001Uh Jeff Solen. I'm the superintendent of the Cheshire Public Schools. I want to welcome everybody here tonight is we uh embark on another important decision in our school system and in our future and we really believe that it's so important to have community insight as part of that process at the very least awareness. So thank you to everybody that's here tonight. I know we have uh more than 50 already watching on YouTube at home and the many people that will watch this uh it's an opportunity for us to share this process that we're going through so that our community is aware has the opportunity to offer some feedback. With us tonight is a gentleman uh Mike Zuba. He's here from MP Planning. Yep. and uh he's going to walk us through what is entailed in
002in the demographic effort to take a look at our schoolwide community and try and balance buildings out. After Mr. Zuba's presentation this evening, uh there's additional information that we're still waiting on. We're taking a look at what would be the transportation implications for these different scenarios. Uh would one scenario mean that the average bus ride for our students is 45 minutes and the other is five? That's relevant. Uh would one mean that the transportation costs are twice as much because of the number of buses we'd need versus the other? These things are obviously relevant to the decision. So we will share that information in addition to this information with the community. We will solicit feedback with a target of December 4th to be able to make a decision about the redistricting. Now, um, unfortunately, this
003isn't the sort of decision that, you know, goes out to just a popular vote, um, but is carefully evaluated by members of our board of education with feedback from the community to make a decision that's in the best interest of the community as a whole. And again, we will solicit your feedback. I know many of you uh likely participated in the school start times process was very insightful and instructive [music] as the board made a decision around our school start times for next year. If you have um any interest in information related to this, including tonight's presentation, uh feedback, frequently asked questions, that is all available on our or will be available in relation to this on our board of education homepage. On the bottom left hand side of that page, it says school modernization.
004You will find all the redistricting information there as of tomorrow morning when it becomes available. All right. And so without further ado, uh, please welcome again from MP Planning, Mr. Mike Zuba. >> Thank you, Jeff. Good evening, everybody. Um, so for tonight, I have several options I want to go through and I'm going to provide a highlevel um, summary of some of the work that we have done that fed into that. And why is that not advancing? Yeah, hang on. Ah, there we go. So, we just getting into kind of what we want to cover tonight. As part of any redistricting process, um, we went ahead and we updated enrollment projections. Um, we did those district-wide, but really with some specific focus to the elementary schools. Um, I have a history of working in Cheshure.
005I was working with the school building committee way way school modernization committee way back when this was just an idea. So those first set of projections that went into this construction grant application um the sizing of the school based on the demographics um that was the work that I did as part of a prior firm. Um this work really builds upon that and I have a really good familiarity with treasure as well as leading communities through school redistricting processes. So I want to give a little tidbit on some of the background information and then get right into the redistricting scenarios. Um and then where we'll end tonight's presentation, we do have an online map viewer. So, as Jeff mentioned, there'll be information posted up um linked through the district's website. Um we also have an
006online map viewer. So, where you see we have different maps shown. You don't need to try to like zoom in or like squint or try to like capture those on your camera. That'll be posted as well as the separate website for that. You'll be able to have access to um tomorrow to be able to get to that different um level of detail and granularity and see what the impacts um mean to your family. Um so, really kind of looking big picture. Um back when we did the first set of projections, the housing market was booming. Um we were, you know, right in that COVID um housing boom, a lot of people moving to town. And you know, we were tracking along that blue line, which shows our high projections. Um a couple years later, the
007housing market prices are up, but still the number of sales are down a little bit, but we're still seeing that new development um that we had modeled around. Um so we're leaning into that green model, so that that medium projection model. um shown on here. But as I go through the redistricting process and I start testing our different scenarios, we're always keeping the top two models in mind because it becomes more of a space fit. Um so that green line is showing us that we're projecting about a 13% increase overall um reaching about 4,800 students in the first 5 years and 4,900 students um preK12 um in the back half of that. As we get into the total projections, we break those down by grade grouping. And for tonight's presentation, we're going to focus on
008that green color of the of the bar chart on the bottom where we're really looking at that K6 enrollment. So, um within that first five years, we're looking at an increase of about 160 students. So, about 7% overall and we'll average just under 2390 students. Um looking at that red bar represents DOD. We're going to see that enrollment increase at DOT as well um over the course of this projection horizon getting upwards around 850 enroll 850 students as a peak enrollment. And then the top bar represents where we're at today. Um Cheshure High School and we're seeing that enrollment increase as well, especially as students start to metriculate up from the elementary schools. We know we have some bubbles in there now. They're moving into Dodd and then eventually towards the back half of our
009projection, they're moving into Cheshure High School. So getting into capacity, capacity is such a big part of um your school planning as well as school redistricting. So over the course of the summer, we got great information from the building principles um floor plans, schedules, room uses, looking at how the different spaces are being utilized for the 2526 school year. Um we use that in in conjunction with the ED specs and the design um floor plans. So those conceptual designs for the two new elementary schools, um we use those together and in concert um to develop our capacities overall. Um for a community, we never want to plan around the maximum capacity. We're always talking about our planning capacity or our operational capacity. What that is, it's just a really simple way of saying our best
010practices. um if you were to develop a school redistricting plan or any plan around maximum capacity, you really wouldn't have any headroom there should that enrollment went a little bit higher than you project or to really last long term. Um as we think about things, we always use a 10-year window, but we know within that 10-year planning window, as we get towards the latter half of it, especially years, you know, 6 7 8 9 10, it gets a little fuzzier because our numbers are built on a little bit more assumptions. So, our planning capacity is based on an average loading level of 20 students in an elementary classroom. We then factor in uh 10% um for headroom, which gives us a yield of about 18 students per classroom. So, this aligns pretty well with the
011lower end of your desirable class size range um but is also not as high as some of the numbers that were used for the design capacity in the edspec, which I'll touch on on the next slide. Um so for our elementary capacity we have our design capacities for Barnum and Norton. Um those are 685 and 660 students respectively. Those are built around higher class sizes. The total number of classrooms doesn't change. It's just the loading. So when we developed our planning capacity, we have it much more in line with how you would go about and do your section planning and staffing versus how you would go through the state's construction and design process. Um, we went through Highland as well as Dittle, looked at the different facilities there, looked at the number of classrooms, established
012a planning capacity for those schools at 556 for Dittle and 8.88 for Highland. So, those then became our our elementary planning targets. So, as we went through this redistricting process, we were keeping those targets in the back of our mind and we're using those as we're looking at judging our capacity utilization and our overall building efficiency. So with the redistricting process, you always really want to have some guiding criteria. It's quite simple um for this process in that you've gone through the design, you're in construction, new schools are going to be opening next year, you have to provide attendance zones for them, especially with Chapman coming offline. Um so in doing that, you know, that's really the primary objective is to be able to fit out those schools close to the design enrollment and that
013planning capacity wall, improving overall utilization across all the elementary schools. So, it's really a good chance to be able to rightsize all those spaces, provide headroom across all the schools and look at the long-term sustainability to ensure that everybody has enough classrooms, everybody has sufficient headroom um flex space so in case you get bubbles in enrollment, you can be able to flex out classrooms and you're not taking away any key elements of the program. This really looks at keeping those key elementary program elements in place, having the sufficient complement of classrooms, ensuring that that aligns with what we're calling the foreseeable future. But what that is is really our window of 10 years for enrollment projections. Our secondary objective, as Jeff mentioned earlier, it's really coming down to transportation. Um, it's ensuring transportation is efficient.
014It's cost-effective. Um, we're doing our best to be able to have students on buses for as short a time as possible while running an as effective and efficient system as possible. Um, and knowing that busing is such a big budget driver, um, that becomes this secondary analysis that's being handled through transportation as well as their vendor and we're feeding information back and forth as part of that process. For all of our scenarios, we've um leveraged the 25 26 student enrollment. Um we use midepptember just not to wait till the most recent one in October. Numbers haven't changed much, but allow us to be able to produce all of our scenarios. Um and each one of them, all prek will attend Barnum. Um and then really looking at where those intensive programs, those district-wide programs, um
015Highland will have an intensive, Norton intensive and bridges. Um and then Barnum will house all of the preK programs. So, we want to be able to keep those programs in place. We did go through various scenarios um and I'll touch on each one of these and as we work our way up to um which two that we saw that performed the best. So, we have scenarios for tonight A through E. Um for each one of those, we assessed the capacity utilization as well as the long-term enrollment projections to see what that looked like from a viability standpoint. Scenario A was our former scenario six which accompanied the school construction grant application. So if anybody followed along back in early 2020 into 2021 when this project was just an idea and it was getting submitted um
016that would have been the map that we saw at that time and it was really just developed in order to produce projections for the um grant application which is a requirement. Um so with this scenario we had a a shift of um dittle to Barnum in that upper leftand corner. Um we also had a shift of Chapman to Barnum. So everywhere um really kind of east or east of um Route 10 moving over to Barnum. And then we had a small shift of Chapman to Highland keeping that area over on the um west side of Route 10. And then another area of um Highland to Norton. This was put together and penned a number of years ago. Um so I won't spend a lot of time on the redistricting impacts. Um I will get into
017the projections and kind of why we moved on. Um so you'll see as part of all these charts where on the top part is our peak enrollment. So wherever we're flagging that kind of orange or melon color um cantaloupe color that's indicating a peak projected enrollment and then on the bottom are utilization. So, as I talked about those capacities, wherever we're above that 100% capacity, it's getting tagged with that orange color. So, when I looked at this scenario a number of years later, as we had it drawn, um the peak projected enrollment from Barnum went up to almost 720 students, um which was well above not only our planning capacity, but the design capacity and pushed enrollment um well up over 110% um right around the projection midpoint. So, um, it didn't perform very well.
018We did have a little bit of a balance across the other schools, but it did not give us enough students in Norton as well. So, the demographics that we had in place at that time where we produced um, this option um, we had some changes and it didn't perform as well in the long term. Nor was it really as level of detail as what we're presenting tonight. It was more of the conceptual level for that one. So what this exercise taught us to do, it said, "Okay, these are the key changes we want to be able to make. We need to be able to take additional students um from that Barnum catchment area, make it a little bit smaller. We need to better utilize Norton while we're doing that. Um and we need to better
019align the headroom uh especially in the northern tier across the elementary schools." So that then led us into scenario B. Um which I'm calling kind of the balance utilization scenario across all buildings. Um, so this is really kind of taking the boundaries, shuffling them back up and looking at from a clean slate of what it would look like to really strive for our best overall utilization across all the buildings while still adhering to some geographic proximity um, and reducing those enrollment pressures at Barnum, giving it a buffer for future growth and then reducing enrollment pressures at Highland as well. So what this scenario did was it really kind of took that northern half of the community um as you'll see in that orange color and those two areas both east of Route 10 and west
020of Route 10 um would be zoned to Barnum under this scenario. We also had the northern periphery of um Doolittle. So just north of Route um 70 Waterberry Road um those neighborhoods would move to the new Barnum as well as having several changes from Barnum that would then move to Highland. So um just highlighting those areas here. Um and that's a little different than what we had in scenario A and then having a large tract moving from Highland to Norton. I will discuss how to be able to view this especially later on when you want to look at it tomorrow. Um we do have this sort of redistricting impact slide. Um where across the top is the future school and up and down on that y ais is the current school. Um so I I'll
021spend a little time on this one just so you can kind of get a feel for it. So under this scenario, this splits Chapman twothirds into Barnum, about a third into Highland, and then where you see these smaller percentage points or smaller number of students, those are students that are outplaced or not or they don't fall within the attendance zone that we're mapping out. So typically you'll have some singletons that have a special exception or an outplacement. Um, in this scenario as well, due little about 88% is going to be retained at dittle about 12% is going to Barnum. Highland is split by about 60% remaining in Highland, about 20% in Norton, and about 20% in Barnum. And then Norton by and large retains um most of its students except for um those that are
022identified as being outplaced. What does this look like from a long-term enrollment projection? Um you could see it. We've really brought our peak down in Barnum. So before we were up over 710, 715 students around that midpoint. [music] This gets us down around 610 students. It also gets Norton at about 600 students. So, really aligning well with what those design capacities are while still providing for some future growth. Um, Highland enrollment gets down to about 740 for that 5-year average and do little at just under 500 students for that 5-year average. Um, no buildings have a projected utilization over 100% um for our 10-year horizon and they have really good banding within that five years. So, our lowest utilized school for that 5-year average, which is still pretty well utilized as Highland. Um, it's just
023a much larger building with much larger enrollment at 84%. Both Norton and Barnum are at 90 and Dittle is not far behind at 89%. Um, so really tight banding in the overall utilization. Um, pretty even use of space across all four of the buildings. So, I touched on a lot of the key considerations, but I'll just kind of pause there for a second. And these are something that you could kind of look back on and see what those takeaways are when you view from home at a later time. So for scenario C that we wanted to look at um we wanted to run a scenario where really kind of the main gist of it was redistricted students are moved to only new schools. So all of Chapman would move to Barnum. Um we did do
024a pocket redistricting um and dittle which was a little different than what we had shown before. and then Highland gets split between Barnum Highland and Norton. Um with the main goal of still trying to reduce those enrollment pressures. Um we know, you know, we're up against this challenge in Barnum because with all the new housing in the north end, we have a lot of new units coming online and our student generation is going to be adding about 80 students or so um over the next four years within that catchment alone. So, um, as we really talk about buffering of Barnum, I the numbers aren't there today, but those are numbers that are going to be there within the next several years stemming from those newer developments. So, for scenario C, um, I'll start in the
025upper northwest corner. Um, we're a little bit different than what we had showed earlier. The northern tier of Dittle remains in Dittle. Um, we did be able to take um, Barnum and look at moving Chapman as a whole over um, including both parts. the parts that are east of Route 10 in that small neighborhood that's just to the west of Route 10. Um we did make one change for Dittle. Um it was the southeastern corner of Dittle. Um I believe it's close to Lindsley A there. Um that area would move from Dittle into Norton. And then we had a very similar area in the southern half of Highland moving into Norton to align with that um design capacity for the larger Norton building. So, as you can see with this one, by and large, it
026keeps Chapman altogether at Barnum. Um, do little about 93% remain in dittle about 7% go to Norton. For Highland, it's a about a 66% retain at Highland, about 15% in Norton, and about 20% in Barnum. And then Norton retains all of the students at Norton. When we ran the enrollment projections on this one, you could see which shifts around a little bit um our peaks a little bit earlier in Barnum at about 670. Um but what that does is it gets us um just above that 100% planning target. So you'll see where Barnum's the only one that has a real concern, especially in the first five years. Our 5-year average is just over 100% at 101. Um and then in the latter half um is averaging about 105%. Um, do little's a little bit higher
027in enrollment. We didn't do a lot of moves in Dittle other than that area to Norton. So, it averages 95% utilization. Um, Highland's a little bit lower at 73% and Norton's very similar um to our prior scenario, just around 89 90%. I touched on a lot of these key considerations, so I'll just roll right into scenario D. Uh so scenario D, we really aim to kind of keep that same um in that same vein of only moving um students to new schools, but we really wanted to be able to find a way to better reduce enrollment at Barnum. Um and we already knew from our last scenario and see that um with Dittle, we didn't have a lot of room for to um add additional students in. We knew Dittle's utilization was fairly high. Highlands
028was a little bit lower than where we liked and Barnum was a little bit higher. Um so we really looked at this pocket approach um for dittle in order to take some smaller pockets to even out enrollment there as well as trying to get a little bit better split for Highland. So with this scenario the map is by and large the same as C but we have some some different changes. The main main ones being dittle to Barnum. So there's um a neighborhood just to the southeast of um Route 84 and north of Waterberry Road um that's proximate to Barnum School, keeping that within Barnum. So moving that from Doolittle to Barnum and then we do have one neighborhood which extends to the north um that had quite a number of students in it and
029that was really just done for enrollment [music] balancing. So you really don't have as compact or contiguous of of an attendant zone. you know, it'll be a little bit challenged from a transportation standpoint the way it's drawn, but the goal for scenario D was to really try to balance that enrollment out. I won't touch spend a lot of time on the redistricting impacts, but I will go to the projection. So, for this one, what it did was it really smooth it out um Barnum a little bit, bringing that enrollment down um to just around our enrollment target. Our first 5-year average is right around 95%. So, that's really good. do little came in at 91%, Highland 80 and Norton at um just under 90%. So we have really good utilization banding. Um the peak projected
030enrollment at Barnum is 630. So it's below that design capacity. Um and peak projected enrollment at Norton 600 below that design capacity as well. So that aligned pretty well. I think really kind of the knock on this one is that the um geographic boundaries themselves um really aren't the most efficient from a transportation standpoint. It served well um if you're keeping all the students that are in schools that are moving into new schools only. Um and following that same vein, it worked well, but it didn't perform as well from transportation and it still had schools at about 100% especially for Barnum in that first uh in that projection horizon. So that led us into scenario E, which was really a transportationdriven scenario where we really wanted to be able to look at, you know, keeping
031the zoning where it makes sense as well as putting in uh putting in some boundaries that are going to have the least hurdles from a transportation standpoint. Um, so with scenario E, overall, we looked up to the northern part of Cheshure and used Route 10 as that key dividing line. Um so in this one you'll see that everywhere Route 10 and to the west um is really becoming that new Barnum and that includes the any areas from 68 to Waterberry [music] Road to the north becomes that new Barnum zone. Um Highland um really takes on a large chunk of the former Chapman school except for the neighborhood that's just to the west of Route 10. um that would go to the new Barnum um because that's really the demarcation line and then a very similar
032change in the southern part of town um with Highland to Norton. So for this scenario um Chapman about 12% go to Barnum. It's that neighborhood to the west of Route 10 about 86% go to Highland. Um, Dittle, um, about 90% of Dittle stays in Dittle except for the area just to the north on Waterberry Road. Um, that area then gets zoned to the new Barnum. Um, Highland um, retains about 40% and about 40% end up in Barnum. Um, and then remaining 20% end up in Norton. So it divides um, Highland up about 40 40 and then all of Norton stays together. for this scenario. Um, we had really good performance from our projections and that our five-year average for Barnum was right around 590, um, with growth to 625. So, really right in that sweet
033spot there. Um, Norton has a peak enrollment of 600. Um, Dittle has a peak enrollment of just over 500 or just under 520 [music] and then Highland at 740. Um none of the schools in this scenario um exceeded our 100% planning target. Um and we had really good banding overall amongst the schools with Barnum at a utilization of about 93% first five years dittle about 90, Highland about 80 and Norton at about 90. So overall it provided some really well utilized facilities especially with future headroom. Um so that was very important as part of this So as we sat down and really began weighing those against our primary criteria, um scenarios B and E rose to the top, especially when we were getting input um from transportation. So both of these scenarios now are being
034looked at um from you know some very detailed um analysis on bus routing um be able to see which one of those as Jeff mentioned are providing more efficient transportation. What is average bus ride look like? How many buses are we going to need for either scenario? Um but from a capacity utilization and headroom standpoint um both of these scenarios performed very well. Um we didn't have any schools exceeding our 100% planning capacity. Um so that was a good thing and we had headroom across all the schools. Should there be any bubbles or additional programming that's needed um there would be able to break out space for that. So right now we're focusing on those two scenarios. Scenario B and E. Um we have an online map viewer. I know the maps it's so hard
035to present a detailed map within uh within a PowerPoint. So, you could either shoot that QR or we have a small link on it. Um, what that'll do is that'll take you into the online map viewer. You could scroll through. There's a little bit of background information. Um, and if you're at your home, you could use locational services as long as those are enabled. Or you could type in an address if you're not at home um to be able to see where that address pops up. I will note um for some of the newer developments, Solderman Way up in the north end and some of the roads at River Point, those aren't in our state address database yet. Um they will be soon, but they're not right now. So, if you were to um do
036locationational services or search on an address, they wouldn't show up. You would just have to know where you're at. If you're in one of those newer developments or a smaller subdivision in the last few months that came online, those addresses may not be in our um address database at this time. Additionally, um, for any questions or comments or you feel like if you don't feel comfortable speaking tonight, you want to be able to give us some information, um, we have our email address on the bottom for this process board of contact. Um, ask any redistricting questions there. If they're of the consultant, they'll be able to get to me if they're for anybody on the cabinet. Um, they'll be able to answer answer those directly. Um, so all I have left is just a little
037bit of a recap in that. Um, we're providing a review of the transportation on each of those. Um, hopefully that'll be done in the next couple weeks. The plan is to be able to provide a preferred scenario for adoption at the board meeting in the beginning of December. Um, having done many redistricting in my career, um, this is pretty typical of the process in that, um, it takes a number of months in order to be able to start looking at generating those bus routes, generating your staffing plans, um, all of your mobilization and implementation when you take a school offline, open up two schools, um, and all of that has a bearing on the budget process. So being able to get this information in on timely manner and move along with the process is is
038very important. Um with that I'll kind of pause on the map viewer to give everybody a chance to kind of be able to shoot that take a look at it and if there's any questions um I'll open it up to um questions. >> Thank you for this tonight. name is Tim White. I I happen to be a member of the board of ed and I'm just wondering about um I just saw in the headlines I think there's probably going to be a special session about housing in Hartford. You know what I'm talking about at a very high level? >> Yeah. >> Does that can you foresee any any scenario playing out of that that has a material impact on this in the next month? Like if they voted on something in a couple weeks and
039it changes this in a in a material way. >> That's a great question. So, that's the Senate bill that the governor vetoed over the summer. Um, I don't know exactly what's in it yet, but it's since it's more planning related and it'll have a longer lead time. Anything that comes out of that won't have an immediate change for putting this in place. But what would be some uncertainty is any housing elements that come out of that larger bill that im impact cheshure locally as well as every other community in the state. Um that's a bit of an unknown of exactly what it's going to say and and and what that may trigger. Um, so I think as we look at these scenarios and we look at kind of the process that we go through, you'll
040see where we're providing headroom and buffer space across the board um, for each of these redistricting options because we do know that there's a little bit of a unknown both locally with development um, as well as some new policies that may be coming down from Hartford. >> So I I I totally appreciate what you said. Um, when we vote on this in a month, presumably we're voting on it in a month if something does come in there. I understand nothing's going to change today and next year, but I'm pretty sure you said this is really like a 10-year plan. >> Yeah. >> And I'm thinking that a 10-year plan could incorporate some of that in could in a meaningful way. And I'm not asking for any guarantees because it could probably play out in a
041million different ways. But anything obvious that you're like, "Oh, wait." Just to bring that >> to the conversation over. >> Yeah. AB: Absolutely. Absolutely. And I think when we went through this process and I know knowing Cheshure pretty well um especially as we're handling some of the areas in town that have much more development potential, we're being a little bit cautious and conservative how we're buffering space where we see the growth pressure being. Um so that's kind of in the back of our mind. But you're right. I mean something that may come out of Harford, we may have uh housing targets that they may try to enforce. We don't know, right? And and who knows where it'll be. But I think as you're going through this where we talk about planning and we're always saying
042not maximum capacity, let's buffer things. Let's look at equalizing utilization. All of our kind of practices as part of our process really lend itself when we have a little bit of uncertainty with stuff like that that may come down from Hartford. >> Thank you. You're welcome. Hi. Hello. My name is Tiffany Moresy. I am a Highland parent. I'm also the PTO treasurer. I want to say thank you for going over the review of understanding the process within the redistricting. But I did want to emphasize for the board and for those making the decisions about the communities and the cultures at each elementary school. I have a second grader and a preschooler. We'll definitely be at the new Norton, which we are excited about. But in scenario E, Highland's entire PTO board is diminished. [laughter] And
043we worked really hard to make sure that we have a really great community and support with Mr. Jeffrey and the team. And so just wanted to make an opportunity for us to make sure that we have opportunity to have uh peer groups or opportunity to meet others so that we can know and create those bonds because each school has its unique culture. >> Talk about first of all I just want to say thank you for helping out and your leadership with the the PTO at Highland. Uh and you know we recognize that what those groups provide to our schools and and contribute to the culture in each place. This is where students live and go to school, but their their culture in the buildings um will need to absolutely be reestablished and we're really sensitive
044to that as part of the transition process. Once we know who will be going where, then efforts will be made to provide opportunities for kids and families to maybe see new buildings, see new places that they're going to to be part of creating a new culture at those places, whether it be identifying mascots and things like that, um, or just getting to new know new parents in that school community. I think that'll take up the better part of our spring once we know who will be going where. >> Thank you. Just want to reiterate that again if uh there are questions that you think of tomorrow or um two weeks from now or as we share the transportation information boe contact at cheshure.k12.ct us. Uh it's a mouthful. It'll be available on our website. Uh
045it's also in this PowerPoint presentation. So, tomorrow or or even later tonight if we wrap up in time, I will have the um the PowerPoint up there as well as a separate link for that home finder, if you will, to determine on those two different scenarios where your address would fall into uh both of those two redistricting options. It doesn't mean that those are definitively the two options, but as you saw tonight, those are um certainly on face value so far the most viable options in terms of transportation and balancing balancing schools, which is why we are looking at those most aggressively. >> And I'm glad you mentioned that too. And I was a I should have mentioned it earlier. So, as typically as part of this process when you're doing the transportation review, as
046they're going through and looking at busing, we we put our best transportation hat on as we go through and planning. We're demographers, we're planners, but what we don't really pick up on is some of the limitations of where a bus can turn around. And so, we'll typically go through a process like this in scenarios B and E. we'll get some suggestions um where it'll typically be well if we put this over here and move this over here we could save on x number of minutes or x number of buses um and then we'll go back and we'll make some adjustments to it and look and say okay does this work from a demographic capacity standpoint and if the answer is yes on both accounts um then that change will kind of get made. So, these
047aren't set in stone. They're just being put out there now, but we may make some adjustments um if we could optimize transportation on either one of them or they may stand if we did a really great job of already optimizing it. So, I just wanted to say continually check back on it if there are any adjustments or we'll be able to communicate so that you'll know that you're looking at the latest version. >> Yeah, I mean certainly if there's anything that we change, you know, I'll I'll send that out on P school. We'll have it on Facebook, social media, etc. Um, before we wrap up, I do want to just thank a couple of different groups. First of all, Rich Gussenberg is the chair of our um, NextGen School Building Committee uh, who's here in
048the audience tonight along with Dennis Rio was here as well from that group. Thank I really appreciate all the time and energy they put into this, including making sure this process was funded and done right. Um, I want to thank uh Sam Rosenberg, who's the chair of the board of education, and several board members who were here this evening who also uh play an important role. And then our our central office and administrative team uh many of whom are are here this evening, including our chief pro project officer, Vin Massiana, chief operating officer, Emily Taylor, and assistant superintendent Marlene Solano. So again, with that, you know that all of our information will be available online ASAP, either tonight or first thing tomorrow. Um, I encourage you to to send us any questions. We will solicit
049feedback along the way. Uh, and thank you again for being here tonight. We'll be upfront if uh you have any questions or comments you'd like to share more privately. Thank you so much everybody. Have a good night. Safe home.