Board of Education Board Meeting- February 9, 2026

001We're live. So, I'm just gonna get us going here. >> Jillian, we're gonna get going since it's 4:30. I now call the board of education regular meeting to order at 4:30 p.m. Is there a motion to approve the agenda for Monday, February 9th, 2026? >> Is there a second? >> Second. >> All those in favor say I. >> Oppose say nay. >> Right. Um before we start, I just want to say and I I think this message got out, but we might have missed a few people. Public comment will start at 5:30. you do have time to go to Starbucks um if if you want to before then, but we we're trying to condense all of that into one spot and not have people have to sit here with us for five hours tonight. So,

002um with that done, uh tonight we have two public hearings for the Cedar Rapids Community School District public hearing, Washington High School Elevator Modernization Project and public hearing for Taft Middle School fire alarm upgrades project. Board Secretary Shely, have we received any written correspondence related to any of the public hearings on tonight's agenda? >> We have not. >> Do we have anyone who has reg requested to address the board this evening regarding the public hearing Washington High School elevator modernization project? >> Yes, we have one person. Okay. Please call our first speaker. >> Okay. Craig Steely. I go back further. No, I haven't started speaking yet. Um, thank you for this privilege. Um, and I'm really proud of everything that everybody does in the Cedar Rapids Community School District because they're trying very hard to

003um protect this the student body and all the employees, which adds up to like 6,000 if you 500 I guess. I was just reading your brochure, but I talked to Chad, the head of maintenance and whatever. I can't remember things when I just hear it, I but he's in charge of something. and he told me why they need to um improve, modernize the um elevator at Washington High School and why they need the fire alarm upgraded. And when I was teaching school at um one of the schools I taught at and all the quadriplegics were there and they came into my room. And just to show you how we have teachers that they I put them on the highest level I can because they deal with them all day and it isn't their fault that

004what whatever happened. And so I was an art teacher in that room. In one hour's time, they got one brush stroke on the canvas in one hour's time. And so what happens if they get stuck in an elevator or just have to get out of the building. And you know, accidents can happen. you know, they could be shoved out of their um what this contraption that they they're in. You know, I'm not exactly sure what you call it. So, I think we need to upgrade, but we got to make sure that it's quality equipment, that it has um the latest technology. If it gets stuck, it can unstick itself, if that technology even exists. And we got to make sure they're working every day because the maintenance have to go bring stuff in and out.

005And um how much time I got left? And um I don't know about you, but when some gigantic building catches on fire and it gets really bad, it can be total chaos. And so we we these are two musts as far as I'm concerned any school building that has a second floor and I don't know I can't remember I went to Roosevelt but McKinley is the same school from the same um plans. I think there's elevators in both of them but I can't remember and I never heard of it getting stuck but they made stuff good back then. Now, I just think half the time is they just try to get as much money out of the school buildings as they can. I mean, school systems and we need to be more what? Observant of

006how much is being spent and how long it's taking and all that stuff you got to think about and watch to make sure they're doing what they're supposed to be doing. And so I'm all for it because Chad's all for it and he is a nice guy wherever he is. [laughter] And um so I don't want to talk just to be talking but we have a beautiful beautiful complex here and again I will say little children love to be close at home and the parents love to have them close to home. So I think we need we cannot visualize if we were starting to close schools how much it would be to rebuild them, how much it would be to transport kids, what it's going to do there to their self-image and all that stuff

007and they're being transported like a bunch of cattle every day and how much it's going to cost. And so we need these schools close to their neighborhoods. And it's really something because when we start closing schools, how much are we going to get out of those buildings? How much is it going to be when we need to build new ones? And so we got to really um think about this. It isn't something we can rush into. And at the 5:30, um, I'm going to talk about what caused this whole thing and why people are changing schools and it doesn't have to happen and I'll I'll that's all I'm going to say right now. Thank you for giving me this privilege. >> Thank you. Okay. Do we have anyone who has requested to address the board

008on the published hearing on the Taft Middle School fire alarm upgrades project? >> I spoke on both of them. >> Okay, great. Okay. >> Moving on to our consent agenda. Are there any items on which a director has a comment, question, or further discussion? >> Okay. Are there any items on which a director requires an item to be pulled from the consent agenda for a separate vote? >> Um, nothing to be pulled. I wanted to make a comment if that's okay. >> Sorry if I missed you. >> No, it's okay. I was trying okay you know um this had come up a couple of us were asking about these change orders there's quite a few of them here so I just wanted to make note that that does happen throughout this process there are deductions

009there they're added um um considerations so um from what I understand we stay within a certain range uh that we've currently projected for for these projects so when you take a look at that it looks like a lot but it's all within range >> okay thank you are There any items on which a director requires an item to be pulled for a separate vote? Okay. Are there any items on which a director needs to abstain? All right. Do we have a motion to approve the consent agenda as written? >> So moved. >> Is there a second? >> Second. This is a roll call vote due to the personnel report. I >> I >> Okay. >> All right. The next item is a close session to uh to discuss strategy with council in matters that are

010presently in litigation or where litigation is imminent, where its disclosures would be likely to prejudice or disadvantage the position of the governmental body in that litigation. Pursuant to Iowa code 21.51C, do we have a motion to move into close session? >> So moved. >> Is there a second? >> Second. >> So roll call vote. >> I The board will now move into close session. All right. The board will now reconvene the regular board meeting at 5:32 p.m. Um, we will now hear from those who have requested to address the board at tonight's meeting. Um, and before we do that, I do want to thank everybody for coming out. Your voices are vital and welcome here. Um, and we really appreciate the productive and respective tone um, of the last meeting. So tonight we will hear

011public comment followed by a presentation on the three models um questions and discussion then ultimately move to advance one or more models um or options to be studied um by a redesign committee who will bring a final recommendation to the community for input and for final approval um by the board. So tonight we've capped public comment to an hour and a half so that we can all still have a productive discussion. Um, and I am going to turn this over to board secretary Schulty. Do we have any requests this evening? We do. We have 22 speakers who have requested to speak. Yep. With 22 speakers this evening, you will be given up to It's three minutes, right, for that one? Yes, you get up to three minutes for your remarks. Please respect the time limit

012allotted to each speaker. Board Secretary Shelty will serve as your timer and indicate when your time has expired. If you have submitted a request to address the board and choose to refrain from speaking in the interest of equality and fairness, your time may not be yielded to another speaker. To abide by the open meetings law, there will be no dialogue between board directors and the public during this time except to clarify the nature of questions or comments from the individuals speaking. We ask that the audience and speakers refrain from using inappropriate language and outbursts as a matter of respect for all in attendance. This board has zero tolerance for profanity, vulgarity, demeaning language, or threats of any kind. Lastly, I'd like to remind our speakers that the board cannot address personnel and student matters. The

013board policy outlines a process for addressing and resolving concerns. We ask that speakers refrain from using personal names and information during public comment. Before we begin, I'd like to remind our speakers to state their names when called to the podium. Board Secretary Shelty, please call our first speaker. Thank you. And I'll do the same thing I did last time where I read the first like three so that you know when you're up next. Uh we'll start with Rita, followed by Rachel, and then Craig. Hello, my name is Rita McCord. As a member of the community coalition, I wanted to speak to the work that has been done around the three models that will be presented this evening for school reconsolidation. Three models will be presented tonight with pros and cons for the board to review.

014It was thought that the public should hear about the pros and cons of all three models in the interest of transparency and to let the public know what the work of the committee has been. Out of the three models, the two high school model is the most unpopular out of the three. All survey data shows this. One of the reasons people have put it forward is because they are looking down the road at enrollment numbers which are projected to drop. And while it is true that dropping enrollment should have been planned for earlier than now for the current drop in enrollment, it is not true that we should plan on massive continual declines. Having proper foresight requires attention to multiple factors. Firstly, we are getting students back who leave our district. That's a number that

015should be investigated. Secondly, Ians are increasingly dissatisfied with how adversely current policies are affecting our public schools and will take that dissatisfaction with them to the voting booth. This could result in policy changes that turn the tide of enrollment. And because that would happen before 5 years from now, we cannot rely on five-year projection numbers. Lastly, and most importantly, changing our grade configuration will create its own momentum one way or another. It is the right move to have a model that stabilizes the district and provides the continuity of pure cohorts for kids at as the intermediate model does. The [clears throat] two high school model, however, does not. It blows up the legacy of our school community and it is akin to an emergency Armageddon plan. Bob Dylan has a song that I find myself

016visiting quite often lately called Not Dark Yet. In it, he crunes, "Sometimes my burden is more than I can bear. It's not dark yet, but it's getting there." It's not time to plan for a worst case scenario, and we don't need to implement a model that would get us there any faster than we need to. It is my hope the board agrees that it's not dark yet and will vote to cut the two high school model from further consideration. Thank you. [applause] >> Thank you. Next is Rachel, then Craig, then Sarah. Good evening. My name is Rachel Faust and I stand before you tonight with a deep dual investment in this district. As an instructional coach and parent like those of us here and at home, I too want what was best for every learner

017and every staff member. I'm asking that you consider announcing the school closures and staffing to be presented prior to April. If these past few weeks have shown us anything, it is a truth we can all finally agree on. It isn't the brick and mortar that makes a school. It's the people. I have heard the passion from families all over our district and in this room. I feel the same fierce pride for my children's home, Viola Gibson. But what makes Gibson home or any building in our district a home isn't the infrastructure. It's the people. It's the humanity of it all. Tonight, I am here to compel you to keep that humanity at the center of your maps and models. As you redraw boundaries and feeder patterns, do not let the people part of the equation

018become a footnote. By prioritizing the people who bring these spaces to life, we ensure that while the walls may change, the promise of an exceptional education remains steadfast and strong. Consolidation is not an admission of defeat. It's a create courageous reinvestment. One proactive approach could be ensuring a specific number of familiar members of our staff move alongside their students. This preserves the vital relationships and school cultures that take years to build, providing the emotional anchor our children need to navigate this change with confidence. As a parent, I am sad, but I'm also hopeful. I hope that you, the board, will remember your first teacher, the one who believed in you and pushed you to exceed your potential. The educators being moved from their buildings today are those teachers for our children. I ask that you

019ensure our learners have at least one familiar face as they begin to build new relationships within this district. I believe in this district and as you make your final recommendation, lead by proving that we value the livelihoods of our staff as much as the education of our students. Let's demonstrate that we aren't just moving students. We are intentionally transplanting cultures and communities we've built, melding them into something beautiful that draws families to us. The walls may change, but if we prioritize our people, the promise of an exceptional education will remain steadfast and strong. Thank you. [applause] >> Next is Craig, then Sarah, and then Weston. Wow, I got shocked. Must be my shoes. Um, thank you again for this opportunity. Our founding fathers said, "Beware of political parties." And boy, is it true nowadays. They

020cannot work together. It is so simple. work together as fellow Americans seeking the best decisions not only for America because we're so powerful but for the people of the whole world. That's what we should be doing. We should teach our children to be truth seekers because the truth will set you free and keep you free. So why am I so interested in this whole scenario? because I know it is just very difficult to please everyone. I'm not sure who said this, but I think it was Abraham Lincoln. You can please some of the people part of the time and part of the people some of the time, but you can't please all the people all the time. So, I want to talk about the Gettysburg address just for a little bit. And that is what

021it said. And the first thing that Abraham Lincoln said in the Gettysburg address is actually a scripture. A nation divided against itself cannot stand. And then he went on later on and said, "Government of the people and by the people and for the people." How true all that was. And look at the mess that we're in now. You know, I believe that the previous administration actually blackmailed every school system in our country to integrate their agenda or they would not give us any of the federal money that was supposed to come to the schools. Now, what can we do about that if that happens again? because we're in a gigantic mess. You know, the good Lord said that the Jewish people were his chosen people, but when they sinned greatly, he let their enemies come

022in and take them over. AD70, the diaspora was an example of that. And they were sent all over the land ma masses, but they were the only culture that could keep it together. Well, it could happen to us if we become more carnal. If we teach, you know what happened with co? We found out what was being taught on the computers. And that's why it hasn't been mentioned, but that's why a lot of parents took their kids out of the public school. And we can reverse that. Let's try to >> Sarah's next. Thank you, Sarah. And then followed by Weston and Brooke. >> My name is Sarah Cosgrove. I'm the magnet coordinator at Johnson Steam Academy. Thank you, Dr. Lannon and Director Garlock for joining us at JSA's schoolwide arts integrated program celebrating black history

023on Friday. I wanted to take this opportunity to share with the board some of the feedback we've been receiving from guests who attended the program. From a community member, JSA is a community of educators, students, and families that take pride in their school. From a district staff member, you need to see and experience it to believe it. From an honored guest, these children are smart, wonderful, creative individuals who are getting wonderful opportunities through JSA. From a JSA parent, JSA is more than a school. It's a community lifeline. It's a place for children to express themselves. Steam education is essential for students learning and their humanity. And finally, from another JSA parent, JSA is more than a school. It is a true representation of community in action. Students, staff, and families come together to support each

024other. The role JSA plays in the lives of students and their families is essential. JSA is a place for opportunity, inclusion, and support. I love JSA. Thank you. [applause] Weston is next, followed by Brooke and then Wendy. Hi, my name is Weston Green. There are a lot of good things to say about JSA. It is a magnet school and a steam school. Anyone can go there and we learn in different ways. JSA is an awesome is awesome. The teachers are nice and the kids are nice. JSA includes everyone. New students, we help them make friends. Anyone every everyone is involved for our poetry unit in CLA. poets came came in and helped us write poets poems. Then we got to perform them in a coffee shop last week. Then the school then the school last

025week the school got to perform our school program courageous change makers at St. Paul's Church. We are goalgetters teachers make sure the kids know the test scores so they can can see how they improved. JSA is an awesome school for the kids. Without JSA, this community would not be the same. [applause] >> Thank you. Next is Brooke, followed by Wendy, and then Bob. Hi, Brooke Fitzgerald, proud Cedar Ruff Community School District parent. And please note that JSA has been our family's school of choice. JSA students and community have an immense level of pride. Johnson is the place that they feel safe. Johnson is the place where they discover who they are and that they do belong. JSA has, is, and we hope will continue to be a place where that pride carries with these students

026through their middle school and high school careers. We are asking that it not only continues but is actually celebrated. Students who are engaged, empowered, and proud to be a part of not just our school but of our communities. Thank you. [applause] Next is Wendy, followed by Bob and then Jaden. My name is Wendy Green and I live on the northeast side. I currently have three students in the Cedar Rapids Community School District. My youngest is in fourth grade at Johnson Steam Academy. I am proud to say that all three of my children have attended JSA and we have had a student there each year since it became a magnet school in 2015. Over the years, our family has briefly attended two other elementary schools in the district. Postcoid, we decided to attend our neighborhood school

027for convenience. That experience was a reminder that not all elementary schools are the same, and we returned to JSA. JSA provides an atmosphere that is supportive of all students from all backgrounds. Innovative learning is always on display. I've witnessed project-based learning help students to develop planning, problem solving, and leadership skills. The arts integration and arts access, be it music lessons, afterchool enrichments, or oil and spiggle p puppeteering, is second to none. Tonight, I would like to urge the board to remove JSA from the list of schools considered from closure as soon as possible. Right now, Cedar Rapids parents are deciding where to send their students next year. The new elementary STEM charter, [clears throat] excuse me, is currently enrolling students. The Cedar Rapids Magnet School Lottery opened last week. Taking JSA off the list will

028help families seriously consider Johnson Steam as an alternative to the STEM charter. District families truly do value public education and they value choice. Taking JSA off the list now supports district enrollment. Remove JSA from the potential closure list so parents can choose STEAM over STEM with confidence. Thank you. [applause] Thank you. And after Bob will be um Jaden, then Aaron. >> Hi, my name is Bob Anted. I'm I live in Wellington Heights um just a few blocks from Johnson School for the Art. I have no children, but I'm a strong supporter of public education and have long appreciated uh Johnson School of the Arts as both a for a former board member of the Paulingle Center for Neighborhood Arts, um a member of Wellington Heights Neighborhood Association and connected to St. Paul's United Methodist Church.

029I'm not speaking as a representative of any of those groups here, but just to put in context how important Johnson is not only for its students, teachers, and staff, but for many people and organizations around it. I'm going to end um or or follow with a quote from our superintendent that uh that came from a very inclusive listening session at Johnson last week. I agree with the sentiment of this statement which was we'll be very hardpressed to serve these students elsewhere as well as they are served in this community. Johnson is a critical resource for a neighborhood that already experiences significant underinvestment. Please keep this school and this rare possibility for elementary steam education going. Thank you. [applause] Thank you. After Jaden, we have Aaron and then Deborah. >> Hello, Cedar Rapids Community School Board

030District. My name is Jaden Keller and I am a sophomore at Washington High School. I would like to start off by thanking you all for your service. I understand how hard it is to run 30 schools with a panel of however many members you have. And I commend you all for your service. While I never went to any of the elementary or middle schools in Cedar Rapids because I've only recently moved here, I share the same experience of Cedar Rapids students having a small school with only about 200 kids in my entire elementary school building. I understand that happiness of building your first friendships with people you'll be around for years. I know the love of finding a favorite teacher that you can always trust and talk to throughout those years. School was easier for

031me because I was able to ask for help due to the smaller class sizes. When my fellow classmates Kaylee, Laura, and I began researching the schools closing so I could build this speech, I noticed that the amount of students in each school were ranging from about 230 to 330 students. When I saw that, my first reaction wasn't those schools are under capacity, but rather they have that many students in there. From my personal experience, that is the exact amount of students you used to have in an elementary school. Not 400, not 600, but around 300. With that amount of students, teachers can have manageable ratios. Students get the help they need in class and teachers can communicate efficiently with your parents. With the with the current plans the schoolboard is presenting, you would be causing

032students, teachers and parents immense stress and problems and costing productivity. Big switches like the first plan that was mentioned can be directly delayed directly linked to social emotion social and emotional development delays, behavioral problems, and other problems. the more buildings you move for a K through 4, 5 through 6, 7 through eight, and 9 through10 education plan. From the closures of Nixon, Cleveland, Wright, Pierce, Cedar River, Johnson, and Truman, a total of 1,870 823 students would be affected by these closures. This isn't a number to glance by and disregard when making this decision. This is the six-year-old girl who won't go to the same school as her best friend because her zoning district changed. This is the 8-year-old boy who won't get home until 5:30 because he now has to walk multiple miles home. This

033is the four-year-old who will be thrown into a bigger school because the only learning center in Cedar Rapids closed. This is the 10-year-old boy who will fail his math test because he couldn't ask enough questions to his due to his teacher being occupied by the other 29 students in his classroom. These are underprivileged communities with schools like Johnson and Cedar River who will feel the weight of it all. And the other five schools will feel that weight too. This isn't because of the parents. This is because of lack of urgency from previous Cedar Rapids schoolboard administrations. It was Miss Towana Lannon who informed us about her forgetfulness to let the city know what the bond was for only after it failed. According to a KCRG report, we should not close down seven schools that children

034have found their friends, family, and hobbies in. We have more options to explore. If we are this deep into debt, why is the first thing on the table not selling our two pieces of land? We do not have enough money to build schools on this land if we do not have enough money to keep seven elementary schools open for the children. If anything, I urge you guys to please keep Johnson open. Johnson is so beneficial to those students. Thank you all and have a great night. [cheering] [applause] Thank you. >> [applause] >> Aaron is next, followed by Deborah and then Emily. >> My name is Aaron Ginstead and I'm here tonight both as an employee and as a proud member of the Violet Gibson community, a school that could be directly impacted by these changes.

035I want to begin by acknowledging our shared commitment to our students. However, right now it feels like these decisions are being made for our communities, not with them. I understand that change may be necessary, but boundaries, building use, and the real cost of renovating these spaces should be clear options before presented to the public. Instead, it feels like our communities are being asked to guess, worry, and fill in the blanks, creating unnecessary anxieties. Vile Gibson is an amazing school that is deeply valued by its neighborhood. Yet, schools like ours are being treated as options on paper simply because we are considered big enough. This concern I'm raising is not about resisting change, but is making sure that students are truly being placed in the best possible learning environment. Can we realistically accommodate 700 students in

036a building that was not originally designed for them while still offering the same level of services for students that might receive elsewhere? Where will we put everyone for assemblies, concerts, and family events? What about bathrooms, lockers, collaborative spaces, and rooms for extracurriculars? What about the students coming out of gym class and have nowhere to change? These are all everyday realities directly affecting students dignity, comfort, and ability to learn. The uncertainty and the lack of a clear plan is having real consequences. Families are discussing leaving. Staff morale is being impacted. This is not just one school's issue, but districtwide. I'm asking you to slow down this process. Every school board member and district leader needs to personally visit all schools under consideration, walk the halls, talk with staff, talk to the PTA, [snorts] come up with

037answers and that reflect not just numbers but real people that are the heart of this district. Thank you for your time. [applause] Deborah is next, followed by Emily and then Megan. Good evening. My name is Debbie Fricky and I am a parent, teacher, and alumni of the Cedar Rapids Community School District. Tonight, I would like to pose some questions that have been brought up throughout the process of redesigning our district. When thinking about what our families are being asked to consider, I feel as though we haven't given them enough information for them to make an informed decision. We're asking parents to pick which option they think will help us save money for our district. What these voters are missing is the full picture of what this would look like. For example, when we give the

038option to turn Biola Gibson into a 56 building, um, does the community understand that there that by using an elementary school for a 56 building that we're asking them to use a school that only has one common area bathroom on the first level? That all classrooms on the lower level have bathrooms suited for little kids? Do you know that there are no locker rooms in the gym class? No common areas for kids to meet before or after school? Where would you put 700 kids on a rainy day when they get off the bus or when the temperatures below 0 degrees? Gibson was built for little kids. This includes bathrooms, countertops, lockers, sinks, etc. Where will they do science labs? Where will they have industrial tech classes? Three music options, but where? I'm curious how good

039learning will occur in the rooms above and next to the orchestra and band rooms, let alone the storage for all this equipment. I then asked the district, "How much would renovating a school like Gibson cost to turn it into a building suited for fifth and sixth graders? Is spending $2 to $3 million to renovate schools and an already successful building really saving money in the long run?" Another question I pose is what happens to those 400 preschool and fourth graders that we already house. Where will they go if we are closing elementaryaries and the closest elementarymentaries are already near capacity? Are you going to split 400 kids into multiple buildings and break relationships within the communities they live? I know that these same questions are being asked at multiple buildings around our district. This is

040not just at Gibson. I am asking that you slow down and gather more information to make informed decisions. What buildings are in dire need of being closed? How can we fill the buildings to capacity with the fewest changes? What is the vision of the district for the future? I strongly encourage actually I beg each and every one of the board members and administrators to tour every single building in our district to see what actually is feasible in each building. Buildings are not just a number of classrooms. They were built with a specific purpose in mind. Just because there's a certain number of classrooms, that doesn't mean it can fit the purpose in which you want it to. Thank you. [applause] Thank you. So, next is Emily, followed by Megan, and then Melissa. My My name

041is Emily and I live on the southwest side of Cedar Rapids. As a district that consistently asked how we welcome families and keep them here long term, I believe that work must begin with our youngest learners. Currently, the district serves a significant number of preschool children across its programs. Closing Truman would reduce that capacity by about 300 seats. That loss doesn't simply shift students elsewhere. It limits access. Fewer available seats raise serious questions about whether other schools could realistically absorb that many additional children. Ultimately, reduced access means fewer families entering our district, leading to lost enrollment and lost funding, not growth. I continue to wonder whether the district has considered an additional early learning center on the other side of town. This approach would expand access rather than reduce it, support growth for our youngest

042learners, and provide family with meaningful choice. Choice matters, especially for families deciding where to live, enroll, and stay long term. Another major concern with moving preschool solely into elementary buildings is the loss of early childhood specific collaboration and support. Truman works because teachers, specialist, interventionist, coaches function as one cohesive team focused entirely on four-year-olds. The level of collaboration is difficult to replicate across multiple sites. Additionally, Truman provides consistent access to developmentally appropriate spaces like gym, art, and music rooms. Music rooms, experiences that are essential, not optional for highquality preschool. Without these structures and supports, we redis risk reducing both capacity and quality at a time where early learning should be an area of growth. Preserving Truman while expanding preschool options elsewhere would res would strengthen our commitment to families rather than narrow it. Thank you

043for considering how these decisions impact children, families, and the long-term health of our district. [applause] Next is Megan, followed by Melissa and then Daniel. Hi, my name is Megan Heims and I live on the northwest side. I am currently the PTO president at Truman by choice. And by closing Truman, you take away 300 seats from preschool. Those are families that could pick our district first. Closing Truman, you take away kids' access to utilize the gym, music room, art room, library, and cafeteria. All of which are transitions and hallways, preparing kids for kindergarten. You take away field trips, events like our playathon and our art show. Also, the collaboration that I have with Taft leadership students that come over for America reads and just to play with the kids. It was asked if preschool would be

044on the master schedule for rotations when in elementary buildings. A current elementary principal laughed at this. Some schools have already four rotations and then adding in a fifth means that there's just no time. The district is not telling us and families that not all buildings will have full day, half day or wraparound. You aren't stating that if your building is a half-day option and you want to be full day, you go to the closest building or there's only buildings that are going to have one room. So, there's no collaboration during the day with teachers or other students. I get as a parent wanting to go to one building. But when you really look at the opportunities that Truman offers, it is better for our kids and our staff. Preschool can have the feeling of not

045being included in an elementary building. We do not have that at Truman. Teachers collaborate closely and the students see each other whether it be at recess or field trips in the gym. I proposed that another early learning center be on the other side of town for easier access for families. I also propose a new preschool survey be sent out showing if it is still supported once they know how it'll actually look and how many sections will be at certain schools and what schools will have what. or if they would prefer support a different um learning center altogether with the opportunities that Truman has. This is also another spot where AK could be in because that has been forgotten and again not all schools will have a key AK either which then takes away your true

046feeder model that has been presented over and over. We need Truman to start their learning off and prepare them from kindergarten or to prepare them for kindergarten. Thank you. Next is Melissa and then Daniel and then Nikki. Hello. Uh my name is Melissa and I live on the southwest side of Cedar Rapids. Um my own children will be affected by the changes in the coming years, but I trust the board um that you ultimately have the best interest in heart for everyone in the district. Um, I'm here tonight to respectfully ask you to consider keeping Truman um, open regardless of which model is selected. When Truman opened, um, and I started with Truman, my understanding that it was part of a long-term goal to open another early learning center on the other side of town.

047Um, I was excited by that vision because it recognized the importance of having accessible, highquality preschool options across the district. And I'm kind of disappointed just to see that we're kind of moving away from that model. Uh moving preschool entirely to elementary buildings creates barriers for families. Space limitations make it difficult to offer full day, half-day options along with the wraparound care um services that our working families depend on. It also reduces the number of seats available when a few years ago we were talking about wanting to increase those numbers available. Um and it just limits the access to children um who really need it the most. The decision isn't just about buildings, but about our children. Truman already provides flexible programming and wraparound care through Champions and Head Start. These options meet a diverse

048family need. More importantly, it provides stability. Um, Truman is backed by an active PTO that understands and advocates for specific needs of early learners, which helps to create a true early childhood community. Teachers collaborate daily receive professional development specific to early learners, and families benefit from a partnership designed for young children, something that's difficult to replicate when preschool is spread across multiple buildings. Truman is a foundation to build upon, not move away from. Keeping Truman open and possibly expanding another early childhood center on the other side of town also could give a home to AK programs feeding that true feeder system. Um providing access, flexibility, stability, and highquality early learning supports for families across Cedar Rapids. Please consider not just logistics, but the lived experience of our youngest learners. Thank you for your time and

049your continued commitment to the children and families of the district. >> [applause] >> Daniel's up next, followed by Nikki and then Condra. Hello, my name is Daniel Sra and I'm a senior at Washington High School. I'm speaking tonight not just as a student, but someone whose life has truly been changed by this school. I know that deeply because I have seen both sides. I attended Xavier before coming to Washington and I can honestly say that I am a completely different person now than I was then. At Washington, I found my voice. I found belonging and I found purpose. I'm a varsity cheer captain, a student senate executive officer, and my senior class is vice president. But beyond the titles, I am a student who found confidence through opportunity. I've been involved in show choir, speech,

050musicals, and multiple plays. I'm also a member of the Thespian Honor Society. These activities did not just fill my schedule, they shaped my character. They taught me discipline when I wanted to quit, teamwork when I wanted to lead alone, and resilience when things felt overwhelming. They connected me to teachers who pushed me, believed in me, and helped me grow into the person I am today. So when I hear about major teacher cuts at Washington, I do not hear numbers on a spreadsheet. I hear students I hear what students stand to lose. I hear fewer mentors, and I hear larger class sizes. I hear programs being stretched thin with for the students who need them the most. Just this past week, I visited McKinley and Franklin Middle School to speak with eighth graders who will be

051coming to Washington next year. I was supposed to tell them what to expect and why they should be excited. But it is difficult to stand in front of those students and confidently talk about their future when there is so much uncertainty about what that future will look like. These students deserve clarity. They deserve stability. They deserve to feel excited, not anxious. The district's message is every learner future ready. I believe in that statement. But future ready does not mean cutting the very educators and programs that prepare students for college, careers, and life. Future ready means protecting the people and opportunities that transform students. Future ready means ensuring the students coming after me receive the same chance to grow and flourish that I did. I plan to pursue teaching as a career and Washington is a

052huge reason why. The [snorts] educators there have changed my life. Please do not make decisions that remove the very things that help students become who they are meant to be. Protect Washington's teachers. Protect all the teachers of the Cedar Rapids district. Protect the programs that keep students connected, challenged, and hopeful. If we truly mean every learner future ready, then we must invest in that future. Thank you. >> [applause] >> Thank you. Up next is Nikki, followed by Condra and then Adam. Okay. All right. I'm not a public speaker, but I am a parent in the Cedar Rapids Community School District with three children, one in elementary, one in middle, and one in high school. The consolidation proposals being discussed affect my family at every level of the district. I wasn't able to attend the Wright

053Elementary roundtable, but I want to ensure my perspective as a Wright family is included to in the record. Wright is a walkable neighborhood school that supports working families through proximity to child care and closing it would remove critical infrastructure that families rely on daily. With that, I want to focus on the Kennedy thing. My oldest son was originally assigned to attend Washington High School. As a family, we made a very intentional decision to enroll him at Kennedy. Instead, because of its academic strength, stability, and the opportunities it offers. That choice wasn't just about one child. It was about setting a path for all three of my kids to have access to strong schools as they grow. From a data standpoint, Kennedy High School is one of the district's strongest assets. Statewide and national rankings consistently

054place Kennedy among the top high schools in Iowa and in the country. Washington also performs well academically, while Jefferson ranks lower on several statewide measures. Removing Kennedy as a high school would eliminate one of the district's highest performing options at a time when we should be preserving success, not de dismantling it. Safety and stability matter, too. Looking at police reported incidents over the past several years, Kennedy has experienced fewer large-scale internal student disturbances than Washington and fewer community spillover issues than Jefferson. In fact, businesses near Jefferson have already had to implement policies limiting student access to crowding and theft concerns. Increasing enrollment there would likely intensify issues that already exist. Finally, the district's own community survey showed that the two high school model, the one that would convert Kennedy, received the least support from both

055staff and community members. The most supported option was the one that preserves all three high schools. Taken together academic outcomes, safety, community impact, and survey feedback, the case for keeping Kennedy as a high school is strong and fact-based. I respectfully urge you all to keep Kennedy operating as a high school and to pursue solutions that preserve strong schools rather than concentrating disruption elsewhere. Thank you. >> Uh I'm not a public speaker as well, but uh I'm going to go off script for a couple seconds here. Uh I hope you guys realize how big of a decision you guys are making. If you have an elementary schooler, come up here and talk to this entire board, everybody. Um, if that is affecting elementary schools, I hope you take in consideration how much you are doing. Uh,

056all right. Now, I'm on script. Uh, my name is Eli Seaman and I'm a freshman at Kennedy High School. I'm here tonight because the possibility of closing is at Kennedy as a high school directly affects me, my siblings, and my friends. As she said, I enrolled so that my siblings can enroll. Uh when schools close or change, students are displaced, friendships are broken, routines are disrupted, and students are forced to relearn new buildings, new teachers, and new expectations. Closing Kennedy was also mean losing teachers and staff who know their students and care about them. Schedules would be harder to manage, class sizes would likely grow, and students would have less support, not more. If the district is already struggling to fully support the schools we have, I don't understand how combining more students into fewer

057schools would make that better. Kennedy is a strong school and strong academics and a strong community. Turning it into a middle school wouldn't take away opportunities from students like me who chose this school for a reason. I want to graduate from Kennedy and I want my siblings to have that same opportunity when they get there. Thank you. >> [applause] >> Thank you. Condra is next followed by Adam and then John. >> Good evening. Thank you for the opportunity to talk tonight. I am Candra Alred. I am the principal at Cleveland Elementary. I just want to talk a little bit about Cleveland and this was a joint effort from multiple staff members in the hallway tonight. Um Cleveland is a special place. you you won't find a place that has more passion teachers with more passion

058or grit and you will not find students are more valued or nurtured to be the best versions of themselves. We have had tremendous academic growth over the last year as well as behavior improvements in this past year. While no school wants to close, none of us do. The amazing staff at Cleveland understand that it is necessary to keep our district strong. Our reality is that we can't all stay open. Sorry, getting a little emotional here. As a staff, we need to decide on the perspective we are going to have. The perspective that we are going to model for our students to see to show them how during a challenging time, we can still choose to show up every day and be a champion for our work in our schools. And as schools begin to close,

059we will take the roots that we have built in our building within each of our schools and plant them in new locations, bringing new colors of perspective and possibilities. The roots stay with you, but you will you will go to a new place to grow in a new environment that might allow us to grow bigger and better than ever before. My staff has a different perspective than many in this room tonight. They want decisions made and made quicker. With decisions made quicker, we will know where our students and staff will land and they will be able to plant new roots and become bigger, stronger, and better. Thank you. [applause] >> Thank you. We have Adam next and then that's followed by John and then Stephanie. Good evening, members of the board and superintendent. My name

060is Adam Chittenden and I'm a resident of the northeast side. I'm here because like many parents, I'm looking at a $10 million deficit on one hand and a $7.5 million land purchase on the other. We're told that these are two separate buckets of money. But the community will see one reality, a crisis of priorities. I'm here to ensure that in five years, we're not standing in the same room wondering where the funds went while more neighborhood schools sit empty. We've been told that the district's hands are tied, that we must consolidate to survive. But the $80 million recently spent on three new schools, combined with $7.95 million on a land deal, proves we do have resources. We're simply choosing to spend them on new footprints instead of existing buildings and people. The administration argues that

061land acquisition is a mandate. It isn't. It's a polity policy choice. We had legal alternatives such as utilizing Iowa code 298.2, creating a flexibility account to bridge the gap and save essential programs. But we chose to buy dirt over keeping teachers in classrooms. We aren't right sizing the districts. We're accelerating a death spiral. By closing neighborhood schools, you're giving families on the northeast side every reason to look at prairie or Lindmar districts, further eroding the tax base we need to survive. Let's talk about what's at stake. I live right near Pierce Elementary. Pierce isn't just a building. It's a high-erforming school, one of the best in the state. It's a diverse, successful community that feeds directly into Kennedy. When you propose right sizing by closing schools like this, you aren't saving on utility bills. You

062are destroying property values and severing long-standing community ties. The northeast side provides a massive portion of this district's tax base. If you remove the neighborhood from our neighborhood schools, you give families every reason to move across the border to Linmar and Prairie, you are creating a death spiral where fleeing families lead to lower enrollment, which leads to more cuts. You cannot cut your weighted growth by alienating your strongest supporters. This brings me to the issue of fiscal management. A budget is a moral document, but it is also a technical one. When we see a massive land expenditure in the shadow of a massive deficit, it signals a lack of rigorous internal challenge. We need more than just reports. We need pro proactive oversight of the CFO and the financial department. It's the board's role not

063just to approve the administration's vision, but to act as a check and a balance. We need to know that every dollar is being spent and scrutinized through the lens of how does this keep our neighborhood schools open rather than how does this expand our real estate portfolio. I don't want to be back here in 2031 asking why the new schools are underfunded because we chase the consolidation model that drove our families away. I'm asking this board to exercise its authority. Prioritize the students we have today over the land you might want tomorrow. provide the oversight necessary to ensure our CFO is finding ways to save our schools, not just to fund their closure. Thank you. [applause] >> John Swift is next, followed by Stephanie and then Sarah. Good evening, President Newman, board members, and Dr.

064Lannon. My name is John Swift, and I'm a parent in the district. I want to begin by thanking the staff and families who took time to complete the reconfiguration survey, and I'd like to thank the board for slowing the process to gather feedback. That effort matters. I'm not here tonight to argue for or against a specific building. I'm not here to ask for a final decision. I'm here to ask that the board take its own survey results very seriously as the work moves forward. The survey shows a very clear pattern across both staff and families. The intermediate model received the strongest overall support for long-term student success and stability. The two high school model was overwhelmingly rejected and viewed by families as likely to drive significant enrollment loss. And across all models, families consistently cited

065the same concerns. Loss of school community, loss of walkability, and repeated transitions for students. For many families, neighborhood schools aren't just buildings. They represent stability, walkability, and identity. And the survey shows how deeply people value that. Taken together, this survey doesn't give the board unlimited flexibility. It narrows the safe path forward. So my request tonight is simple. As you move into the next phase, please ensure that your recommendations clearly align with what families and staff said, not just about finances, but about stability, trust, and keeping families in the district. Thank you for your time and thank you for listening. [applause] Next is Stephanie, followed by Sarah and then Chad. Hello, my name is Stephanie Irby and I'm on the southwest side of Cedar Rapids. I spoke with you a month ago and I shared my

066passion for the west side of Cedar Rapids. I've come to the rest of the board meetings and I've listened to the community's concerns. This all started with a plan that outraged many families, the intermediate model. families felt that there was too many transitions. They had concerns for their neighborhood schools, transportation, special programming, and the community feeling that each that has been established in each building. While two additional op options have been presented, they've also enraged specific pockets of our city that were able to advocate for themselves and for those buildings. We should not be surprised by the outrage or by those survey results and we shouldn't re solely rely on them to drive these decisions. It has now been presented that the intermediate model is most preferred. While again I'm not surprised, I'm concerned for

067the other families that you haven't been able to hear from. Their schools have food banks. They provide coats. They are a safe place for their students. They help their kids parents find jobs and find homes. They're filled with passionate teachers. I'm proud of the education my older two children have received at Jefferson. Shout out to those teachers. We love you. Uh but it's no secret that there is a discrepancy between our three high schools. As you continue to move towards a true feeder system, please protect all three areas. Please do not make these decisions based on this data alone. It doesn't represent everyone. It doesn't protect everyone. Please do not make decisions based on the emotional pleas that we've heard over this month because not everyone was able to be here to plea for their

068school. The families that were not able to be here feel just as worried. These decisions could widen the gap between our three high schools and this is an opportunity that you have to help those areas who have been struggling the most. Thank you. [applause] >> Thank you. So Sarah is our next speaker and then that will be followed by Chad. Thank you. I'm Sarah Olhauser, proud Pierce mom and PTA president. I'm uh very happy that Mrs. Dr. Lannon was able to visit our school here this last week. It was very exciting to be able to talk with her. I am uh I have to do express some disappointment that the surveys here and online are all directed at closing schools and they don't seem to be exploring the other opportunities of where we can recapture

069some of that budget. I move and call to bring any talk of closing schools to a full stop until all other options that do not affect students have been exhausted. After those options have been exhausted, then we need information from trailside how students and teachers were affected and what they still need for emotional and behavioral support months later. I would ask the district board take steps to audit and self- audit all expenditures and salaries. And if that task is too large or cumbersome, I would ask an outside objective auditor be hired and allowed full access to all expenses. I acknowledge most of our schools need upgrades and improvements. Most need ADA upgrades. The uh bond for the school debt for the school upgrades uh was actually sabotaged by our governor due to all of the

070property tax increases in the last few years. No one wanted to pay more property taxes. So, we've been sabotaged. We've also been sabotaged by our Iowa Senate with a 1.75% increase for our school districts. That's terrible. Uh we need now is the time to dig deep and use all of the brain power to find a solution that will not traumatize our students, teachers, and community. Our schools are already right-sized. We don't want overcrowding in classrooms again. We've been there. We voted against it. Schools are not big business. If we don't pay to support our students now, it will cost us dearly later. Thank you. >> [applause] >> Our final speaker is Chad. Thank you everybody. I know we're here to uh discuss a problem that you guys didn't create. Probably here to solve a problem

071that you guys didn't sign up to solve when you uh ran for your position. So, thank you for your time and effort. My name is Chad Brock. and I'm a Coolage Taff Jefferson graduate. I have a son who's a Jefferson alum. I have another that's a senior at Jefferson and I've got three boys at West Willow. So, I promise I'm doing my best to keep enrollment numbers up for you guys, but I can only do so much. Um, you know, when these plans were first brought out, I think I like many saw it through my narrow lens of how is this going to affect me and mine. Uh, and what jumped out at me at that time was that one of the intermediate plans had suggested to take Taft and give that to Kennedy rather

072than Jefferson. Um, I think that would be devastating not just for myself and my kids in the short term, but the district long term. And I appreciate that in the maps that we've seen now in the plans that exist, that does not appear to be an option that's uh being considered at this time. I hope that remains the case and I would have been remiss not to um make that point to you guys. I I I think we've got an issue here to solve a resource issue, but we also have a fantastic opportunity. We've got a room filled with people who all love public schools. They all love the Cedar Rapids public schools and we've got a group of people who are willing and able to try to do something about that. Um, we maybe

073can't control all of the resources that come into our buildings, but we can control some, and it's the people. It's the people who have the time to be here tonight. Um, uh, and and and as we look at the comments, we do realize that there are some schools in some parts of town maybe that have more of those people resources uh, than others do. Uh, I do understand that Taft going to Kennedy is not necessarily on the table tonight, guys, but I think it would um be a long-term strategic blunder to put that back on the table if that ever is considered. If you look at the Cedar Rapids School District map, we have a couple of growth areas. One to the north, very clearly Kennedy's area, one to the west. Um, if Taft becomes

074a Kennedy feeder, it becomes very hard to not have the westside growth also be heading towards Kennedy. I understand this isn't a meeting about zoning, but these decisions about building will necessarily affect where those zones must be and tie our hands on that. Um, I think we have an opportunity to make sure that we solve all of these people's concerns to the best extent possible in the short term, but also think long term about where this district can and should be to ensure that we have three equal schools in the future. Thank you very much. [applause] [applause] >> That concludes our speakers. That concludes our speakers. Um, with that, um, the board will take a 10-minute recess. We'll get reset for our presentations, and we will reconvene at 6:27. Can I have a motion to

075recess? >> So moved. >> Sec. All in favor say I. >> And we'll What time did you say it's 6:28? So we'll be back here at 6:38. will now reconvene the board the regular board meeting at 6:30 6:40 p.m. Moving on to administration, we will hear from members of the coalition and ELT regarding work done this week around the school redesign models. >> Good evening everyone. I get the privilege of being here for a short time with you. Um, and I'll circle back after the community coalition members um, report out on their findings. Um, but this process that we've been going through since November has been all about getting an inclusive set of voices at the table. Um, so we started with our principles and our executive leadership team. Um, now they're in the cadence

076of every time you meet, they meet. Um, which we're grateful for. Um, but getting their voices to the tables. We've surveyed uh, staff, families. We've had more responses um than we've ever had um in at least my recent history um with a with a survey. One of the key groups that has been along this ride with us meeting five times over the last uh four to six weeks has been the community coalition. Um and they are a group that came together with us to say let's dump out all of the Legos, put all the ideas on the table um and see if we can figure this problem out together. And so we are very grateful um for all of those members. We had 120 sign up originally um and it's dwindled a little bit since

077then. Um but the the folks you'll see tonight and hear from um were were there along with us the whole time um and leading that group um to the end. So what you're hear here tonight is not what we had originally intended. We thought we were going to be able to bring this group to a recommendation. Um, and as as Rita said in the beginning, we couldn't quite get to a recommendation, but they said, "Let's make sure that they understand the full scope of the discussion um, as they're considering." So, you're going to hear a summary of all the points, the advantages, the considerations of each model. Um, and then we'll come back to some of the brass tax of what all of these stakeholder groups, both community coalition, um, our ELT group, and what

078the survey results said at the end. Um, and I'll come back up to present that. But let me introduce Eric, Caleb, Sarah, um we had Ariana was gonna join us. She had a sick kid, so she can't be here. Um and Marne, and they'll present uh what their conversations were at the community coalition. Okay, you're going to see some familiar faces here, but we'll still introduce ourselves uh for those of us that uh may not be aware of who we are. Uh I'm Eric Beyer. I am an alumni of Cedar Rapids School District. I'm a parent of a Cedar Rapids School District student. Um and then certainly a staff member here at the district currently so far. Professionally, I've been a school administrator and a teacher and I currently teach at Jefferson High School. Uh

079Caleb Klaus. I am the uh freshman academy instructional lead at Jefferson. This is my sixth year in the district. Um uh working as math teacher previously for nine years, stepping into the facilitator role over the freshman academy and now instructional lead. >> I'm Sarah Hail Kaisman. Personally, I have kids at Trailside and Franklin. Uh professionally, I've been a middle level teacher for almost 20 years in a different district, not here. Um, and I have a PhD in educational leadership from the University of Iowa. >> Hi, I'm Marne Schultz. I am an alumni of the Cedar Rapid School District as well as a parent for um a junior in the Cedar Rapids School District and an upcoming participant in the Cedar Rapids School District. Uh, I am just a parent and help my husband run his

080business. So, yeah. So our objectives tonight uh we have let's see we met on January 20th as the community coalition. Um many of us presented on January 29th at the SCAK committee. Um and then we met again on February 3rd uh as the community coalition. And um at community coalition we were kind of like well what are what are we doing again? What are we presenting to the board that's new? So, we put together these objectives that we want to share the feedback that's been received and analyzed through individual feedback. We've all have talked to a lot of people as I'm sure you guys have too um from the community coalition, from SCIA and from the survey results. And then um we wanted to provide some objective data to the board in the community allowing

081for more informed voting and decision making. Up first we are going to discuss the intermediate model and from for the feeder pattern and coherence and geographic proximity slide. Um for this summary this is uh a very strong feeder pattern with a perceived preference uh to the option two. Uh there are some considerations such as proximity to students homes upgrades to existing buildings and grade level appropriate equipment. Uh as far as financial impact and return on uh change for our summary statement, this model delivers significant projected savings, but draws mixed confidence about long-term financial st uh stability and preserving community school structures. Key uncertainties include facility upgrade costs, transportation expenses, and the future use of closed buildings. uh it hit the $6 million mark um as far as the reconfiguration goes, but as we dug into

082it and got the feedback um the repurposing of some of the buildings either from middle school to a 56 or an elementary to 56 um as discussed earlier, Viola Gibson was one of those examples. Um and then additional things like playground equipment um busing and transportation um and really all things to make those buildings grade level appropriate. In terms of student access, opportunities and experiences, this model expands access to fine arts, specialists, athletics, and inter murals with staff viewing it as more effective. While it supports same age grouping and broader opportunities, concerns remain around athletic logistics, transitions, and family involvement. Uh, a couple key things. It does give us full-time specials uh was one of the advantages along with preschool accessibility. But again, those transitions and trusted adults is one of the things that we

083need to consider with this model. >> I get to talk to you tonight about workforce and community stability, which as we listen to all those speakers was such a key those relationships were such a key thing that people talked about. Um under the intermediate model, this model shows mixed support with limited impact on staff retention and some risk of family and staff attrition. Um staffing lenture remains a key concern. And now for the 5 through8 model. Uh for the feeder pattern coherence and geographic proximity, the 5 through 8th grade middle school model offers advantages such as strong feeder pattern coherence and minimal disruption for families and staff. However, considerations include the need to closely review building capacity and the potential for the ripple effects on high school capacity if enrollment shift occurs. Uh for financial

084impact, our summary statement, the model would generate approxim approximately $6 million in savings lar largely due to closed elementarymentaries. It also reduces transportation costs from maintaining neighborhood schools. However, a small amount of these savings would need to be offset by the purchase of additional playground equipment. Um similar to the intermediate model, ensuring that with the addition of fifth graders that the buildings are grade level appropriate. Um, one of the advantages was potential fewer transportation costs. Um, especially with um, three different levels of buildings as opposed to four. Um, but then again, the considerations would be playgrounds and anything for the lower levels. In terms of student access for this model, the five through eight grade 5 through eight grade model supports continuity through trusted adult relationships, fewer school transitions and consistent services for subgroups while

085expanding access to music, full-time specials, preschool advanced and intervention curriculum, and a broader range of athletic and inter mural opportunities. Key considerations include ensuring equitable access to special education services across multiple buildings, managing intervention and cross-grade scheduling, and meeting state requirements specific to fifth grade programming. Some advantage highlights definitely the fewer transitions is is this model's main advantage along with mentoring opportunities for fifth through 8th grade. But the concerns is transportation if a team is combined with a matching school. uh compared to the other models. >> Uh when we take a look at workforce and community stability, this model would provide a high retention rate of staff and students per the survey result. Uh the majority of teachers would be able to remain in their current positions um in at the middle level and would

086require minimal student and staff transitions to uh different buildings. Careful attention would need to be paid to fifth grade transition to middle school. um structure, building structure to account for developmental differences and state requirements for hours and accessibility of content. And now for the two high school model for the feeder pattern coherence and geographic proximity. This model creates a clear east west PK through 12 pathway uh anchored by two comprehensive 10 through 12 high schools. Feeder patterns are easy to explain and follow with a greater possibility of balancing community subgroups. For the financial impact, uh this model provided the highest savings amount with $8 million uh with consolidations at all three levels. However, it also came with the largest financial risk uh with potential enrollments and staffing declines um based on the survey data um

087with with staff saying that they would be leaving the district. um to point out some of the considerations, right? The the highest risk of enrollment decline, the onetime transition costs uh with rebranding and moving and logistics. Um and uh again for the advantages um the $8 million out of buildings but then reducing duplication of staffing across two areas as opposed to three. student access. With this model with two [clears throat] larger comprehensive high schools, students can gain broader access to courses and experiences AP, fine arts, athletics, and clubs through increased enrollment and critical mass. The key challenge is ensuring continued participation [clears throat] and access while encouraging equity across both schools. Certainly the advantage is a large student base uh supports more courses positions Cedar Rapids to be more comparable size to other uh others

088within the state. Uh certainly buildings operating near capacity can limit growth and potential flexibility as a concern we need to be aware of. And then as far as workforce and community stability goes, this is the most significant um community identity shift because it changes our longstanding school structures. It may improve long-term staffing stability if the plan is clear and consistent, but it also carries the greatest risk of family departures and staff uncertainty during the transitions. So some of the key learnings that we learned through going through all these processes uh are we will need a strong transition plan regardless of the model. Boundaries and equity are a major community concern. Uh long-term sustainability of the district. What is the readiness of for each model? Will we have to revisit this conversation in five to seven

089years? Current enrollment trends, declining birth rates, political atmosphere changing, concerns of current survey representation and equality, equity, sorry. Uh need to rethink how information is distributed to the community and families. Uh information is not currently easily accessible and multiple survey questions with 300 to 500 unsure votes. Uh we also need a plan for marketing and PR to shift to combat declining enrollment. So the last piece here, I brought the wrong piece paper um is the feedback. And so we just wanted to punctuate they presented a lot of data. Um and we're really holistic and if there's there's questions we can open up for that. We did just want to say on a page of all these data sources, what is it telling us? Um, and so in the upper leftand corner, community coalition, you'll see

090each member was given three dots. Um, and it was we surveyed the room to see where they would place those dots. Um, 48 were placed on the intermediate model, 29 on the 5'8, seven on two high schools. If you move down um to the staff feedback that you've you've have you've had and seen um you can see the intermediate received um 60% of most preferable 58 was 27% and two high school was 12.9. We go back up to ELT and ELT is made up of all administrators in the district. So that's principles, assistant principles and then ELC st uh administrators as well. LT 73% were in favor um of the intermediate model and 17 in favor of the two high school model and then finally families 56 sorry 55.2 in favor of the intermediate 35.8

091for 5'8 and then the two high school model received 9% of support. So with that, I'll open up for questions for me or for for them. >> Question. >> I'm curious about how come the ELT did they not have the option to mark the 58 or did no one mark the 58? >> No one mark the 58. >> Okay. Okay, [sighs and gasps] thank you guys. Um, I know we've all been through this together. We've been in it and it's really cool to see all of us consolidated and understand that it came from, you know, those it started with that ELT meeting. It sounds like there were maybe 12 models someone projected. Then it um when it came to the community coalition, I think there were seven additional. So there's been many models and it's

092really cool to see that we've worked together as a community to drill down on these. Um something before we dig in, I'd like to address um Johnson specifically because I think it plays into some of the models on the table and I'd be remiss if I didn't um because I too had this a similar reaction that we are seeing and I think many of our board members have vocalized some concerns. Um, so to kick it off, you know, I I I really think based on a lot of well, we've gotten loads of emails, we've gotten all the survey data favoring certain options that don't seem to include Johnson, I think there's a correlation there. So, um, I think it's also pretty important to call out publicly that we have an all-white board here of a

093certain socioeconomic status. Um and so while we each bring our own lens to the work that we do um it is incomplete and um we don't want to just rely on the collective experience of us seven um because that uh you know wouldn't be responsible um it's shortsighted. That's not a criticism of us. That's just the reality of the situation. So, we want to thank you for everybody bringing emails, public comment, um students, and everybody coming forward to to share this through surveys and whatnot. So, high level, I just want to um add a few things here um that maybe weren't said today, but because I feel so strongly about this, JSA serves as a community anchor in Wington Heights where there's a food desert, provides meals, weekend food support, summer meals, food pantry, highne

094demographics, which we've talked about tonight, leadership stability under their current principal, which is in their third year and hitting a stride, rising academic scores, teacher student satisfaction numbers on the rise. Um, we've made recent investments in playgrounds, ba bathrooms, a mural that's being installed, preschool facilities. There's magnet dollars tied to this building directly. So, it feels important to um address the fact that we um JSA closing JSA would disproportionately impact black and brown students on the southeast side of our town. um with the moral compass of you know what I mentioned before. I don't um approve of an all-white board closing our highest um school with a highest population of black and brown students. So again, I don't even know if I'm doing this in the right order, but before we consider options, I think

095it would I would like to amend that we move forward exploring not exploring any configurations that uh Johnson is on the table for closure, which I think >> we're not we're not quite to that point, but if you'll hold that one for me when we get to the motion aspect of it, we'll we'll get there. >> Is it possible though to put that in for a later consideration? >> Yes, it is. Yes, it is. So >> um as we explore the models um if there is anything that could impact that how do what's the best way for us to address those configurations? >> I don't understand your question as I >> I think what we are maybe going to try and do is just like figure out what models are best. Can we maybe ignore

096the buildings that are being brought forth for option because we'll talk about that later. we can when until we get to the motion part of it and then we can make that as specific or as vague as we agree to make and then we'll move to that resolution piece where is where there's another opportunity to um add that as a potential amendment. Okay. >> Does that help? >> Yep. >> Okay. Great. Thank you. I I just want to say I think we have our community members up here and I think this time maybe would be best used if we have questions for them and we can just let them go and then we can have that conversation here at the board. Um >> can I say something quick about process? Um too just to highlight

097a little bit about our process the community coalition you know they had mentioned that things are dwindling. um in all those meetings that we have when we did those votes up there there were 38 of us who um put together those votes. So just to give you an idea of number and then the other thing that I want to represent I mean you guys know which model I like but um ELT voted like two weeks ago Adam said so this has been moving so rapidly that I would encourage that if you wanted an accurate ELT representation to take a more recent vote of where people are thinking and it might be the same. I don't know. But just, you know, there's been so much. >> I just want to appreciate the work that went into

098the community coalition, five meetings. I think what I heard is that all seven of the board members attended at least one of those meetings. So, I appreciate the opportunity to be in the room, but as many people stated, not talking, just actually uh listening. Uh, and I think it was really valuable. I can speak for myself uh to be in that room. I was at the fifth one and there was clearly some tension in that room. I mean, some really strong opinions about different models. Um, I just want to commend the group on not necessarily wanting to be on teams and feel like you're competing and truly work together as a community. Um, not having been at number one through four, so 38 people were at the fifth one. Can you maybe can any of

099you speak to what it was like from the beginning? Like I mean, was the group much larger? Did it start to dwindle? Did you notice anything significantly changing uh throughout those meetings? Just want to make sure the community kind of hears about what the what that process and what that work was like. >> Uh as one of the parents that's part of it, I noticed last week that the parent participation has dwindled significantly. There were probably about eight to 10 of us there um at this last at the fifth meeting. Um and the rest were uh teachers or school administrators. I guess for me the the first meeting was very well attended. Uh we had a very diverse group and and like we said as we start to dwindle um careful attention has to be

100made to who's left in the room so to speak. uh the model that I had worked on the most um we had a very diverse representation and I think what we've attempted to do here is kind of provide that diverse and analysis and and giving you this information. Um as she said many of you know where I stand as well uh but we're trying to just bring you all the facts so that we can make the best decision for the district. And I think the final thing is that um I think when it started there was a lot of interest maybe without knowing fully what was going to be involved or the work that was going to need to be put in. Um while the work has been really really productive I remember presenting a

101little snippet I think three weeks ago on the on the work that community coalition and one of my data points was that um 70 plus% of the individuals felt heard. Um, and while that is a a reasonably high number, there is then 20 plus percent of individuals who then did not. So maybe through some of the processes that some individuals didn't feel fully heard or felt like they were contributing to the work. Um, and that could have led to some of that as well. >> I have a question on the 5 through eight model. So on the intermediate model, there's two options. On the 5 through eight models, there's one option. Um, were there two options or more than two options at one point in time and it got narrowed down? >> I think for

102us, uh, the five through eight model has really stayed consistent throughout. Um, when we initially kind of put the design together there there aren't a tremendous amount of options with building capacities, where they're at in the in the district and things of that sort. I think our biggest one was just whether what was going to happen with Johnson on the southeast side. Um, strategically it can go either way. We're able to still keep our savings, still keep the goals in mind and keep it open, but we also wanted to be honest and say this is a potential way for for us to save money. So, um, I've been here with all the feedback. I I see what's happening with that. Um, but our model has really stayed consistent throughout and there really wasn't two options

103other than just the the Johnson. Um when you take a look at those schools, you know, area two and three have uh they've got two or three of like the big schools and the only one that's in area one is Trailside. And so we I originally I think at the first time we presented we had Johnson as optional and then we had changed it to being there because just looking at numbers. Um the other challenge I'll say probably as I as we've gone through this with all the models has been looking at um Wilson because Wilson's capacity is so much smaller than the other middle level buildings and so trying to make sure you know how do you route kids through a feeder pattern in whatever the feeder pattern is while pulling in that smaller

104capacity at Wilson >> and that's the hardest part is without kind of general boundaries even it's very difficult to really put this model into place because of that reason. And I think with all the models, whichever one we further investigate or if we investigate multiple ones, uh the big thing first is going to be those boundaries because none of the schools are going to look the same as what they do now. And I think that's a definite advantage no matter what model we choose is to take those those changes into account and and not necessarily always look at the lens of what's there and what's currently not there and we have some flexibility there as well. >> Thank you and thank you for your time and commitment to this process. So other questions from the

105board. Yeah, and and Eric, you kind of almost I think started to answer my question there. And and part of it is obviously the next step of the process and figuring out the feeders and and where the boundaries are at for that. Um on on one of the slides on the 58, I just wanted to confirm I'm thinking this through right. You you had under considerations for the student access opportunities and experiences uh that the community coalition did transportation if a team is combined to matching schools. I know one of the things and you and I have talked about this as well at a at a meeting is is that you know if the the schools remain the same and the population remains the same which we're not saying may happen is how do you

106take care of some of these situations where we maybe don't have the equity right now in those buildings. Could you talk to that a little bit? >> Well, I think one of the biggest advantages is if you have low participation on any any given year, it doesn't mean it's going to stay that way. And so, uh, the 538 model allows you to combine with kind of the sister school, so to speak, when needed, but then you can branch back off when you need to. You know, some of our buildings have team A, B, and C in terms of basketball or whatever the case may be. It allows them to continue that participation at that level. It allows some scheduling advantages as well. And so that's what I would say allows us to do that. But

107yet there's a natural pairing up process for the years where there's low numbers and still allows them to have a very successful team whether it's football or some of those higher uh partic needing numbers to to have a full team. It allows that flexibility to happen. Um some of the feedback that I heard at SIAK was talking about um looking at the feeder for um Wilson that you know as as those boundaries currently stand within Bern and Grant feeding into Wilson you know talking about kids at Wilson who don't want to like get on the bus to go to Roosevelt to do show choir or things like that. And so really looking at that equity of those boundaries um to make sure that we don't have, you know, a building that's 80% free and reduced

108lunch and what we can do to help move those things around. Also making that stability of, you know, like the junior Cougars or the Junior Jay-Hawks or things like that. And that's just kind of like the um you know the process that kids go through in their um activities and combining those schools like that. >> And whether they whether they combine or not, they're still going to the same support system at the upper level. So if you combine say swimming, it's still going to be going to Kennedy. If you combine whatever, it's still going to Jefferson and things of that sort. >> Thank you. And again, I I'll just echo everybody else's uh appreciation for the four of you standing up here and doing this tonight. I I know that was tough, but also for

109the entire community coalition, whether you're able to make it through all the meetings or or just some of the meetings. Um there were really important conversations were there. I saw great value in this stepping back and having that group bring the feedback to us. Um so I'm just really grateful for for the four of you being willing to stand up here tonight, but also for the entire uh coalition. Thanks, I I would echo that. I I'm really proud of the way you all came together because having attended most of those meetings, I know you have a model that you are really were strongly advocating for and I think you set a fine example the way that you have come together to present all the models to us even though you probably all have a personal

110preference. So, thank you for that integrity. I appreciate it. >> I'll echo off of that, too. I think the four of you in addition to the community coalition, but because you're here tonight, I think really represent the very best of Cedar Rapids and what we do um at our finest [music] when we come together to try to solve a problem just as a community overall. And so I I also echoing what Director Garlock said, um everyone came in kind of on those different teams with the same um general idea of doing what's best for students. And tonight I see although we don't have a direct plan. Correct. Right. Um but I see a path forward because all of your voices are here to work with all of us and so um I just appreciate that

111very much and it's just it's a little emotional to watch this evolution because I just see so many people who are so invested in this community. Um just a quick question in terms of just circling back on just the equity piece. you all have kind of looked now into all of these models and I'm just curious about your kind of individual thoughts just related to that equity and if you were to really have a thought on if you had to pick the most equitable model what are your thoughts on that and why but then secondly and this is a little bit of a a side quest but I think there was a lot that was learned by having this involvement of the community coalition and so um I know I'm sure you'll have this conversation

112with the the administration if you haven't already, but um just ways that you have um thoughts on how we move forward together and how we keep the community engaged because obviously you are very unique case and that you stepped up to do this. And so I just had some questions about that. >> That was a lot. I'm not sure I'm going to get all of it in in one standing test afterwards. >> Um I think for me the the thing that comes to mind is whatever model or models move forward is just being transparent. Um, I can only speak for myself, but um, I'd be willing to be along for that process to offer that stability and outside look. Um, but I know there's other factors in that. So, um, I would say the path

113moving forward would still involve the community or some representation thereof, no matter what decision is made to for models to move forward is what I would advocate for. Um, I know I'm not answering the first part. I don't know if that's what you're gonna talk about. >> I'm going to talk about equity because um because for me that's been kind of one of my driving passions in going through this in the past couple weeks where I've been like, "Oh my gosh, my kids, here I go again." Is because I can be here and advocate and so many other people can't spend like the 30 or 40 hours that we all have put in over the past month. Um, so my personal biggest concerns with equity are transitions. Um, in kids moving buildings that the research

114says um that every building transition hurts both academics and behavior, attendance, all of that kind of stuff. Access to the buildings, um, getting kids to buildings. And I think that, you know, I've been on the facilities committees for a long time. So I know that we have to close buildings and um that's falling at the elementary level right now. So having kids at Trailside, we've watched our community, our elementary community go through those transitions. And so when I look at those transitions of putting in a transition at the elementary level, granted that's only a one-time thing because as those elementary levels, buildings change, but there's transitions there. And then we look at adding more transitions on top of more transitions. Uh that's my biggest concern with equity. You know, we all most of the community

115coalition looks like us. We're, you know, we're not representing that black and brown community that director buyers talked about. Um so as far as equity, it's the transitions piece that I would look at. I talked to Caleb at the um end of the last community coalition meeting and I said if we could take one of those transitions out I'd be like okay let's go with the two high schools cuz my concern you know is just that if we go through all of this as a district right now what is going to happen down the line and I'm you know worried about um 5 to seven years are we going to be in a place where we have to look at the two high school model again but then again if political climates change and ESAs

116end or something like that you know will we see an influx back in so there's all of those different kinds of pieces added in. >> And then I think [clears throat] my piece would be is that as you look at the schools really it's a different conversation almost at each grade level and and each level of the building. So at your high school level it's it's going to serve the largest area. You're going to want those to be as balanced or as close as you can. But the reality is when it comes to to elementary schools and the more granular they get, they're going to be a reflection of their smaller community. And so while you want the balance to be there, it's about equity, not necessarily equality. So then that means that the the

117funding and the resources need to follow where the need is. Um, and so I think that would be kind of my perspective, especially as you get down to the elementary level, recognizing it's a reflection of the community and it it doesn't necessarily need to reflect another community, but they need to be supported in that sense. Um, my other point I think would be and it kind of goes to the to the JSA conversation is that I would probably push that, you know, as as our responsibility was to kind of propose models um and vet them and kind of come up with pros and cons. I would argue that that's all that they are is that they're models. They're not necessarily plans. So I think if there's an argument to keep a specific building, if it

118fits within a model and we say we want to keep this building and this one needs to stay open, I think the flexity flexibility needs to be there to swap schools in and out. And again, it would have to go through the viability checks and all of that. But really, I think what the focus should be on is the philosophy of the model like where do we want the transitions? What the what are the groupings? And then if we determine that some buildings would be better fit later on, that I think is a second conversation or the or maybe the next one. >> I will say that we all represent a different model up here. We all align with a different model and that's something that we talked about in our meeting this weekend was

119that we wanted to come to you with a clear objective where we didn't want to add our bias to the results. Um, so although we, you know, gave you everything that we could, we want to make sure that it is unbiased. Um, and with that, you asked about getting the public involved, and I think that the short recap videos that you guys are doing after each event are amazing, and I've heard that from many people that that's what people are watching. They're not watching the five hours of the board meetings. Um, and so I think keep doing that, keep getting the word out. Uh there was concern about uh families getting the surveys. Um as you can see in this survey results that a majority of the survey comes from the Kennedy and Pierce families.

120Um I don't know, you know, if taking those out would change anything though. Um or would change any of the percentages. Um, but I think getting the word out to those families that this is how your voice is going to be heard, whether it's filling out the survey, whether it's showing up to the uh community coalition or if it's coming and speaking in front of you at a board meeting like most 22 people did tonight. Um, I think some of the community doesn't feel like what they would do would have their voice be heard. And I think reassuring them that this is the way that you need to do it. For me, in terms of the equity piece, um, with a true feeder program, it it comes down to boundaries for me. I mean, wherever

121you put those boundaries is is what you're going to get. You know, with an intermediate model within a specific building, if you condense the population in terms of one building serving five and six, you're going to probably increase your equity a little bit because you're you have three buildings across the city to do that. Um, but again, if you draw effective boundaries, the five through eight, we can accomplish that same thing. We can accomplish it in the two high school model. Um, so I think no matter what we choose, as long as we're careful, that equity piece is going to come out in the feedback we're going to get and the proposals that we're going to talk about. So Marne, just to um speak quickly to your question or your point about removing the Kennedy

122and Pierce kind of families, I think and somebody can step up and quote me on this. Um one of our board members did ask that question and it ended up being separated out. >> Yeah. >> And so um Director Dinski here um but it in my opinion it looked very um you didn't see any stark changes, right? Um, if I'm speaking on behalf of anyone, I don't want to do that, but >> Yeah. I And I asked, just to be very clear, I did not ask because I didn't care what the Kennedy parents said. So, please make that very well known. Um, but it was it was a concern that was raised during the community coalition, right? And my concern is we had worked to get this survey. We put it out there for a

123week. We got all this data back and I didn't want it to not be valuable. And so the question I did ask back as uh through our board question process was um you know if you removed that data and looked at it, does it change significantly? And and Adam can speak to this if he wants to because I think he ended up having to do some of the work for me. But but my my quick look at it is that it really it it there was some variations here and there, but the main points were still basically the same with or without Kennedy data. Go ahead, Adam. Fix that if you need to. No, I I went to get my paper to fix it, but it was right on the money. Um I think that

124the variations were um the trends were largely the same. Um the numbers were different. If there's specific questions, we can answer those. Um but the trends were were the same. >> I think I noticed, and you can correct me if I'm wrong, but I noticed that the two high school model once we took out the Kennedy families, it was a little more favorable. Um, and and I think that speaks to the fact that a lot of people were taking the survey based on how it affected the buildings that would affect their kids. And I I I don't uh I don't fault you for that. Um, but I think something that's been mentioned and I think that we want to maybe bring it back to is is the model. Yes. The building rec, you know, configuration

125and the closures and whatnot. You notice that changed, right? Like I think it was Chad, our last speaker said, "Hey, you took Taft off the table as going to area 3." Yes, we did. I mean, anything I think Caleb, I was at the meeting when you originally for the two high schools. You're like, "Well, we could do Kennedy as a 79. We could do it as a 1012." Like, whoa. The Gazette grabbed that and said, "This is what's happening." And then people got really mad. And it was like we're just putting ideas on the table. Um, so I think that's hard because do we like a two high school model? I I wrote I scoured the survey notes and someone said, "Hey, let's be sustainable." Like, if if we want to be sustainable, that might

126be our future um fiscally, you know, uh but do people like the idea of Kennedy closing? And I respected all the speakers we had tonight, the students that spoke to it. Um no, they don't like that. So again going back to can we focus on what model we think is best moving forward for our district for our people for the kids we have currently I know I can speak to some people you my husband went to Ken he's like what no and I was like hun it's not about you it's about our kids it's about the kids that are there now so let's focus on that bring it back to the model we can talk about buildings later if I'm right to say that well said um I'm trying to think of it from like

127the s systems level, right? So, as we walk through these, like what does it actually look like day-to-day operationally? So, there were a couple things that I was just unclear of um that was kind of around capacity. So, specific to the well, we'll start with 5'8 model. You know, the just the scheduling and operations within the building. So, we've talked about challenges around like dividing out kids patterns, [snorts] keeping fifth graders and eighth graders um away from one another. um and or mentor in in a mentoring capacity as as Eric mentioned. So thinking through like the hallways, floors, maybe even lunch schedules like how do we I think we pulled like Harding currently runs five lunches that are 10:45 a.m. to 1:16 and two bedroom bell schedules. How would we even have a fifth grade,

128you know, multiple bell schedules? Like what do we even know if that is feasible? Um have do we have the granular of that? >> Yeah. So um when we presented to SCAK, we talked a little bit more about what like kind of the day-to-day might look at look like. Um so we talked specifically about um Franklin and Wilson and what those look like. So just kind of some of those possibilities at Franklin. If you took the eighth graders and you put them on the fourth floor is what we said. And then you took like the seventh graders and um put them on the third floor. Um and then like the exploratories and things like that on second and then fifth and sixth on the bottom two floors. So we looked at that talked with you

129know SCAK gave us a chance to talk to a few of the building leadership because there were a lot of building leadership there. So talked about things like Franklin would need an updated bell system. um buildings like Harding and McKinley, my understanding is that they have an updated bell system where they can run different bell schedules. So there's, you know, some different things like that. Um Wilson has things. So it was Ariana who spoke to this because she knows that building the best, but she said Wilson currently has procedures in place to keep, you know, the eighth graders kind of in their own area and the sixth graders kind of in th their own area. So you kind of take that out, you know, and you say like, "All right, so this is kind of

130what you do with the seventh and eighth graders, and this is kind of what you do with the fifth and the sixth graders." And so that's the kind of thing that because these models came from community coalition, the 58 and the um two high schools came from community coalition, they haven't had the chance to be fully vetted with some of those specific logistics in kind of the same way that the 56 has had that chance. So, I hope that answers some of your questions >> and and I would echo that like I I think that's kind of the next step because yes, I know McKenley relatively well because I went there and my kids went there. I didn't go to Wilson, my kids didn't go to Wilson and we don't exactly have maps out there

131on the internet for obvious reasons and things of that sort. So we believe in all the models that they're all possible and I think that's kind of the next step is whatever moves forward those are going to be the things we really have to take a look at and see what our capabilities are and what logistics are to make that happen. >> I think just to just put a pin on that that would be part of the next step. we took the operational criteria off uh or out of the conversation for these very concerns of we really wanted to focus the community coalition's feedback on those things they knew well. Um and so when we think about building structure and how we're organizing kids, we want to make sure that the subject matter experts are

132at the table for that. Um and if it moves forward, we'll we'll be able to bet that better, >> I guess, to make sure it moves forward. Like I want to know if it is actually viable, you know? So even the two high schools, so I'll try this one out. um because maybe I'm I won't get so granular with this one, but like I'm still unclear if actually Wash and Jeff can fit that number of students that we have now. Now, there might be a max exodus of 3 to 5,000 students [laughter] with that model. Um but you know, just as it stands like those are the things that I think will help us under be able to arrive at moving forward with something if we know it is theoretically viable or actually viable with

133the facilities we have. Is there any way to determine maybe the two high school model if that is the reality? >> So with the so regarding like the capacity question that was one of the the criteria that we had to prove essentially is that we had to prove it was viable and it had to fit the capacity. So for the two high school model, um we looked at the 10 through 12 enrollment across the entire district, divided it by two. Um and then at that number, we were right at essentially capacity or I think a little bit over for Wash with our current capacity. Um and then when you consider our alternative schooling like Metro and our online schools and our online programming, that's where that number drops. So, like with just the subtraction of

134Metro students, um that put us underneath the capacity. Um now, again, one of my goals was to try to maximize it to to one of the the counterpoints is that it's it's pretty high. Um and then the the other points with Jeff and Wash is that the new additions should be adding capacity. So, there should be a little bit more room added to the top. Um but that was as far as all of the models, that was something that we had to go through and prove. Now, the one thing it doesn't do is is kind of go through the boundary lines to like what does the design look like to fit that number of students. Um, but when you look at it as a whole and cut it in two with the two high school

135module, it's the easiest way. Um, it worked. >> Do we have additional board questions? We will have a more opportunity for discussion here too. I'd like to thank you again. um you really do represent collaboration and cooperation and learning and we appreciate all the time that you put into that and coming to these meetings for very many hours at a time uh during flu season by the way. So thank you so much uh for being here and thank you for the presentation tonight. [applause] Okay, before we move um into discussion and potentially making a motion, um one thing I want to explain about the motion process, um and I I shared this in the email to the board, but we'll you'll be able to make a motion. Um and you can be as specific or

136as broad as you like in that motion. Um we'll ask for a second. If it gains a second, um we will move to a vote. Um and if it passes then we will move on to the discussion around the resolution which the the motion is to advance which model or models and we have the capability to advance more than one model if we choose to and the resolution is how and what we are looking for um from the the group that will study this and can you remind me Dr. Lannon of the name of the group it's it's changed a couple times. >> Thank you. the strategic plan executive committee and I would like to note that we'll be bringing forward some members of the community coalition to be a part of that group as

137well. Um I also um told each of you that if you wanted to make a a two-minut statement before we go into discussion or at the end of discussion um we can do that. We can do that now if you like um if people feel prepared for that. Um if that's the case I will start at this end of the table um and we'll just go down. Sounds good. All right. Um, to start, uh, like we all have, we genuinely want to thank and recognize the important work of the community coalition and our executive leadership team. You have invested countless hours to help ensure thoughtless voices and diverse perspectives are represented at the table. You came prepared, informed, and ready to offer constructive feedback. And you know, during a time that is easy to focus

138on the negatives, you helped create a positive way forward. So, I'm deeply proud of and grateful for these individuals who have rallied behind our district during this time of need. Um, also a special thank you to those who worked on creating and presenting the diff different models over the past couple of weeks. Um, and I also want to acknowledge the community members who have provided us with additional insights and ideas via email or coming up and speaking to us during public comment. We have been refining the plan based on your voices and we will continue to listen as we move [clears throat] forward and determine the next best steps. We must also acknowledge that we are in a period of change. Change any change brings with it challenges and an uneasiness about the unknown. But

139it also brings opportunity. So while our current predicament isn't preferred and we may not yet feel excited about our options, I believe good things are ahead for our district. And what brings me comfort as a parent of current and future student students is knowing the future will be met headon by our exceptional staff. Throughout these past several months serving on the board and my 11 years teaching in this district, I have seen firsthand our district's talented, caring, and resilient staff. And you all have too, as they come up and speak about their dedication to their uh buildings and communities. Um, I also appreciated a reminder um, Storm Zaggler sent us and he said I could talk about it. Um, that our district has navigated significant change throughout its history. Uh, when Kennedy was opened, whoa,

140that was that was a hard time. Jeff families, Wash families, they didn't want to go to the new school. And now look at the dedication and the commitment that they have. Uh, also the consolidation that formed our newest elementary schools. Change has often been difficult as at first as it usually is, but over time we find a new normal. We found commitment and community in that new normal. And so as we move forward, we are committed to learning from past decisions, recognizing that our community is in a different place today and acting as responsible financial stewards. And above all, we aim to be thoughtful facilitators of positive change, always keeping the entire district in mind as we move forward. So, thank you again for engaging in this process, having grace and flexibility as you support

141us in these decisions. Thank you so much. I um echo [clears throat] all of the sentiment that Laura just just shared with you. There are a lot of people in this room who have done a lot of work uh to get us to this point and every voice has been appreciated that it's uh we all know sitting up here that change is hard and especially when we're talking about our schools that take care of our children. It it can be very unsettling and I I hope that you all know that we feel that up here. We feel the emotion in your voice as you come and speak to us or send us emails. Um, I have been around long enough to remember the last time we went through a big transition like this when we

142went to the middle school model and brought the ninth graders into high school because the high schools uh were not full. So, the answer to that was to move the ninth graders up. And uh yes, it was a process and yes, it took a lot of communication, but you know, we we lived through it and as Laura said, we we have all prospered and everyone seems to be very settled into that pattern. Um just a couple things as we consider which model we want to bring forward or models. A few things that are top of mind for me as we make that decision. uh preschool access. This board has always been very strongly supportive of a strong preschool program and I don't want to see that diminished in any way. So, whatever we do, we

143have to make sure we're um maintaining or expanding our preschool. And the other thing is that in all of these surveys and all the work that's been done, um we have staff who have put a lot of time and energy into this. not only the executive leadership team but staff in our buildings um who have provided us with very important input during public comment or dur or from the emails we've gotten and I want to respect those voices and I think our surveys are are sort of pointing us in one direction. Um I think we're going to talk more about JSA. I think that is um a topic that we need to have a extensive conversation around. Equity has been mentioned. And then the other thing that I want that is top of mind for

144me are just the renovation costs as we move in whichever model we move to. What costs are associated with that? Yes, we're going to save money if we close buildings, but what are the additional costs to re to replace the tiny toilets or create a playground? So that those are the things that are top of mind for me. >> Yeah. Thank you. I just quickly echo um some of the thoughts you've already heard heard. I really do appreciate the input. Um the speakers that have been here tonight, uh the speakers that have been here the last few meetings, uh really do appreciate that. uh the community coalition. Um that week we unleashed you to put everything I think. Did you say get all the Legos out? Is that what you said, Adam? That was a

145great way to say it. It was just so cool to see the energy in the room that night. And it got tougher. There's no doubt the mood changes. We knew we were getting towards the end of of throwing things on the wall and seeing what stuck and had to figure out what those things were and move forward. This this work got tougher, but I appreciate all the work on that. um to the staff in all of our buildings um and the input you've provided. Thank you. Parents, thank you as well. Community members who just care about our schools that have reached out um appreciate that as well. Um there are a number of individuals uh on this the staff and some of them sitting at this table or this table over here that I know

146have worked extra hours, done extra work, put up with the board asking questions, um things like that. And so, thank you um as well for for your dedication and extra work. Um, and and for anybody who sent an email, um, you know, we had emails that gave us an opinion, gave us input, almost all of them started with, "I want to appreciate the difficulty of the decision you're making." When uh, Mrs. Aldridge got up tonight and talked about Cleveland, that's my school. [snorts] That's where I went to school. I still got a kid there. So, this is personal and it impacts all of us. And I recognize that. um I would do anything I could to snap my fingers and make it go away. Uh we can't do that. And if there were an easy

147solution, I promise you I'd be headed that direction. I mean, that the cuts we made were an effort to try to reduce that impact. Um and um and and to reduce what we needed to do here and to protect teachers and make sure they're in the classrooms teaching our kids. And so we're doing what we can there. I promise you that. Um, I have come to love Johnson during this time. Uh, just an amazing school. And if you have a thought about Johnson and it's not 100% positive, erase it and start over. It's a great school. So, I'd be supportive of a conversation on that. The two high school model, I great appreciation for the group that brought that forward. And I had a few people reach out to me one way or another and

148say, "Why would you even bring that up?" And I said, "Well, that came up because people were looking at ways to save elementary schools. They wanted to save more elementary schools. They wanted to look at other options that would save money as well. And it was important that it was on the table, it was a viable option. And uh and while it is not well voted upon in the survey, and that's okay, right? Um it it's important that we had that conversation, I'm glad it it came up so that we could talk about it. And and I'll be very clear. I sit here and the thing I worry about most, stability, is what keeps coming to my mind. How do we build stability so we don't go back and do this again? I don't I

149don't want to do this again. And so building stability and having that model out there as an option is important. It also reminds us if we don't fix the other things we need to fix and advocate for our schools and advocate for proper funding of our public schools, that may be where we have to go. And I don't say that as a threat or anything. I just want to realize that's that's out there and that's real. And so again, I appreciate the work that was done on that. Uh, I appreciate the 58 team and the work that they've done and there's a lot of passion behind it. Um, you know, it eliminates a transition and I think that's great. It maintains the options of having all of our middle schools available to be middle schools.

150Um, as we start to grow again as a district. Um, you know, I got questions around bell schedules. I've got questions around, you know, getting kids to activities if they're someplace else. But, but again, there's a lot of solid things there in the intermediate model. I I recognize the support that's there for it as well. Um, you know, when you bring a larger group of students together in the same grade that you can do more with your activities and have more opportunities there. It's another transition though. Got questions about start times um and and how you work that if you've got a kid at an intermediate school and at one one of the intermediate schools and the other intermediate school. Uh to me, this really comes down to boundaries and I think I've heard this

151kind of already. We really need to see what those look like. Uh we need to get more input from our community when we have those because it brings the final answers for things. Um you know I Caleb, you made a comment. You said we've talked about models and now we need to move towards the plan. And so I'm I'm excited to move towards that plan and start pushing forward. At the same time, one of the other things I heard tonight was speed. And so I think we got to talk about the the difference of looking at multiple models versus the speed of doing that and that sort of thing. And I'm not sure I have the right answer right now. Um, we get to talk about that, but those are my thoughts at the moment.

152>> All right, that was five minutes. So, [laughter] >> you're doing great. We're doing great, guys. >> Well, now that it's time No, I'm kidding. Um, so I just wanted to So, I think everything that has been said so far is great. Um, I one of the things that I've sort of been thinking about is just um tradition. And I think that one of the things that our school district has that um others do not, maybe some of the newer ones, some of the newer charters, etc., they don't have the stories, they don't have the history, they don't have the tradition that this school district has, that rich tradition of excellence. Um so, um Mrs. Alred, Condra, when you spoke, I just I'm not going to cry. I'm not going to cry. He already did.

153Um >> yeah I just wanted to say so you had said something that I had highlighted and you know it's every day it's up to us to bring new roots to new schools whether you know they're existing already or something that we get to rebuild and reform. Um and you just frame that in such a positive way that these are we're creating new opportunities. we're establishing new roots and we get to create something different and better with that tradition on our backs. And so I just really appreciated that. And um you know, somebody had already mentioned this um just the the input from the um education leadership team and from the administration. People have been in education for a very long time who are giving us their their feedback and their thoughts and it's it's

154so warranted and something that we really need to heavily consider when we start to see these trends. Um, I also, um, one of the things that we've done a pretty good job of talking about tonight is just, um, equity, I think, and just making sure that that's front and center. And I think now I understand that this board is in alignment on that. It just based off of how everyone has been talking about it. And I think I would be remiss to also say, you know, keeping schools or Johnson Steam Academy on on the table is still um, incredibly important. And I think it is a testament to how um the direction that we're heading with pathways and all of that thought is really getting us to a place where it's creating a district that's

155very unique. And so to shut the door on that and to shut the door on that community in my opinion says um we're heading in the wrong direction and the pathways program isn't what we want either. And so I just think that it's something that we we should consider maintaining and that all models moving forward should have that um um into consideration. Um, I do just want to say thank you to everyone. Um, all of the emails, the survey responses. Um, I have this thing and I know Director Tumincy is going to roll his eyes at me, but I have this thing where if I haven't responded to your email, it is still marked unread. So, I have this like massive um, just unread list. And so, I haven't if I haven't responded yet, I

156will. It may be incredibly delayed, but I did read your comment. I just want you to know that. So, thank you all so much. All right, I'm going to read a quick ex excerpt from a book titled Poverty by America by Matthew Desmond. As people accumulate more money, they become less dependent on public goods and in turn less interested in supporting them. As public housing, public education, and public transportation become poorer. They become increasingly and then almost exclusively used for the poor themselves. The rich and the poor soon unite in their animosity toward public goods. The rich because they are made to pay for things they don't need or don't use. And the poor because they need because the need has become because the thing they need has become shabby and broken. Things collectively shared,

157especially if they are shared across class and racial divides come to be seen as lesser. I also want to give a ton of accolades to everybody involved. Um, but also want to share something that's been a little um, heavy on my heart and I'm speaking on behalf of myself, not the board, but we receive a lot of emails and I'm immensely grateful for all of those that feedback, the perspective, this information. It really does help guide our decision-making. Um, in the same breath, some of the emails we've received more recently are a little painful for me to read because while they don't explicitly state it, they carry language and assumptions that may be rooted in fear and racism. When people feel scarcity or fear a loss of status, commitments to equity erodess. Part of our

158jobs as public servants is to actively practice empathy, doing our very best to understand the fear, stress, and anxiety that our decisions on families that our decisions have on families across the city, especially those carrying more than their fair share. Because the thing is, public schools only work when we choose we over me. Charter schools aren't going away anytime soon. Vouchers aren't going away away anytime soon. State funding is quite low as we know. We will continue to be vocal at the state level. But right now, the question isn't whether we like these realities. It's how we respond to them. How do we support our people better? How do we compete with abandon without abandoning our values? How do we ensure excellence in academics, arts, athletics, and belonging? And how do we stand out? I'll

159tell you from my vantage point. We have the best kids because we have the most diverse kids. Here are some 2025 demographics to make my point. Socioeconomic diversity across our schools in the surrounding area. Linmar's percentage of students eligible for free and reduced price meals is 21%. College community is 27%. Xavier Catholic schools 4% and CRCST is 40%. Global diversity across our schools. Linmar 25 languages spoken and specific total numbers of countries not publicly listed. College communities somewhere between 12 to 40 languages are spoken and specific total numbers of countries represented are not publicly listed. Xavier the number of countries represented and languages spoken is not publicly listed. CRCSD 65 countries represented and more than 70 language spoken. Racial diversity across our schools college community 70% white. Xavier Catholic schools 88% white. Lindmar 80% white.

160CRCSD 57%. As the 2020 census and recent 2023 estimates, the US population is approximately what percentage white non-Hispanic? 57% the exact same as CRCSD. We are different and that difference is a and that difference is a strength. Students who grow up in our schools students who grow up in schools that reflect the full fabric of our community adapt better, develop emotional intelligence sooner, and carry less fear into unfamiliar spaces. That is not theoretical. I've experienced it firsthand. And now I see it in my own kids. There is nowhere else I would choose to send my kids because the empathy and perspective they gain here matters just as much as test scores. When the ground feels unsteady, people hunker down. But we protect what's ours. We focus on what we might lose instead of what we

161could build together. But in this moment, like it or not, we are all connected to one another. The arrangements that we've inherited at CRCSD were made by people, and they can be remade by people by all of us. We had the opportunity to write some of those wrongs when it comes to inequities and staffing offerings and SCS levels at schools. And we don't have to get everything right tonight, but no matter where we land this evening, let's move forward choosing we instead of me. Thank you. >> Do I only get two minutes or do I get more? >> I have lost all control. [laughter] >> We still appreciate you, President. >> You guys would all fail at public comment. That's all I'm [laughter] >> Jillian's and control at that point. So, we might be okay.

162Um, I just want to echo what others have already said. I'm just so grateful uh to this entire community for the amount of time that you've invested in what you all acknowledge is a really difficult decision to make. When we look at the three plans, it's really difficult to just try to figure out how to narrow it down because if you're only going to make a fiscal decision, it seemed clear to me that the two high school model is probably the best. But it also seems very clear to me that the community is definitely not ready to have that conversation. And I hope we never have to have that conversation. Uh because I agree with the speaker earlier today. I don't think it's dark yet. I think there's an opportunity for us to turn this

163tide uh to actually grow enrollment in this district and I'd love to see us work together to do just that. When I look at the 5 to8 model, I understand that what we're trying to do is reduce transitions and that is part of the reason why that uh decision becomes maybe the best. I think we have conversations about capacity and how big those class sizes are. Um, but I heard loud and clear the opportunity for eighth graders to mentor underassmen is something I think we should be doing already and I know we are in parts of our district to really standardize that to make sure that we are not losing that if we don't choose the 5 to8 model. Um, I think that I've heard a lot from the community that we're just going to

164end up at the intermediate model. So what's the point in all this conversation? Um I would say the point in the conversation is it's very clear that a lot of people have been to the table um and have had this conversation and there are challenges with it as well. Um I'm excited about the feeder model. That's what's consistent throughout all this. I do want to acknowledge I am a true Southeast. I came here to go to CO. I've never left the Southeast side. I appreciate the fact that every slide I looked at today did not have an asterisk next to Johnson, which it did in the past. So, I certainly hope that we stop having a conversation about closing Johnson and truly celebrate it for what I know that it is. A few speakers earlier

165today definitely had um requested that the board visit every school. I absolutely I don't know how many of us have attended every school but I know that that seems to be our goal is to actually walk those halls. You learn so much uh from being in those buildings. The thing that was missing from the pigraph up um that we showed uh was students right so we show families but we don't necessarily show students. Plenty of people acknowledge when a student comes up from that podium it is powerful. They are talking about a true lived experience. It takes a lot of courage for anybody to get up there. Uh certainly a student and we've seen young students and then also high school students. So I would just encourage us to not just continue the community conversation

166but to make sure students and student voice uh is at the table. You know personally I'll show my cards. I am ready to start narrowing this down as I think we all are. I would you know hope that the two high school model comes off the table. I would hope that Johnson stays on the table. Um I think that there's plenty of things for us to explore together, but the transition will be the thing that matters, right? So, however what whatever model we choose, it will not be perfect, but I I embrace this community to support it. That's probably one of the hardest things about a board is that we operate as one unit, right? So we each have a vote, but in the end, whatever that vote is, we all need to support it

167and move together. And so I want the community to understand that's what I that's what I want us to to understand is that whatever we decide that model will be successful if we embrace it and we find ways to uh to overcome the challenges uh that any of those models will have. So again, thank you so much for investing so many hours uh over the last several weeks. Um, and maybe the last thing that I would say, and I think it's already been set up here, moving fast and slow. You hear people say slow down. You have hear other people say speed up. I certainly am hardwired to say what the community wants is clarity. They don't want us to rush the decision, but they definitely want to know what we're doing. And the sooner

168they know what we're doing, so I don't want us to continue to figure out ways to slow this down. We've been talking about possibly, you know, making uh or announcing what the schools would be by the end of April if it's possible to start doing that quicker. I certainly would embrace that. Again, I think it's the clarity that the community wants so much um and to be able to trust that the options were looked at really clearly and that we can confidently move forward. So, sorry if I went over two minutes. [laughter] >> That's all right. I I don't want to belabor what any of uh my fellow board members so eloquently said. So I will end with a thank you um to everybody who has put their time and their commitment whether they sent

169an email, whether they spoke, whether they were on the community coalition or on the board. Um everybody has put in a lot of time. Um, transparency um can be messy and I feel like we've delused people with information, but I think that it's better to provide the information than make the decisions behind closed doors and share the details later. So, thank you for bearing with us while we go through this process. We're not done. Um we will um begin deliberations now on trying to narrow this to a model or models and um I think is does anybody at the board have questions on how that works? Do you just want to give it a whack and we'll see how it goes? >> Okay. All right. I guess I do have a question. Sure. Um JSA

170has been spoken about a lot and I it seems like the consensus is to take JSA out of this discussion and let it exist. Does that require a motion or >> do >> Well, it would be in the resolution or you can if we advance a model that um that and we say specifically keeping Johnson in that model that's fine too. You can do it either way and both ways for that matter. >> Okay. So, it sounds like maybe it's best to come up with the option or options we want to move forward and then we can address Johnson. >> Yes. Yes. >> Can you maybe just clarify? I mean, we'll get here, but Johnson is also its own item on the resolution >> on the resolution. >> Yeah. For >> let me get over

171there. >> And so maybe that's where that Johnson Steam Academy >> or where we get more specific. >> So the the resolution will be the second part of of this tonight. But the number four on the resolution says Johnson Steam Academy JSA review as part of the school redesign analysis. The district shall a review Johnson Steam Academy to ensure area 1 has adequate capacity to serve all residents resident students and b investigate opportunities to support Johnson Steam Academy as a school choice option following the conclusion of the magnet school's assistant program MSAP grant at the end of the 27 2028 years. Now that does not specifically say keep Johnson open. It says investigate that um and review it. So if you want to make that direction then you have that option to make that direction.

172Again we can make that at the um motion to advance a model or models now or we can add that as an amendment which will that will have its own process when we get to the resolution. Do you want to see where we land on the on advancing a model first and then we can address it through the resolution? Okay. All right. Um just so you know uh the way to do this is say I move to advance and you can name the model as specifically as you like. You could say a model with an option specific options. You can make up your option if you want or you can just name the model or models uh specifically um that you would like to move forward for further discovery. >> And there is room for

173discussion by the way. So yes, you can still discuss. Okay. No, I don't I think I still have a couple >> procedural. >> Yeah. Well, just I I I don't know. I'm curious. I'm really curious why the ELT, who I respect that group very much, um had no votes for the 58. That's my my that's a concern to me. >> I don't I don't know if we have any ELT members who would like to speak, but um you can come to the podium. Come on. >> I'm just going to speak for me as my perspective from a principal. >> Could you please make sure you say your name? >> Sorry, >> Condra. Already you met me earlier. Um, I'm going to speak from an elementary perspective. I did teach at a 56 building. I understand

174that perspective as well. Um, behavior focused, so have a lot of special ed experience. As a principal, I do not want to be a principal of a 58 building. And I think that was a consensus of a lot of us. We're just putting that out there. Um, our buildings aren't built that way. I also have a lot of objections with things with the model itself. I'm just going to put this out there. It still has six technically middle schools. Six, seven, eight. There are a lot of issues with that people. There might not be a soccer team at this school, so they have to be busted to this school. There's still a lot of problems. We're not saving staffing with coaching stipens. There's a lot of things at that middle school that I don't feel

175that I could support at this point. Um, so that's my perspective. I think the middle school principal's perspective is very important as well. [clears throat] >> Hi, I'm Jessica Johnson. I'm principal at Harding Middle School. Um, I think when I talked to my colleagues, um, when we came together and started looking at the different models, it was tasked of of how we could do this to make a sustainable model and still have cost savings. Um and that's where we really started embracing the intermediate model and thinking of how um the opportunities that that gave us along with the cost savings of combining our schools. There's a lot of inequity right now with the sizes of our middle schools and how the resources are spread out among those six schools. Um so looking at the 58

176model where it does give us the advantage of not having the transitions um the cost savings piece of that that what we were really tasked to do we I didn't see that I saw it hard to be able to keep it equitable with all six again um the ideas of uh the intermediate being cost savings by reducing coaching um and transportation of athletics and um officials and all of those types of things. Um with the 58 having to combine and bus at the end of the day to another school to um practices that that's just it's it's nearly impossible um with our transportation right now. So, um, where I appreciate the idea of wanting less transitions, a lot of those cost savings, um, and and then I really struggled with looking, um, specifically with Harding

177because I'm the most familiar with that of how to break that up. Um, and how to make that work with four or five, six, seven, and eight grade levels within my building, um, within my cafeteria, within my gym. Um, and trying to keep the separation, which I think is probably easier at a McKinley or at a Franklin, which is a lot bigger and they have more floors. Um, I I I struggle to see the vision of how that would look in my building, which is why I I went with the intermediate over the 5'8. >> I'm Jason Klein, principal at Kennedy. I'll everything that they've said 100%. Uh my my biggest issue uh is that um although this reduces by one transition, it requires students from different schools to come together three times. Um and

178so thinking about uh the the troubles of transition, um as much as it might seem like building, we see it as much more about kids not knowing each other. uh and that's why I fell for the intermediate model because it's one transition into a group and then that group sticks together for uh eight years um or seven years. So uh to me that is the the the biggest advantage of the intermediate versus the 5'8 uh along with the I think the access to sports um and arts that we would get uh from that model. I'm Jenny K. Hampton, the principal of Johnson Steam Academy. And in those conversations at the ELT um in regards to the intermediate model um and versus the 58 model, one of the things that we talked about like Jason just

179mentioned that the students would be work traveling in a cohort together. And when we look at this research behind um the less transitions or thing, one of the things that they brought up in in many of the things that I read was that um that we need to make sure that we're paying special attention during those transitions. We know there's lots of research behind middle school and that age group um with successful middle school years what that leads to in dropout and dropout prevention. And so that wasn't really a topic of discussion, but that is just what some of the research has been that I've read has said also when looking at this um when I at one time was a 58 principal and I was basically having to run two buildings in one. Yes,

180we can get we can have all the fancy um bell systems, but that doesn't um stop the fact that that's what's happening in the building. Um I um director buyers mentioned you know like getting down to the granular granular that word um level. Thank you. Um it's late. Um those are the things when you're looking at scheduling specials would be really difficult. You have one gym um and then you would have to figure that out um with the different grade levels. um the coaching, the instructional coaches, all of those pieces that is just really hard to um manage. And I'm not saying that's not um able to be done. I'm just saying that that would be really hard. Um but um like um Director Taminsky just said, you know, if we go with something um

181we need to be behind it. And I don't think that there's anyone here that wouldn't do the work, but I just know that um the ELT really talked about it. And um um this group of colleagues um want to do what's best for kids and when we when it came down to it, we felt that that was really the best option. Thank you. Do you have Can I Can I make a motion? Are we ready for that or >> You can make a motion if you like. >> Okay. So, um I am confidently and enthusiastically um want to make a motion to advance the um intermediate model options one and two um for further discovery. Um, I I just want to fully recognize that no decision is is an easy one. And I want to

182acknowledge that um though we're not all going to agree on everything, I do want to say that it is imperative and important that despite not agreeing on mo on some things, all of our voices voices should be acknowledged in the outcome. And I I would hope that with the conversations that have been having that we've been having for me in in just my opinion, the way I'm thinking about this, I feel like the majority of concerns are addressed through that intermediate model. Um, I think the big focus being on those transitions and I guess I don't know if this goes into the motion or not, but just with the caveat that it would be in writing somewhere like a very clear transition process that would be focused. And >> so let's go back to the

183motion. [laughter] >> Let's go back to the motion. >> And so we'll we'll state the motion. We'll have a second. Then we'll have an [clears throat] opportunity for discussion. Great. >> Okay. So please just state your motion. >> I can do that. Um, so I move to advance the intermediate model options one and two forward for further discovery. >> Do I have a second? >> I second that motion. >> Do we have any discussion? >> I am in favor of this model for many reasons. Um, I covered the things that are top of mind a little earlier, but I think most importantly for me, all other things being equal, you know, with the with the 58 model compared to the intermediate, our staff, both the ELT and our building staff have strongly supported that model.

184And I just think it's really critical that we listen to the professionals that we are paying to to deal to teach our students. They they are the educational experts and if they feel this is the best model then I think that's what we need to move forward. Maybe a point of clarification. If this motion passes, I mean, is there an opportunity to still look at the others that are or are we just going to make one and if this one passes, 5'8 high school models are off the table. >> Correct. >> Okay. with that. Is there any elements of the 58 or two high school model that we can, you know, without push passing a motion, but there were some good tidbits in there. So, I think that's just worth considering as we >> So,

185I'd say those would belong potentially in the resolution. >> Yep. Okay. And and I'm right there with you, Ashley. Um, I think one of the things I was curious about is if we advance a model tonight, are there certain like checkpoints that we have, you know, if things are going as planned, if if it's mapping out, if something's and are there ways for our educators to funnel questions as we're going through these phases that are more direct so we can just have those considerations? Yes. Yes, that can happen. Yeah, I'd like to go back and talk about the models we're proposing here. Um, I have uh I would have a preference. I'm fine with option two. Um, I'm not a big fan of option one and uh and would prefer that that's not on the

186table and part of that's just the transportation and the challenges that are there. Um I I understand and we heard tonight uh and I understand exactly the concerns with Vio Gibson and and and how that's built and using that although it still would a 56 would still act as I understand more as an elementary school than a middle school. And so I think those things can be overcome. Um I heard a lot of concern about using Roosevelt for area three. And and again I I mean maybe this is a point of clarification. I I I struggle. I know we want to stay open to the best possible solution here. At the same time, um there are individuals, we've heard from a lot of them here tonight and at other times and in our email that

187have been going through I keep talking. It's like the the stages of grief, right? And so if if this group comes back and they come with something completely different, I absolutely want to listen because I think it's important, but I'm also concerned that we do a maybe not a 180, but at least a 90 degree turn on on our community. And um and then I think that's going to require additional input and feedback. I I will just be honest with you, my preference would be to leave two different models on the table rather than one model with two options because I think we can look at all of the options um no matter what. So I mean I guess it would be an amendment but um I would prefer that we look at the 58

188model and the the option two. I I understand exactly what we heard from our principles um and the leadership team. Um but I also feel like until we see how the feeders and the um uh the boundaries play out and and I I've asked you I've talked about this a lot. The transportation plan has always been a key key piece for me and I want to make sure that we, you know, we're not picking a model in advance that's going to add cost in that that's uh, you know, minimizing the the financial value. So, just my input. >> I want to Oh, go ahead. >> Can I echo Scott a little bit? I feel like we've refined so much that we've gotten to some really good places and I feel like if we just dropped

189two and went with one, I don't know. I just feel like the refining process has been so great when there's been these other models. So I I agree. I feel like keeping two on the table just to continue to refine to get the best because that's what we obviously want. Um so that's and I and I do agree. I think I think uh I would go with option two as well for the intermediate model. >> Can I just so just to clarify a little bit I think on what the my thought process behind this too is I I think it's important to keep our options on the table. It's also important to start um limiting those options. And so for me, I know it's options one and two here. For me, it feels um uncomfortable

190to say I'm doing I I want let's let's look at the intermediate model, this option specifically. I think because we don't have those boundaries or any of those things yet, it's too way too premature to say um something like that. But I I also think keeping those schools open within a model allows us to really like hone in and key in on that equity piece and those boundaries and really figuring out things like transportation. And that's just and again I'm also inclined I just I hear conversations from families but then it's our staff as well who are are so adamantly supporting this and it feels like that place where there is some some strong commonality amongst lots of people look at the survey results we look at what staff says we look at what community

191members are saying and I really think it would be remiss for us not to to give that a little extra weight. Um, again, I'm open to options. That's just my perspective on this. And um, I just wanted to add that just I don't know. >> Would would would it be possible to study the intermediate model and maybe not specify a particular option because as we move this forward to we've got some folks from the community coalition that will be in the next group to review this. you know, there there might be ways to make the intermediate model work that are not these two options specifically. I don't want to muddy the waters here, but >> Oh, we're muddied. It's all right. Okay. So, I want to throw out some options here for you. Um, we

192could vote and it could pass or not pass and and that's that's one option. Um, we could table that and introduce a new motion. I think I think I'm looking over at uh our chief compliance officer, but I believe we could table it um and introduce a new motion. You can amend the motion and change it. Um >> all right. >> Sorry. You might have you might want to stay up there. The individual who made the motion also has the right to withdraw it. >> Okay. Thank you. That's another >> Thanks. [laughter] >> All right. >> Yeah. So, currently the motion is to study both options, right? Of the intermediate model. Okay. >> Of just one model, two options. >> Okay. I think with that um just that understanding in mind, I think that's probably

193the direction I was actually headed. So I would like to modify or amend my motion um to advance the intermediate model itself um forward for further discovery. >> Okay. Just keeping equity and some of the things we talked about at the top of mind. Okay. Is there further discussion? >> Well, yes, we do need >> I second that amended motion. >> Okay. >> I guess I still have the tons of respect for the principles that spoke in the ELT for sure. Um, but I I guess as a board member, I can't look away from the fact that the community seems to clearly support the 58 model. And maybe it's because they don't fully understand the challenges as they've been articulated. That's possible. But at this current moment, I don't know if I can support the

194amendment as it's stated. I mean, I can certainly support the intermediate model. I see plenty of support for that, but I'm I'm also seeing support from our community for that 5-day model. And maybe the question of clarity that I could um benefit from is what does it really mean from a time commitment? Who's involved? And what kind of work does it entail to advance a model? Because if it is feasible to look at the intermediate model really as one thing and not necessarily as two separate models and then be able to look at the 58 model, you know, and and again, maybe that work isn't too long. It's just a matter of really clarifying what that means when a middle school principal tells you it's running two different schools in one building and like they

195like clearly cannot imagine how you put four grades in one building. You know, that I just think is an opportunity for us to communicate and share with the community what makes that model so difficult. So anyway, I'll I'll shut up and just ask that one question which is what does it actually mean to advance a model? >> Sure. And some of that is found in the resolution. what we're asking them. But one of the big things is the enrollment and boundary analysis which we need outside support to do. That's not something we can just make up on our own here in the district and validate easily anyway. Um so that will be part of it is advancing that advancing any model or models um will result in some um potential drafts of boundary changes and

196and the analysis that goes with that and the enrollment piece of that. Um so that's that is a big part of what will be studied regard whatever we advance as a board. Um, another part of that that I'm curious about is the shake, how we're shaking up our staff, right? So, there's been a lot of conversation around like human- centered approach. We want to keep our people at the center. So, curious like we don't need to know how staff placement decisions are made right now, but I think that that reshuffleling will really matter depending on how many teachers we need in certain schools. Um, and I bring that up specifically because I'm nervous about a potential like layoff rehire cycle with numbers in buildings. Um, and I think we're at a pretty pivotal time right

197now based on past decisions we've made. Um, bringing this theme up again, but uh, we're locking in on a model and we're not really sure what staff we're going to need. I would hate to be touting that we're investing in fine arts and we're doing all of uh putting our time and energy and resources in that just to lay off fine arts individuals at certain schools based on the model that we passed and then have to rehire them to fit the new model that we choose. >> Am I drawing a through passing a model tonight? Well, I guess because of the timeline of those, you know, where the letting giving teacher notice, um, that happens like in a month. So, I'm just I'm curious because we're here, how that all plays together and if we

198if if there is a potential, not the entire um I think it was like 2.8 8 million, but is there a way that we can, you know, uh, put it under the microscope in some way um, a bit further just so that we know that that matches up and we're not sacrificing our people and that that will definitely be the work in the next phase here. We'll be putting things under the microscope. Um, and I I don't know what that report out will look like to the board at this point in time. Um, but that's where those questions get answered. >> Okay. I know we just have a very short timeline around that specific the staffing piece. So I'm just you know are there levels of certain things if we're exploring two models and the

199time commitment >> are we where do we investing that initial time so that we can really decide so that we are prioritizing our people >> and and I too am nervous about the how fast that goes between now and April and I hear the do it fast and I hear the slow it down um side of both of those things. Um this is a lot of work and if we if we send two models over specifically if we're not narrowing down to an option within one of them and then sending like for instance one either option one or two and then the five through eight then we're really asking for a ton of work from that committee. Um so that could extend that process out a little bit longer too. Okay. Then maybe I'm also

200wondering if there's any way to remain status quo in some areas so that we don't lose our people this year as we are making major changes and we don't know how the shuffle will work out. Is there is there a further conversation around that? I'm just tossing out there because it seems like it's pretty pertinent to our plans moving forward. I don't know the answer to that. We did pass the budget um reductions at a prior meeting and we are building budget based on that. But again, you know, as we go through this process with attrition and everything else, I I don't know that it's I don't know that we'll be in a fire and rehire pattern um just based on this year. But I don't I don't have validation for you on that. I

201want to bring us back to the motion here. Um, so right now the motion is currently to advance the intermediate model either option or just the intermediate model basically and we did have a second for that. Um, we can continue discussion. we can call the vote or we can call the question >> I guess and and again if in case anybody came tonight thinking we already had the decision made [laughter] we we purposely have done this and this is part of the transparency but again I also know this board will come together behind what's there um because the conversation has come up um can can I make an amendment to be voted upon at this point of the amended >> okay >> I believe so >> glad I don't have A motion to amend. >>

202A motion. Okay. So, I would I would make a motion to amend um to uh look at the intermediate model um and the 58 model >> and I second. >> No specific no specific uh options on intermediate. >> Well, I'm struggling with that to be completely honest now that it's seconded. Um because I think I would lean towards that. And again, I I think if if somebody's going to come back and say we can't do this by April, that makes a difference to me on on that. >> I think Scott, to to the point about the option one or option two, I'm kind of like, you know what? I think we maybe blow this up and start over. Like what are our best buildings to be used? I So I think this was a placeholder

203personally and I would like to see this if this is like okay, we're doing it. Like we're committed. we're going to look into the inter like we're going to do the intermediate model. Um I think with that area maybe needs to start at from scratch because I think we need to look more critically at our options for buildings and like what would iterations we would need at a 56 what would we absolutely need? I think we just said hey the capacity fits let's swap them right there like I think we blow it up. So that's my opinion. So the original motion was to advance the inter only the intermediate model um which was seconded. The amendment was to add the 5 through8 and it had a second in director Taminsky. >> Do we have further

204discussion on that? >> Can can we get a like a like a better understanding of what does this mean is from a workload perspective because I think that's really going to be helpful for us. And I would invite Chad or Adam up too if they want to talk about it because uh right now we're in that process of gathering all the information and I have had some conversations u with RSP uh in regards to supporting us with the boundaries and I do want to note that this entire process that we've been using internal staff so we've not been outsourcing other people so in on top of doing this entire process and everything else. So, I just want to note that as a consideration and then I'm also looking at the amendment um which gives a

205lot of key um information um and I think you have that in front of you that we would have to do that twice. So, just taking that into consideration and not to mention for each of the models we're also talking about different feeder patterns and boundaries. So you have a model discussion feeder pattern and boundaries and you have to multiply that times two in terms of what is being brought. I think it's also a difference in between if the board wants to send forward two models and we bring you back one because that group might discuss it more. They [clears throat] might massage it more and decide upon themselves. But right now, what I feel like I'm hearing is that you want us to bring you back two proposals, which I think is way more

206work to accomplish than by April, right? If you because it's just twice the work. If you all feel differently about that, Adam or Chad, please uh come forward. Um we we've had to assemble an internal team just to get all the data, the information. Um, so I just want to put it out there in terms of what it takes and and of course the we will do whatever the board decides, but you are talking about two fullcale proposals that typically takes months on top of months in order for um people to bring forward and with external help. >> I also before you do that um Liz just noted to me that Ashley moved to amend her own her own item. So, we actually had to vote on that or we need to table it um

207in order to amend it again. So, um what I would suggest is that we withdraw both at the moment, get an answer to this question, and then remake an amendment. Do either of you willingly withdraw your >> Yes, I'll withdraw. >> Yes. Okay, we'll come right back to it. So, Stay tuned everyone. >> I would just say I would echo what Dr. Lennon said. I think that that it starts with boundaries um quickly goes to transportation then you have programming like special education and trying to map each of those is very hard. I would say um not only is it time at the um central office staff level and the principal staff level um there's additional expense when you think about the outside resources we're going to have to bring in every option of boundaries

208that we go out and map which is great. It just is going to come at an additional expense to be able to provide those boundaries. And it is possible that the um that the committee may choose not to do they have to take that all the way through boundary studies on both of them or do they have the option to say we're choosing this one and we'll do the study on whichever model >> and I think that will require the direction from the board. It depends on what you want back um in terms of an end result. If you want us to go and continue to hash it out, you know, more that's one thing just to discuss. But when we but we need to land a particular model so that we can get answers

209to all the questions that the parents want. Uh and I have been to uh several of the schools already. I think people have embraced the idea of different models uh and understand that. What families want to know is where their kids are going to school and teachers want to know where they're going to work, who they're going to work with. So, I would just put that on the table um for consideration. And I do also while we're having this conversation want to say thank you to the people that have brought forward all of the models um the community coalition and all of the discussion and these are our volunteers and our families that are doing it. So, it doesn't take away uh from their input at all. And I also just want to echo in

210terms of the transitions that that is the biggest piece is how are you going to overcome the transition? type of supports. That's what the research talks about is what you need to take in consideration with the transitions. And we're going to need to invest time understanding that research and also understanding how those solutions can come to be within our school district. >> I guess I hear that that you know there's so much that's going to go into it. I guess I just I'm feeling the weight of this decision and and how this moves this will be hopefully decades of of our school system. um that's why it's feels a little hard to let go of a model that looks looks pretty good but um hasn't necessarily been vetted by that many people and so I

211guess that is what I'm curious if we could just get more eyes on the 58 model uh administr you know administration again the I know the ELT had a chance with it too um I don't know that's just where I'm feeling I guess just the weight of this decision is pretty big it's going to affect our kids for a long a long time. So, I just want to make sure we do it right. >> Okay. >> I would hope that there's a way for us to because I to uh what you said, Dr. Lannon, I don't know if I personally feel like I need if we advance two models tonight that I need two models to come back. I just I'm looking at this data and it seems clear to me that enough people in

212our community still embrace the 5-day model that if we just kill it tonight and only advance the intermediate model, I think that's a dis that feels like a disservice to our community. Does it mean that it needs to go through the entire lengthy process? No. I think there's ways for us to gather some additional information so we can confidently go back to the community much like our principles have already articulated. You know, if anybody watches this board meeting and listens to what they just said, that is most likely going to convert plenty of people. It's like, oh, if I had known that, you know, but to make sure that that message gets out to the community and we have data that supports that it's like, no, we fully embrace the intermediate model. So I would

213hope that we can find a way to consolidate that amount of work so that we can confidently um move forward with just just one. >> We can provide that direction in the resolution. I think >> yeah I mean I I think that if if that's our ask of the team we need to be specific what information if we don't need them to do an entire study of that model what do we need them to do so that we feel comfortable narrowing it to one um this is a very weighty weighty topic also I think a lot of the anxiet in the community is from the uncertainty. >> And so I that's my reservation about advancing two models that we just we allow that uncertainty to continue. So Chad, >> some things to consider may be

214that the more specific you can be in your direction, the easier it would be for us to manipulate models to say to bring forth the intermediate model. There's a lot of different things you could do with that. If you would say intermediate model, focusing on um balancing out enrollment at our high schools or uh keeping the uh boundaries as close to they are right today. Those type of specificities would help us. Um but we don't need to have those, but that does narrow down the manipulation of all of those things. So just something to consider >> and I think that's that as well as coming back with one model or in the I don't know if this is the next item but are currently in the the resolution as well. >> Okay. >> Just a

215quick question. So I know all of this has largely been um inhouse just in terms of like the massive budget cuts that we just made. And so I'm also trying to be very mindful of those cuts that were made and that we're not tacking more on that we're going to have to make up for later. So, when we talk about bringing in I think it's RSD potentially RSP. Okay, thank you. Um, >> any ballpark on what that cost would look like? Just very vaguely in general, what are we talking about? Strict financially. >> Yep. 12 grand uh for three boundary sets. >> For three what? >> Boundary sets. >> Okay. >> Is there typically three boundary sets? Like if we advance one model, would there be three boundary sets with that? If we advance two,

216would there be six boundary sets? Then >> that's at your discretion. So if we had option one and two in the intermediate, that would be well potent, you could say two sets of boundaries. There's more introduced that would be more sets of boundaries. >> Okay. Thank you. in terms of boundaries themselves and having that that established when we're working with that third-party group, how much of the weight falls back on the staff and how much of that is on RSP um to do a lot of that preliminary work. My concern is also just bandwidth. I know everyone has put so much into this too and how we find that that equal I don't know. >> Yeah, there's definitely a balance. um having RSP at the table is a huge benefit. Um but it also requires

217making sure that they have everything they need um to run those numbers, that data is validated. Um so there there's work to be done. Um and we're also grateful to have their help. >> Okay. Also, again, as our community members noted tonight, the number of hours that they've already uh spent in this process and that we're going to be asking another group of 15 18 community members to come along with this process. they have agreed to meet uh twice a month and so and we have to now establish an internal team to meet weekly to produce that work and again and I have appreciate it has it has been so valuable. I just want to say that with our principles coming to the table but when I also go to their um to their schools

218and they let me know what it means to have their administrators out of their buildings. So, I just want to be able to note how all these things work together as we're bringing it into consideration. >> I continue to appreciate your concern, Director Zimmerman. I at the same time, my weight is like the folks in the back of the room wearing shirts for a particular school. And if my concern is we leave it too open, there's I mean there's still uncertainty um particularly for those in the green shirts back there um with Pierce on it. But um but I also feel like if if hearing what I just heard from from uh Adam um and that sort of thing, I feel like we need to provide some specificity on these and and again I think

219if they don't aren't working, we may need to come back and say that didn't work. you know, we came and found a fatal flaw and I don't know how we put that in the resolution or not, but um uh again, I'm just very worried about us getting all the way down to the end and wanting to make a decision in April and having it be something very different than what everyone's already looked at. >> But to that point, maybe going back to like if there if we do advance a model, can there be very specific checkpoints? like how do we determine those whether we pause adjust quickly so that we aren't you know just reconvening and then discovering that. So um is there a way that we can structure that out so that we can

220redirect implementation if it's not meeting the expectations? I think we could do that in the resolution is my guess. um is request specific checkpoints and and maybe you want to start scribbling down some of those checkpoints um in preparation for that resolution. Okay. And I I'm I'm I if you can't tell I'm struggling a bit because I'm trying to understand um genuinely because with theme of keeping humanity at the center, right? Our people are our backbone and we have a lot of uncertainty. We've got new models and we've got staff. I'm not saying that we're we need to go back, but when we went through that resolution, I did push and I was kind of not clear how we make those amendments and there was some uh themes of like there's wiggle room. There's we

221we we're not sure how much we have to cut here when and we'll come back to it. So, this is this is me coming back to it. I want to make sure that you know we are achieving if we are able to achieve our staffing levels through attrition. Great. Right. If that happens, I would just I would be remiss of it feels very counterproductive to lay off staff, some of our best staff in the interim just to potentially rehire once we know those levels. And I'm I'm saying that specifically for some of those schools that have the major staffing inequities, which this model fixes, right? So instead of going through that at Wash or Franklin or Taft that have those higher numbers, is there a way that we can is there any wiggle room right

222now with this board because I I don't feel good about um the the the steps we're taking in order to do that because >> Yeah. Are you talking about the how we voted a couple weeks ago with our budget cuts and I think someone had talked about but we couldn't necessarily do that we couldn't make those like the staffing model cuts if we didn't know what was happening here. So like can we go back to that space and say you know that those 33 teachers well that may not necessarily work because of how this plays out because I specifically think cutting 7.5 at Wash and then adding three at Jefferson when we're creating new boundaries that will accommodate for staffing level of students in enrollment numbers. I have major concerns around that and so I

223guess I'm looking for any direction of how we can go back to >> one thing we could do here. So, you know, we would have to essentially go back and or not go back and change our vote, but we would have to potentially revote or um introduce uh potentially a motion for that. Um on February 23rd, we have a work session and one of the topics that we've thought might be a really good thing to talk about is the budget, right? So, it won't necessarily be like we're voting on very specific things. It's a work session. Um but that would be an opportunity to talk about that there because we are in the process of building the budget right now as a district. Um so if we essentially make that our focus at the February

22423rd board meeting um and we think about you know if if we find there are opportunities well we'll get a lot of information at that meeting. Maybe that would be an opportunity to revisit that. Okay. >> Oh, you're making a motion. [laughter] >> Sorry. I I'll just I'll just ask one question. I think of of us as a board. So if our our focus is truly um primarily student achievement and so what I'm what I'm hearing up here a lot of is these questions about these unknowns and these uncertainties and we keep coming back to them about who are teachers going to lose their jobs, who is going to get switched schools, what's this going to look like? And I just my anxiety right here inside of me is saying, "Oh my gosh, we're we're

225we're going to kick this down the road again potentially and we're still not going to have those answers." And that is my perspective I guess on this and why I had initially um after listening to everything tonight wanting to pursue the the intermediate model with all of the opportunity inside to make those changes for us. It is it from my vantage point as a board member, I see it as my responsibility right here, right now within all of that stuff aside to look at a model and say is this model, which of these models is going to produce the best student outcomes and achievements for all of our students. And I think for me I can say here that with the right supports in place if we can once we clarify what those are and

226how we are going to accomplish them through this resolution I do believe that there is a place for all of our students within the intermediate model if we do it the right way. Um and and that's what I just want that's what I'm thinking about. That's what I want all of us to also be cognizant of while also holding space for the people who are not in the room tonight and the voices that are not here or weren't captured by the survey. Um, equity we keep coming back to I'm glad it is on the table tonight in in such a loud way. Um, but equity also looks like making a decision, moving forward, and then doing the most equitable thing within that >> for our students. >> I'm going to go ahead and make a

227motion so we can at least vote on it and get it off the table if that's not where we want to go. Um, so, um, I will I don't know where my language is here. Do I do it right? Um I would move to advance the intermediate option two and the 58 model uh for further discovery >> two and 5 through 8. >> Sorry. >> Uh well that's in the that's in the resolution and right now it says one. So I assume we'll chat about that here in a second. >> Okay. Is there a second? >> Second. >> Okay. Any further discussion? This will be a roll call vote, right? Board Secretary Schulty. >> Sure. >> Okay. >> Wait, >> Director? >> Yeah, I'll I'll repeat the um >> Yes. >> The motion was to

228advance um intermediate. Thank you. Intermediate option two and the 58 model for further discovery. Um motion presented by Vice President Drazinski, seconded by Director Zimmerman. And now we will take a roll call vote. >> Director Taminski. >> Director Buyers. >> Director Burns. >> No. How do I >> That's Yeah. >> Vice President Dimski. >> I. >> Director Garlock. >> No. >> Director Zimmerman. >> I. >> President Newman. >> I. Okay. Motion passes I believe. Um so that means we next move on to consideration of the resolution. Um all right. So this is where we have some opportunity to be to add that specificity. Um I think everybody has it up on their iPads and any amendments that we make will be added. Um and then they'll publish it up to the screen I believe. So,

229all right. Are there any amendments to the resolution as it stands right now? Do you want me to read it out loud? I can I can read the whole thing. So, >> sure. All right. All right. I'm going to drink some water though first. Whereas the Cedar Rapids School District Board of Education, Community School District Board of Education is committed to ensuring long-term educational quality, equitable access, fiscal responsibility, and sustainable enrollment across the district. And whereas the board seeks a transparent evidence-based process for evaluating board approved school re redesign models prior to taking final action. Now therefore, be it resolved that the CRCSD Board of Education hereby establishes the following framework for researching, advancing, and recommending school redesign models. One, commitment of research and professional resources. The board authorizes the allocation of necessary resources to

230a independent research analysis. conduct an independent third-party scholarly analysis to evaluate the relative impact of the board approved school redesign models, including identification of the evidence-based conditions critical to successful implementation of each model. B. Enrollment and boundary analysis partner with the district's current dem dem demographer RSP and associates to conduct professional boundary analysis and provide comprehensive enrollment projections aligned to the approved models under consideration. Two, directive to recommend final model. The strategic planning executive committee is charged with refining the research, analysis, and community input and presenting to the board one final recommendation for school redesign model that demonstrabably meets the following core objectives. A feeder pattern coherence. Ensure consistent student progressions across grade levels that create true feeder patterns while maintaining reasonable geographic proximity for families. B. Best geographical location. Choose school building locations that

231take into account existing high school boundaries and as much as possible enrollment balance. C. Fiscal stewardship. Maximize long-term financial impact and ensure a strong return on change for the community. D. Evidence-based design. Ground the model in rigorous research and tailor it to the unique academic, demographic, and operational context of CRCSD. E. Programmatic access. improve district-wide competitiveness and expand access to fine arts, extracurricular activities, and athletics for all students. F. Class size expectations maintain current class size cap expectations across all grade levels. G. Long-term facilities planning include in include slashinform motion to guide facilities master plan over time so that buildings are modernized and maintained to provide safe secure learning environments that meet programming needs for all students. H community insight include ongoing community input and engagement to consider diverse audience needs including ELLL families. gather

232insights early, inform the committee's work, and build support for its recommendations prior to decision makingaking. Number three, support for implementation and transitions. The final recommended model must include a comprehensive implementation and transition framework that clearly addresses a student transitions strategies to support continuity, belonging, and academic success for all affected students. B. Permit and transfer process. Clear guidelines for intra district transfers and permits. C. Transportation. Operational plans to ensure reliable and equitable student transportation. D. Special education services. Continuity of services and specialized programming for students with disabilities and vulner other vulnerable populations. Four. Johnson steam academy JSA review. As part of the school redesign analysis, the district shall A review Johnson Steam Academy to ensure area 1 has adequate capacity to serve all resident students and b investigate opportunities to support Johnson Steam Academy as a

233school choice option following the conclusion of the MSAP program grant at the end of the 2027 2028 school year. Be it further resolved that this resolution establishes the scope, expectations, and criteria for advancing school redesign models and does not constitute final approval of any specific model. All right, good job. I would like to make a motion, I believe, regarding item number four, Johnson Steam Academy. Uh, my motion would be that Johnson Steam Academy under any of these models be cons that Johnson Steam Academy would not be considered for closure. >> Second. >> Any discussion? >> Is it to just strike I mean maybe just a for discussion perspective is that just to strike for entirely? I think you well >> or would you rewrite it? I mean that's the >> Johnson is actually in both

234models being um advanced. Um however um that doesn't mean that the recommendations might not come back differently. So if you want to ensure that it is not does not come back differently then I would say um as part of the school redesign analysis the district shall I would add something to the effect of um maintain Johnson as an elementary school and then review and investigate um because I think those things are still important. We do need to think about [snorts] >> um the capacity to serve students. I I think that piece will be covered just fine, but that investigate opportunities to support it beyond the end of the MSAP MSAP grant will be really important. >> Yeah, I'd like to keep that in there. >> Okay. >> So, I would say >> so I would

235>> strike A and replace it with um that JSA remains an elementary. >> Okay. So I will amend my motion that 4A is changed to Johnson Steam Academy will remain open >> and we'll leave part B in there as written. >> So strike replace A with your >> correct >> motion. Quick clarification on that though. So are we saying like in a year we're going to be back here having this conversation? >> Well, we can't really control that tonight. I'm just I'm just wanting to provide some stability and not uncertainty continued when we feel strongly for a number of reasons. I mean, are we saying then that it's just the magnet schools? I don't I don't know. >> I think the the resolution language that director Garlock has introduced basically says that we are removing

236consideration of Johnson closing. We can't control what we're and we can't control what's going to happen in the future. So I wouldn't suggest you we box ourselves in in that way. >> Just right now as we consider these models we would not consider closing Johnson. >> Yes. >> I think for me this comes down to it being a very clear um direction from um this board if this is moved that this is a priority and that we hear that these magnet schools this idea and this concept is important and crucial to this community. And I think that sends a strong message that that's the direction that we we want to move in. Um that is why I support that amendment and second it if it hasn't already been. >> Could you please restate that Liz?

237Um so item number four part A we are going to reword to say that as part of the investigation of these models that we are moving forward Johnson will not be closed. Part B will remain as stated >> as part of the score redesign analysis. >> Yeah. >> The district shall >> maintain Johnson Steam Academy >> as an elementary school in all models being considered to move forward. and all models moving forward. >> Okay. Sorry. >> When you get that, maybe read it back. >> You can read it back. >> I can run a microphone over to her too. So is um the way I wrote it. Okay. As part of the school redesign analysis, the district shall a maintain JSA as an elementary school and all models being considered. Is that okay? >> Yes.

238>> And there was a second. There's a second. Any other discussion? >> I think I would I'll be fine to support that. I just like part of what I I almost want to strike the whole thing, but I I'm I'm fine with that. I think what we're doing here in this resolution is calling out Johnson specifically, speak for myself, I don't want to close any schools. So, you know, if we're going to call out Johnson, let's keep Johnson open. Like, you know what? Let's keep them all open. I mean, it's but I don't that's not the option. Um, but you know, and I and I would just remind us that I think our goal here is to save $6 million annually. And one of the ways to do that is to close six elementary schools

239that are estimated to be a million dollars each. So there are certainly other ways to do that, but like I said, I'm I'm good with this to just kind of like send it very clear that uh that the Johnson is not on the table. Um but like I said, I mean, I would I would just assume take this off because that would remove the amount of work that needs to be done for this resolution quite honestly. like we need to continue to look at the magnet school grant and we definitely have to have a plan so no matter what whether this resolution exists and it's written this way doesn't necessarily need to be done as part of this resolution but like I said it's a lot of words to say I'm I'm fine with the

240rewarding as the motion is um and I think I could see myself supporting that >> okay any other discussion >> no I would just agree with that too the call out was just seemed funky to me because we have other magnet dollars that go elsewhere right So, I just kind of right there with you on that. >> Would the other possibility be I don't think we want to do this. Go back and remove Johnson from the models that we're pushing forward because in both of those models that we're advancing, Johnson has the asterric by it. In the version of the table here tonight, it doesn't have the asterct. I noticed that actually. >> No, it it does not. Also, um the second part of that just says investigate opportunities. It doesn't say make decisions on

241opportunities. Okay. Any other discussion with that? Um I believe we're ready to vote on the amendment. >> Wait, >> Just on that amendment. we have to approve any amendment before we go forward with the resolution. So, um let's let's go ahead and do roll call. It's easier for me to hear. I >> I Okay, amendment passes. Do we have any other amendments? I think we were talking about um you know so now we have the two models moving forward but we obviously want to invest most of our most of our u any financial uh investment that we need to do um and the boundaries and all that probably into one. So I think would one A where it says independent research analysis would we then add maybe like model would move to 1B if this

242particular group saw it fit to move forward. Do you know what I mean? I think that I I guess I just want to bridge that some feelings we had here about we don't want to keep keep going. Well, we want to stop and focus on one once we get to that particular point. And I just feel like obviously we didn't feel like we were there quite yet. Um, so could we have does that make sense like to have >> it doesn't under just the research in in my opinion just because I think the research alone isn't the only factor. So I don't think it goes under like one a necessarily but >> um >> I maybe >> yeah I feel like maybe some of that in some of your question also is just how are

243we defining we have a lot of things here that are priorities to us and I think if we are going to move forward with these two you know that we are moving forward with the two models the one version and then the other um I think that comes back to a board directive being Okay, what are the priorities and which of these are rated most importantly? How are we defining each thing within that scope? And then because I think there are going to be good things that come out of all of these um and then we're going to come back to the same place and say, okay, well, how was equity defined, right? Um how was this thing defined? Um and I think that that is something that we should be considering. I think it's

244part of like your your what you're saying. >> Yeah. But I get that there's like needs to be at some point where it's like we're moving forward with the one because this I mean even tonight when we heard some tidbits from the principles like I'm not sure how we'd keep principles or recruit principles for a five you know if those things end up advancing just using it as an example and we hear those sentiments at what point can we rely on our current staff to kind of guide us in a way that we w we can or can't you know um so getting to that determination quickly without spending 12,000 here, 12,000 there. >> I think Yeah. And I think it says that in in number two. Um I mean it says that it's charged

245with refining, research, analysis, community input, and then presenting the board one final recommendation for school design. >> Maybe just a timeline get there. It's a question of how soon, but but I'm not sure we can. I I would I wouldn't a little hesitant to define what that date is or what that item is that sends it over the the ledge and makes it clear that one model is the right model there. >> Well, you're right. We do timelines do matter because we run the risk of people not knowing where they're going next year if their school's open where they're teach you know I mean those are so >> I get know where they're going next year. Let's make that clear. >> Sorry this year. >> Yeah. Yep. My apologies. Yeah. Uh, Vice President Derminsky, I

246I have a question. Are you suggesting that that the next group that looks at this brings one model back to us? >> I think that's what it says. I mean, I I take other opinions on what that main text under number two says, but I mean, it seems fairly clear they're presenting the board one final recommendation. So, I would suggest if we if we want more than one to come back, then we would amend it because I'm reading it the same way. No, I would and I and I like the way this is worded because this is in line with what we were saying earlier, which is like we can advance two models, but we're not asking for you to come back with more than one. We're asking you to come back with this rubric

247completed, the research completed, and to confidently say this is the model that we're recommending. Um, so I'm I'm totally fine with that. And I think my other concerns are captured, but I maybe just want to like state them out loud. Transportation was a major concern in in lots of areas on that survey. It is called out in section 3 C, transportation operational plans to ensure reliable, equitable student transportation. Um, I might suggest that we capture it in 2B, which is best geographical location. That currently reads, "Choose school building locations that take into account existing school high school boundaries and as much as possible enrollment balance." But, you know, it's trying to get more specific than as little disruption as possible and certainly weighing transportation, you know, in that geographical location. And I don't know if

248there's additional wording that I think is really truly needed. I just want to make sure that it's clear that transport we should be able to come back with a plan that says everybody's transportation concerns. We have looked at those. This is how that happens in this model. >> So you think covers that well operational plans to ensure reliable and equitable student transportation. >> So like I I'm good with it being captured there. I just think that clearly 2B like when we're looking at that too just to acknowledge that um the and then 2D would be the other place that I would make a comment. I think student achievement we've said it multiple times. I just want to make sure that's very clearly captured. They ground the model in rigorous research and tailor it to a

249unique academic demographic operational context of CRCSD. I guess I would love to feel confident that the new model would improve like student achievement and not diminish in any way. Um because I don't think that that's what we're looking for at all. Um so to be able to know that that's been looked into and that there's you know reasonable confidence that student achievement would in fact improve uh with the model change. >> I it Yeah. So, so it seems to me like again I'm like coming back to this, but there are with the 5 through8 and the intermediate model, there are clear things that that the board sees as opportunity and potential. And so my question then becomes like within working with RSP on those boundaries, how do we get those things pieced out, parsed out

250first before we have to go full and detail and explain transportation for for both models, you know? Um so can we make a decision I guess as a board and what direction do you need Dr. Landon from us to feel like you can leave here with a clear directive on what we're searching for? What are those metrics? what cuz I feel like we have walked away from this before with some open-ended stuff and this is great. We kind of know some patterns here, but if we're not giving you that direct feedback without getting too into the weeds, how do you know what how how's it being vetted appropriately? Right. Okay. T I actually do feel like that you have provided clear direction. I'm so appreciative of the resolution. I think absent of the resolution, we

251would probably still have lots of questions. Um as far as I I think we would take the first step uh with the independent research analysis. So with our first meeting we are trying to establish a toolkit that we can get in front of the strategic plan executive committee and I do think that that's going to be one of their first task is to really take a look at the philosophy and the concerns around the intermediate as well as the 5 through8 model. I also want to be just transparent upfront. um I don't know how the independent research analysis is going to come back and what it's going to say about each of the models and so I think we have to be willing to embrace the research and we need to come back with a

252model that is right for Cedar Rapids Community School District we have to take into account the research we also have to take into account our current buildings and infrastructure the way that is built and how that model is going to fit inside of our school district so I believe that I have the information needed to be able to move forward. We're also we can also commit to bring you our first update um on February the 23rd. We're scheduled to meet on February the 19th. um just waiting until after this meeting so we can get uh people uh pulled together uh as well as this week I will work with the team on a timeline that will include those checkpoints and we can also um so that the community can have some anticipation of how the

253process is going and where we are and what we've learned [clears throat] and any decisions that are made >> before we you know like head out from from here for tonight if that ever happens um I I think there's been a great effort to get the community involved in the community coalition and I think moving forward if we as we make those teams smaller and smaller. I think that perception while we're still in that waiting period is going to make people anxious and they're going to feel like they're being left out of a conversation again. And so I would love for us if it's possible to consider just ways that we're going to keep the community engaged, some direct things that we're going to be able to give to explain how there can be evolved.

254Maybe you're not on that committee of 15, but how else is your voice going to be heard here? What can we expect? >> Thank you. >> I think that's important as well. >> Is there is is there a need or an opportunity for us to clearly define what that group of 15 is? Because right now I like and and maybe I missed it, but you know, it's simply written as the strategic planning executive committee. So I I do wonder if some sort of like definition or parameters around who's on that committee. So if it's a group of 15 people, how do how do we ensure the things that Tread Burns is stating, which is I know what this group wants is for us to confidently be able to say voices were heard and we're hearing

255that from those voices that were heard, not us saying it's like yes, of course we listen to you. It's like how do we have that evidence? So again, just the question is should we further define what that committee is and who is on it? >> 10 made up 15, but >> yeah. Yeah. So, whatever that number is, I mean, I think that at least giving a range u might be beneficial. Um, and whether that's it's in the resolution or we just talk about it openly right now of like what's the size of that group, who's on that group. Um, you know, that that that feels like it would be helpful. >> I was going to speak to it in my closing remarks, but uh thank you uh so much for that. And we could just

256to stamp our commitment where it says community insight. If we did not indicate community coalition, I would think you would add that there because that group is already established. If they're willing to have continue to have conversations with us, which I believe they will, we can also include them. However, as you can see from the working groups that have presented so far, it does take that commitment of a smaller group to really be able to dig in. And so, um, right now the way that the group is structured, we do have parents, community coalition members, uh, a co a few staff members, uh, one, uh, board member, um, and the rest of them will be business and community leaders. So, what we're really looking for would be to add subject matter experts that can bring

257their financial insights as well as their educational background. We have a former superintendent um also included uh within that organization as well as people that understand the growth patterns of the community and so we really do feel like we have a diverse group when we sent out the timeline and we did not ask people about sharing out who was on the group. Uh we typically haven't done that but I'm sure uh we can I would just like to be able to number one make sure we have full agreement of who all has said yes uh to it. um and then we could probably uh release their names but very confident a very diverse group. We have ELLL representation. We have um a cross- sector of diversity on the group as well. And again bringing forward

258that parent, that business perspective, educator voice, um people that have graduated from our system, have kids in our system, etc. We tried to think about a holistic group >> and they also feel like that's a where uh 2H is very important in there because beyond that group I mean they they will still continue to bring in the opinion of the community and I I I like the the wording here because it um it's very clear about the the different groups we want insight from. So, I'm not hearing at this point any amendment coming from that. Okay. >> I I just have a thought I wanted to bring Oh, sorry, Caitlyn. Um, I got a couple questions and about uh the features our school should have. So, just and I mentioned it earlier, just the kind

259of vetting again of our buildings and the criteria and what they're bringing for each model. So, you know, we're adding elementary on both essentially we're adding elementary kids to a middle school. So, ensuring that those buildings are appropriate and have the features. So, I don't know if that's some if we can if that's if this is the time to put something or if we could put something um just that our our schools are looked at more closely for how we could feed. >> I'm looking at what we have in here. Um, it could go under long-term facilities planning if you want to specify that >> G 2G. >> Modern modernized and maintained to provide safe and secure learning environments that meet the programming needs for all students. >> Yeah. Yeah. So, it was just like

260what features or can we look more critically at our the options for buildings that we have um how we're going to be using them forward. I remember your you had a comment at one point in time about just our oldest facilities and if they can actually deliver on the academics that we are you know and the programming and extracurriculars and stuff. So maybe it is worth just saying are you hoping to call that out specifically because of some of the age of our buildings? >> Right. So just just like again looking at um just looking at how we're using these buildings, how the options are currently suggested, you know, how there was an a former option for example on the intermediate model and that was taken off the table. Um and so can we get

261to the best possible option, not just choose between one or two, if that makes sense. >> Okay. Do you have verbiage that you would like to add? a motion you would like >> someone would help me out with that like >> um >> just just for clarity >> sake are you talking about the feeder pattern options and which schools are actually used in the intermediate model just for clarity just yeah I mean I would just like us to like let's look at our at our inventory with a blank slate and say okay these these schools like we're going to re be redoing our boundaries and so that might change a a little bit how we're looking at our buildings anyway. Um, but can we have some foresight? Like it it was thrown out I think

262at a community coalition like could this building be a 56? I don't know. Like can can we just have I don't know creativity and how we relook at those buildings. >> I just want to clarify. So the the motion that was passed was for 5 through eight and then the intermediate model option two only. And so that really did just limit eliminate that. >> That's why I want to make an amendment to that. But so we already voted. Can we make that amendment to that? >> So what I would suggest that be a part of the original motion >> suggestions can come back to uh from this group. Um we've asked them to study these models. They may come back with other suggestions. So I would even just say if you make a motion under

263the long-term facilities planning that buildings are selected that are and modernized and maintained. selected, modernized and maintained. I would put the word selected in there. >> The buildings selected. Okay. >> That so that buildings are selected, modernized and maintained. So your motion would be to add the word selected um between basically you'd want to reword the whole that whole section. >> Okay. >> Um so you want me to state the motion? >> You do it. >> Okay. It's your motion though. >> Yes. Um, [snorts] the motion would be stated to include to amend item number 2G, long-term facilities planning as follows. Include slashinform motion to guide facilities master plan over time so that buildings are selected slashmodernized and maintained to provide safe and secure learning environments that meet programming needs for all students. So, we

264are just adding selected comma. Thank you. Okay. Do we have a second? >> Second. Oh, >> oh, sorry. Selected slashmodern or selected comma. >> Yeah. >> Comma, I think. >> Yeah. >> Because it's not either or, >> right? >> Okay. The only other thought I had on the community insight piece that um as I'm sitting here, we do we do have those groups. I would love to actually hear from if the upcoming community coalition or the most recent one what they like the community coalition, the student cabinet, the teacher cabinet. Is it worth listing some of those groups somewhere so we can actually hear from? >> Okay, so we have a motion on the table and a second. >> Do we have discussion on the motion on the table? Okay, let's go ahead and we're

265just going to take a voice vote on this. All those in favor say I. >> Oppose say nay. Okay. Are you making a motion? >> I don't know. [laughter] >> I don't know what I'm doing. >> Unless you feel like >> Well, it doesn't it doesn't it doesn't specify. I mean those people >> can you talk in the microphone? >> I'm sure it is good. I am just saying that you know I would like to hear from those specific groups that we do have that we have relationships with that we've been cultivating over time. So, I I wonder if it is worth spelling those specific groups out like the community coalition because you mentioned nonprofit leaders, past superintendent, part of that um instead of generally saying, you know, a diverse audience with ELL I >>

266which I think that might cover it. But what could we ask that Dr. Lannon provide us that group? Yep. um as soon as it is confirmed and if you know we have concerns or inclusions that we provide those back to her >> and just because we mentioned students the other day getting a voice from the students in some capacity would be great and I know the student cabinet exists so if that's a topic of conversation I'd love to hear their report out okay >> do we have any other proposed amendments any motions for amendments >> I I'm just going to ask the question I don't know that we need it or not I we heard a lot about preschool and AK tonight during the comment time um about protecting specials, early learning opportunities. Um again,

267I I think it's covered, but I didn't know if there was an interest in 2E to just add uh early learning opportunities to that list along with fine arts, extracurriculars, and athletics. So would the motion be to amend >> who would be a >> 2 >> E to add in um uh early learner opportunities, fine arts, extracurricular activities and athletics again. >> All right. So the motion is to amend item 2E programmatic access to say improve districtwide competitiveness and expand access to early learning. Early learning or Early >> early learning opportunities, fine arts, extracurricular activities and athletics for all students. >> Correct. >> Second. Any discussion? >> All those in favor say I. >> Oppose say nay. >> Okay. Amendment passes. Okay. >> So sorry to do this. Can I just ask a another question,

268Director Zimmerman? This like just the conversation that we just had here has me thinking. So I just want to be very clear with this motion, the original one that we passed that we are passing. So model 5 through 8 and then the intermediate number two. So I want to what what is the difference between that and saying 5 through 8 and intermediate if the directive is sort of within that to give options within the intermediate. It it sort of sounds like that's two different things. Um cuz I'm thinking about like grant. So if we just did the second one grant is off the the table there. So I just want to make sure we are all clear on what we're voting for here. what we already voted for. >> What we already voted for. What

269we already voted for. Yes. >> And that that's what we intend. >> I mean, I I guess I would just assume that we would go the extra step since we're going into the the deep dive of what would actually be the the best buildings for use. I assume the same of the 58. I assume we wouldn't just take this and say, "Yeah, you know, 10 people did it and thought it was a good idea." You know, I sorry, maybe that was a a false assumption I shouldn't have made, but I assume that we would we would go back and look at that and figure out what the best schools are. >> The committee will, >> excuse me, not us. >> Yes, not us. The committee will. >> Yes, that is that is an correct assumption.

270>> But I I guess I'm a little confused now. We are advancing option two >> y >> of the intermediate model. >> So if the committee gathers together and says oh well option one is actually better at our criteria. Is that okay? When we've given them direction to look only at option two. the I I'll start with my my intent in the motion was that I was picking option two and the the model as laid out on this document here. Um and and again this is where I don't know exactly how this works when RSP comes in and starts it. I mean, my sense is that this would be a guiding principle or or start for them because what I heard is if we left it wide open, that's who knows how many models that

271you'd have to come up with to figure out the the best one. That said, I I guess I would certainly be open and this was what was in the back of my head is is if they're putting it together and like this doesn't work, but this does. Um that would be a place where I'd want it to go back to that group and then you know bring that back in a periodic update or that sort of thing. I think option two had the had a different geography boundary and so that's kind of what I was looking at you know um you know we yeah that had a different geography boundary so I guess that was kind of what I was thinking and also our survey data did share a lot of families were preferring option

272two. >> Yeah I I think it's just it was also a point of contention just amongst the community. So, it's very important that we don't just skip over and say we're doing option two and 5 through 8. I just want to be very clear. So, like when I voted against the motion myself, I mean, I was thinking about that from the perspective of I don't I also don't know if I can just get behind option two. I think there are some other things within that that I have questions about. And so, that's >> correct. I guess I'm suggesting amendment. You know what I'm saying? >> I don't know. I yeah like my like my original motion was to consider the intermediate model whatever option and it sounds like we've gone full circle now after we

273voted to move forward option two we are now sort of going back and saying oh well we want to consider other things. I think that if the strategic plan executive committee finds that to not be workable and the five through eight is not workable and they come up with other suggestions for us as a board that's what we would entertain. I I think it's helpful to narrow it was helpful to narrow it down to one of the two models in the intermediate instead of the whole intermediate all the possibilities there um and the 5 through8. So I I do think narrowing it, but I do think we should be open-minded if they come back and say for these reasons this does not work, but this could we still have the opportunity. We will be the

274ultimate decision makers in this. Um so they are a committee. They might come back with something completely wild. Um we don't know that yet, but like this is we're advancing two models to be studied and to come back with a recommendation. and what that recommendation is still our decision and how we may amend or change that is our decision as a board. >> Yep. I I yeah I think that is captured there too just like the recommendation right if there is not something that fits and I also think it's important to draw back to those early um elementary consolidation models and studies um a handful of these came out of that as well because they were viable options long term when we look five years into the future so that doesn't apply to everyone but

275I do want to crest there was like a two-year project in there with committees that you know that was part of the reasoning for um a few of those schools that are listed there. >> Okay. Do we have additional amendments? Okay. Are we prepared to vote on the resolution as it as it stands amended? Do I have to read the whole thing out aloud? It's it's up there. It's on your iPads. Um if not, back out of it and go back in. So, I had to do that. I move the we approve the resolution as amended. >> Okay. Do I have a second? >> Second. >> All right. Uh we can do this as a voice vote. Okay. All those in favor say I. >> I. >> Those opposed say nay. >> All right. Resolution

276passes. Thank you. All right. Now I have to find the rest of my script. Give me a second here. Okay. All right. Uh before we adjourn, Dr. Lannon would like to make a closing remark. You >> need a description, I guess. >> Well, I hope I don't take the full five minutes, but I do think it's imperative that we kind of center after um all of that discussion tonight. And I just want to say thank you to the board of education for allowing so much voice of our community as well as our staff members um within this process. um maybe with a lot of notes you have given us clear direction tonight to help us get one step closer to a sustainable future for our students and our district. I also want to take a

277moment um to reflect on both the weight and the grace of the work we are doing. What began as a very difficult but necessary conversation about budget constraints has become something more meaningful. It is an opportunity for us to shape our district in a way that strengthens both our financial future and the success of our students. As Principal Art said tonight, um it's an opportunity for us to take our roots with us wherever we go. I also want to borrow a perspective that I learned from Washington um longstanding administrator, uh Dr. Julie Kaine, who is serving as our interim principal at Washington. when we were going through that transition, she looked her staff members right in the eye and she said, "We are not on fire. We are not in a crisis." And I would

278like to say that as our school district, we are not on fire. We are not a district that is in chaos. We are a district with an opportunity in front of us. We have that chance to be thoughtful, to be deliberate, and to build something that will serve our students and our community for years to come. Tonight we saw the power of what the next phase of this work will bring. While there were no final decisions that were made, we know that this requires deeper study, deeper voice, and deeper engagement. We also recognize that it is our responsibility to approach these decisions with care, with the clarity that Director Taminsky talked about and a deep commitment to our students, our staff, and the communities that we serve. To our families and our dedicated staff, we

279hear you. We know that you are looking for the details and reassurance. I want you to know that your children will always have a home in the Cedar Rapids Community School District. They will continue to be surrounded by adults who care for them deeply and they will be provided with the resources that they need. Our commitment is to their success and that is a non-negotiable. Over the past several weeks, I have attended meetings across our community and I listened carefully at these campuses and I heard parents talk about the traditions in their schools about how our schools are safe and that is the reason why they send their students to them. That's not always the headlines. I heard them talk about how the principles of these schools, they know their students names one by one

280and that they can call their teachers for special considerations uh for their students needs that they have. I want to be very clear that the values that define our schools relationship, safety, belonging and care for every child will carry forward as we continue to make this path clear about our future. The heart of our culture does not live in a building. It lives in our people as was stated by Rachel tonight. And that is what we are committed to protecting. The next phase of work will be just as important at the as the discussions that you brought here tonight with the strategic plan executive committee. We heard you in terms of making sure that all voices continue to be included. This group will be studying the staffing, the boundaries, the transportation, the building capacity, and

281future growth. All the things that our families are telling us that they need to know. I also want to take just a special opportunity, I know we've said it earlier, to thank our community coalition and particularly Caleb and Eric and Sarah and Marty that was here tonight. you took a bold step in bringing forward ideas that maybe we weren't necessarily ready to talk about, but each of those models gives us something that we can consider um as we move forward and also to the other members of Tyler who just actually got on social media, right, to really to report out. I can see the evolution of our district and our community coming together. and to our board. I want to thank you again uh for the resolution that was passed that is not only given

282us direction but it has given a commitment to our community. I also want to say that as we talked about our high schools as Rita noted tonight that all of our high schools they are important to this community. So I think we need to take a step back and rephrase the question in terms of how do we work together to ensure that they stay open and that they thrive. And before we close tonight, I want to share a couple photos that is the inspiration for everything that we're going through and that is from Johnson Steam Academyy's courageous change makers program that was spoken about earlier tonight. These student they shared their voices, their songs, even their drama, their puppetry as well as powerful pride in their school and community. JSA. That is our JSA. As

283a part of the program, they held up signs that read, "Be kind every day. Create change, imagine a better way, and yes, even save, JSA." And it made me think, when a student holds up a sign that says, "Save my school," what they're really asking us to save is the things that matter most to them. their friendships, their teachers, their traditions, and their sense of belonging that we create in this district. So, I want to say thank you to everyone involved in this process as we move forward. We heard the discussions, we also heard the decisions that are in front of us that we too can learn from our students to be kind to create change and imagine a better way. Tonight, we did not close a chapter. We chose a direction and together we

284will do the careful work ahead to build a solution that honors our students, our staff, and our community. Thank you for being a board that's given us steps forward. >> Thank you. I want to provide notice that the next regular board meeting will be on Monday, February 23rd, 2026. Do we have a motion to adjourn the meeting? Second. >> Second. All those in favor say I. >> And those opposed say nay or don't. All right. With no further business, we stand adjourned at 9:28