001standardize that as a desired class size usually a very low class size um that you're maybe not able to meet we have a standard class size this is probably tied more to your your teacher Union contracts or goals that you the board have set out saying we're committed to what the size of number of kids in a classroom should be we then have portable classrooms um I could just give a litmus of things about um the challenges with portable classrooms and when we are looking at our functional capacity we pull that out we don't think that's a desirable space for core programming but it's a used space when you're growing and and you need space and you maybe don't have the dollars to actually do the brick and mortar again we can have a whole
002lecture on reasons behind why you try to minimize or eliminate um some of that and you'll we'll talk about that in some aspect when we get to the functional numbers for each of your buildings so that functional capacity tries to take all of those different things in each of your buildings and say Here's what that space should accommodate for the number of students with the programming that's taking place there now this gives you some incredible opportunities when you look at the programs and you think about the equity of what could be occurring in each of these buildings from the age of the building the square footage um things like let's say art do you have a Equitable experience with art with let's say daylighting or size of the art classroom or storage for the materials
003do you have a Kil right all those different elements go into making that a space where you say art should be its own classroom we can't delineate that to say it's a core space so you create an ed speec so lots of different opportunities there some of the things to understand your functional capacity as we started to look at spaces so we have core classrooms simply stated if at the elementary level these would be your home rooms when we move into the secondary buildings it's our four content areas of ela math science and social studies elective non-core classrooms sounds just like the name those are things like art music broadcast all of those things that depending on the grade band so elementary middle school high school what are those potential electives those students have other
004program spaces um that gets into specifically things that we would classify as our special education our gifted our elll conference rooms Flex spaces so things that are necessary elective spaces necessary core spaces are necessary the Judgment of how space is being used is is not that it's to understand that for the programming the student needs we need all three of these areas and you'll see that as I start to show some of the visuals of capacity all right so we had some some District class siiz standards um and and honestly this is probably a little bit higher than what I see in a lot of districts you guys asked me to be transparent on stuff that I see um um typically we see particular at the elementary level we would want it to be lower
005well why can't you make it lower over here in your District we don't have space right you you would you would need for instance if we drove kindergarten down to 20 how many more classrooms would we need we don't have them right so some of the things with your class size are related to what you have for space so again this is one of those those nuggets that I'm giving you that when you're talking about how do we plan for the future if your goal is to have smaller class sizes we have to plan for what does that mean and what does that mean specifically building by building and can those buildings actually have additional classrooms um some of the things that um you have to consider are the width of the hallways when do
006you start lunch how long does lunch go do we have the right playground equipment for the age appropriateness of the students of being primary versus um Upper Elementary grades right so there's there's a lot of things that you also still need to talk about um when you're looking at what a final plan might look like for the solution of this District but these are your class sizes there's some that are going to be smaller right if I have a special education class I may only have one student in there right there may be some apparatuses they need or space that's that's required for that education of that student so there's a lot of differences these are just the the generalities that I would say you apply to your core content areas all right let me
007talk a little bit about how you may have looked at space and how we're looking at space a little bit differently from this report so the bottom is generally what we see with how capacity is calculated for a school so you look at spaces and you say hey this is a size of classroom that is a size of classroom in that building count them up and let's say you do a multiplier of whatever 20 25 31 doesn't much matter that's the number you get the top one gets more at what we call that functional capacity and you see there's different colors there and it represents each of those three content areas right core elective and other program space these spaces are needed and some of these spaces are somewhat mandated by government entities whether it's
008the federal government or the state of what you need to do for certain students specifically when we talk about special education so it's necessary another way to look at your spaces um is the way this space is actually organized so we put together a visual here on page 42 um to kind of start with a the classic where it's just the rows and columns um teachers at the front and and and you just teach to them we then see a hybrid where you start to group The desks together but what we're seeing more often with new spaces whether it's renovated or new is this collaborative approach and so when you look down there you see some hard areas where there's chairs in a desk or table you see some pullout areas and here we're just
009focusing on an Elementary classroom you can imagine you can do some different things when you get to the secondary we have different spaces and they're used differently and typically this drives the number of students that you put in the classroom lower to be able to have uh a space that looks like this again just giving you some information that again as you look at space um how are we going to look at this as we move forward is this the direction we need to go all right here on page 43 we kind of went through how our methodology Works through the functional capacity and so there's three major steps in this so we have the data collection we have the capacity calculation and the product delivery should I said components because we have 10 steps
010and this is how we work through trying to get you that functional capacity to understand how our buildings are currently being used and how we may have to do things things a little bit differently there may be some tradeoffs on how we look at space here specifically was our process um not as pretty as the previous slide but um basically we started out with trying to understand what the building administrators were saying the space was used by looking at the floor plans and having them complete what was being used in those spaces we then validated that with the master schedules and the building floor plan and um put that into um how we calculate capacity to get a capacity for each of the buildings talk about that building by building here in a moment that
011was the process so as we started to look at some of the data that was provided by the district um we first started with the the square footages and we think this is a potential important piece as you plan out what what is a Next Step where where do we have uh the right square footage and can some of this square footage be changed differently and so this might be through a grade reconfiguration A repurposing of a building to do something entirely different usually when we're tight as we are here you don't have many options there until some additional capacity is brought online and that has to be supported by um your community page 46 so this page starts to help you understand how the core elective and other program space comes together so the
012blue represents the core spaces at each of the the grade bands the Orange is the elective spaces and the purple is the special program spaces um let me explain some of this so this is the actual classrooms when we get to the building floor plans because of the designation that was made by the building administrator what we saw in the master schedules spaces that are not classrooms will also be coated in a color that represents this and if they didn't fall in those three content areas we classified it in Gray like admin area we're not trying to say that it's just admin but like for instance we have custodian storage um we have General storage we have conference rooms we have different spaces that students may be using in some facet well not the custodian
013closet right but they're using some different spaces um but differently than how they would fit in those three categories and so um nothing stood out here as far as having more than something else Beyond with your portable structur so we have 14 elementaries and I think there's two High School um Portables um we put those in the other program space and we specifically put them there yes you're using them for core but we're saying that ideally you wouldn't have any of those Portable Buildings um again trying to drive as you're looking at your future if you're not going to have these Portables what would that look like the repurposed functional capacity puts those spaces back in so you see we're able to accommodate the way things have been and the way they are and for
014a short time into the future with those Portables without them we would be in a very very dire shape so here by building by building so here at the elementary level you can see that breakdown of each of the spaces from core elective and other program spaces we started to look at the functional capacity of the district um what you can see here to the left is the number of students that can be served with our current grade configuration by each of the grade bands so 2268 elementary 1,460 middle school again shared between two buildings there four elementaries and then our high school is at 134 um as we move to the right um you see what that functional capacity percentage is as we look 10 years out so you can see we run out
015of Elementary capacity Middle School is at about 92 High School is about 94 so one of the things that starts to create story line is our solution building an elementary building and then we wait for what's needed at the middle school and then again what's needed at the high school that's one option a bottom up approach we'll talk about some of the other options as as we move through this so we have some general guidelines when we look at space and how you try to identify um do we have the right space at each of these grade bands and how do we look at maybe some different solutions so typically at each of the the buildings whether it's Elementary Middle School or High School we're saying you ideally want to be in that 85 to
01695% and typically in a growing District we want to start planning for what this means building by building as these new developments come online Trying to minimize the disruption to students with boundary changes and so once there's an understanding of where the growth is the number of students and the plans put in place for what capacity is going to be needed at each of these grade bands you can plan for what those boundary changes look like parents are notified earlier they know when the construction's going to begin they know when you're going out for the dollars to to be able to build those structures they know it's built on the data points that we're sharing with you this evening um as we continue to move down um through these bullet points um we talk about
017the portable classrooms and how we classified them in the other we know they're being used for core so that's how you're you're making it work um potential solutions to balance utilization I just listed some generalizations so what we see in districts that are growing um what do they do to solve this um and it's the questions you ask so let's say you're you're committed to um we want to have um stem labs in every building you'd look at your buildings and You' say well what does it take for a stem lab do we do we have the right space um let's say we want robotics what does that look like so you start to get into ask the question of what the students need and do you have the right space for it so some
018of the questions might be we need to add physical space there might be things do you relocate some of the specialized programming well my question to you is where would you relocate it to we're basically full and we're telling you that let's say at the elementary level we're full we're telling you that 85 to 95% is where you you want to be but some of these buildings based on the um cafeteria size the hallways um there may be limits that yeah you might be able to get let's say 1300 kids but what does that mean for how you serve lunch to those kids and we may have too many kids we may need to do something different right um sometimes there's a realignment of boundaries um sometimes we talk about enrollment capping and so enrollment
019capping would be hey we we have a CL by size of let's say 26 in first grade um we're capping it we can only have three sections we move you someplace else so you may have to go to a building further away um we've also seen alternative schedules um with block schedules or saying teachers you can't be in your classroom um you're going to have to go somewhere well where is the somewhere right so if they can't be in their classroom where where is that somewhere um we also look at are there places that when we did the functional capacity that you could repurpose as core classrooms well again there's a tradeoff if we have something in a core classroom right now and let's say it's a special education and let's say we found a
020smaller space first is it the ideal space for that kiddo but then second um the trade-off is what what what does that do for some of the other aspects I've already mentioned lunch playground right all those things um so really as as we look at some of these guidelines you want to continue to monitor things with your enrollments your demographics your developments and then how the programs are working or where they maybe need some help to be successful so as we started to to drill further into the conversation of enrollments with the projections and how does this align with capacity so the bar part of this represents the number of elementary students and then we have two lines we have the functional capacity which which is the solid line and then the dotted line is
021the repurpose functional capacity so simply stated those portable structures are in that number so you can see as we go out um with the functional capacity we're um over the capacity um right around 26 27 27 28 um which would mean we're utilizing it throughout the district so it means it's really full in some buildings and the conversation is some of the buildings are going to be so full we have to realign the boundaries and then what are you going to do you're moving from a full building to another building that's going to be full so this starts to suggest we have to we we have some challenges specifically at the elementary level and we've been solving it here temporarily through portable structures also off to the right let me explain some of the things
022you'll see on these pages so we have um the functional classroom um inventory so you see the the number of classrooms and buy the content of core elective and other and then you see what that capacity is for the functional capacity and then we show the utilization um meter three different ways um the way it currently was in the 23 24 school year and then what it would be in 28 29 and then 3334 so five years and 10 years um remember what was the magic number 85 to 95 across your District um or above that right even now how does that look for each of the buildings so one of the things um that we've kind of pulled out here and focus just on reside when you look at um the projections we show
023things reside attend and reside slash attend but here we're just showing the reside so you get a sense of with that Elementary boundary where our kids and if they go to that building what what does this mean from the past perspective and then is we move to the Future so we give you that functional capacity um for each of the buildings um that's the second column and then we move to the right we're saying here's the reside enrollments and then for the previous five years um actually four years we show what the reside enrollment is then we show what that enrollment could be over the next five years for each of the buildings and then the following year 6 through 10 you can see the black bar is representing those breaks between the fiveyear and
024the 10e they shading and all this is orange where we exceed what that functional capacity is so it's pretty clear where um we start to see some of our challenges in our buildings if everybody that we're knowing is there now and that we're planning to be there with development that's being built and the natural change over that's occurring in each of these um already built subdivisions here's here's what this starts to look like with enrollments and capacity So Country Trails Howard B Thomas and prayview all have issues through um this time period then we show you building by building um what the spaces started to look like as it ties back to that core elective and other program space so a nice pretty color to um the spaces and how they're being used this get
025back where you you hear me keep saying tradeoff tradeoff um we could change a elective space that's orange and make it blue but what does that mean for the programming that the student gets and if we do it in one building are we going to do it in all buildings so for instance are we going to make art on a cart how do you do clay projects how do you do some of the really cool things the students do very challenging other districts have done it we could give example for example when you're out of space some of the things that happen art on a carts music in the cafeteria sometimes music in the hallways right those lead to some some challenges right so this gives you kind of that organization of not only the
026core classrooms but some of the smaller spaces and how they're being used and quite honestly every District your district is no different we need more conference spaces think of our individual education plans our IEPs um where can we have those and how can they be in a safe and place maybe away from things that other people don't know what's going on those are things that when you're looking at the layout of your buildings and what spaces you have how does that impact so again you see the meter for each of of these buildings um for the next five years and really for all of the buildings the repurposes is really the the portable structures and we didn't see any place where we could do something that we felt would not be a incredible negative tradeoff
027to the way that the programming was to was happening in these buildings you'll see this for each of the elementary buildings that's why when you look at the Portables they're all going to be colored purple and we know core areas out there um we've generally from conversations um each district does things differently of how they use Portables um we've seen districts do what you're doing where it's core content move them out we've seen others where you move some of the other program space out there first we've seen some say hey get the music out of there then there's they're not impacting anyone in the core area of the building right so there's different ways to look at it and each has advantages each has disadvantages um again here's Lily Lake so 285 335 building um
028we get to Prairie View 656 or 756 then as we got to the Middle School building so two buildings um with six seven and eight um how does this start to look and so just using the buildings right now it would appear were within that range right I said 85 to 95 most of that is at Central not at Prairie NES right so we have some issues at Prairie NES so what what do you do with with some of those challenges I'll talk about that here in a moment so again we're we're in this conversation that we're seeing some of these larger grades move from elementary to Middle school and high school they're they're going to have this cascading effect of what capacity means at each of those levels so as we looked at this
029um 85 um core classrooms um in the spaces you can see what that current functional is currently 28 29 33 34 I'm going talk about a way to look at this from the top down after I talk about the high school so again here as we look at um the buildings we have space at Central Middle but when we look at Prairie NES um we run out of space right um as early as 27 28s um we're definitely in that that above 85% capacity through the bulk of this um time period And so what what do we do with space there there is some impacts on the programming that's that's occurring in that building and you'll see that visual for Prairie NS with the 851 967 and then with Central Middle School being 609 and
030then 638 all right so when we look at um Your Capacity so not quite yet I don't think you guys have gotten your occupancy for the the 20 classrooms um but we're showing that sometime this school year with those 20 classrooms we go from 13 14 to 1914 um clearly when we look at what Your Capacity was being 1314 and um you exceeded that even in what 2122 so we already were beyond what that capacity is um someone have to show me out of here with the the maze here right like this happens in buildings when we do addition addition right some of the connectivity of the building um kind of loses a sense of how you have this the structure in a building some things I want to talk about when when we were
031looking at functional capacity we didn't walk the building for the qualitative approach but one of the things that we asked when we were looking at the spaces is do we have appropriate space for let's say labs and that's something that we're deficient here we we need more labs for what that educational experience could be with the 20 room classroom Edition we have more capacity but is it the right quality of capacity is a question you have to ask yourself um and that's something with the Educators what what's going on there so when we started to look at this we're seeing what's happening with your enrollment we're we're giving you some some ideas of what you might do with things that are like from enrollment capping realigning of boundaries I've talked about the the bottom up
032with where Elementary has some issues some other districts start to look at it from the top down where they're saying hey if if we're going to need space throughout our system we know we're we're going to grow into being beyond what the capacity is at the secondary is there an idea of adding the capacity at the top and then you start to shuffle some things down or is it a hybrid approach is there some things at the top and is there some things at the bottom and the top might be is there a way to put the appropriate space on the high school that you would see in other um sized High School similar to yours which is about 1900 C can you accomplish that talk more about that in a moment but you can
033see some things that as we look at the building we don't have space we have those 20 classrooms we now have the space um for the the core content areas and then as we move over over in time um tracking towards 1800 kids um we're going to start running out of of capacity at the high school level in this 10year time period again the visual of what that space looks like and then the projection so this is going to get into the the whole kit Kaboodle of things that we've kind of sprinkled a little bit in the capacity but we'll talk about this in a general rule so red is going to represent the elementary blue is the middle school and green is the high school there's two bars black bars um that separate the
034past enrollment to what's projected in the next five years and then the following five years there's a purple line that's on the top of each of those bars that represents the number of students Aggregates on prek K12 so right now we're at about 2300 elementary students I'm growing towards 2600 students as we get out to 33 34 right now we're at about 1,200 middle school students I'm growing to I'm a little over 1300 students in 33 34 at the high school we're at about 1500s and growing to over 1,800 by 33 34 this information here I'll talk about on the next page so 68 is a descriptor for what we see um with the information here so um with each of the buildings we're showing it similarly to what we did in the capacity where
035you can see what our functional capacity is and what that enrollment was in the past what it will be in the next five years and then the following five years again trying to help you understand in two places of this reports whether you go to the capacity section or you come to the projections where are we seeing enrollment growth or enrollment change and how do we start to plan for what that solution might be same thing with the secondary buildings again our goal is to be at 85 to 95% there's some buildings that in certain years were under 70% and that's where we have challenges with how we program could be class sizes could be um what we do for counselors PE teachers music teachers right so there could be some challenges um with Central
036so again most of our observations for your projections it's going to grow um what I want you to think about is if we just built no more units if you go back to like pages eight and N wherever the enrollment is by grade we say we're not building anything more let's say you can magic do your magic wand and we're not building anything more just naturally what's happening in this District we're having more students so when you add in the growth factor how much growth how quickly that happens let's say we're under forecasting what amount of growth there is we're going to grow more than what we're forecasting which is why I say go back to page nine where we Illustrated if some of these things start to happen differently than what we've indicate indicated
037what happen it's going to be different and so that's why you want to monitor this year to year right my last part next steps all right we said enrollment is going to increase and we talked about some of our realities of capacity we're going have challenges with capacity you're going to need to continue to monitor things with live burst the graduating class versus the incoming kg in class what's happening with our migration it's it's slowed right we showed you where it was almost 300 and now it's under a 100 in this most recent year um development Trends what's happening with building me just today just driving around you it's happening right that a lot of people thought it would significantly slow as interest rates went up I think it slowed but we're still seeing a
038lot of activity um in spite of that this is the page where I'll spend a little bit this is my last page p and then we have questions um so I tried to give you some things that would be like factual findings um that you see as nuggets throughout this this presentation this report and then I've also tried to give you some ideas to consider for Solutions because sometimes the bottom up may be the right solution sometimes the top top down or it might be some sort of hybrid my goal here was not to say hey something that you've done in the past is the right way or something that people in the community might say that might be different is the right way it's more to give you the data points and with this
039conversation that we'll have in your questions um maybe some of the expertise of what we've seen in other districts um for you to consider and determine what is the best thing to do for the district um I don't get to vote on these things um you all get that um pleasure right um and sometimes it's hard um particularly when we have to do things that maybe are different than what people maybe want to see done um so let's talk a little bit about these challenges that that are occurring um so there's an imbalance of students and where facilities are that that's not anything new right we're in the central part of the district right here for the high school right and most of the gross on the east side and they're coming this way um
040for um some Middle School grade and in high school right right um so we know there's this imbalance and there's going to be continued Transportation challenges because of where our buildings are located and where we can't get buildings right if we could get a building closer to the east that may Mak a lot of sense right so we have limitations on land acquisition and what the cost might be to get that land um so maybe this is a ploy out to the developers hey we we need some land right give us some land free land right um we also know that there's likely some limit limitations in your programming in your buildings to be able to have the robust offering that provides that quality space and so I've listed a few things here with science
041labs CTE spaces um those are always changing and um they need some different things that you maybe can't get in a standard classroom we're also talking about how your facility planning with where the growth is and where the kids are how do we accommodate those kids that are really here on this East northeast side of the district and so we've given you kind of um some comparisons of like Highland Woods and then this new um subdivision that's supposed to go online with pingry Creek to say wow there's this that's a lot um that's a very significant development that's going to generate kids so those are challenges that when they happen we need to be thinking about and and so the solution is more than just space it's it's other things some of the solutions and
042this is we could have maybe created a whole another page with just possible solutions but these were just some general things that that we started to understand so we've done a lot of work with um changing some of the impact fees um specifically in the neille area that would help accommodate the advantage the school district needs for facilities but as we got to looking at what you have there's there's options whereas these developments come online that you could get land in lie of dollars and so that may be something that some other districts we work with south of here um they need the money they don't need the land and and so this may be something that that is a conversation if getting the land in the right place is is a challenge um we
043also believe that a facility uh master plan or a future facility plan um focusing on some of these items so that you can map out and the community knows specifically how this ties back to your strategic plan and what you're trying to do for um the evolving educational needs or spaces for students um over the next 10 years and then I mentioned this top down or bottom up approach and it may be both um it may be the bottom up or may be the top down and so just trying to think about um how our spaces are today um you may say our existing High School um it doesn't have x y and z may be a more appropriate middle school facility for what the spaces would be and it' be a really like killer
044Middle School space but it may be deficient as a high school for some of these other spaces you may say that if we do it an addition which you maybe limit it with an addition out here with with different things whether it's the infrastructure with Sue or electrical parking all these different things you may need to get more land you may need to to do some things again provide a renovation or a new space that would have some of these labs and whatnot um we also um could talk about how do you do a reorganization of your district and so conversation about is Prairie NES best served as a middle school would it help with your Elementary and you start to look at something that would be different for the Middle School some other things
045that we've seen happen in District um and one's down um if you're familiar in the Kansas City area with the Legends area with the racetrack um uh School District there Piper School District um they needed a new high school but they didn't have the dollars to build the new high school so when they built their new Elementary it was designed with the front office to be a high school here I think this weekend I'm going to the open house of that Elementary building is now a high school so again they had this idea that we need space that the elementary But ultimately we need to have the quality spaces that would be at the high school so the building was designed from the onset we're serving the elementary um but then it's going to become
046a secondary building a high school so again different solutions those are things that you guys have to to kick around um I want to at least kind of give some of those elements for you to think about I'm going to open up questions comments if I can answer them um with my knowledge base here here and I can answer it with 100% certainty I'll give it to you if I don't I'll get back um to the superintendent and um give you that answer at a later date one of correct so when you go from that 1314 to 1914 it's simply that mathematical equation and so um capacity is kind of one of these nebulous numbers that um as you change what the programming is or sometimes even in the elective space um students vote with
047their feet right so if there's a program they want there may be closer to the maximum of that capacity but then there may be other programs where it's it's a much lower number so it this is saying if you efficiently utilize those spaces as designed whether it's core elective or other this is where you're at but um which is why we go back also to say that 85 to 95% that gives you that Comfort level of how a space is programmed but what it doesn't do is what does it mean for passing periods what does it mean for you mentioned lunch um it's not easy to do open lunch here you don't got to McDonald's around the corner right so they got to be here um so all those things have to be taken into
048consideration that is you increase the number of core classrooms it has other impacts on how other spaces need to be used excellent question you excellent question so let's kind of try to dissect that in a couple different ways so first with that functional capacity and and right now we're saying that functional capacity is is not using the portable so you already innately recognized that you were having issues in these buildings where um we have between two and four um additional classrooms at the elementary level so you brought them out you couldn't house all those kids um physically in that building so you already made a change so when we look at that difference between the functional and the repurposed capacity um those give us two different realities so if we dissect into what does this
049mean for students um why we've given this guideline of that 85 to 95% is where you want to be because it gives some flexibility of how you can use the space and and let me give you a specific example so if we have um 26 students in a Kindergarten class I think that was your your guideline and we now have a 27th we we we need a second space technically right well there's a little fudge room there as far as how you can use um peras teacher aids and whatnot but when you look at that functional capacity we reach a point of no return where we the physical constraints of the infrastructure just really can't handle what we're having occur in that building and I'll give you some other examples to that pick up and
050drop off so our Ingress eress out of these sites may start to spill off the sites and onto the streets um we may have interner mixing on the sites of things that naturally happen between Walkers pickups and buses and I think you guys have minimized that as as best as you can on some of the the newest facilities that's why we ultimately are trying to hit that 85 to 95% so if you do have a class that pops back to my 26 to 27 we have that classroom there so think of it as like bubble classrooms and so some of the inefficiency allows for you to adapt for the different growth that would be Associated to your attendance boundaries let's dive a little bit deeper into this some of the challenges could be your attendance
051boundaries and so that's why I gave an example of enrollment capping so some districts are like hey we know we don't have any space we've already put the Portables out here our our physical um brick and mortar space is full that 27 student comes they have to go to another building this is why when you come into this this meter and when we get out 10 years and we're at 12% we're we're already Way Beyond what the space could be so we've we've already maximized everything we possibly can short of adding more Portables I think that answers all the things you had I wish I could take the 100% credit but it's actually a best practice and there's um organizations that we're affiliated with um one which is a4le um so um there's different things
052that get into like site sizes and those have some nuances because do you build twostory or three-story buildings right um but typically you want to be in that 85 to 95% um Range um and you'll even see that from The Architects when when they're designing their buildings they they ratchet it down because they know the spaces are going to be used differently once it's opened up and and the kids are um utilizing what that space potential could be but SE great question so here here's a couple of the things that that I'm assured that you're probably already doing so in the spring with your registration you get a sense of what is going to be happening so let's like make this a May of year you see what that number is you then lay that
053over what the RSP projection is for the next year and we've given it to you by building it's not by grade but it's by building and then as you start to to see building by building let me pull up my visual here I'm going the wrong way when we go to the the core classrooms that are available um building by building um you're going to know with your class size that you have as your probably negotiated contract in the with the teacher Union um you know what that size and you know the number of classrooms you have the first thing that that Administration has been doing is okay so let's say when we're looking at Country Trails we have 27 core classrooms we have six other programs so those are the the the Portables and
054then we have this um um and then some special education I think there's two special there um and then we have four elective can I change that four electives to something else well no when you go to the breakdown of what those are well then that would mean you have to move art on a cart music right so I think it starts in this the spring when you're like wow we already have 27 classrooms and when you're looking at that class size are we let's say plus one plus two from where we make that break um and then that's decision then comes okay do we have the space for portable um do we have the infrastructure for Portables because some districts and I can't remember I think all of yours have restrooms out in them
055um do you have restrooms out in them right that's additional cost for for infrastructure so you start to look at it in May and then as you go through the enrollment over the summer um here we are in August um not very easy to get Portables in here so you have to make those decisions back in May and so how certain are you of the development activity so you start looking back how many homes are being built and so look at the the information here and so I think we've been averaging what 150 to 220 um in some years why think is ramping up with with some of these developments and we're going to see a lot of units so um are we building those number of units what's your comfort level of saying let's
056get another portable or let's do enrollment capping or let's do a boundary change if you're going to do a boundary change you want to do it well before um this schools year over right so if we're seeing some issues already this year and going into next year and a boundary change might be a solution you want to get that out to the parents um sooner than later I'm doing that in August we'll get a this a packed house in here right um we have a packed house anyway with it changing but at least people will understand why you're doing it because I think it's going to tie back to the data right what what's the enrollment what are we actually seeing what is the capacity of our buildings what are we doing here and um
057again you're efficiently using your spaces um as best as you can there's there's we didn't see any place that we could say hey move this out because sometimes there's space that's using an actual classroom where else in the building would you put it so then as you start to look in those smaller spaces well would that actually work um probably not I don't know if that really answers your question or at least kind of gives kind of a pulls a little bit of the veil of like the things that I know all administrations are working with like how do how do we effectively manage the space and and provide what's right for kids and that that's kind of a hard Balancing Act SCH right so there's several questions there so first is if the high
058school becomes a middle school and you have a 1900 high school capacity what potentially might that capacity be for Middle School it's kind of there's there's two parts to that and maybe even others the first part is how are you educating those middle school students and are they effectively let's say in a middle school team so the way we may look at the capacity at the high school where it's 1900 it may be a little bit less than that for the inefficiency that happens with teams but what you get with the educational programming is is a little bit different how we use elective spaces also is different and so when you go from a use of a building whether it's a high school to a middle school or a middle school to an elementary you
059give that lower grade level band um really an infusion of like possibilities of spaces right um and you really see it um significantly from a high school to a middle school because of some of the spaces like an auditorium or there might be amenities that are let's say the a track or a football field or something um so what does that mean when we look at this with the Middle School we'd have to to reexamine some of those spaces to say would it be 1900 or would it be something different usually it would be something less because of the way um programming is at the middle school level it's a little bit different than the high school so the efficiency when you look at the number of students you're you're still going to have um
060some space but what you can do with the space may be different let's say you provide more conference rooms um let's say there's more social mental well-being type spaces um those are things that are becoming more discussed um the farther we get from Co was talked about a lot before covid now it's talked about a little bit differently um so that was the first facet of like what does it mean for the efficiency the second piece is how many kids do you really want in a middle school School building right um there's things you can do with a building particularly if it's a new building that you can do a school within a school where you can have different grades in the building and they don't really cross mingle um so you have to look
061at this the spaces here and could you do something like that where um the number of students could be greater than um maybe what you would have a comfort level for the Middle School population I think that generally hits your things there opportunities and and there's like some tradeoffs um everyone always when I come to meetings like this they want me to say here's the riding in on the horse and here's the solution I I think it always comes back to what are the voters going to support and and most of that is do they believe what's happening in the district actually is happening and so this is really the kudos to you as a board and administration to have a third party like RSP to come in we we didn't come in to support
062anything that you guys have done in the past we've looked at the data our reputation is look at the data and let the data Guide what the possibilities are for the solutions so we feel pretty um positive um statistically positive that you're growing and you will grow and there's going to be some capacity needs and I think there's still some some questions on the capacity that that you have to come to an understanding of and I think it's that qualitative do do the students in High School are they getting what they need and some of it's more than what the ACT scores are or where these kids are going off to whether it's a trade school or a university or some certification um are they when they go to the places where their next step
063is are they prepared for that do you have the right experiences here if you start answering those questions and there's more like gosh we challenge we're making it happen because I will tell you this no matter what the space is if we have Educators they were coming up here to this microphone they would be making some really incredible things in spite of space or in spite of having some of the technology things um and that's a credit to them in your system but you're trying to remove barriers right that's that's something I always try to tell boards you're trying to remove barriers trying to provide opportunities for these kids and if you're not hitting those then it starts to lead you in a direction that may be similar to what you've talked about it may
064be something different and I I think the next step you need capacity and how you solve it you you could do from the bottom up or you could start to look at the inefficiencies in some of your your high school spaces here and how does having a new high school or a significant remodel how does how does that change that um but there are some things you can't get away from and it's where the kids are and where your buildings really are not right so there there's always going to be this this trans Transportation Challenge and where do you want that Transportation challenge um to be at is it better with students on a bus or is it um better where it's students in a car and it's teenagers driving right th those are questions
065your community gets to provide you an answer to wow all right um um in in the data um that you uh uncovered um in the certain areas that you looked at um obviously there's some aged folks that are moving out and families moving in is that baked into the um groups in planning and the data development that you've put forth in you know take for instance um uh page nine you know there's a lot of uh density in some of these areas but there's also some neighborhoods that are turning over and the folks that have enjoyed the district or other districts are moving out and newer folks are moving in is that part of this covering absolutely so page 10 is is the great illustration there of what everything you were just um talking about
066is a subdivision life cycle and so in this statistical modeling we've built in that there's there's developments where the kiddos were here when it was built it's all shiny and new and and now those people went through the system and then as they age out some of the things that we um try to look at is are those developments are they single story are they by levels are they two stories um that starts to have an impact of of how soon they may move out but other things like what's happening economically with like jobs which is why we we get into like some of the things that are regionally happening here um that are influencing people to keep moving a little bit farther out um all the Corn's going away in some place or soybeans
067right so I was telling my wife she was like it just seems like everything's soybeans and corn fields um but we factor that in like there's there's a natural cycle that's happening in developments and the age of the inventory um the value of the inventory really play into how quick quickly we see some of that regreening or graying of of each of those areas all right outstanding appreciate the time you guys gave me tonight to explain this and um we're available for questions through the superintendent um as you move through this process than [Applause] all right so I wanted to discuss with everyone we have if we want to do a referendum again this fall we have to have referendum language decided on by August 19th our board meeting is is Monday so I wanted
068to get a sense from everybody where we're at regarding that remembering that this is a presidential election um we don't know what's going to be on the spring ballot and if we want to get the majority of our community members out there to vote I think the fall election is a must if we're in agreement on that I'll let you guys talk too but um we have to decide what language we want to do we can obviously can keep the high school 195 language we can go in elementary we can go in middle school it's up to us um we don't have to decide the language tonight but we should decide which way we want to go so we can decide on Monday the exact language because we'll have to get PMA involved with this
069so any feedback yeah Jeff my my feedback is um that uh we should have referendum language in um uh on the ballot and uh the reason is we um took the time to get this expert to evaluate the data and uh what's clear is that something needs to be done about the capacity issues and um so uh we've done that due diligence uh uh with the input and the request of the community and now we should use that information that we received by virtue of this report and this presentation to move forward so as much as I feel like it it's quickly approaching upon us I don't feel it's fair to our students to put it out further and that it is probably best for our district to get it on the ballot in the
070fall yes I want to play devil's advocate for a second go ahead okay in the community I know some members may feel that we should look a little closer at mobiles what is your stance on that and especially given what he was saying with the functional capacity and possibly just increasing the number of mobiles basically is kind of how I read it to kind of Band-Aid us through to I guess think it through a little bit more more what's the board stance on that just kind of kicking the can in other words and then just getting more mobils at some of our elementary schools to help with some of that capacity issue that we're already experiencing issues um some of them froze the sewage lines in them so you know kids had their actual building
071to use the restroom kind of I mean they're fifth graders but who knows if we would always put fifth graders in M Elementary School um as Rob said it's just not a conducive learning environment so I think looking at more of those unless they're out of necessity which maybe they will be I think a Jennifer what's your stance on it from a special education stance I'm like I don't have a microphone sorry I'm calling you out talk really loud I have been in education for a long time can you hear me yes okay sorry probably too loudly um mobiles are awful having been in them in an education standpoint also my question is financially what's the cost to not only purchase more but maintain and then repair what we keep having to fix molds an
072issue the freezing the plumbing um do we want to continue to flush money down figuratively that drain with having to keep going that direction without fixing the problem Esther what's the cost I know you know it can we even get them I don't know the cost exactly yes okay thank you I don't know the cost it's it's roughly about a million dollars to get additional mobile units that we currently have additionally we put a lot of money into just sewage drops you know whether we want to talk about if that's what we would do my recommendation would be to to consider actually putting a sewage system in that we could drop it into the ground versus having pump uh stations out um it's an added cost that comes out it's definitely not a long-term solution
073um for our for our staff I will tell you our staff definitely do not like teaching from units from mobile units uh the quality of mobile units are not high uh we had to put new flooring in after one year we definitely have leaks that happen inside the the classrooms all the time um ceilings are being consistently you know fixed uh even though they're not that old um also the location it would take up parking spaces at pre View and at harby Thomas uh we'd have to locate them on the parking lot there would be an added cost to Country Trails to actually do earth work uh currently where country TRS mobile units are located they're located close to the park or to the uh playground if you've been over to Country Trails you note
074that there are houses directly adjacent to the property at this point in time we put a fence up to try to limit balls going into people's yards uh this summer but in addition to that we now have to figure out how we'd even put a some kind of a pad out there which would require some additional earth work so the dollars that would be associated with placing mobile units on the school and we may still have to do that like if the refer doesn't pass in November um we are in Dire Straits and so mobile units may be a necessity anyway for the the short run well I think we're in a people business and I think we owe it to the kids to and the teachers to make sure that we do this right
075I'm in favor of doing the referendum again I think it's important based on the numbers that are increasing I think I'm not sure that they captured everything but the reason why we all came out this way was to get good education and I I'm not in favor of peac mailing a district together I'd rather do it all at once and do it right and then move forward so that's just my personal stance that's where I'm coming from so I agree with you Jay I think we need to do something this this November scho still we still too for that knowing that our high school's going to be middle scho um I mean is that a bandaid or is that a legitimate viable option well first I think it's important that the board understands that an
076elementary school will fix the problem today as you watch the report you see growth happening middle school then High School you're looking at 2033 that's 9 years away U that is tomorrow as much as we don't want to think about that that's tomorrow so I think you have to consider do you want to keep going back to the well to the community members because that is what will happen you'll go to the well for an elementary school then you'll turn around a well for the middle school and then the well for something else whether that's an addition to construction where you going to put it on here the challenge of this property and talking to our architect talking to the civil engineers is we have to plan for what they call the 100-year flood right
077and so there's is a lot of retention detention that we have to take could we restructure Central Middle School to be into a high school campus yes if that is the the will of what we want to do it's it's a matter of how do you restructure it how do you get kids from Central Middle School back to the high school it's a long distance for kids to walk you could make a Ninth Grade Center have a 1012 Center um that's definitely an option that if you had a middle school on you built a new Middle School still use prairie Noles as an elementary um could be an option remembering that the heat map shows that all of our elementary kids or most of our property is on that Eastern Corridor so having another Elementary
078on the east side on that north east side where we're over by Elgen Corridor makes more sense we don't have the property here is going to bust all those kids back here they're going to drive past their schools that they should be attending to get to where they need to go currently if you look at our boundaries the interesting thing about our boundaries right now if you actually lived in harby Thomas if your house was at harby Thomas you would not go to harby Thomas you'd go to Lily Lake if you actually live by pray view you actually would not go to PR you go to harap Thomas because of the way our density works all of our population has to go Westward to get our kids and the current boundaries the boundary maps and
079you look at our population the boundary shift is going to force us to bring some people back to East but there's nowhere to go Harvey Thomas is the one that we moved boundaries last time and they are going to be the one that's going to be full if you look at the report and the most challenging for us and we really those kids are coming from the over by the Elgen Corridor so the question becomes do you want a bus kids all the way over or do you want to have an elementary school it's more of a neighborhood School similar to Country Trails Prairie View and where Prairie nlls is seated those are things I think the board has to consider when they're looking at the decisions for the long run for the district this
080is a long-term fix if we're going to go ask for dollars for community members so we don't keep going back to the well I think you want a long-term fix not something going to get you out 10 years yeah and and you don't want to step over dollars to pick up pennies I mean things are going to get more and more expensive as time goes on so um I'm in favor of doing as you said Jeff going back to the original plan of uh the high school maybe I don't know what the costs are going to be now because obviously costs are up um and maybe there's things that we tweak on that plan uh in for future down the road and we pay for that through cash or whatnot but you know I I
081just don't I I don't think we change the course based on these numbers because the elementaries are going to become middle school kids and then they're going to go to high school so you know let's not pick up you know step over dollars to pick up pennies the current High School the way it was constructed would be 224 mil6 00,000 at this time um with the added costs um an escalation rate um the consideration to think about would be do you build a new middle school that is the plans for the current high school and then expand upon that over time uh so you build a middle school a little bit cheaper it' be $185 million right now to build that same drawing as was done for the high school much the more scaled back
082no Fieldhouse um you know trying to take into account for physical education three gyms otherwise you don't have the space you need and then expand that out um for a high school at a later point so you still keep what the had come out of the Fall focus group was they really want to remain a one high school district um we could surely do a survey maybe they aren't interested in a one high school district anymore but otherwise you're going to go to a two High School District which was not the will of our community they really want to remain that one high school Central fill um as part of the community and if that is what you want you could look down the road the question becomes you've got a Str structure in a
083way that you know you'll have Bond dollars that you could get as you're moving down the pipeline as you outgrow this building you might look at putting in different Comm um CTE spaces get to 68 Together part of our challenge is not just programming at the high school but it's also programmed at the middle school currently we have six7 Center and eighth grade Center the challenge with the Eighth Grade Center is we are doing part-time teachers and therefore we are not able to run the elective courses that kids need to prepare them for high school and so how do we get sixth through e8th grade together which again was a will of the focus group of our parents really wanted to have that experience for adolescent students to be educated together through a 6A building
084so I think there's two different ways and I surely can bring both languages on Monday along with a additional you know information you might need to make that decision um for a resolution if that's your will I mean it's really me bringing you forward some resolutions that you could vote on on Monday to have that resolution ready as long as I have an indication of what you might be interested and looking in I personally like the idea of doing the middle school and getting sixth seventh and eth together and then having that option within whatever it's 10 15 years that we need to add on to it to it to become a high school and then changing Central High School into a middle school as needed but that would allow us to get that Elementary
085space available shortly for our students and then get six sth and eth together and then have that ability to not peac meal it but it's seeing into the future and not putting such a huge burden on the taxpayers today but I guess my question for you is how does that really help us today I mean look at this Auditorium right like when I attend a band concert we have parents and students sitting on the steps like we're already at capacity in this high school so if we build a middle school how is that going to help us in the high school when like you know going through passing periods I've been in passing periods with the students where I can barely get through so I guess that is that still not a Band-Aid if we
086go the middle school route versus the high school because I feel like especially by his numbers we're already there right look at the cafeteria you got students sitting on the floor eating their lunch like how does that going to really help us now I do agree with you like even if we went the high school route I mean to Mark's point we can maybe refigure it look at a little bit differently but I guess I'm just looking at the building as it is today I just don't see us being able this isn't sustainable especially if we continue to keep growing the way that they're saying we are and Esther's inching well I just want to give you all the facts right so I I think the other thing to consider is obviously one of the
087things Rob talked about is programming uh we mentioned in the last uh presentations of the Town Halls is we we cannot offer the Career Tech education programs that are necessary for our students to be able to go out into the workforce not all of our kids go out uh to college and so how do we have the CTE Labs that they need this this is similar to if you think about your house and you adopted students and you put on a you know you put on bedrooms for them you don't increase the rest of the size of your house but you have to maintain with little that you have so bathrooms are limited cafeterias are limited um lab space is limited you can see the auditorium is limited and it's really about what do you
088want for the students so it is it's a mix between what you believe you want for your students the opportunity for the kids in terms of learning um we do do some programs we're very creative in terms of regional Pathways and some of those types of things but definitely uh we can't expand programs here we do not have the CT space or any lab space in order to make any improvements or any increased programming without some kind of an addition or some kind of a shift the 20 classroom addition are simple classrooms they're 900 squ foot classrooms that will house a classroom a core classroom they do not service as a lab or as any other facility to provide for um some type of Auto welding some of the things where we hear parents asking
089for we just don't have the facilities in order to build those well and one other thing about one other thing about classroom size 31 students in a classroom is very large it is very hard to educate 31 students and be able to meet all their needs and give them what they need and that's at a high school level then you go back to 26 in a kindergarten classroom and I mean there's nothing we can do right now about it that is a lot of students so when you're talking about meeting their needs and their learning that that's another challenge that there's nothing you can alleviate right now across the board K through 12 because of the district space we have I don't know what a middle school would do other than create a Band-Aid and
090I don't think that would last 10 to 15 years um we'd have $185 million referendum if that did pass in five years we'd have to go back out for by then an80 million addition and we yeah we made out of the bond Deb to do so so um it's a nice idea it's 10 million less and I mean I know this is funny money because we're just talking about it so we would change the language to 225 cost of what we were going to so there's no way to scale the high school back to stick with the 195 what you said so the delays already cost us what uh 30 million and if we went with the nine Middle School is a Ninth Grade Center kept this building as 10th through 12th our principal would
091love to deal with parking issues because we would still have parking issues because this would be 1012 so um very minor in the scheme of things but just another thing that this building has outgrown its use all right so do we go with the two languages well let let let's get to the two languages and uh we'll we'll see them and uh we can discuss it more and um but I definitely want would personally like to see the high school language yeah I agree with that it's also important to note I think it's also important to note that you know while we're trying to educate kids and everything else um it does it does pay a toll on the real estate values in our district if we keep putting Band-Aids on this so you know
092from from that standpoint for for the people that own real estate in this market I mean it's you know we're we're again we're stepping over dollars to pick up pennies so we need to throw that out there as well all right any more discussion on that good to my left and right all right have any Motion in second to journ tonight yes yes yes e e for