nester a huge shout out for their improvement on the cast scores. Um they improved uh by six and seven% I believe >> eight to 10 points. Yeah. >> Yeah. In both ELA and in language arts. So good job Nester. >> Thank you. Thank you. Appreciate it. Thank you. So, I'm back. Um, now I want to just go over a little bit of the uh well, not a little bit, the results of the community survey that we sent out regarding uh the proposals and the potential of uh school boundary changes. As of earlier today, there were 500 492 responses. The survey is still open, so we are going to wait a few more days. uh we will print out uh every individual result for you prior to next week's board meeting and so we'll
034have those for you um for next week but right now we still want to keep it open but we do have some preliminary data which is pretty much set uh in the last few days that number has gone up by a few only it's not we're not receiving any new responses in mass quantity >> yes madam president thank you um before you move on um so when you bring that survey back to us. Will you have it by school? Because I know the survey was like to everyone. >> It was to the entire community because we do not the potential for it affecting everybody and throughout the district is possible. So, we sent it to everybody. Now, they did not identify what school site they're from. It's just all the results from the entire community.
035>> Thank you. >> Uh the first question, what factors are most important to you when determining new attendance boundaries? They were allowed to answer up to select up to three answers and the top couple of you know top three answers you can see there the proximity the the factor that's very important is proximity to their home obviously uh keeping siblings together many of the families have kids that go to the same school they want to ensure that any changes do not affect the um siblings attending different schools and transportation there is also about 15% but the top two are are proximity and programs they want to uh ensure that whatever programs are available at their current site uh or services such as special ed uh services um some of the other because I've read some
036of the results uh other programs such as ELOP program many of our families may not be aware that ELOP is offered that to everybody throughout the district but they just want to ensure that if they are using the before and after school program that that would still be available to any of their uh to their new site again just some of the items that were discussed uh regard um that were responded on regarding transportation. Do they anticipate needing a district provided transportation under any pot any new boundaries if they were affected? Again, a hypothetical uh current walking distance to a school or bus stop. And this is our district policy. Uh is 3/4 of a mile for kindergarten, a mile and a quarter mile, one and one quarter miles for grades one through three, and
037one and a half miles for grades four through six. Again, those are district policies uh regarding our walking distance to a school site. Uh yes, for 29%, no for approximately half and obviously 23 unsure. Um maybe are still debating it. Maybe they're waiting to see if they're affected or not or depending on if they have to go to a new school, where they need transportation. So in preliminary data, this is based off the unknown for many of our families, but it it's very helpful just to get an idea of how they're feeling right now uh before the board makes a decision regarding the boundaries. The next question was an open-ended question. What suggestions do you have to make this transition easier for students and families? I read it over and and identified some of the
038themes. It's kind of light there, but transportation was a big one. You see that why it's it's bigger. uh the services that I discussed in the previous slide, special education, they want to ensure that the services that they're receiving under their IEPs continue, which of course they would, but again, the families are sharing that communication. Keep us updated on what's going on um constantly or or ahead of time is a was a major response there. Together, I that word came up a lot and that was just talking about keeping siblings together. Many did talk about, you know, my child has had a friend since kindergarten. Hopefully, we can consider keeping them together. That's very challenging to do, but that's what they're that's what they shared. Open house there. I read whether it was open house
039or some type of orientation kids who are going families who are attending a new school. Could there be some type of be, you know, before the school year started, some type of open house for the families to come and visit the um the school site, get to meet the administrator, maybe potentially visit some staff and and get to meet the staff before the first day of school. So, kind of get a a head start on that. Kids and families that attend current schools, they're usually are familiar with most of the staff and and administration. it. One ask there was some type of orientation open the school up uh maybe the week before school year starts and have give those families an opportunity to visit the school site. Um programs again I I mentioned that continuing
040with uh the programs at the new site uh options families are wondering do I still have the option to possibly transfer to another school site um not just my neighborhood school. Again, I will be providing these responses for you, but I wanted to share a little bit of what the overall themes are around these questions. The final question open-ended as well. If you were affected by the proposed boundary changes, what would be your biggest concern? Similar themes again. you see transportation being together uh the afterchool programs that a lot of our families rely heavily on the before and after school program uh elop uh to be specific and you know they want to make sure that they those programs are still available to them at their new school site safet uh I'll combine support and
041transition as one that was um brought up a lot would there be support for the kids if they're having a hard time with the transition could we make sure that anyone one that we have a way to identify if anyone's having a challenge and to ensure that we're supporting them in the appropriate way. Uh safety, is my school going to be so far that my first grader has to walk a long distance? Do they have to cross, you know, a major street to get to school? Those were kind of the the concerns as well that were brought up. Um, so again, these are the major themes uh that we must consider as we're thinking about boundaries and and making sure we're addressing with families as a decision is made and and families know that um
042where their new school site will be on time. If I'm so far away from my school site, I just want to make sure I'm not late. I want to, you know, I'm concerned that we may my child [snorts] may not be on time. So again, things our families are thinking about and and that's a [snorts] great one to think about because our families want to make sure they come to school on time and that they're not missing any any of the teaching and learning that happens. So those are the four questions that we shared with our with our community. It remains open. We will share every response with you. Um it does take some time. We did get many Spanish responses so we have to translate those as well. So but we will provide those
043for you um by the time the next board by the time we have the next board meeting next week. So, I shared a little bit about uh the central update, a little bit about the enrollment update, and also the survey. Before I hand this off to to Zach, are there any questions for me? >> Real quick, thank you, Rio. Um, talking about the surveys, um, based on who responded, it's like 200 people don't need transportation out of the 400 something. >> Correct. >> So, that really is not even covering central enrollment. >> Yeah. So, remember that this was sent to the entire community and parents are just thinking about, hey, if I'm a parent family at Emery and I'm affected, would I need transportation? That's how they're answering, not necessarily just central families. Uh what
044we could do if requested is just send one out to central families. Uh we could make that work and see what their specific concerns are. Uh but we are having meetings with with uh central families. Um we have those dates already on the calendar. We're meeting with staff and and parents and uh specific to the comm uh central community. So that is the our opportunity to gather their specific uh feedback and concerns and and and input regarding this. >> So have you uh surveyed uh staff? >> Staff did not receive the survey. This only went to the community. But we are meeting with the central community um staff community regarding the the the boundary changes and closure. >> Guess we can talk about that later. Thank you. >> All right. So I'm going to hand
045it off now. Uh oh no question. >> Thank you Rio. So, one of the issues I think we we talk about this and it's my one of my concerns was transportation and I know you you touched briefly I was looking at the uh the slides so walking distance to a bus stop you know it depends on you know kindergartens first grade second grade um are there any li limitations to transportation as far as what's the distance what's the maximum distance and minimum the distance can a student um be able to ride a school bus that you know of >> is the question if they are beyond the walking distance that I just provided. Yes, in the other slide. >> Absolutely. >> So I could get back to you with the exact answer, but I do
046know that when a family whether or not they qualify under those walking distances is having a concern or a challenge with getting to school, I know that we have conversations. You know, it's a it's a individual by individual basis. uh if support is needed, we find a way to to support that family. >> Okay. >> And our goal right now is if you are affected by this closure, we will support you if transportation is needed. Do you have to qualify under that current walking distance? Our our goal is to make it uh work for anyone who who's requesting. Uh we plan to still have a drop off and pickup area at at the school site at central uh to support those families. >> You know just just to accommodate every parent students you know they
047might have some difficulties on transportation and I'm going to make sure everybody you know have the same opportunity. >> Okay. Thanks. Okay. Hello. Can you hear me? Uh, first of all, I want to say thank you to the board of South Bay Union Pleasure, uh, Superintendent Espinosa, and of course, the community that is here today. My name is Zach Woreren. I'm a boundary consultant at P school's predictive enrollment analytics tool and I've been working diligently with assistant superintendent Lara and his staff on the boundary proposals for the proposed consolidation of several of your school sites. Brief introduction just to kind of establish our bonafides and make sure you understand what we're going to be talking about today. I talk about macro drivers in enrollment. You've obviously just seen some updates in the specific Did I
048just lose that? the specifics of South Bay's enrollment, but we'll talk a bit about Californiawide and nationwide trends and then our approach and methodology to your new boundaries, talk about the current state of those boundaries and some of the why. And then we will of course look at several of those boundary proposals. Just so you know a bit about P school, we are America's largest edtech provider. I don't have to read out all of these particular pieces, but we do work with districts around the country, almost 13,000 districts and 50 million students. Decision insight is what the predictive enrollment analytics tool is once known as. We were founded in Southern California by the outgoing superintendent of Irvine USD way back in the day to help districts work through enrollment challenges. Here you can see a
049little bit of the breakdown of the work that we do helping districts around the country solve and address challenges around enrollment changes using visual and geospatial technology to help address questions about enrollment program placement um and a lot of the contingent pieces on that staffing finance student enrollment and things of that nature. As I said my name is Zach Woreren. Um I'm joining you today from Denver, Colorado actually. Um flew in a couple hours ago. I do work with districts around the country on this kind of work. Um, and have led boundary changes at uh, over 20 districts over the last three years, including some of the ones you see up there. Um, including within California, Monterey Peninsula, um, and Redwood City. So, we've worked closely with dozens of districts around the country and particularly
050again from our founding here in Southern California. a little bit of a talk about the macro drivers in California public education. And this is a chart from um the California Department of Finance and showing just generally the percentage of growth in California and the dramatic leveling out of general enrollment growth in your communities. This isn't necessarily surprising information, but it certainly helps to indicate uh the rationale why schools, not just in South Bay, not just in San Diego, but across the state are shrinking. Uh Mr. Lar and I have talked a great deal about this. This isn't a South Bay problem of contracting enrollment. It is a nationwide problem. It is probably more accelerated in Southern California than in lots of other places. But there are very few growing districts across the country and the
051overwhelming majority certainly of urban districts in America are currently shrinking. What does that look like in California? Well, there we can see that trend line of projected declines in those school-aged individuals, which isn't even speaking about um what we call like the stickiness, you know, your capture rates. Um but just the school age students from sources like the census bureaus and we can see almost 525,000 students will disappear from California state education roles over the decade we're in. You can see there San Diego County at shrinking almost 10%, 50,000 students disappearing from San Diego. you know, the worst of almost 250,000 students up in LA, but no major county in the state of California is currently growing in terms of their education um enrollment. So, where does that leave uh South Bay? Well, here are
052your current boundaries. They're pictured here. Um I believe they're available online as well. Um, as you folks will know, on May 28th, you voted unanimously to consolidate and close the Central Elementary School building for the 2627 school year, as well as address and investigate the viability of the consolidation of the Sunny Slope site in the nearer term and the possibility of Barry in the longer term. Um, both of those are to address, as you will know, declining enrollment and the budgetary constraints that are attended thereof. Um enrollment trends do show you guys having shrunk by almost 18% over the last three years and nearly half over the last decade um with forecast as much as another 20% by 2034 um from nearly 8,000 and that's comprehensive enrollment that's TK to 8 that's the charter so
053just to understand some of those differences but as a macro forecasting piece again a number as high as 8,000 students in 2017 18 to potentially as little as 3790 by 2034. As we do dive into actual enrollment um proposals, actual boundary proposals, please know that everything we present today are what we would call mathematically viable. In working with uh assistant superintendent Lara and his staff, we obviously looked at a lot of different scenarios. We're not going to talk through every fly on the wall random consideration we looked at that wasn't mathematically viable. What we mean by that is including historic open enrollment trends. Every proposal we show will give you capacity at the buildings presented in. There are obviously trade-offs. Some of those are numerical. Some of them, as you will obviously have to wrestle
054with, are about community or transportation costs, but all of them do at the bare minimum meet that threshold of mathematical viability. just to understand a bit about the process and considerations that we've gone through. As I said, uh working closely with assistant superintendent Lara and his staff, we've been working for about the last five months since the vote in uh May to consolidate with a long-term enrollment forecast and utilize that data to redraw the boundaries of your nine current TK6 schools into either seven or eight remaining campuses. Um we used a variety of factors to evaluate those proposals. And again, this is where we can talk about the other considerations that aren't purely numerical, but looked sort of in order at questions like building capacity, long-term growth or contraction of particular boundary areas, not just
055the community at large, because of course your schools don't grow and shrink in a homogeneous fashion. Um, ensuring that all the boundaries we proposed meet the general description and geospatial understanding of compact and contiguous. that is there are no annexes in some areas and there are no long tails or unusual looking parts of the boundary. Trying to respect human and man-made boundaries within there as well as natural boundaries where they exist. Things like interstates, train lines, um those sorts of boundaries where they may present difficulties to things like safe walking and transportation. um respecting existing communities and the possibility of ethnic or racial communities that would like to remain together in schools either as they currently are or of assignment. Uh the long-term viability of those new campuses, that is, we don't want to put
056so many students into a new campus that while you're addressing problems of underenrollment at certain buildings, you're creating overenrollment problems at those receiving schools. and what we would call sort of the general principle of least disruption. That is, we want to move as few students as we possibly can from the buildings that are remaining open as well as relocating as few students as possible in the overall plan. As I just said, all of the scenarios presented on the following slides have been vetted and deemed to pass what we call mathematical uh muster. No building that we're proposing is going to push it past its own capacity. And each scenario that we are looking at today is presented sort of as a binary. The scenarios we've collectively called scenario one look just at the closure of
057the central building. Scenario one has a bit less change. That is we are ensuring that the immediately adjacent schools are able to take the students in the central boundary that they are assigned to. And scenario 1B would look at a more comprehensive enrollment balancing across the district, taking the opportunity to address less serious enrollment challenges at other schools. Scenario two looks at the closure of Central and Sunny Slope in the same sort of alignment. Scenario 2 A looks at slightly less change overall and simply ensuring that the students from Sunny Slope and Central have a home at their new schools, while version B looks at a more comprehensive balancing proposal. The numbers presented both present them as if those were being done in the final scenario. Of course, as you've talked about, you would be
058looking at phased implementation of those. So, those ultimate numbers would potentially be phased in over one or two additional years. So, what do those look like? Well, I believe there are the large maps printed on the wall here of the board office. Um, but we can see up here the general information about those closer. This is scenario 1A, what we would consider the least change scenario. And functionally, what is being done here is the um quartering up of the central boundary by major boulevard and assigning the students there primarily to Oni and Emory and some of those students assign assigned to Mendoza and Bayside as well. Now, I know those numbers are probably somewhat hard to see up on the chart. I do believe trustees, you have those numbers in front of you. Members of
059the community, I do believe there are large charts on the wall if we're curious at looking at them. But again, what we want to do here is ensure that the receiving buildings, Oni, Emory, Mendoza, and Bayside do have the capacity to accommodate the central students. As we can see, they do. um we've broken those down by percentage utilization of the buildings as well to again understand where we would have capacity to accommodate those students. Now I know there's a lot of information to um sort of intake here and a lot of data to review. This is anformational session. So, I'm going to move somewhat quickly through each of these scenarios, but of course, we'll then pause for any and all questions and considerations that trustees might have. Scenario 1B again is still looking just at
060the closure of the central building, not of the Sunny Slope building as well, but is here looking at much more um substantive change to address balancing across the schools. You will note on the maps there are some grayed out shapes. Those are boundaries that are not being affected, but you can see the affected schools in scenario 1B as we close central and look at giving the Mendoza um Bayside and Oni pieces as well as uh Emory, excuse me, uh from the former central boundary, but also from there balancing some of the areas around the southern part of Mendoza for Barry and Nicolof, as well as some balancing in the Sunny Slope area around geographic boundaries. Scenario two differs from scenario one in that this also investigates the potential closure of Sunny Slope. Now, one of
061the numbers we do want to call attention to is overall capacity of the school's TK6 um buildings. And we can see there that the capacity of the buildings today is about 5,046 students. Even if we remove the central high building, we do have a capacity of about 46 uh sorry 4500 students, the long-term enrollment projections for the district of about 3,400 students today in the TK6 buildings down to 2900 does leave room and capacity for the remaining seven buildings in various different alignments. Again here, what's being done is a somewhat similar plan to scenario 1A in which we are attempting to change as little as we can while still addressing the Sunny Slope closure. In this case, large portions of Sunny Slope assigned to Pence and Nicolof while the central boundary is split among Emory,
062Mendoza, and Oni. The final piece of this puzzle would be another scenario again with slightly more comprehensive boundary balancing in which we look at including in this scenario as well berry to try to balance again numerically across a variety of the buildings the different ways we might utilize school capacity. One of the things I would like to point out to the board and to the community here is that each of these boundaries has by been identified as um mathematically viable. These are obviously not the only possible ways these boundaries could be drawn. Understanding that you guys are under a very tight timeline and we want to ensure that you can do all of the operational work that needs to be done to get the central building ready for the 2026 school year. And uh Mr.
063Lara and I have spoken a great deal about this. There are certainly ways to modulate versions of these boundaries. The biggest takeaway is the mathematical viability of all of them and the ways in which we have attempted to keep community together within those contexts. Again, I know we presented this at a um speed in which you probably still have some numerical review to do of all of those scenarios. Um I do want to give you uh you know a few minutes to review as much of that as as you can here in meeting. Certainly look at the boundary maps for scansion and understanding and then within that context open it back up to questions from the board about the proposed boundaries we've just looked at. Superintendent, now that we have TK, universal um transitional kindergarten,
064uh what are your thoughts about uh that program expanding and space needed? Is that configured in this if we need to open another one up? >> Yeah. when if you look at the capacity of the schools right after central you you we can see that there's still capacity at the schools um to be able to expand the TK program if it continues to expand >> to be clear those projection numbers are TK6 so those numbers do include the TK spaces currently >> what I'm saying is about the future so do we have any projection about that >> well the projections that they're providing is for the future. Trusty Konotus, I can talk a fair amount about TK expansion in the state of California generally, it's been one of the biggest things that we've worked with
065our 100 different California clients on understanding. um for members of the community and members of the board. Um just to be clear on what we refer to when we talk about TK expansion in 2020, obviously a change in state law expanded the calendar eligibility of transitional kindergarten as you will know to mirror um yearround uh eligibility to mirror kindergarten. My understanding, I don't have a direct line to Governor Nuomo. My understanding was that there was a hope amongst the um California government that the TK expansion would raise transition or transitional kindergarten cohorts to much closer to the size of their kindergarten cohorts at districts around the state. To be completely transparent, that is also not a South Bay question, but a statewide question. That's simply not the case. Most states have seen a or most
066districts, excuse me, have seen a dramatic expansion in their transitional kindergarten enrollment, but it is still notably much smaller in a cohort by cohort size than the kindergartens that are serving it in most states or most districts around the state even since full expansion at around 45 to 60% the size of those kindergarten cohorts. And as as uh Mr. Lara can probably attest, leveling out now that that full expansion has been achieved. What we have seen in districts around the state is a a little bit of an offset of what we call like endogenous contraction in your districts. As that TK grows, that effect appears to have sort of reached its nominal local apex. There is a chance certainly that there is sort of a culture change in California about the concept of transitional kindergarten
067as the public school entry grade. But based on expansive surveys of California districts, it looks like while transitional kindergarten is certainly serving many more students than it did in 2020, we're probably looking at a fairly similar service level now for at least the next three to five years because we have reached full expansion and not seen transition kindergarten reach kindergarten co-op sizes. Superintendent, do we have any uh TK students that have um transferred out of our district because there's no space? >> Thank you. So as I'm looking at scenario 2B uh central sun closure and districtwide balancing um is that mean that we can still continue to look at some of the schools enrollment and measure you know there still you know with sufficient uh ADA as far as other schools but again if we
068look at some of scenarios, but our enrollment continue to stay steady. Would that change anything? >> So, every scenario that we've proposed today, we believe to have capacity in our long-term enrollment projection for the life of the school cohort. Now, because these buildings are all TK6 buildings, that that means basically this student's tenure at the district. But we looked out to the seven-year time horizon to capture a student entering one of these schools at TK6. Ideally, we would not have to for any capacity reason redistrict them again. Now, that's an easier statement to make as a matter of course in a contracting district or a level district because we're not expecting dramatic growth in any building. now, but no scenario did that we looked at did any of the receiving schools, we could call them,
069get too large for its capacity over the cohort length of the school again in a way that would necessitate doing this process again for a kid who was moved as a transitional kindergartener, say, and then moved again in fourth grade. Now again, when we talk um about the one piece that we're not really talking about yet today, which is the potential closure of Barry, of course, I can't we didn't we haven't fully modeled that. That hasn't been, of course, as you will know, approved by um the trustees of South Bay. So, we're not modeling that yet. We wanted to ensure though that we established viability for all other scenarios again for the length of the cohort of the students who would move into those buildings in 2026. So with some of the funding um that
070we have from the bonds and the state funding that you know uh we can actually make other school sites you know new buildings uh you know improvements of just about everything. So I think we can look at that as well and look at the chances of you know closing those schools and give the other schools an opportunity to you know bring it up and you know have more uh modern type of schools. So that's that's one of my reasoning you know looking at this. >> And what I will say is within committee with uh Mr. AR's staff. That certainly is one of the factors that was regularly raised. Of course, here at South Bay, that's outside my balwick. I'll certainly leave the conversations about resource reinvestment to Superintendent Espinosa and to Assistant Superintendent Lara. But
071that certainly is always, and as you guys know from your vote in May, one of the considerations that the closure of those buildings would presumably lead to the ability to engage in resource reinvestment at fewer, more higher capacity schools. Yes, >> since the idea of improving um school sites was brought up, uh something that we're also considering is that as we're filling up the schools with kids first in classrooms, uh we know there may be questions about the support staff at the school sites and ensuring that they have their own, you know, working space. Uh we've also thought about uh as we're thinking about uh using resources and construction dollars uh bond dollars if there was a need to for that support staff to have their own space where they don't have to worry about
072whether that year there's going to be kids in their classroom or not. Um you know it's their own space that that we I'm not going to build it but that is built for them that you know shared space. Obviously it wouldn't be one uh space for everybody. um something like that. We're also that we're considering if if one of the if a receiving school is receiving more kids than other school sites uh those type of things as well. So making improvements to the school buildings but also ensuring that support staff that each and every year is thinking about well where is my space going to be especially now if there's more kids coming to the school looking at accommodating them um if needed that would be on a school by school basis. Thank you. Can
073you please share what criteria criteria you use to create the new boundaries and what was your goal? >> Sure. So if we go Oh, I'm go back. So yeah, I'm hitting it. Um when we do talk about um criteria largely what we're talking about would be those bullet points in the middle. Generally speaking when we go through the Can you guys hear me? When we go through the process of boundary changes. Obviously, the first steps we're going to go through are going to be understanding from members of staff as derived from conversations with the community and folks like yourself what those considerations are. Obviously, the first um let's call it hurdle that we need to cross is a mathematical one. We obviously, as I've sort of talked about a fair number of times in both
074statistical modeling of your enrollment and in map drawing, are never going to propose scenarios for final consideration that simply don't work. So the first consideration is understanding through um the the folks on Mr. Lara's staff what the capacity of those um uh receiving buildings are and what the nominal ways we could fill those buildings more um adequately to their listed capacities are. From there we then engage in conversation again through a variety of maps as interfaces and some of the other ways that we might draw boundaries. So identifying potential communities of focus that we don't want to divide. For instance, now South Bay has a fairly homogeneous um ethnic and racial enrollment. We looked at some of those different areas, but where there were notable um communities of different ethnic or racial identification, for instance,
075looking at not splitting those up. When we do draw new boundaries, again, frequently trying to look at things like natural or man-made boundaries that might present difficulty to safe walking, to transportation, to other pieces like that. And from there, um, again, also identifying the idea of compact and contiguous boundaries. Contiguous is a pretty easy term to define. Of course, contiguous just means we're not creating any annexes. Pretty easy standard to hit where we're not trying to engage in other pieces. So, of course, all of the boundaries you're looking at are entirely contiguous themselves. Compactness, if you want to get into um topological math, does have some definitions, but here we're real more talking about an intuitive nature of community centric schools and avoiding boundaries that obviously violate that sort of conceptual principle. From there, again,
076what we did is propose a variety of different scenarios to Dr. Lara's staff for consideration and identify which of those hit those various considerations best. and from there run and show the numbers and maps to them. And now on to you the trustees and community. >> Thank you. Thank you. Um, it's a lot to take in and knowing that something has to happen is hard for us. I think I can say for us all like it change is not easy. But as we look at the decline throughout the state, we see it's not a It's not a it's not a problem that is unique to our district. It's um throughout the state and I appreciate the work going in into um getting ahead of having to make quick and drastic changes without thought and consideration.
077Thank you. Oh yeah. >> What what would be helpful for our next steps is really where you can your starting point that may be helpful is you saw the two scenarios. One was a you know an easier change neighboring schools just affecting those boundaries. That wouldn't stop us from then addressing if they if there were any future closures. We could we would have to revisit and then address it then during our planning year. Uh the other two scenarios are really the the bigger change and and and affecting the community throughout South Bay. Um and one is thinking about that second school. I know that that is still being communicated uh thought about. Um data needs to still be presented which I will be coming and presenting that. So starting there is it a easier change
078we want to think about as a board now. Uh that'll be very helpful for us on what to bring to you next week. um or are you looking to make that whole change throughout the district now so we can begin planning for that as well? And Superintendent Spinos, if you want to maybe I don't know if that provided the direction that we're looking for clearly, but if you have anything else to add to that. Um and we um I don't really have anything else to add uh to that. Um and I think the the important decision um that the board will have to weigh out and and I know Once you uh you know process the information, you might have additional questions. Um but the important decision the board really has to to weigh out
079right now or you know to vote on soon is do we want to try to balance out the re the student population into the remaining campuses. Um if we try to balance that out which would be scenario 1B for for central at this at this time. If we try to balance that out, we are really looking at supporting all the remaining campuses um trying to stabilize their enrollment um in the hopes that uh you know that we can keep as many schools open as possible. That that is really kind of the idea behind that. Now given the the declining enrollment projections, um you know it does appear that uh you know that we would um you know be streaming swimming upstream in in order to do that. Um but it you know it's not uh
080it's not a done deal. I would say if we continue to focus on improving uh our service to the community, ensure that uh the students that we have within our boundaries um are choosing to stay in our district. Um I think that's that's a way to um you know to at least normalize the declining enrollment because without a doubt our district is declining at a lot higher rate than the districts around us. Okay, that is that is very clear. Um and so what we need to do is we really need to look at um at that issue and say what you know what's within our control. Well the low birth rates that's not within our control but the way that we serve the community that is within our control. So paired with the balancing out
081of students and us really digging deep as a district to improve our service to the community or at least to improve um how we're sharing the the service with our community. Um I think we can we can you know push this off as as far as possible. Um the other the the other side of that would be um if we look at um and again the downside to balancing out there's going to be a lot more changes more families are going to be asked to change. Okay that's that's the downside to that. Um the the other side of that, the easier which is scenario one um is really taking the central students um and leveling level leveling putting them in the nearest schools, right? Uh that's the other side of that. Um the the upside
082to that, a lot less families are going to be impacted because you're not really looking at the at the district as a whole. Um and obvious the obvious downside to that um is going to be um that you know um we're not really providing uh you know stabilizing the the other two schools uh that that are projected to close in this plan. Um you know my recommendation to the board and I have been you know super uh clear about this is that um you know that we balance out the uh that we balance out the the student enrollment. Uh the goal is not to close schools. um closing schools is is necessary for us because we simply don't have these students um which bring in the revenue to keep those schools open. So for me,
083I definitely think and my recommendation to the board would be uh to balance out the students, work on improving how we're serving the community to ensure that the families that live within our boundaries are staying with us. Um and you know that I think that's I think that's the right thing to do if our goal is to keep schools open. Um, but again, you know, that'll be for the board to decide. Um, and I know you'll have additional questions, uh, which hopefully we can, you know, address them all, um, as this will come to a vote for the board next week. Superintendent, um, when you say, uh, balancing out the district, um, I hate to put you on the spot, but do you know how many overflow kids from one school to another or how
084many we have out there that don't attend their home school now? >> No, I do not have that information with me right now, but we could provide that for the boys. >> So, that is used in the modeling for this. This is an open enrollment inclusive model which is part of all of the forecasting we do on a schoolbysschool basis. So while um when we close schools there is some change in open enrollment patterns of course because families are making different decisions these enrollment projections are already inclusive of open enrollment decisions magnet choices into the charters as well as uh Mr. can speak about this, but um things like special education program placement from district-wide services to buildings with things like STC and life skills classes. So these projections are already inclusive of any and
085all of those existing open enrollment patterns inter and intra districts. So including students who transfer into South Bay from neighboring districts just as a matter of technical understanding. >> Thank you. And then also looking at um some of our student like our fifth and sixth graders and like at what point would how how would we take into consideration those students who like are in their final years of elementary school and their siblings as well? Um once the board decides uh you know which which uh plan we want to go forward with um then uh staff is going to get together and really look at some of those um exceptions. Right? For example, um if I'm a sixth grade student at, you know, Mendoza, um and the reboundary has me going to Sunny Slope, um you
086know, we're we're not we're not going to ask a sixth grade student to move in their last year. So, there's going to be an exception for that student. Um and you know, that that'll I hope will level out throughout throughout the district. Um but there will be exceptions for uh siblings uh you know six students that are at fifth or sixth grade. Uh we still have to work work that out once the board makes the decision. >> Thank you. So are we ready for public comment? Is that where we're at? M president, I'm just real concerned about the survey. Um it's really not reflective of the feeder schools or the school that we're talking about closing. So um I'm glad that it's still open, but um superintendent, I really would like that survey either hand
087I know we go next week to visit um someone with a clipboard. We need that input that's on that survey from those parents. >> You and I can speak afterwards if you'd like, but I'm not really clear on can speak afterwards. >> Thank you. >> Okay. Thank you, sir. Um, next we have public comment. The board will No action or discussion on any item not appearing on the posted agenda except as authorized by law. Individual speakers are allowed three minutes to address the board on each non-aggenda item. Speakers are not permitted to yield their time to another person. The board limits the total time for public input on each item to 20 minutes. How many comments do we have? >> We have two. Thank you, Vanessa Barera. >> Good evening, trustees. Oh, sorry, just closed
088your computer. Um, I have a few wonderings. So, first, uh, why does your plan include the closure of three schools over six years when on May 28th you voted to close one and revisit the need for additional school closures? Additionally, why does your plan include the names of Sunonny Slope and Barry when the vote included removing the names of the schools because you didn't know what schools needed to be closed or even if there would be a need for additional schools to close. Your minutes show the following. I'm going to quote your minutes. Your minutes say the names of Saniso and Berry Elementary were removed from the phase plan and replaced with school number two and school number three. Your minutes also say, "Additionally, the assessment and evaluation of the plan before the closure of
089school two and three." what I read in your minutes, your legal minutes that you guys approved is not what I see reflected in in your plan or what I see reflected around the room. Uh, SWAT will be exploring what violations you are committing. Um, additionally, why don't these any of these scenarios that you have up here include giving a bigger boundary to Sunlope to help it grow? Isn't that what we want? We want some of our smaller schools to grow. Yet, none of these boundaries help Sunny slope grow. So, I think you should really look into what you're going to vote on next week before you do and what was it that you moved forward in your resolution before you do anything. Thank you, [applause] Michelle Gates. It should have been a 15. Okay. Hi,
090I'm Michelle Gates. I am a teacher here at IB Charter. I teach eighth grade English and I am on SWAT except board. I'm here for those roles. First, I'd like to point out that no, contrary to what uh Mr. Aspenosa just said, not all remaining uh campuses were included. IB is not on that list of schools to receive any adjustments. Now, I realize that we are a charter, but this charter is seventh and eighth grade. TK through six should still be considered as one of the movies we should still be considered a local school. So the fact that it was not considered at all is a problem and in fact yes we do have numbers um for sixth grade we know of I just received the information from those teachers just in sixth grade alone
091we have 10 and possibly an 11th we aren't quite sure on that child's status who are from central who are over at IB right now. So, there's that information. And the glaring issue though, I am going to piggyback on uh my president. It is offensive, tacky, sneaky, and possibly sleazy that y'all have Sunny Slope up there. Just is um you have not voted on that. And I have to question whether or not this is a Brown violation or something else because half of this appro this uh proposal I'm not sure is even legal for you to discuss without that vote. You are jumping ahead to have those here. It's inappropriate. It's wrong. And the fact that it was put in front of you is irresponsible of the district. >> [clears throat] >> And if SWAT
092doesn't look into it, I will because it should not be there for you to even be discussing when it has not been voted on by you and you all know better. Last but not least, since Mr. Lara brought it up um with some of the improvements. Why are we spending money on toilets and air conditioning at a school we're closing in eight months? Find that very interesting and it falls under either fraud or misuse of funds. That's all I have to say. [applause] We have one more. >> Good evening. I've been in the transportation business for 20 years. My job is to read maps. I'm looking at these and thinking, why didn't we splice up some of the territory for Mendoza, who has plenty of students, to give some to to excuse me, for Mendoza
093to give it to Sunny Slope. I'm looking at these and I'm like, what didn't the line did not move? Why not? Why didn't we explore that? Same thing with them having a little over 700 students at Nicolof, but we're not going to try to give any to Barry. Most of that land down there, that big mass, that's all farmland. I know. I live there. So, I feel like you need to go back to the drawing table with these because that boundary line did not move to explore balancing the word you keep using out the amount of enrollment in each school. That's it. >> [applause] >> Thank you for your comments. I'm sure we as a board have things to look at and questions that we will send um your way. And with that it is
0946:21 and the meeting is adjourned.