001All right. If we can uh reconvene our meeting to open session, the board has been in executive session since 6:00 to discuss three legal matters, two personnel matters, uh, and a contractual issue. If we could please stand for the pledge of allegiance. I pledge algiance to the flag of the United States of America to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Uh, if we could have introductions. John Mc Phillips, Dave Hurst, John Wston, >> Lauren Graco, Meredith Mouardi, Holly Delanba, Jody Monroe, >> you mine, Robert Terren, >> Katherine Nat, Claayu, >> Rose Pastori um and um I think we have some uh pig and soup students um across the hall. So I'm not Can they hear us over there? >> Yeah, it's great. >>
002So if you guys are listening um you need to stay until 9:00 or the meeting is over, whichever comes first. Um, and if we hit 9:00, we will take a break. Um, so they can go home, but don't leave without signing out. Um, and I'll say it again. Um, there's sign out sheets up here. Uh, first up is our approval of minutes. It is recommended by the superintendent of the board of education approve the minutes from the December 3rd, 2025 regular board meeting. >> So move. >> Second. >> Any discussion? All in favor? >> I. Any opposed? Any abstensions? That passes. Item three, meeting reports. And first up is our superintendence report. Sure. Uh so first on the agenda, we have a lot of our fall athletes who did quite well uh in their fall
003season. And Mr. Keys, our athletic director, is here and I know some of the coaches are here. So I'm going to ask him to come up to uh introduce them and highlight their accomplishments. Where do you want to >> in the front? Okay. >> Thank you. Well, it was a fantastic fall season uh filled with championships, team honors, individual honors, and uh as we do each season, we have some very special teams and athletes to honor. So, we are going to start with our boys golf coached by Steve Smith, assisted by Tom Carney. I'd like to bring up Jonathan Lazaric. Jonathan's a 10th grader. He's a state championship qualifier and will be competing this June in the New York State Championships. Come on down, Jonathan. Uh he'll be playing at Mil Creek Golf Club in
004Churchville in June. Congrats, BUDDY. [applause] >> CONGRATULATIONS. Great job, Jonathan. [applause] Next up, girls diving. We had two state qualifiers coached by Kerianne Santa and Jenny Van Horn. I'd like to introduce Natalie Hopper, 11th grader, NISVA qualifier, and came in 10th place in states, as well as Ellie Dans, 10th grader, NISA qualifier. Congratulations, Lee. Great job. [applause] You guys are girls. >> Good job, GIRLS. [applause] Our girls tennis team always represented every year. Coached by Tom Begley, assisted by David Clay. I'd like to introduce 10th grader Elizabeth Amarbikian. Uh Liz was a NISVA state championship qualifier and played at the USA center in Flushing Meadows, Queens this fall. Come on down. [applause] >> Congratulations. [applause] JOB. Our boys cross country qualifier coached by coach Andrew Rickert. I'd like to bring up Calvin Howard. Calvin's a
00511th grader Nisvah and Federation qualifier. CONGRATS. [applause] CONGRATULATIONS. >> Great job. [applause] And for the last several years, uh, we have had several members of this program led by coach Tucker Shrapitzky, assisted by Darnell Douglas. girls cross country team has not only become a section and a state power but now four years in a row uh as a result of their second place finish in the federations qualified to the Nike Cross nationals held in Portland Oregon uh where they completed uh competed early December. So let's meet those girls. Like to bring up Logan Cune. Logan's a senior as well as a Nisa qualifier. Alexandra Revard, a senior, junior, [applause] and who is also a qualifier. Sophomore Tess McNamera, [applause] sophomore Sydney Graham, ninth grader Sophia Clamzac, who's also a state qualifier, and ninth grader Sophia
006Sad. [applause] CONGRATULATIONS. [applause] >> Great job. [applause] And finally, I would like to introduce our field hockey team coached by Don Austin, assisted by coach Carrian Roth. An incredible season, finished with a final overall record of 16 and three. We're the number one class A seed, finished with a New York State ranking of number five. captured the program's second sectional title, also our second since 2022 by defeating a perennial power Gilderland one- nothing. So, let's meet the girls. Ava Austin. [applause] Ava is a section 2 allstate member as well as an NFHCA all region performer. Chelsea Bich, [applause] Natalie Bich, [applause] Devin Viet, [applause] Kayn Bado, [applause] Ellie Bado, Lauren Burgdor, [applause] Adalie Brown, [applause] Miranda Kronland, Charlie Ike, [applause] Giana Jigglio, [applause] Panel P Holstein, [applause] CD Marino, [applause] Finley Mlan. [applause] Finley is
007also a section 2 allstate performer and NFHCA all region performer and is working tonight. Molly McGee, [applause] Skyler Monroe, [applause] Gabrielle Pesca, Hazy Rejulu, [applause] and Mallerie Rinford. Congratulations. [applause] >> You want a second layer instead of the wrap around? >> Maybe a little bit. Yeah, it's over here. >> Yeah, you don't mind sweating a little. Awesome. Congratulations. >> CONGRATULATIONS. [applause] >> We got we got one more little thing, >> but this is nobody's being announced. This is fall scholar athlete teams. So, I just wanted to mention each year the New York State each season the New York State Public High School Athletic Association names schools of distinction. And these are schools that have academic averages of 90 or above. And I am thrilled to announce that this is the best single season in our
008school's history since NISTRA has done that. Nine of 11 teams qualified as scholar athlete team. So I just like to congratulate our girls tennis, our boys soccer, girls soccer, boys volleyball, girls volleyball, boys cross country, girls cross country, girls swim and dive and field hockey. All this was scholar. [applause] Thank you very much and I wish everyone happy holiday. >> Thanks Mr. Keys. Appreciate it. Thank you. >> Nice work, girls. Aaron's over there. Okay. Thank you. >> Thank you. Yep. >> Okay. They like Yeah. I don't want to see any security. >> Are you getting >> I feel like the next Okay, we're going to get started. >> All right, we're going to continue with our superintendence report. So, if we can quiet down. Thank you. Um, I did have one other uh recognition for
009some middle school group, but I see some middle school students here. My guess is they're probably going to share that. So, I'm going to let them and if they don't, I will circle back. >> All right. So, we will um uh move on then to the board report. Um I know there were some great concerts, winter concerts at the middle school. Um so, congratulations to those participants. Um, a reminder to board members, if you're interested, uh, you have four more chances to catch the, um, middle school select choir do in the sounds of the season, um, on wt. Um, uh, congratulations to the cast and crew of Little Women. I had a chance to see the show. It was terrific. Um, and congratulations also to Amy Roose and Jen Bailey and Chris Delmada and all
010of the um, adult uh, helpers as well. Um, and then lastly, um, I just wanted you guys probably all got an email, but just to flag it for you. Um, February 6th, it's a Friday, is NISBA's virtual capital conference. Um, and registration is open. If anybody is interested in participating, um, just find the email. If you can't find it, then let me know and I will send it your way. Um, oh, and the, uh, actually the last thing I wanted to mention, uh, Katherine and I, um, were both, um, both stopped by the caring and sharing, um, food drive, uh, last week, which it was tremendous to see the amount of food that was gathered, um, and all the, uh, the effort um, from the students to get everything organized and ready to go out
011to families. So, I just wanted to say thank you to um everybody who helps with coordinating that. So, um I don't know if Catherine if you wanted to add anything. >> It was it was fantastic to see it in action. Um so many great participants from student senate. Um great support from the custodial staff from teachers and admin all you know throwing in uh throwing some hours into the work and it was just heartwarming great great well organized wonderful event. So thank you. In similar vein, right, the toy drive, I saw these enormous piles of toys going out of people. That was delightful to see. Um, and the middle school helping hands had a great can event where they built the coliseum. Just there've been several examples of giving back community recently. So, kudos to
012those guys. >> Um, moving on to our student report. Rose or Claire, if you guys have anything you want to share. Um today a group of students discussed the high school parking situation regarding junior spots and parents under utilizing drop off lanes with Mr. Domel. Um Claire and I student representatives are going to work together with the students and Mr. with Mr. Domel to find a situation that works best for everybody. >> What is the concern with the junior spots? >> [clears throat] >> Um, juniors often times park in the back, which uh the criticism is that that takes up too that makes too much traffic in the front of the parking lot, so it's hard for people to park and find their spots. Um, do we have um anyone here from the middle school?
013You guys want some mic? A thank you to all in our community who participated in our holiday sharing caring and sharing food drive. >> Another thank you to all who participated in our be the change coat drive. More than 100 coats were donated and all stay in this area being donated to local shelters. Congrats to our helping hands club who won the most creative display at the recent construction event at Crosskates Mall. The event is a food drive to raise awareness around food instability around the region. And our helping hands club has done well the last two years. Congratulations to our sixth, seventh, and eighth grade classmates in the band, chorus, and orchestra for another round of successful concert. Each concert was standing room only and all of our musicians and their conductors were outstanding.
014We would like to thank author K. A whole who who visited with all students yesterday to share her writing process and she talked [clears throat] about the characters from some of her books. Ticket sales for the BCMS musical are almost here. Parents and community members should check Parent Square for announcements about ticket sale dates. We wish all in our community a happy holiday season. Thank you. >> Can you remind us what the musical is this year? >> Um, it's Newsies. Newsies. >> Thank you. >> Thanks, guys. [cough] [clears throat] Uh, next on the agenda is our presentation this evening. Um, and we have our zones of attendance update. >> [cough] [clears throat] >> Good evening. Here we go. How we doing? I'm Ted The Tyler Technologies. I have Tim Ammon with me here today. So,
015we'll walk through kind of the mechanics of of how the uh next round of options have been prepared and then Tim will come up and talk about the enrollment projections. [clears throat] Here we go. Just recapping our timeline and approach that we laid out at the beginning of the project. We are right here in December as we thought we would be with a lot of good work by the zone of attendance committee. We'll cover that here in a second and then we'll talk about uh some initial recommendations here. Also want to take a moment to recap for everybody in case this might be your first time seeing these numbers why we're here. Uh the [clears throat] enrollment projections for the next five years for some of the elementary schools will continue to show overcrowding in
016Eagle and Glenmont. um about 36 students or so in Eagle and about 77 students in Glenmont. Uh some of the other elementary schools would have continue to have vacancies. And so if [clears throat] the the reason that we're here and we've been working through this process is to try to rebalance the enrollment between the overcrowded elementary schools and the underutilized elementary schools. Again to recap, this is the process that we've been following to to go through the development of the zones and the options. And for the last really since the community forum in November, we've been focused on the last four items there to look at different options for adjusting the zones of enrollment, running through the models, running those out to 3031 and then analyzing the transportation impact. Uh so we have made a
017few adjustments to some of the neighborhood MPUs and we'll talk about that. But most of the effort since the community forum has been focused on that those last four areas. Again the the final area for recap here is to talk about the idea of school equity and what are we trying to achieve? What does that mean in this context? And these are the goals that were established by the committee and and by the school board earlier in the process. two one of the the most important one is minimum of two sections uh or classrooms for each grade in the building. So that means we would have at least two sections of kindergarten for example in each building wanting to try to minimize the impact of overcrowding and hallways and classes and cafeteria etc. want to
018create the opportunity, the same opportunity in buildings, in each building for the programs. And then last but certainly not least, is to analyze and maintain an equitable transportation experience. Understanding that due to the geography of the district, some students are invariably going to be on the bus longer than others. But to the extent possible, we keep those averages uh within the current uh averages that are uh for the runs that are currently being done in the uh in the district. The last area I'll draw your attention to are the target class sizes. Again, those were developed through a lot of conversation with the the district and the school board and the and the U zone of attendance committee. So you can see what the target class size is for each grade. And those target class
019sizes are important because they they determine what our target enrollment then is going to be for each building. So the zone of attendance committee has done some really really good work. Uh and I would like to take a moment to personally thank each member of the zone of attendance committee especially the parents. uh the parent members, they've done a great job in navigating some challenging waters uh representing the needs of their elementary school along with the trying to achieve the goal of balancing the enrollment zones and that has not been an easy road uh for a lot of them and Tyler is truly appreciative of their commitment to the process. So, let's walk through some of the things that we've accomplished since the last time we met. The committee met on December 4th and they
020had gone through before the meeting and took some additional time at the meeting to review the feedback that had been received at the community forum and all the comments that were submitted. [clears throat] They then broke into working groups. There were five working groups and they then spent a couple of hours looking at and developing new ideas and trying to incorporate some of the feedback that had been heard into different options. uh we left that meeting with five different options to analyze. Uh we put that through uh so over the next four or five days we put that through the modeling process and then based on what we saw and what we had heard in that meeting we came up with two more options. The committee met again on December 12th and they reviewed the
021results of those five options. Uh and then through some thoughtful and very deliberative conversation, they came up with two new options that were I'll say uh they took [clears throat] inspiration from the five and they put them together to come up with with two new options. Uh and out of that they they developed these these ideas that became the first two options that we're going to talk to uh talk about tonight. Uh after that meeting on the 10th Tyler then went back we put those two options again through the modeling process. So now we're up to nine different options that we've looked at and [clears throat] came up with one alternative on those options after a weekend conversation with some of the members of the administration. Want to take a moment though to point out
022that uh option 2A which we're going to talk about tonight has not been reviewed by the zone of attendance committee. Uh we haven't had a time to get back in front of them. And so so while they have looked at and recommended that we bring options one and two forward, option 2A they have not had a chance to review. And I'm going to take a drink of water. It's pretty hot in here. >> [clears throat] >> Some of the components that they were trying to incorporate in these options were a phasing in component. That was one of the things that we had heard. Uh and so all of the options that you're going to see here tonight do have a phasing component for Ellir. Uh another idea that was suggested was to look at non-ontiguous
023enrollment zones. So what does that mean? >> [clears throat] >> means where the boundaries wouldn't necessarily touch each other and so there would be some island if you will enrollment zone uh portions of that uh to try to come up with different ideas for balancing the enrollment. Uh we wanted to move whole neighborhoods not parts of neighborhoods uh and then we also have attempted to minimize the number of students impacted and then also minimize the transportation impact. So those were the foundational elements that the group went into in [clears throat] developing these new options. Let's talk about the the first one, option one. And what I'll do is I'll try to describe the changes. I know the map is small. I believe the maps are available on the district website for review. So let me
024take a moment to try to walk through those. The first uh area I'll talk about is area 51, which is the Westchester Woods neighborhood. And in this scenario, that uh neighborhood would go to Slingerlands, would move from Eagle to Slingerlands. [clears throat] Uh the next area would be the area along kind of to the northeast and southwest on Murray Road. So that's uh four NPUs there and those would go to Hammerrail. We also as a committee looked at and worked with transportation to look at options on how we could uh take some students who would be what was one area which was basically area to the southwest of mess lane and up the hill into Clarksville and is there a way to break that into some some sub neighborhoods if you will. Uh and with
025the help of transportation, we looked at at what is now a 65 uh2 and that NPU follows an existing bus route that goes up Waldier and then onto Delaware, turns around in Pangurn and heads back in. And so that seemed to be a logical area uh that we could do something with and again to try to to balance the enrollments. Uh area 40, which is the area um north of Kenwood uh along North Street, is an area that has been identified in all of the options as part of the phasing plan. So in all of the three options we'll discuss here, area 40 would move in the 2829 school year. And that [clears throat] was suggested in part to align with the construction project, the renovation project for the elementary schools. And I think the
026idea was put forth that perhaps Ellir would be the first school to be renovated. And then that would uh so we would minimize the disruption to Ellir from the redistricting of the resoning project because of the uh making them first for the the renovation project. So in total in option one there would be 157 students moved and again this table summarizes uh those moves. The table on the left are the puts and takes there item or NPU 40 is highlighted in yellow and then the tables on the right show the enrollment projections and how they would uh play out for 2627 and then grading advancing. So what does that mean? And that means kindergarters become first graders, first graders become second graders. And so we grade advance all the students through the process to get
027to the numbers for 3031. We tried to highlight in red where some things may or may not work. And and a couple of things that we'll point out here and then Tim will talk a little bit more about this. uh you [clears throat] have your uh kind of the first section on the left would be what would happen if no changes were made. So for example, if no changes were made in Eagle for the 26 27 year, we'd be over 34 students in that elementary school. As we move forward in this process, Eagle would be a little would be 33 students under the target and then Slingerlands would be one student over. And so you might ask, why would we bring a plan forward that has one student over? Well, if we're one student over
028across 23 24 classrooms, I think we can find a way to slot that student into to one of those classrooms. So you'll see some areas here where where we're over, but the idea here is that if we, you know, the numbers aren't too much over, that plan will probably work. And then the blue table on the bottom is the transportation impact. And so what we did there was we looked at where the students would be for the 26 27th school year. Uh we looked at all of the vehicles that would be involved in transportation and what they do their entire day. So they're transporting high school students and then they do a middle school run and then they do an elementary run. So we had to look at the entire day to understand what the
029impact would be. And in this particular scenario, we'd go from 58 to 50 or 59 to 58 vehicles used. uh we'd see a a very small drop in actual miles driven on a daily basis and then a small drop in the number of driver hours. Uh and then we working with business office, we came up with some numbers to turn that into a hypothetical cost. So the costs here aren't something you build a budget on, but they're a way to compare the various options to each other. And again, there'd be a small decrease uh in the overall cost looking at the capital expense that incurs is incurred every year for a vehicle, what the consumable costs are, and then what the uh average driver hourly wage is. Option two, uh, the committee looked at taking
030all of 65, even though it's been broken into two now, all of 65 would go into Slingerlands. And, uh, and then that actually creates a little bit of an overloading situation in Slayerlands. And so, we would have to look at some options down the road to move students out uh, potentially. And that's how we got to option 2A. And then to put students into hammock uh several NPUs were identified uh including 8 8.1 91 and 10. So those areas are along Wimple Road between Fur Bush and Beacon and then um the Colonial Acres neighborhood and some houses in that area that that comprises the majority of the moves for option two. And there's some highlighted areas so you can see uh in more clarity what MPUs are being proposed to move. When we look at
031the results here, uh one of the things that stands out is that Slingerlands would be overloaded. We'd be 52 students over the target enrollment. uh and in an analysis of how many classes we would need to to uh educate those students, we come up one short. And so that was one of the things that was concerning when uh when we looked at this model. One of the things that that I think is important to remind people is that when the ideas are being developed in the zone of attendance committee meeting, it t it takes a couple of days to run through all the analysis. So, so we leave the meetings with some ideas. We have to run them through and see what the results are going to be. [clears throat] So, so based on the
032the outcome here and listening to the dialogue that had happened at the committee meeting, we then looked and said, "Okay, well, we've got a few too many students in Slayerlands. What could we do that would fit in with the ideas that had been discussed to try to alleviate that overloading condition at Slingerlands and that's where option 2A comes in. So, so we needed to take a few students out and we look at doing a couple things. First is, and this may seem counterintuitive, but we took out area 91 out of the mix and left [clears throat] that alone as going to Glenmont. And then what we did because we wanted to carry a little excess capacity in Hammerrail to pull some students from NPUs that were between Hammerrail and Slingerlands and pull those into Hammerrail.
033And so that is NPU 38 and NPU 77. So those areas are um north of Murray up towards Delaware and then I think that's along Old Docks that kind of winds its way through that part of Old Delmare. Uh and so that gets us uh a good number of students moving from Slingerlands into Hammock. Uh it also follows some of the ideas that we had heard at the community forum was to make some of these uh enrollment zones more cohesive, create more of a neighborhood feel. In theory now those MPUs could walk or ride their bikes to hammer. That was another thing we've heard a lot about. [clears throat] And uh so that kind of led to some of those ideas. there are some options and some things that other ideas around option 2A that
034I think we could explore. Um but as I'd like to say the the committee has not had a chance to review this yet. If we look at the numbers on this uh this has the most students impacted. It's 231 students impacted. Uh you'll see on the enrollment the target or the uh the enrollment projections for 2627 we're four students over in Hammerrail. I think that can probably work. And we're 14 students over in Slingerlands. So that'd be 14 students over 23 sections. Again, that can probably work. Uh you having one or two additional students in some of the classes as we roll forward into 3031. Uh the numbers again basically work. uh and and we're able to keep these zones uh intact throughout the study period. And then the last uh item here is the
035transportation impact. A very very modest increase. Uh again, we're looking at 1% change overall. So for all intents and purposes, the transportation cost would basically be the same. So that's the mechanics and a little bit of the process that we've gone through. Uh, I want to ask Tim Ammon to come up now and he's going to talk about a little uh some of the enrollment projections and explain some of the numbers. Thank you, Ted. Good evening, everyone. Thanks for the opportunity to be here this evening. Um, there's a couple of pieces of the enrollment projections that we would like to review. Uh, some of it is as a refresher on process and some of it helps explain why there are some differences in some of the outyear projections. Um, and so just to remind everybody
036methodologically the way that we do this is a is a method called cohort survival which looks at as Ted mentioned as we grade advance students through schools we are counting the number of students that are going from one grade to the other. So for example if we have 100 kindergarteners in in year one and then in year two we have 105 first graders we have a cohort survival at that point of 1.05. 05. If we have 95 kindergarteners, we have a cohort survival of 0.95. Right? So, methodologically, right, it's a it's a division problem basically of students in one grade traveling to the next, which we then use to average over the historical period that we were looking at, which was a 5-year period, to try to understand what the survival rate is for each
037of the individual schools and for the district overall. And we use that value as part of the projection methodology uh at including some of the other elements that Ted has mentioned prior uh which include looking at things like construction and what that might do to impacts and and home sales and other pieces of of the influence that might that might have the things that might have an influence of the number of school age children coming out of any particular neighborhood and as a consequence coming into the district in general. So process-wise what we have done up to this point was we had used individual school cohort survivals. So we had calculated these values for each individual school for each individual grade and had used them uh in order to try to do the projections out
038to 2031. So what you'll see on the left side here and I apologize for I is in the uh on the left side of the 2031 piece is where we were using the original projection methodology on a schoolbased. Uh one of the things that we talked about is does it make more sense to look at this and to get a sense of what this would be if we were to use the average since we are moving kids and and the his in the history of a particular school might be changing because we're moving NPUs. Does it make sense to think about this as a district-wide basis and to try to and apply the district-wide survival ratio to all of the individual schools? And so consequently, what we have done for the most recent version of
0392031, and that's why one of the reasons why you see the number is a little bit higher um is we have used district-wide projections and applied them to all of the schools rather than individual school-based projections. And what we see is it ends up being depending on your perspective, it ends up being slightly more conservative in that we've got approximately 28 more students that are included in the 2031 projection. That's within 10 roughly of the projections from the capital region. Um, and so when we look at those 28 students, that's 28 students spread out over 30 grades, right? Six grades at at five schools. So, so it's less than one less than one student per school. Um so so again when we think about projections one of the things that we are trying to do
040is to understand what is the best reflection of how to think about kids as they are going through the system and and what the change may be at any given school from grade to grade and obviously from year to year and where that also has an impact. One of the things that you'll see is you see in some instances some fairly significant differences between the 26 value and the 31 value. And part of that again and and this has been brought up in conversations certainly with the zone of attendance committee and I I think it's been talked about here as well is occasionally what we will have is we will have bubbles and troughs in individual grades where we might have a grade that is abnormally large. So if our average grade size across a
041school is 66, but we happen to have a fifth grade that's 50 and then and and those fifth graders in 2027 are going to roll out. They're going to go to the middle school and we bring in a kindergarten that is on average 66 or 65 or whatever the number might be. The enrollment in that school already increases by 15 just based on the replacement rate. Right? So as we start to move NPUs around and we start to change the counts in the individual schools, we change that that count that average class size. So one of the things that we see here is in some instances we have large grades replaced by small grades and in some instances we have small grades replaced by large grades similar to what we've experienced with the COVID bubble.
042And so as a consequence, we do get some some large five-year changes. But if we look at, you know, a shorter period of time where some of those things start to happen, we start to see them come back to normalizing at 6 or 7% um rather than what we see in some instances of like 10 or 12%. Right? So, so in looking at this, one of the things to keep in mind is we do have to be attentive to the idea of what the gradetograde differences are and particularly what happens when we have the roll out and the roll-in grades, fifth grade and kindergarten in particular. Right? So, so those two things help help explain where some of the differences come from. They help explain where some of the um some of the uh annual
043the the comparative differences from 2030 from the no change to um to what would happen if we start to move the MPUs across the three options that are presented. And I think what's important to recognize is from a consistency basis starting at base year 2026 you know we are applying those survival rates the cohort survival rates from 2027 through 2031. Um and in doing so again we end up with within roughly 10 of where we were from the capital region which and so methodologically we're using a similar kind of methodology from a from a um calculation perspective. We have if you remember had brought a lot of the construction forward in order to try to make this as conservative and as as an assumption as possible. Um, and in doing so, we've now uh the
044the last piece of the change that we've used is is looking at the district-wide survival rate, which ends up being again arguably slightly more conservative because it's placing more demands. There's more kids that are being placed um that we have to make sure that they're going to fit into the classrooms. Okay. Um and so we'll take questions. Yes, I think there >> there'll be questions. >> I think there will be questions. >> Thank you. Um >> just to start with um with Elmir if we can just talk through a little bit sort of the um maybe what the thought process was um so that people who were not at the committee meeting can have a better sense of >> Sure. So at the committee meeting um one of the challenges we had which was mentioned
045since the onset was moving students into Ellir's was a very it was a kind of a small number of that could actually be moved into Elmmeir because it's such a small building um and we were looking at basically two different NPUs I think two or three something like that and when we started talking about that and knowing that Ellir was having significant construction work there. I think 11 of the classrooms are being renovated. Their their library media center is being renovated. Um we talked about if we could frontload that um as part of the bond to 27 that shifting the students um next [clears throat] year and then having to potentially look at a shift [snorts] again because they don't have what the architects refer to as swing space. You can't accommodate them in the
046building. It didn't make sense to actually move students in. So the recommendation the K committee made is let's identify what NPU makes sense to shift into Elmere and they were talking about the groups are talking about basically one of two um and recommend that to the board that but delay it until after the construction is complete. We had a cons a meeting with the architects Turner or O andM yesterday to go through that to make sure that was a possibility and they said that they could do that so that the Ellir would be slated for summer of 2027 for the construction of the classrooms, the renovations of the classroom. >> Okay. Yeah. >> And this is the first time we're seeing I think 40 um highlighted is the one to move to Elmere. um at
047that time instead of I think there was um you know there were some other ones that were in the earlier options >> right the earlier options was 33 >> right we we had looked at like 33 and then some of the NPUs along vendor lane [clears throat] those would be pulling from hammock 33 >> right yeah right so >> I'm just wondering if there was a um you know what what went into the decision to go with 40 instead of one of the ones that were already being looked at. >> I wasn't fewer kids. >> It was a fewer kids than the others and they felt like that the Ellir group and then the discussion among the larger committee uh thought that zone made more sense to move because of the location. Yeah, I mean
048I don't know if anyone else recalls that, but that's what I remember them talking about in the larger group if it's helpful. I was I was at one of the meetings where this was >> with the Elmere. >> Yeah. was discussed in some of the thinking >> um with that 40 is right now on the existing line between Elmere and Slingerlands and when you go further down North Street um there's no contiguity with kind of Elmir um that neighborhood kind [clears throat] of ends and there's no no like roads through there that gets it over to Slingerlands. You can take the bike path down to Slingerlands, right? Um but there's >> but because Hudson it's Hudson. >> Yeah, that's North Street and Hudson. I'm sorry. I may have said sorry I may have said North
049Attit Hudson. Yeah, that goes down there. Um >> and so based on that location [clears throat] it's it that was part of the conversation and considerations. Yeah, now that you say that, >> another I think another dimension too was that um at the last committee meeting it was brought forward that the the potential for the North Street development appears to be dwindling and [clears throat] and so one of the reasons we hadn't looked at that before was well that could be if that actually did get developed that would be a big load to put into Ellir. Uh so now that that appears to be a that development appears to be a remote possibility, that's probably a safer uh there there wouldn't be a huge development that would have to go into into that point. >>
050Um who else? I don't want >> Go ahead. Y >> All right. Um I have several start with Matt. Um can we go to slide 11 which was it's option one for the the numbers. Yeah. So I get that projections the change from schoolwise to districtwise enrollment changes create 28 students basically. So your model ends up but look for instance at Eagle under the current enrollments with no changes over the 5year period. Eagle goes from 452 to 454 students increase of two students. Option one removes seven NPUs from Eagle doesn't add any. But now in your model when you go from 2627 to 3031 you suddenly have it adding um 51 students. >> So you got 49 more students appearing with seven NPUs. >> Yes. >> Can you explain what's going on? >> Sure. Yeah.
051So, so again this is one of the the fill rate questions. So, one of the things that happens when we look at at Eagle is in the first year as we bring it down to 385 students, one of the things that we have is a disproportionately small fifth grade. And so, we have approximately 18 students in fifth grade that are below the the schoolwide average and they are about 20 below the historical fifth grade average. However, we have a kindergarten coming in that stays at roughly average. So we have in essence at just as a result of that one change, grade five going out, grade grade K coming in, we add 17 kids to the school. And so that ends up happening in a couple of other instances because we also have a smaller third
052grade. And by the time the third grade rolls out, which would have been in 2029, um, now all of a sudden we've we've maintained that same average that we've that historical average that we've had across the grades. And so because of the higher fill rate, we we are now creeping back up from an enrollment perspective, >> but that higher fill rate would still exist if you didn't move out, right? The school hasn't changed. You've just taken a whole bunch of students. >> Well, no, they they would stay the same. The average would averages would stay the same if we didn't move anybody out. I'm not getting through over that fiveyear period. Right. >> Your fill rate model suggests that the total enrollment at Eagle would stay flat. We'll be two students more. >> Yeah. Right.
053>> But then when you've taken out seven NPUs, now you're saying that the fill rate will create 51 more students. >> Correct. Yes. because again we have such that in the grades that we've taken out we've taken them out in the early portions of of the projection period and we've taken them out at a level that is I think almost 45 45 46 total students between two just between two grades and so by the time we again by the time we take 50 fifth graders out in the first year and replace them with 67 68 kindergarteners we're plus 18 by the time the third grade rolls out, which is also 50 and gets replaced with 16, we have we still have those kindergarters in. So now all of a sudden we're plus 36 and then
054we have just the regular the regular additional growth. >> So I I think what you're telling me is that the the seven MPUs that we suggested to move in this model is basically all upper graders. >> Yeah. Well, it's it's it's weighted into grades three and five, I think. I think it's three and five. All right, let me think on that for a second. We'll come back. [clears throat] >> Excuse me. Um, just to talk if we could talk process for a little bit. Stepping out of the weeds here. So, there are three additional options presented us to us tonight. I believe you said that brings us up to nine options total >> since the beginning. >> Since began. So my question on process is is the board being asked to consider nine options or
055are we considering the previous options off the table and now this is what you're asking us to consider these three tonight. >> So the committee at the [clears throat] 10th meeting the December 10th meeting asked to bring options one and options two forward. the my purpose in mentioning the other options was to provide some color on the amount of work that the committee has done trying to get to these options. Right? So, so they've done a lot of good work. They've done a looked at a lot of different variations. They've tried to accommodate and think about all the comments and suggestions. And so, they recommended that we bring forward options one and options two. And then to help that, we looked at the results of options two and said it, we understand their intent. We
056didn't quite get here. Let's make a little variation on it so that there is a a viable version of option two presented. >> Okay. >> Yeah. >> C and just one thing I think that came at that same meeting, it was after the community forum, I think there was a recognition that there was not enough students shifting to Slingerlands. Okay. Um and Slingerlands is has the largest capacity, but there was a relatively small number of um students shifting to Slingerlands. That was one of the issues that came up. So I guess to put my question differently, we've gotten a lot of public feedback, which has been fantastic to have so many community members engaged and for their understanding as well as my own. Are we continuing to move forward with all of these options on
057the table? Is that what the committee is asking us to do? Continue to hold all of these equally in our minds or to be more focused on the two and a half we have to. >> Well, the at the end of the last committee meeting is t Ted said that the committee didn't see two-way until yesterday or day before whatever day um the committee was recommending opt that the board consider options one or two. >> Okay. Great. Not the prior options. >> Not prior options because those ones were good for consideration but not moving forward. Correct. >> Thank you. >> Can I do a process followup just? >> Sure. >> So part of the community feedback has been some concern that changes between models have been driven, you know, potentially by who speaks up, who's
058most vocal, who has the ability to have, you know, voices. I'd really like to hear from you guys what has been improved with the move to the current suggestions and how those improvements were identified, right? What what specific metrics drove the change from the previous sets of models that have been improved in the current sets of models? >> Yeah, I'd say there's some key assumptions that have evolved. Um, one of them was one of the early assumptions was that NPU65 should be treated as as one and and not looking at looking at possible ways because of the transportation to like could we treat that as two separate NPUs. The the initial meeting of the committee did exactly what was asked and they and they broke up that area into seven or eight different neighborhoods. But
059when you look at the transportation component, we're going to run multiple buses up to Clarksville to come down and take kids to different schools. We talked about different ways of doing transportation to accommodate that. Maybe doing something a transit style route where the bus would run up the hill and then stop at multiple places on the way in. That wasn't an option that the committee wanted to bring forward. So, so that was one area where where we said, okay, let's, you know, let's look at how we how what we could do with the Clarksville area and then the idea of looking at one of the existing bus routes led to that particular idea. So, that was one of the things that we had the committee evolved and came to over over those couple of meetings.
060Uh, the North Street area, I think there was some reluctance as I said about doing anything with that because of the potential development. now that that is removed or looks like it's almost off the table. So now we have we have an option to do something in that area. And then the other idea was to look at what can we do to pull into hamburger without pulling out of hammer. Um so those were I think as I think about the process that the committee went through those are the three things that that come to the top of mind. >> And then I would add I guess putting more students into sling. >> Yeah. And putting more students into sling. Right. A and am I correct that the transportation aspect the first time it's really been
061analyzed is in other words the previous um iterations that we got had not had the chance yet to do the transportation analysis >> or is that not true that >> that's uh sort of true sort of not true. So, so we did do we did complete the transportation analysis on all five of the projections or uh options that were presented at the community forum. Uh so we did complete that analysis and we have that data. Uh we then have then completed it again for all seven eight options that that the committee has. Well the committee seen seven and now they're the eight options. So we have done the transportation analysis on all of the options that have that we've looked at and some of them I don't know where but some of them did have
062significant changes in transportation where there were you know 8 10 12% swings in transportation cost and these fortunately have very minor changes. >> Right. >> John did you have a question? Yeah, just a question in option 2A. Um, in terms of transportation, there's it's showing additional buses and an increase in cost. Is that related to that one NPU that's kind of on its own little landlocked island? The is that 91 in the >> Yeah, it's 91. >> Yeah, 91. Right. Because that's that's the one in the middle that's not would not would kind of go separately. No, it's just it when you're doing transportation, you either run out of time. You we're trying to hit a maximum time or you run out of space on the bus. >> Okay. >> And and so in these
063cases, we were we were filling up buses and bringing them back. Uh so so that it just it's going to take one more bus from a planning perspective when we would actually sit down and plan out the routes. If this were the option that were going to be implemented, it it's probably going to be, you know, it could be take one more. It could take one less. We we'd have to get through and do the very detailed transportation plan. >> Tell it definitely take at least one because that's one NPU that's going >> to a different location compared to the ones surrounding it that are going to a different location. >> Yeah. I guess what I'm trying to say is that it's so close you could I think on all three of these you could
064call them effectively the same. >> Yep. They're you know within 1% at this point is is very very close. Yeah. >> While while we're looking at that, can you just walk me through why 91 is its own little >> Yeah. Yeah. Great, great question. We're we're looking at at sort of a a number of students that we needed to create capacity for. And I think working with the committee, we could look at some options there. You know, did you put 91 back in and take I think that's number 10 below that out. 10 has five students currently in it. Um, I think there are some some other things we could look at to to come up with a slightly better version of 2A, but in the time constraint we had between Saturday morning and this
065board meeting, this was the idea that we wanted to bring forward. >> Okay. Um, and Jody, is there a is the zones committee scheduled to meet the beginning of January or no? And if not, is that something that we had um there's a ten so we had scheduled a tenative date for January 14th um because the 21st board meeting um was when the board would need to really make a take official action. Um the committee has been great about we've added some meetings in between with the holidays. I could see if they could meet earlier um if we needed to and if Tyler's available, but we do have a date scheduled um that we did just in case we needed to more time. >> Okay. >> Um two two questions just going back to kind
066of the committee process itself and hearing a little bit more about that. There are a couple pieces that have been really capturing people's eye in the options as far as I've seen so far, which is the idea of splitting up 65 into two uh NPUs the which is the Clarksville region and then um also the shift to only moving students into Hamigrail. And so I just wanted to confirm those are or just ask are those recommendations and are those coming from the committee itself. There was discussion there on both of these topics. >> Oh yeah at the whatever the first meeting was after the forum I think >> it was a fourth of December 4th meeting right >> fourth of December there was a lot of discussion about that. >> Thank you. Um go >>
067ahead. No, please. >> On on that note, um I would say just in terms of um considerations that I am making, you know, Ted, one of the things you just said was one of the assumptions have evolved. One of the things you were working on was figuring out how to pull into Hamigrail without pulling out of Hamigrail. And I would like to just to say for at least my opinion, my priority is not pulling out of any underenrolled school. I don't see us discussing um pulling into Hamigril without pulling out of Hamigrail has nothing to do with Hamigra. I think it has to do with the concept which we have heard over and over again that we don't want to be pulling kids out of underenrolled schools unless we have to. So I wanted to
068make that distinction that that is not um an assumption that I am working with um on that line. That's, you know, one of my major problems with option two and 2 A. Um, is that essentially option two doesn't work unless we pull kids out of Slingerlands, which is option 2 A. Um, and that again I have a a concern with because I don't think we should be um pulling kids out of an underenrolled school unless we have to and I don't think that that is our only option. Additionally, my problem with option 2A um is that it it does leave an island of 76 and 35.2. Um just essentially a little strip along Delaware A. Um, you know, we've talked about trying to keep neighborhoods contiguous and one of the the >> reasons why moving
06938 and 77 into Hamigrail was to kind of keep that that area more contiguous. And yes, they can potentially ride their bikes to Hamigrail, but then we are leaving a very small strip um of kids on that side of Delaware who are not going to Hammer. >> Right. Right. >> Are you talking about 35.2? Yes. 35 35.276 >> would be >> is 35.2 where the um over >> the people of advanced age community [laughter] is. >> Yeah, that that's actually uh more of 76. There are some 55 and older communities uh apartment complexes in 76. Um there's a total of 14 students in those two MPUs um currently. Uh so so if we put those into hammer then we're we're even more uh overenrolled at a hammer. >> Um and I'm sure you have another
070one but just >> off of what Meredith was saying Jody is is option two unworkable with that I'm just looking at that the number at Singerlands. Um, I think it just is that a non-starter or is that do we have flexibility that might make that work? I mean, we'd have to look at the grade breakdowns to see where because obviously, you know, 52 seems like a lot. Um, it's obviously more than what um we would want, but depending on how that breaks down into sections um would depend like the likely sections. Is it really 26 or could it be 25? Part of that is NP uh this 40 is still in there for next year. >> So that's 15 additional kids because that's the delay for Ellir. >> So which would bring that down some
071but we'd have to actually look at where the grade levels of those kids and does that actually work with the number of classrooms available for that one year. Does the fact that the the um [snorts] number drops to looks like minus 28 in the next projection is that >> right because some of that is with the 40 moving into elmir that drops at um and then just >> the formula I'm not >> I mean yeah but the the number moving would be is 15 right and right >> the pretty big swing from 52 to minus 28 >> right >> so we'd have to really look at the where the kids are. >> Okay. >> Yeah. >> I mean, I think it would be interesting to do that because >> I mean, it's it's a that
072obviously affects whether this is a correct is this even something we should consider or is it >> not doable at all, >> right? >> Um I'm sorry, Meredith, I feel like I kind of interrupted you. You had another >> No, my Well, my only other point about that is I do recognize that all these plans do involve moving some kids from Slingerlands to Elmir, albeit in two years. Um, but I I do feel like that is necessary. Elmir can really only take from Slingerlands or Hamigrail, which are both underenrolled schools. So, I understand taking some kids um putting some kids in Elmere is going to involve taking um kids from an underenrolled school. Um, but I just wanted to reiterate that point that I am trying to find a plan that moves as few kids
073from under enrolled schools as possible. >> So, option one does that. [clears throat] Option one only takes from overenrolled schools outside of NPU 40. >> Yeah. Right. >> Right. So, >> Lauren, did you have a question? >> Um, yes. Uh so with these three new options that we're seeing for the first time, has the committee um considered or has Tyler analyzed the um possibility of or the impact of grandfathering fifth graders? I'm so sorry. [laughter] >> So what I can share with you are the number of fifth grade students that would have to be looked at for each option. So for option one, there would be 29 fifth graders at Eagle. For option two, >> 29 where? >> Fifth graders at Eagle. >> Oh, just so current Yeah. current fourth graders that would become fifth
074graders that would be subject to grandfathering. Uh option two, there would be 21 fifth graders at Eagle and 13 at Glenmont. And option 2 A would be 21 fifth graders at Eagle and 11 at Glenmont. >> Can you read those again? I'm sorry. >> Sure. >> I don't write faster. >> Option one, there's 29 fifth graders at uh Eagle that would have to be grandfathered. Option two is 21 fifth graders at Eagle and 13 at Glenmont. And option 2 A is 21 fifth graders at Eagle and 11 at Glenmont. And and I would also point out that that will increase your transportation costs for that year. So that that's how you solve that problem is by putting more buses on the road. >> Yeah. I was going to make this point, but it really follows
075up Meredith's Meredith's comment, which is again of the the three you're suggesting today. Given that option one moves significantly fewer students and gets you closer to your target enrollments, what would the advantages give you from the committee sees B of not choosing it from these three? I'm not saying we would pick that as a final result, but given those three options, what's the upside of not picking option one? >> I I I think I think both options have their pros and cons. And the committee uh so again, we left the 10th meeting and we had to do a lot of analysis. We presented the analysis. The committee has seen it, but we haven't met to discuss it yet. So >> you said pros and cons, >> right? >> What are the pros of two versus
076one? Uh I I really think that the committee would have to have to discuss that. >> Well, I can just I mean see one pro of option two that I see is that all of the students from Glenmont go to Hammerrail and all of the students from Slingerlands uh Eagle go to Slingerlands. That was one thing that came up. >> So in the committee that did get discussed at the committee together and that was >> you're right mayor. Thanks for bringing that up. I think that was in part why the numbers ended up being higher because they were trying to keep that they thought it would be good for I know one of the the big thing was to try to minimize the number of students impact and certainly looking at two and 2 a
077we had 200 and 231 I suppose at least theoretically that could be >> overcome by the fact that you keep you keep students Yeah, I see the point. >> Okay, that that's a really good point. Thank you. >> And I mean the other thing too is that when I look at option one, if you're looking at the 20 30 to 31 projections, my concern is that and again I appreciate the moving the fewest that you number of kids, but we also need to make sure we're moving enough. I I don't think that's an issue >> so that we are not I don't want to be in a position in 2030 2031 where all of a sudden we Eagle and Glenmont are you know over >> absolutely my point was only that uh I suppose >>
078like you had said considering the pros and the cons >> it could be the case that even if you start with the first principle of move as few as possible that there could be more important considerations such as keeping cohorts together, which might equal more kids, but it might nonetheless be a better option. >> And that kind of gets into my first question of the conceivable downside of option one, but you end up with that 18 student overage at Eagle. That's a very theoretical. That's those are kids that don't exist yet, right? >> We're guessing might appear and we're moving to there. So I would be cautious about using that as a downside in all seriousness. >> I hear you. >> Catherine, do you have a >> look? Sorry, I'm looking at my notes. [clears
079throat] >> Um, there was a Yes, there was a question that came in regarding I believe federal funding that is associated. Let me pull this. Actually, if you if somebody else has a question, I' I'd like to get my thoughts in order for a second. >> Okay. Sure, Marina. >> Um, this is not as much a question as just as a comment um about um the types of feedback that we've gotten um specifically from the Eagle community. Um two major concerns that we have heard about from Eagle Community is one um retaining the walkability um of some of the neighborhoods um to keep it a community school and I think that's why you know some people are asking why um aren't the neighborhoods um in 54 >> and 53 moving that was one major consideration
080so I just wanted to put that out that um it is important to retain walkability where we can. But the other major thing that we heard um from the community is regarding um the community in Clarksville and New Scotland. Um, I think there's a very important point that when you live in an area where you don't necessarily have a neighbor right next door, the school is really the heart of your community. That's where you go to see your friends. That's where you um do a lot of socializing because you don't have that neighbor next door that you could perhaps play with. So, I think it's very important to keep that in mind that Eagle as a school is very important to the Clarksville community, New Scotland community. Um, also just to keep in mind um
081the history that we did have a school in Clarksville and we did close it for various reasons. um none of us were involved in that decision, but that is an important part of our history that I think that we have to keep in mind when we're talking about moving an entire comm part of our community again. And I think options two and 2 really do put the majority of the burden of moving on one part of our community, which does not seem fair to me. Um, option one spreads that, I guess you would say, burden um, across our community as opposed to putting it entirely on one section of our community. Um, so that's that was just my comment on that. >> John, >> I have a question on option one. Um, number 51, shifting
082from Eagle to Slingerlands. What was the rationale there? Just cuz proximity seems so much closer to Eagle than it does to Singlingerlands. What can you explain? I mean, I I see that there's numbers there, but what process with that? >> Closer to Hammerrail than Slingerlands. >> No, closer to Eagle. >> Yeah, it's closer to me. Well, yeah. >> I mean, yeah, it's closer to both, but [clears throat] >> I I I think the committee looked at they were looking at things that were almost contiguous. There's a very small part of 51 that touches the existing Slingerlands enrollment area. They were looking for a certain number of students uh to do that. And again to the earlier question, one of the ideas that the committee was asked to consider was looking at non-ontiguous moves that would
083get the job done but would try to minimize the number of impacted students. So I think that was some of the factors that the committee discussed in recommending or including NPU 51 moving into sling. I think Merida's point, you know, that we we've heard in in several emails on Clarksville is a real one. The pro, you know, the issue potentially with option one, right, is you split Clarksville. >> Um, I don't know whether we can ask the Eagle Rep, for instance, or to get input from Clarksville on what they prefer, right? What would what would the community there choose if they were given the choice between splitting and moving moving fewer students or staying together and moving more students? >> I guess sorry >> sorry what this option was also has not also yet been
084considered in the committee meeting. It was. >> No, it was. >> This was one was created. >> Right. >> I think it's, you know, it's obvious, but it's maybe worth pointing out to get Glenmont and Eagle to a point where they're at a sensible capacity. That by itself involves moving like 120 kids, right? So that that's your floor for >> Mhm. >> even if you could just magically pick students up, right, and put them in ideal spaces, that's how many minimum you're looking at. So you're looking at numbers above that. um question and I don't know if this might be for Ellen who I see in the corner but um what what does it add to the transportation time for our Clarksville students if they're going to Slingerlands instead of to Eagle >> maybe minutes
085a lot >> are you >> um Katherine did you um I just different different topic. I'll get my thoughts together before our next meeting on that one. Um on special ed and uh the services that our students receive, um all of these all of these uh options now have uh large numbers of students moving into Hammerrail. I know we're working to make sure that we keep flexibility in our buildings no matter what. Will these options all continue? Will these options all provide flexibility enough flexibility in our buildings to both support our special ed students and the services and the space for the services they receive as well? >> So that was the goal would we the committee wanted came up with targets that we allowed space in each building for some flexibility. So for example
086if they're over you have to look at do you still have that flexibility or not? But yeah, that was the goal. >> The the target classrooms left one >> Yes. >> one available classroom. >> One available building. >> Great, >> Meredith. Um staying on the topic of special ed, um I know we have said in prior meetings that these numbers um do not include students who have IEPs who are in um either Kota classrooms or connections or foundations. Um no, that's not I'm sorry. They so in the regards to the classroom spaces, right, the self-contained programs at Elmere and Hamigrail weren't factored into the space availability because we accounted for them that they would still be used for those programs. All the students who have IEPs were not they were kept in whatever zone, whatever
087elementary school they're currently in and not part of the calculation to shift. Okay. So, uh my I just wanted to clarify that for those students with IEPs, will they be given the option to move to a new school? If if they're um if their NPU is reszoned, are they given the option to choose which school they want to go to? We it would depend on if there's a program at that school, right? Because we in the discussions in what the priorities special education parents said that they didn't want their students to keep moving, right? >> So in the planning purposes in the committee discussion, any student who had an IEP was kept at the current building they're at. So, for example, if they're in a program, let's say at integrated co-eing, because this the skills
088classes would stay in in Hamburg and Ellir, but if you're in an integrated co-eing class, all of those students are still accounted for. Let's say at I'll just use Eagle if there's a grade three co-alk, those students were still planning to stay at Eagle, all of them. >> [clears throat] >> So, if they're moving to Slingerlands, if there were a potentially, I don't know if there is, if there were a similar program, that might be an option for them to go to the home school, but there may not be that option because we planned the planning was done keeping them in the school they're currently in to avoid that disruption. >> Okay. Would that for those those students who have siblings who are also in elementary school would they stay with their does the plan
089factor in keeping them with their their sibling or not? >> We didn't discuss that that those stu only IEP students were accounted for staying >> but is that possible? Potentially it would depend >> on what the numbers are in the class sizes. And and in talking about that, does that apply to students with a 504 plan? >> No, because they're not connected to a program. >> Okay. So, this was just based on a program that they're in. >> Okay. So, any student with a 504 [clears throat] plan would be moving with their NPU. >> Correct. Questions? Um, with option one, one thing I was wondering about was did the um is whether the committee looked at moving 51 to Hamigrail and moving 57, 58, 89, and 90 over to Slingerlands. Did that don't know if
090that came up >> there. there was a an option discussed around that. I I don't recall the exact details. I don't have those with me tonight, but but we we did look at at uh the Murray Road uh neighborhoods as as being something we could do also some, you know, do that with, but I don't have those details right off the top of my head. >> Okay. >> Yeah, there was dis there was quite a bit of discussion around that. >> Yeah, >> I can't remember. >> Okay. What's the impetus of the question? >> The question? Well, I'm just looking at the map. I mean, where I'm coming from is that I mean, that neighborhood 51 to me, I'm not sure it makes sense to send it all the way over to Slingerlands instead of
091when you they could I mean, you could walk or bike to Hammer. >> Yeah. from there because that's that that's that Westchester Woods neighborhood off of um like kind of o off of Murray but over on that side of the bypass whereas those other four the bypass cuts through. I I do you know >> I think I remember a conversation however that >> say you know even though you do have to cross the bypass it would really only take just a few minutes to get from 57 89 etc over to Hammock but it would take a very long time for them to get up to Slingerlands. >> 51 has more kids right than all four of those together. >> Yeah. Nine more. Nine more. Other questions? Um, just in general for option one, we see
092Singerlands gaining 45 but then in two years losing 15. So there really is Singerlands is only gaining 30. Do we think that that is enough? Because one of the considerations we talked about the earlier options, we felt like they didn't fill in Slingerlands enough. Slingerlands also is going to have the fewest number of classrooms um besides Eagle. It'll have the fewest number of classrooms impacted by the bond. >> So, it does make sense to me to, you know, to to try to move a lot to Sunderlands. So, do we feel like option one sends enough kids to slumber? >> I mean, I think it's low given the amount of classrooms they have available. Because if you look out at the 20, 30, 31, it shows they're only at 20 sections. They have the most classrooms
093of any elementary school. So, it is kind of low, especially when you move that one MPU out. We could have we could revisit one if that's what >> this one or >> I mean I definitely think that the of the two, >> you know, I I definitely think that the committee I'd like them to take a look at them again, especially since they didn't haven't even had a chance to take a look at option 2 Okay. Um, and provide any feedback on that. Um, you know, and with option two, you know, I really would want to know whether >> whether it is even workable with this. >> You know, I agree with Meredith. You know, I like the idea of keeping the cohort with the the kids that are moving from each building together. um
094because then they're kind of coming in, you know, as a pack. Uh and they will, you know, they've got connections that way. Um so I think that's that is important. Um and with option one, yeah, I like a version of combination. Yeah, I mean with option one, I still I just, you know, I just have questions about 51 and whether that makes sense to move it um if it's moving to move it all the way over to Slingerlands instead of the other >> around the corner. We might have discussed this already, but um 53 and 54 from Eagle to Slimmerlands, was that considered? >> Yeah, that was in the >> It was in the earlier options. >> Yeah, I think it was those were the >> option C of the gap >> and it's a
095total of 33 kids, I think, in those two. >> What were 534? It's the little red >> 33. >> Yeah, 33 total. >> Zero. >> Those are the two that the the concern raised was that they're about losing any walkability for neighborhoods going Eagle. >> Yeah. >> Oh, right. Okay. >> And also, I mean, I think at least by themselves. That's not enough kids. You need to still have other >> because it's only I think the two of them combined are 33 students, right? >> Yeah. >> So, you would still need to pull from somewhere else. >> Mhm. I guess if there was the thought to try to keep Clarksville together, does either 50 does 54 give you an option to if you moved 54 to Slingerlands and kept Clarksville at Eagle? Does that >>
096What's the numbers for 54? 54 is 33 students. 53 is zero. >> 53 has a 55 and older community in it. >> People of advanced age. >> Yes. So, Jody, can we ask for another zones of committee meeting? We have one, but I could ask to see if we could meet maybe a week earlier just to give cuz >> um >> I think that would be helpful because it it does like when we leave the committee meetings like we came up with the options one two you know from a two two different meetings actually >> and then these guys have to run the models and there is some time that that takes to make sure it's accurate. So we could go back and um from the feedback and this look at you know some variation
097of those to bring back for >> I mean I'm thinking even maybe keep that you said there's another one on the 14th also like keep that but if it's possible I mean I hate and again I'll echo your thanks for everybody who's on the committee because I know they've been working very hard um but if it's possible for them to meet earlier so that these guys can run the models >> um and then they have it they still have that option to meet again. >> I I do think that's important also because these options, you know, were just presented to the community as a whole on Monday or or Tuesday. And so um and a lot of these MPUs were not contemplated moving before. So, I really do think we need, you know, we've gotten
098a lot of community feedback >> um since yesterday, but I do think we do need to have additional community feedback to the committee members who can bring it to the committee um just because these are a lot of new um NPUs that are moving. Um, additionally, I would ask that if they could look at option one to see if there is any more kids we could move to Slingerlands on that. um asking does number two does option two actually work? Um and then giving them the the opportunity to look at option 2 a because they haven't had that opportunity yet. >> Yeah. >> And we all of the emails that have come in through the district office. We um Britney's added them to the committee folders for review. If they if the reps haven't got
099it directly, it will be there for them to review. And >> ultimately, how many options do you see being presented to be voted on? >> Well, we at the committee, the last committee meeting, we thought that, you know, one and two did two different things. Um, so two even kept kept the cohorts together. One was a little less kids. So the committee actually the discussion was they thought the board wanted two recommendations. Um so originally uh they were debating do we send how many and so that's when the committee decided we should give the board two options for their consideration and ultimate approval. >> Yeah. Yeah, I mean I think anything I mean look I'll happy to consider as many but if if we get above two I guess we'd have to discuss and maybe
100this isn't the forum but I mean we might have to use like rank choice voting. I'm not sure how how that that that would work, >> right? >> Um you know what what kind of vote we would have to do. Um but anyway, that's something to consider. >> So I think they were thinking generally the board would prefer to have two a couple options. >> That makes sense. Catherine. >> Um, okay. So, yes, unless there [clears throat] is rec broad recog or if there is broad recognition from the committee that that one is preferable to another, that type of information would be fantastic to have as well. I think it's I I um I'm grateful that the committee's considering, you know, putting forward options for us to consider and also these folks have just been
101so far in the weeds for so long on this and to echo everybody else's thanks. It's it is um they're doing a tremendous service to us in our community. So, if there is a strong recommendation, it'd be good to know that >> you and did you >> Yeah. Listen. >> So, I'm just, you know, we've got these nine opinion set, right? As far as I can tell, of all the options we've been shown, option C, which I think was the one we favored of those choices in moves the fewest. What was seen as the con for that model that has led it to be, you know, effectively not reflected any of the current model? I >> I'd have to go back and look. I I don't recall those details off the top of my head.
102I can't. It only moved 33 kids. >> My recollection is >> that that's the big issue. >> You've been up kids, >> right? >> But now but now with option one when >> you're moving 45, >> right? When you take NPU 40 out of it, it's >> it's really back to 30, >> right? >> Yeah. >> Um so that's why I think it moves enough. I'm thinking that it doesn't quite move enough kids to it. >> It's still 45 without without it's 660 with >> Oh, I'm sorry. I thought it was 40. Maybe I've got my number. >> 51 and 65 is 44. And then when you add 40 in, it's 80. >> Oh. All right. My notes. >> But I I understand why that was. Okay. That's the downside. >> That was the Yeah,
103okay. So, it's a total of 45 >> 45 without MPU 40, 60 with MPU 40. No, MPU40 is moving out of Slingerlands. So, I'm talking about the number the number of kids moving into Slingerlands is 45, which sounds better than option C, >> but then two years later, we're going to take 15 out of now. I see what you're saying, right? >> So, we're back. >> It's actually It's the same number, >> right? >> Yeah. >> No, that's true. other thoughts people have tonight. >> Okay. >> No more thoughts. All right. >> Thank you. >> Um, next thing on the agenda is our public comment. Um, which I know is going to take us past nine o'clock. So if nobody objects, I would suggest taking five minutes now to let our pig and super students
104go home. >> Makes sense. >> Okay. So any pig or soup students come up sign out on one of the sheets that's up here on the table and then And uh Jody will be back in in just a second, but um let's get things underway. Oh, see uh next on our agenda is our recognition of public comment on an agenda item. I know we have a number of people here who would like to address the board on an agenda item. Um a reminder that speakers have three minutes to address the board. Um Britney has um volunteered to be our timekeeper again over there. Um and my usual reminder is that the board uses the public comment period as an opportunity to listen to concerns uh but won't debate issues or enter into a question and
105answer session. Um and uh speakers um are encouraged if you have them to provide the board with um a written copy of any comments um and any other documentation though that is uh certainly not required. Um and I did want to um what I'm going to do is I'm going to go down our list and then at the end um if there's anybody whose name I didn't call or who feels like they would like to speak um I will uh open it up to anybody else. Um, and I did just want to um let everybody in the community know. I mean, the board has received a lot of emails um within the past uh 48 hours um I would say. And um I will say that uh it I I ran out of um time
106to try to respond to all of them. So, but they did all come in um to the board and the board was able to read everybody's comments. So, even if you did not get a um personal acknowledgement, we got them. >> And the comments, we also received comments that came in through the email address, >> the district email. Yeah. Those all came to the board as well. >> Yes. >> Um so, uh Jessica Fuller, >> hello. Um thank you for allowing me a chance to speak. I've spoken at all of the meetings we've had about reszoning over the last few months. Um, typically I just get up here and talk. I did take a few notes today, so I'll use them a little bit. I want to start off by saying, um, I'm here as
107a parent whose child u whose children are not up for being moved in any of the proposals we've seen to date. Um, and I come every single time anyway because I'm so strongly opposed to this happening. Um, I was literally in my pajamas, still in my pajamas, wasn't going to come and it was like 20 minutes to the meeting and I was like, you know what, I have to go because this is so ridiculous. I can't sit home in good faith while this is happening even though it doesn't impact my family directly and not speak up against it. Uh so here we are. One of the reasons I feel so strongly against it is because I've had a child who is special needs who this district has seen fit to move twice. Um just because
108children with special needs get moved all the time in Bethlehem. And the one positive that's come out of these resoning debates is the fact that other parents with general education children feel so strongly about their children not getting moved. and it's now bringing to light the fact that special education children have been moved in this district for years and most people don't even know it's happening. So, as a parent of a child that's been moved twice by this district in four years, even though we've lived in one home the whole time, I can tell you it creates a lot of stress, a lot of sadness, a lot of anxiety. Um it's extremely problematic that for these zoning committees, these little committees we have that represent each school, there's only one parent representing each school. The
109parents are the ones that are going to have to have these conversations with their children and deal with the kids who are throwing up before the first day of school next year and not sleeping and having night terrors and all of these things, which might seem ridiculous that I'm saying to you, but these things will happen to many children in the district if this goes through. Why there isn't more than one parent per per school on the committee is a disgrace and I think it shows a real disconnect between what's actually happening and what you guys think is happening and it's so disappointing that the board continues to move this forward even though the taxpayers the families in this district really don't want it and even though it's clear from meetings like these that none
110of you agree that there's any good option. I mean, we sat here tonight for 2 hours and none of you seem to think there's an option that really hits the mark and does what it needs to do. So, why are we rushing to approve something by January when here we are mid to late December and there still isn't any good option that makes every single one of you happy, much less the 150 to 250 families that are going to have to deal with the repercussions. Um, I don't know why we're rushing this. I don't know why we're moving it forward. One thing I will say is that it seems really clear this is a result of poor planning by the people in charge of the district and the board over the last 5 to 10
111years if not longer. If we can project now how many kids are going to be in the schools in 5 years, how come 5 years ago we weren't projecting this was going to be a problem today and then planning accordingly. We could have created larger flex zones then incoming kindergarteners could have been moved to the schools that were going to be, you know, they were going to be disproportionately smaller than others and we would have a situation now where the schools all had the amount of kids we needed them to have. No child was being moved halfway through their elementary career. The fact that the board didn't do that, that the people in charge didn't do that, and nobody's apologized to the families that are going to have to deal with this. Not that your
112apologies would make a huge difference, but it was discussed at our PTO meeting one or two weeks ago that the superintendent stood up at the November community forum and had all the questions on the board and you know brought up the fact that we should all still pass the budget. You know, hurting the budget doesn't help all this stuff. At no point was it like, hey, we're sorry this is happening. We understand. Yes, >> I have to I think your time is up. >> Okay, I'm just going to keep talking. Um and okay, last last thing I'll say. There are a lot of people that want to >> Thank you for your time. [applause] >> Um I have uh Denise and then Chad uh Styidum. I don't know if you guys [clears throat] wanted to
113speak together or separately. >> She didn't want to speak at all. >> Oh, okay. [laughter] >> You thought you just sign up to say here. >> Okay. >> All right. All right. All right. I just wanted to say that the committee has spoken for I don't know a year basically that the goal was to minimize the total number of students moved. That's a quote from your website. All the five options except for option B in the first five proposals were 150 kids or less. The one was 185. Today option one is 157 and the other two are just way way more more kids involved. And then I wanted to express how in Clarksville, like uh Meredith said, we got moved 12 years ago and we because we lost Clarksville School. we all could walk there
114and then we uh now we're so far and isolated away from everyone that we have to make friends in Eagle for years and now we're being asked without having any knowing anyone in Singling to just move all of us again after we were promised by the previous board that we wouldn't be moved that we're going to Eagle and that's your new school that's the compromise to losing Clarksville bill. But now that promise is being broken and it's and it's and now we're going to be isolated going into the Slingins knowing no one. But meanwhile there's like like the UPI 33. It's walkable to Singalins. Go over there. You can walk it. It's like a mile or half mile. Um we're we're they're right of Delaware A and we're telling oh we're not going to move
115you because you guys can walk. But they can walk either way. we got to drive the furthest drive in the district. And we're being asked, "Oh, don't don't worry. Just one lady said just drive farther. Who cares? You're used to it." I don't think that's appropriate for other districts be saying that about us. But we uh we were devastated. I mean, generations had families growing up in Clarksville Elementary, and we were devastated. Our our homes home values went down. We still have signs hanging up to say save Clarksville Elementary. You can drive out there and find them. They're all over the place. 12 years later, people still have them up because that school meant that much to our community. And then we're promised to go to stay in Eagle and they're breaking this promise with
116the proposal today. I don't know why we can't have the same the five proposals from before included in today's discussion and in future discussions because the parents in those in those discussions showed up. We were told we wouldn't be affected because we had a promise that we weren't going to be moved 12 years ago. So why would we show up and maybe we should have, but we're here today and and um I just don't think that we should be making changes. The feedback that we're hearing is just feedback that they don't want to move and they're specifically saying, "Why don't we move Clarksville?" Well, now I'm here saying, "Why don't we move them?" So, the board should go back to their goal, which was to minimize the fewest amount of students, which has been our
117goal the whole time. And as far as continuous boundaries go, I just want to point out Clarksville uses Route 32, like half of Clarksville, which goes through RCS. So, they won't even drive through that little sliver of Slingins. So, it is technically continuous. And uh I don't know how much time I have here, but >> I think you're out of time. >> All right. Thank you. >> I appreciate it. Can I give you this? [applause] >> Thank you. >> And then Holly, for our for our speakers, yellow means how much time left? >> Doing 30 seconds. >> 30 second. >> And then the when Britney holds up the red >> red is the end of three minutes. >> Red is the end. >> Okay. Thank you. Um, and then next I have Heather and Kurt.
118>> Relation. >> Hi everyone. Um, we didn't physically prepare everything because it was brought up that this was brought up yesterday. 29 hours. I counted from 1:30. Actually, we'll do 29 and a half. I'll give you the half an hour. Um, until this board meeting tonight. We work, we sleep, and we have kids have activities. So, we didn't have any notification until 1:30 yesterday that we were even part of this. Like echoing that, we would have showed up if we knew we were part of this. Every zoning map shows cutting off to Van Djk, not out where I'm out. I have a long drive anyway. My kids go to schools out. So, don't even consider school busing for my kid because they wouldn't go anyway. We go to schools out. We use those services. We
119pay extra for those services and we still show up. And like they said to Meredith Morardi, thank you so much for stating that fact. The community is there's only four kids here of the parents that are here that actually are my kid's friends. You're going to move him to Slingerlands and he's not going to have any other friends other than those four kids that he already has right now because the community is eagle. It's not I live on 65 acres. They're not going to hang out with the deer that come up to my house. You have to understand what you're asking. You're talking communities moving, neighborhoods moving. They go play with each other after school. They know all the different ages, the different people. My kids don't have that. There's no walkability to anything. And
120I'll let my husband speak. >> Well, and not only that, when you're taking the whole 65 and splitting it into 651 and 652. Now, you're taking that larger community that that's currently using Eagle as their community and then breaking that apart even more. So none of the options as we saw with all the disagreements tonight really make a lot of sense and I think at the very least you should take a moratorum on this and postpone any vote for several months let alone not not the end of January cuz there's clearly no consensus at this point. Um I think it's a great disservice to the students that are in that district. um especially with the lack of notice that we were even in contention of being moved. All the other models that were prior didn't
121involve our area whatsoever. So I think echoing I appreciate some of the other parents that had come to every meeting even though they weren't being moved but we just don't have we didn't have time but that's why we don't have anything prepared to hand in today at this point. Um, >> we're happy to repair. And also, I'd like to echo the further mother, the one who spoke originally to say, why is this even happening if it's I agree with her, the first person who spoke? This maybe doesn't need to happen at all. Thank you. Thank you. [applause] >> Uh, Greg Demarco. Hi. Uh, thanks for having me here. I hope I don't take my three minutes. Um I want to I I haven't talked to anybody else in my zone, my area. Area 51, what
122it looks like. Um I think we're the odd one out here, unfortunately. I wish I could have had the time, which I didn't uh to speak to some people who are in our neighborhood. I think we're in a unique situation. I'm not taking anything away from everything that's going on, especially in Clarksville. That's a crazy situation, I think. But we just we are one of the zones that just got this thrown on to us yesterday. We weren't part of any of the other of the other options as far as moving far away. Now this zone is going to Slingerlands with a tenuous I know what they were saying. Oh, it connects at the end to a tiny little area that goes to Slingerlands now. But our area is squarely in that side of old Delmare.
123Stones throw from Hamigrail, stones throw from Eagle. We go to Eagle now. When I lived in the home I live in now, graduated in 1999, we went to Hamigrail. The bus to go to Hamigrail now stops across the street because across the street from us, they go to Hamigrail. I'm on Murray Avenue. We go to Eagle now. My son loves Eagle. I got three more kids below that are coming in. I have four boys. They love Eagle. It's either Eagle or Hamrail. That's going to be When was Eagle built? 2008, I think. Right. Before that, we went to Hamrail. Now we go to Eagle. Now they're going to throw us Slingerlands. It doesn't make any sense. I don't know how many groups will have gone to three schools in less than 20 years. That's odd
124to me. Other than the Clarksville people, obviously that they had to deal with that. But for us to be right in the middle area and have to do that is very odd. And I don't know why we were chosen other than we have 31 kids and we can just ping pong us around. That's what it seems like. What are home schools? What is a community? And what is a neighborhood? I know Meredith was talking about it. John was talking about it. Walkability. What is that? So the zones and I don't want to run out of time but the zones 54 and 53 feel bad for them. They want to stay. They want to walk to Eagle. They but up to they can almost throw a ball to Slingerlands as well. I know that they were
125very loud about not moving. We weren't because we weren't involved. We were okay with going to Hammer. That's where we used to go. That was fine. I don't understand moving someone that's farther away to there when the others are not. And the numbers are are very close. Another thing, transportation negligible in most of these items. I'm not seeing a difference in transportation, especially between 2A and one. Some of the older ones that was that was different. There was a lot of different transportation. Option one pushes neighborhoods to soil lens. Option two pushes things to Hamrail for us. Walk or riding bikes is something that Meredith is talking about. Something that's very important. You have to keep a community together. Our community has always been the people where we live. Westchester Woods, Murray Avenue, across the
126street. Hammerrail. Now it's Eagle. My kids are going to go to a school with people they've not known at all. I don't think my son will have one kid in his grade. Maybe two. One or two that go from our area to Slingerlands. I I I don't know how many other kids, you know, would go there from Oh, that's it. From uh Sorry. So, that's it. Keeping neighborhoods together. Our neighborhood is together right now. We're fine in the Eagle. We'd be happy to be in Hammerrail as well. >> THANK YOU. [applause] LAUREN GRIGGS. [clears throat] All right. Good evening. So, I am speaking as a parent of a student in uh zone 65, which is primarily Clarksville and the areas around it. Um, I know my son has personally a 40-minute plus bus ride and
127from what I'm hearing that is actually kind of on the lower average. Um, I've had families who have talked to me who have 4550 minute rides to school and um, my son's a kindergartener and that's really a long time for a kid to be on a bus. Um, our bus driver is fantastic and I know that she's doing a great job because she talks to me every day. I I really love her name is Jess and she's like the best dress driver. But having kindergarteners through fifth graders on a bus for longer than 40 minutes is an impossible task. And asking to add to the longest bus runs in our district. Adding those minutes on is just it just seems not fair. Inequitable is the word that comes to mind. Especially since transportation has historically
128been the great equalizer in education. We're looking at walkability in a lot of neighborhoods. Biking and bus um walking is coming up a ton. Why are students option to walk to school and ride their bike to school prioritized over my family's necessity to send their child to school on a bus? We don't have the option to walk to school or ride our bike to school. we have to use the bus or you put the onus on families with two working parents to drop everything that they're doing and drive their child to school. My husband and I are educators, we cannot do that. And so the bus is an absolute necessity and I know there are many working families in Clarksville who depend on transportation as well. I think that asking us to add a longer
129route onto the furthest geographic routes in the district is unacceptable. My son doesn't get home until well after 4:00 and there are five more kids on the bus after he gets off that still need to wait. It's dark by then. It's not fair and it's unacceptable, especially given the history of what has happened in Clarksville and the disruption that that's caused in our community. I understand that riding your bike and walking to school is very important for a lot of communities. But is that one of the priorities that was named in the beginning of this journey? I think not. Transportation means for us riding the bus. Transportation is not walking to school and riding your bike to school. And that is an important thing to remember. Thank you. >> Thank you, [applause] >> Martha. Good.
130>> Thank you. >> Hello. Thank you. Um hopefully keep this short. I am uh our family is a part of now neighborhood 65.2 which accompanies 13 kids, three of them coming from my own home. Um two first graders and a kindergartener. Um just looking at option one, it seems the most feasible, the most in between options. Um, I would, as to piggyback off of the bike riding, the walking, I understand, you know, neighborhood 54 and 53 would like to keep that option. It's great. You know, my my kindergarteners friends with a kid who lives in that neighborhood and, you know, it's nice to see them walking, whatnot, but to keep them an eagle, it literally sticks out like a sore thumb. When you look at the map, they're surrounded by Slayerlands. Um, but to break
131up the Clarksville neighborhood, to extract 13 kids to keep 33 who like to walk, that just it doesn't seem fair, if that makes sense. Um, and I mean, I've emailed, one of my emails was, you know, the the neighborhood aspect of Clarksville. Yes, we're not we're not a culde-sac. you. It's not, you know, you can just look at the map and see all the houses on 54. And, you know, it makes more sense to move all those kids as opposed to one kid over here, two kids in this house. I mean, that's that's just my take on it. Um, I just the 65.2 just doesn't make sense. And I mean, I get it's, you know, Tyler Technologies had talked about the bus route. My kids don't ride the bus. Talking to other parents here who
132are in that group, they don't ride the bus either. So, I'm not sure, you know, what route they're looking at or whose houses they're picking them up at, but it's not mine. So, and um that's it. So, THANKS. [applause] >> Uh Andrea Bilsma, >> good evening. I am also in the 65.2 area of Clarksville. My husband's grown up in the school district. He went to Clarksville Elementary School. We decided to move into his childhood house because our child had the option to go to Eagle Elementary School, which is where, as he had said, they were promised to go. Now, I was at the community forum. I went just because I had a bad feeling about how the people in Delmare, Bethlehem, and I'm not saying it's people in this room look at Clarksville. We are
133the redheaded stepchild of the group. Sorry on your red hooks. Um, and I was right. One of the first things that came out was just move Clarksville. That was gut-wrenching. And then yesterday, I see this. Are you Are you serious? Like, we're supposed to be at Eagle. Eagles are kids home school. You look at the area of Long Meadow. They butt up to Slingerlands. Those kids know kids that go to Slingerlands. My kid doesn't. None of these parents' kids do. They have friends at Eagle. They don't have friends in other areas in most cases. Not only that, you are now taking away my kids' ability of the kids that he does know in Clarksville. You've now cut him out of that. He doesn't ride the bus to school. He goes to school out schools out
134in the morning to get socialization. He was on the bus for hours in kindergarten. We pulled him off. But because a bunch of people in one area came and made a great big stink, this whole community is getting screwed again. And it's not fair that we didn't get a say at the meeting because we thought we were safe. And it's not fair looking at this map that there are people on the committee that their area is now taken completely out and they're safe and they're fine. And that's that's not fair. It's not being done impartially. It's not being done fairly. Why is it being done? Because my kid, you guys can say you're going to support our kids that have to move. Great. I'll give you my address. You can come into my house in
135the morning. You can come to my house at night. You can sit there and explain to them why a group of adults is changing their lives forever. We really need to go back to looking at the first three options. As somebody who was able to look at them impartially because I wasn't involved, they make the most sense. Yeah, it hurts. It sucks. I get it. Thank you. >> Thank you, [applause] Kimberly Luring. I don't know how to work this thing. Hi, my name is Kimberly Luring and my son is currently in the second grade at Eagle Elementary and potentially going to be impacted now from these most recent uh proposals uh 122A. Um as Andrea stated, these just came out and we were only given less than 24 hours to figure everything out and try
136to get a group of us together just to show our support because we were not represented. So now we're showing our representation. It makes no sense to take off the first five viable plans that were initially launched where there was potentially 103 less students impacted which was one of the main things we wanted for our students. Another thing you're going after Clarksville again and not for nothing I live on 10 acres. I have 137 acres surrounding me of farmland. So unless you're counting cows, chickens, and pumpkins, there's not going to be more population. I have two children. I'm not going to overpop populate like section what is it 54 53 all that. So where you're looking at is not accurate. You need to use more more diligent information. Currently my son does not take the
137bus as well. My son uses schools out incorporated because again for that socialization aspect. So please take me out of the calculations for buses. It seems to be children in rural areas are looked down upon at this point based off of these proposals. We try to teach our children to be able to pivot, but that can be difficult for a second grader to understand. While the older proposals may be inconvenient, the newer proposals will actually impact social and emotional um them socially and emotionally. So, yeah, they can't walk, they can't ride a bike, but now you're telling us we need to change everything. I personally moved from another state, and now you're telling me I need to change everything all over again. I'm asking you to go back to those proposals. I'm happy to be
138part of a committee as long as you're willing, everyone's willing to look at things from different perspectives, but at this point, you're not going to satisfy everyone. and we know that, but we need to actually work together. Um, and I think the group is willing to do so. Um, finally, I just want to express again my concern for the timeline. When will there be another forum for our parents, administrators, community members, and consultants to discuss the changes. The short window between the release and the vote feels rushed and leaves families feeling unheard, almost bullied by this process. I want to thank you for listening and considering the impact that this truly has on us. THANK YOU. >> [applause] >> JESSICA HAZEN. Good evening. I will likely be reading directly from my notes since we had
139such a short time uh after learning that we were potentially being affected. My name is Jessica Hazen. I am a Clarksville resident, a parent, and a pediatric nurse. And I am asking the board to pause any final decisions on resoning process and continue to pursue alternative solutions at the very best. From both a professional and a parental perspective, I want to emphasize that civility is a critical development needed for elementary age children. Research in children, research in child development and pediatric health consistency, excuse me, pediatric health consistently shows that frequent or large-scale school transitions increase stress, disrupt learning, and can negatively impact the emotional regulation, academic performance, and a child's sense of safety. Particularly in our younger students who rely heavily on root on routine and trusted relations. The current proposal is especially concerning given
140Clarksville's history. Eagle Elementary opened in 2008 as a state-of-the-art school intended to serve the community for a long term. When Clarksville Elementary closed at the end of 2010 200 2011 school year, families were asked to accept a major transition and trust that the district's planning. Clarksville families adapted and invested deeply in Eagle. Children formed peer networks. Parents built relationships with staff and a strong school community was built. To now move Clarksville students and a community again reintroduces a disruption that many families believed already had been resolved. From a developmental standpoint, this instability compounds stress and undermines the continuity that the young litters learners need to strive. Clarksville is a community. We did our time. We took our turn in rezoning when the entire community was uprooted in 2010. I urge the board to examine alternatives,
141prioritize decisions that align with what we know about child development, emotional health, and long-term planning. I respectfully urge you to pause. Don't rush this decision because we are close to this arbitrary deadline. Our work here is not done. And I ask that you center this decision on the livedin experience of children and families, not just a number on a map. Thank you, [applause] Brian Lind. >> Hello. Uh my name is Brian Lind. Uh I'm a parent at Singerlands and live in neighborhood uh 39, which at no point uh in any of these models has been moved. Um, uh, I also grew up in Bethlehem and went to school here. Um, I wanted to start by saying I do think we need to reszone our elementary schools, uh, to better balance our schools in a way
142that reduces overcrowding and is equitable. Um, I've been to several of these meetings on resoning and it's hard to not feel like Hamigrail families threw enough of a fit in the last several meetings to have none of their students move now, which doesn't feel very equitable. I'd also note that none of those parents are here tonight. Uh these new proposals also seem to really target Clarksville neighborhoods as many people who are here have pointed out. Um and these are neighborhoods uh and families that have been moved multiple times over the last two decades and have been historically disregarded which I do think we need to take into account because it doesn't feel very equitable. I appreciate Meredith you saying that keeping neighborhoods in underutilized schools is important. So is keeping kids who are moving together.
143But looking at option two and 2A, that does happen for Glenmont and Eagle, but it doesn't for Slingerlands, and that doesn't feel very equitable. I'm also unsure why we have two brand new proposals here and not just tweaks to the maps generated previously. If asking the the zoning uh oh, I'd ask that the zoning committee work a model until it feels equitable, until we all hate it just a little bit, but it's something that we can live with. That's the only way you're going to create equitability here. This isn't an easy task. As I said, uh I do think resoning is necessary, but these plans seem rushed and still not fully baked. I would again, as I said in the first meeting, encourage you to slow this process down and be thoughtful about the development
144of these zoning maps. Thank you. [applause] >> Uh Ariana Wendroski, thank you. Uh my family is currently in Eagle uh but we're zone 51 which is now proposing we move to Singerlands in option one of what was shared tonight. Um for my family my daughter will be entering fifth grade next year. I have a son in first grade and I have a child that will start kindergarten next year. So this proposed move will affect all three of my kids plus us as a very involved parents. Um we built a tremendous community at Eagle, amazing friends and relationships with staff and teachers. I do want to provide feedback to option one. Um that move would completely remove our neighborhood's walkability and bikeability. Right now, our neighborhood has 10 plus kids that ride bikes/walk to Eagle. It's
145a safe route and only requires them crossing one road with ample sidewalk space. A move to Slingerlands means bike ride times double and takes them through the very busy intersection at Stewarts in the gas station, plus the through traffic of roads and driveways. Sunulins makes walking to school basically impossible. Biking and walking to school safely is such a special part of our neighborhood and building a community and I would hate to see that taken away from us. I also want to comment on grandfathering. I know you shared the topic will not be considered until a final decision has been made. I think I can speak for most current fourth grade parents. If our children were grandfathered and able to remain at their current school for fifth grade, it would make a world of difference to
146our stress levels. Our children have developed such wonderful friendships and have seen the fifth graders before them partake in unique school traditions. to take that away from them for one year is not right and will be detrimental to their social and emotional development, especially knowing they will then face a huge change again with middle school. Thank you for your time and for your work on this and for taking consideration the community's feedback. [applause] Stephanie Magamua Um, Katie Bush. Hi everyone. First, I'd like to thank the zone of attendance committee, the board, and the superintendent for continuing to guide this process and trying to uphold the guiding principles that were set forth at the start of this process, which included transparency, clear communication, data-informed decision-making, and minimal disruption. I'm a mother of a second grader at
147Slingerlands Elementary, and I live in NPU38 on Carriage Road. We moved here two and a half years ago and in that time we've been settling in to our new school, our new jobs, our new community. Like so many that have already shared their perspectives before here at the board meetings, in community forums, by email, we're not excited about the prospect of moving. It would certainly be disruptive. But more important than my personal opinion and plea to not upset my family is my broader plea to honor those guiding principles that were set forth at the start of this process. My understanding is that the proposals shared tonight haven't been reviewed by the committee at least not option 2 a. It was only shared with the committee two days ago. There was no opportunity to gather input
148from the committee or the broader community and the rest of us have had less than 24 hours to review them. The most recent proposal is the first time my neighborhood has been on the table for discussion. So to at this point in the process, the process really appears to bend to the loudest voices in the room. those that had early warning, those that mobilized a strong response, and those that have more influence. All community voices should be considered equally in this process. I urge the board to remember that while we're looking at maps and trying to get the numbers right, the numbers represent children whose lives will be changed. With my neighborhood on the table for the first time, I have some questions. What happened to moving NPUs 14 and 15 from Glenmont to Hamigril?
149What happened to moving NPUs 53 and 54 from Eagle to Slingerlands? What happened to moving any NPUs from Hammergril to Esmeir? Why would we consider moving Clarksville to Singerlands when they already have the longest bus ride in the district? And why is moving NPU from Slingerlands to Elmere going to be delayed two years, especially when one of the problems we were trying to fix was under enrollment at Ellir? And why would we move children from an underenrolled school, in this case from Singerlands to Hamigril, where potential construction as part of the bond funds would likely disrupt their learning the next year. In all the previous proposals, people have voiced their opinions and the committee has responded. But what metrics are we using to evaluate the feedback and determine which options are best? Since in almost
150every case the feedback is that families don't want to move unnecessarily, it may be imperative to agree on a proposal that only moves students from the overenrolled schools. So I'm here today to raise my voice and say that as a member of NPU38, I do not want to move either. But it's not about me. It's about keeping this a data-informed process and considering all voices equally. >> THANK YOU. [applause] MY NAME AGAIN. UH, I'm just going to call Stephanie again. I don't know cuz just because I know >> she left. >> Did she leave? Okay. Uh, Nicole Prieta. Hi, my name is Nicole Pvetera. I am a current Slingerland's parent. I am also a Glenmont alum and I um am old enough to remember when Clarksville was still a school and I will say that
151as someone with no skin in the game, I think that it's absolutely ridiculous to make Clarksville families move at all. It's was a travesty that their school was closed in the first place and then moved all the way into Delmare. I don't think that they should be on the chopping block at all. Just throwing that out there. Um, echoing what Brian said, 2A does not move all students to the same school. It moves SLarland's families to two different schools. So, if the big pro to that one was that all students are moving as a block to the same schools, you do not achieve that. Um, sorry, I just have a list of unrelated notes, so I'm just going to um we are NPU77. There are four of us. Next year, there will be five of
152us. Um, maybe the year after that, depends on where he goes to kindergarten. Um, but we ride our bikes to Clarks or to Clarksville, sorry. We ride our bikes to Southerntherlands. Um, I don't want anybody to move us to Hammer thinking, "Oh, well, of course they would want to go to Hammer. Look how lovely it is." We're great biking to Southerntherlands. We're great. We We're fine. We don't need to be able to walk 1.25 miles to Hammerrail. We're great biking through our the rest of our Southerntherlands people, picking up other people as we go, going to Southerntherlands. That's just fine with us. Um, I'm not sure if it was a Freudian slip to say that we are moving people into Hammerrail and not out of it, but I would really encourage everyone to to just
153remember that Hammerrail is the only district that touches all of the other ones. So, if you are moving in on some sides, it's okay to move some out on the other sides. Also, I understand not wanting to move people out of underenrolled schools, but if you are pulling people into some of these schools from Glenmont and Eagle, the most logical place for them to go is to Hammerrail. And if that means that Hammerrell is going to be overenrolled, then they then need to move somewhere else. And that's that's okay. Um, sorry. Um, it was disappointing to see that the transportation assessment looked at cost and not ride time. It would have been nice to see something a little bit more about the lived experience of the kids, especially these kids in Clarksville who, you know,
154you're saying, "Oh, it only adds 10 minutes." Well, 10 minutes added on to a 45minute bus ride is ridiculous. Especially when for a lot of the kids who live in Delmare, my kids included, it's a 10-minute bus ride full stop. And it would be a 10-minute bus ride to go to any of the elementary schools. Um um and then finally, I'll just say that all parents in the district want a minim minimally disruptive and equitable school environment. All families are tied to their schools. And just to remind the board that to meaningfully engage with the board, with the district, with this process requires time, energy, language skills, emotional and logistical bandwidth requires child care. The voices that we don't hear are also part of your constituency. the people who don't have the time, the energy,
155the availability to show up in this process are also voices that should be considered. And we should not let the privilege um the members of the comm community who have the privilege of being the most engaged make decisions on behalf of the people who are just not as engaged for whatever reason. Thank you. >> Thank you, [applause] Scott. Uh, Leandowski. >> All right. I'm Scott Lamowski. I live in Clarksville. My kid goes to Eagle. Uh, one, this sounds like, well, someone said it and stole my thing. Redheaded stepchild. Clarksville. That's what I've been told. I've been living in Clarksville for three years. My wife's family's been here for probably like 200 and this is all I've heard is that Clarksville, they're a bunch of rednecks. Screw them. Uh, so that affects me now and I
156don't appreciate it. Uh, let's see. It also sounds like from all the parents I've been hearing, no one wants to move and since you guys I'm pretty sure we voted for you supposed to do what we want. So that's yeah uh let's see and then even then option one 150 if you have to move kids whatever the lowest number is really needs to be the answer. Um, oh, I would like to know or I'd like to hear or see the study on how much extra time it would be to drive to Slingerlands because I drive that route in the morning on my way home from work and it is miserable. Um, so I'd like to actually see those stats. Um, and also if you have to make a decision, rushing to one is the worst
157option. We see it in our own federal and state governments. Rushing to a decision is dumb. Rush or get to the right decision if you have to get to one. And uh yeah, don't rush it. Sorry, I wrote a bunch of stuff. And then also Clarkville was promised a new school and I looked it up and uh Slingerland was built in 1941. So it might be a little newer than Clarksville was, but it's not new. And then yeah, you're that would be typical politician thing is tell us one thing and 10 years later change it back and that makes you not want to vote for you guys. So I don't know what else to say. So hope you make the right decision. [applause] >> That's the end of my list. Is there anybody else? Yes.
158Um, if I could y >> um, >> sorry if you could just state your name and then >> uh, my name is Alexis Marasinus and I was actually watching this from Clarksville and came rushing down because I felt like there was some misrepresentation and I've been very happy to hear all the parents speak about Clarksville cuz I echo the same statements. One of the things that kind of really upset me while watching this is someone said, "Well, what's the extra bus time?" And someone up here kind of laughed non nonchalantly and said, "Oh, just a couple more minutes." My first grader has a 40minut 45minute bus ride from Clarksville. She has to take the bus to and from school. My husband and I both work. It's the only option we have. Um to add an
159additional 10 minutes or maybe 15, 20 minutes in bad weather for her seems a bit ridiculous. And I feel like that really hasn't been discussed within the committee or at least relayed back to us. That's a significant bus ride for these children. Shout out to Miss Jess. She is an amazing bus driver. My child does love the bus. Um she's Miss Jess fan club all the way, but it's not fair to these children. Um I also think it is again very important to understand the history of Clarksville and as everyone has said, we were promised to go to Eagle. To change that 10 years later feels so unfair and so disrespectful, especially to add these two options in last minute. Um, I really do consider ask that you consider postponing this vote. We tell our
160children in school, don't rush your work. Take your time. Make sure you're making the right decision. Please do the same. This is rushing. This is too quick. And I don't think there are enough options that satisfy all the requirements needed to either not have this happen again in 5 to 10 years or to not make Clarksville, I guess, the red-headed stepchild. So, it be tonight. Um, THANK YOU FOR LISTENING. >> [applause] >> HI, I'M JULIE GRIMMER. I live in neighborhood 38. Um, I looked at today's well the proposals that we got yesterday and what stuck out to me was that all of a sudden Clarksville was on the map and that they were going to be moved to Slearland's and I just my heart went out to everybody in Clarksville who they already have the
161longest bus rides of anybody else in the school district and to ask them to just go another 5 10 minutes. it just seems unnecessary to bust them by the school that they used to go to to bring them to another one. Um, so I'm not really sure why we couldn't work with some of the models that were provided before. Um, so that's one thought. My other thought is that neighborhood 38, if you look at it on the map, it's not really a standalone neighborhood per se. So, if you were to ask me and most of my neighbors what we would consider to be our neighborhood because neighborhood 38 for those who don't know where that is, it's uh kind of uh behind the Valero on uh Delaware Avenue. So, it kind of is that little
162corner of Old Delmare that currently goes to Slingerlands. Uh our neighborhood would be defined by probably the length of Mosher Road, which right now only partway down goes to Slingerlands. We stop at Old Ox. Oldox uh is probably the center of our neighborhood. And then it like continues down into some of those other streets over there that comprise like 77.1. And I'm not really sure why 77 is even really a neighborhood right now because it's like maybe 10 houses. Um, so I think part of like what the issue with splitting that area up is is that it's just the way it's currently defined with the elementary schools. Those are not really like how that neighborhood feels in terms of what it is. So I guess like I'm not really sure why we haven't tried to
163make that one continuous area that just goes to Slingerlands if that's what needs to happen. Um, I guess like I would rather see kids from Clarksville have less time on the bus than for other people to have to just change schools overall. I mean, like that just seems like a huge impact that we could avoid with many of the other models that were provided. And it doesn't seem like those other models were even built off of. It's like they were just completely thrown out the window and started from scratch. So, I don't blame like anyone in Clarksville for feeling like you haven't been seen with this process because even if you have a representative from Eagle on the committee, if they don't live in Clarksville, then they may not be re representing you. So, um
164I would like this to be an equitable process and equitable for everyone. And that means that most people aren't going to be that happy with it. Maybe they will be, but there's certain things that just seem like they they just have to to happen. So, thank you for your time and thank you for your efforts IN [applause] >> Is there anyone else? Um, my name is Chloe Periselli. I grew up in Bethlehem. I was a Hammerrell uh student. I really wish I guess that I was a Hammerrell student right now. Um I moved to Clarksville about five or six years ago when my sisters actually attended Clarksville um for a year. I think when we lost that school, it impacted the our community and I'm saying Clarksville specifically um enormously. Um I I'd like to
165speak to the selection process for the committee specifically. I agree with one of the comments prior that one parent who happens to be a PTO president, not a community member who has served the PTO longer than one year is not a representation for Eagle Elementary. That's not an equitable process. Okay. Um I would like to know just on the board how many people are from Clarksville who have equity in the Eagle community. itself. I I think um the overages at I think it was model two for Slingerlands, it doesn't solve the problem for our Eagle Comm community. Still, guess who's going to be on the chopping block next time? Eagle. Again, um it seems like we're the scapegoat for the community. When you're looking at 150 kids moving and half of them are not even
166just from Eagle, they're from Clarksville, you are you are pinpointing one community. And I would love to love love love to share the wealth in this. I think it's equitable for students at each district. It sucks. It sucks for everyone, but for everyone to pinpoint the Clarksville community as the target is shocking. Never mind the fact that we had 24 hours notice, this is who showed up on 24 hours notice from Clarksville from Eagle. Had this been a comment made beforehand, this room would have been full the entire time. And I think it's an embarrassment to the committee, the selection process, and everything else that has gone on. Okay. Thank you. [applause] Anybody else? Hi everybody. My name is Lenel Bosworth and I live in the Westchester Woods, the 51 NP51. And um I want
167to echo the sentiments uh uh said earlier about the arbitrariness of NP51 going to Slingerlands. We are uh equidistant from two schools. Eagle where they students currently go, my my kids currently go or to Hamigrail and uh frankly I was keeping tabs on the previous proposals but just assumed we would likely go to Hamigrail given our geographic proximity. So, I I would just register and I think you'll hear from others in our neighborhood uh given more time that it's just uh it's an important component of where we live to be able to walk or bike to either Eagle or to Hamograil and that's not possible by going to sleep. So, thank you for all your work, your time, your thoughtfulness and uh good luck with the process. >> Thank you. Anyone [applause] else? Um, so
168first I just want to say that my name is Morgan. Yep. My name is Morgan Talbet and I'm a parent >> um of a ham of Hammergirl students. Um, so this just saddens me. Like this whole charade saddens me. I feel like from [clears throat] the start, if more parents were involved throughout the community, it would have felt more like we were heard from all of the ends of the spectrum, from all areas of the district. Um, we Hammergirl parents showed up just like you guys are right after we were like, "Wait a minute, this is going to affect us." We came and did the exact same thing that you guys are doing. We came and pled that our communities not get disrupted. And it's and I have friends who spoke, very, very close friends
169who spoke. Um, and and it made me sad to hear them give the impression that that Hammer Girl feels elitist, that Hammer Girl feels like we're above everybody, that no, we were literally the in the exact same position in October. We felt like we had 24 hours and that's why we showed up in full force and have been coming ever since. And I'm sorry, but you're mistaken. who have we are here again today. We know that one of the proposals um overloads Slingerlands and the goal is not to just shift problems, shift the overload to different schools. That doesn't solve anything. I think that we all want the exact same thing and if we were pulled from the beginning and included from the beginning, we would have said the exact same thing and that is
170if I can find my note that try to resolve these issues with class sizes and transportation while attempting to disrupt the fewest number of people possible. your job is hard. I don't envy any of you. Um, in this position, like this is a tough position. People are going to be mad everywhere somewhere, everywhere. Somebody's going to be mad. There are schools that are overloaded. There are schools that are underenrolled. The underenrolled won't survive unless kids come in. The overenrolled want smaller class sizes. You have a tough tough job. And I think that we all need to just stop pitting each other against each other, stop this divide and really come together and appreciate what you guys are trying to do. You're tr you're listening. You're giving us this time and the space to speak. We're
171all coming and saying the same message, which is yes, our kids are resilient, but don't move kids if we don't have to. Move only where benefit lies. THANK YOU. >> [applause] >> HI, IT'S KIMBERLY LURING AGAIN. SORRY. UM, I didn't get to one part that I really wanted to kind of take home. Um, and that's we we're talking about the overcrowding specifically for Clarksville, New Scotland area, moving us to Slingerlands, moving us away from Eagle. So when you if that passes, you move us over to Slingerlands. That's great. You moved all of us. You moved the cows, you moved the chickens, the pumpkins, everyone. And we go. Now what happens when we already have a limited amount of people that are populating in the area and this issue comes up another 5 10 years about.
172So you just put a band-aid on it. Um, and this is not to pin anyone against or say we need to move this person or that person. I'm just saying moving Clarksville and New Scotland is not an is not a good option. You're literally putting a band-aid on this. So, I am requesting you possibly look into other options in order to solve this problem, but it's really not going to be in the country. It's not going to happen. It's going to be again a band-aid. Um, so again, thank you [applause] Anyone else? Okay. >> Uh, item six, action items. A, finance action items. Uh, it is recommended um by the superintendent that the board of education approve the following finance action item number one. >> So, second. Any discussion? >> All in favor? I. Any
173opposed? Any extensions? That passes. B. Professional personnel action items. It is recommended by the superintendent that the board of education approve the following professional personnel action items 1 through seven. So move. >> Second. >> Uh all in favor. >> Discussion. No. Sorry. >> Oh, sorry. I just skipped over there. >> One of those folks is retiring after almost 32 years, which I thought was worth recognizing. Cynthia Rice. Um, so yeah, just >> there's a number of retirements on here. >> I I saw but that one was especially long lasting. >> Uh, all in favor? >> I. Any opposed? Any abstensions? That passes. Um, C. Support personnel action items. It is recommended by the superintendent. The board of education approve the following support staff action items one and two. >> So moved. Seconded. >> Uh, any
174discussion? Yeah. Once again, George Petuska custodian 36 years head custodian of the high schools. I just think it's worth noting someone's been here that long. >> Definitely. >> Um, all in favor? I. Any opposed? Any abstensions? That carries. D. Other action items. It is recommended by the superintendent that the board of education approve the following action item number one. >> So, >> second. Any discussion? All in favor? I. Any opposed? Any abstensions? That passes. Uh item seven, recognition of public comment on a non-aggenda item. If we have anyone [clears throat] who wants to address the board on a non-aggenda item, now would be the time to come to the microphone. Uh item eight, future meetings and events. Um our next regularly scheduled board meeting is on Wednesday, January 7th, 2026 here at the high school.
175Uh anticipating executive session at 6:00 and reconvening to open session at 7. And then the meeting after that is on January 21st. Um and that is at that's at the middle school. Is that correct? >> Yep. >> Uh do I have on here? >> I believe so. >> Um >> yeah, >> Britney says yes, it's true. >> Britney says yeah. Okay. I just want to >> I was say my calendar here doesn't show that. Um and again anticipating executive session at 6 and reconvening to open session at 7. >> Um when I didn't type in when's the next meeting of the zoning committee? >> I think Jod's going to reach out and see if they can meet um uh earlier in January. Right now there's a set date of um January 14th. >> January 14th.
176>> So that's a to be determined. >> Okay. Uh, seeing no need to go back into executive session, could I have a motion to adjourn the meeting? >> So moved. Second. >> All in favor? I. Meaning adjourned.