001Um, and then we also have one extra set. I want it back at the end of the super big size if that would be helpful for you out there. So, feel free to come up. I put >> the large ones are, you know, have more detail on them. If you want to take them and put them on a big table, >> you want to take the super big one. >> Oh, somebody may have taken two of the threes [laughter] then because they were >> there. For those of you who took them, make sure you have a two and a three at the top. >> You should have one that says two, one that says three. >> Okay. >> Thank you. That brings us to item C, board business, our discussion on boundary lines. Dr. Salith,
002did you want to open? >> Yeah, thank you. Um, so I I wanted to just explain to folks that are here this evening and just give an an overview of what we're aiming to accomplish this evening and some explanations. I'm just going to refer to some of my notes that um since the last meeting some feedback that we received whether it was via social media, Facebook, um questions, um emails. So, I just want to clarify some things that perhaps we didn't mention the last time and I just want to take a moment to address those things to set the stage a little bit. So, um, couple of the the one suggestion that came and what we addressed tonight and why you see the bigger versions is that, uh, the when we showed the big maps,
003you couldn't see the streets. I mean, I suppose you could if you like zoomed in, but of course, it gets fuzzy and grainy. So, we blew up the maps per that suggestion and we sent those out um shortly after our last meeting. So, maybe a week after we were able to send that out to all the parents via parent square so people could take a look at that. And again, that was in in response to a suggestion that we received in feedback. We also um have people that have been sharing um mostly through email some suggestions on uh ideas for moving lines and like maybe drawing some lines and sending them to us. And I sent all of those to Margie Johnson who's here this evening. And um if you were here earlier in another
004presentation, you know that um Margie Johnson is our uh transportation supervisor. So, she's here to assist this evening, but I did send those suggestions to her. She was able to explain and walk me through why they may or may not work or why things are the way they are. And so, hopefully we can get some further explanation to help people see why um it's not always that easy of just drawing sometimes and and when you really drill down and people at home don't have access to what she has access to, frankly, nor do I. So, which is why she's able to see really granular information that parents maybe would not. However, we welcome and appreciate the suggestions that were given. Um, and then the other couple more things I want to mention is that there's
005some some thoughts about just uh having this one decision feels heavy for one person, meaning, you know, Margie Johnson here. And that's not the intent. And what we didn't explain to folks is that we do have other people behind the scenes helping and assisting Margie. Chris Shaw is here this evening. She's our data uh it's too long of a title for people to understand but she's our data person for the district and uh also Mr. Elder from the student services and myself we've met uh several times to discuss these different things. So it's while the the burden does fall on Margie because she's our expert in u navigating Transfinder uh we rely heavily on her for that purpose but we do have others [clears throat] involved. And then lastly, what I would say is >>
006just and and the routing specialist that we have that Margie bounces stuff off every day at work. >> We have a routing specialist. Yep. Lori. >> Yeah. >> Cynic. So, >> she too is a Margie's partner in crime. But you see Margie here this evening. But the last thing I'd say is that we have we had an option and we explored a couple of years ago the notion of involving a consultant to do that was a little bit more complex but it was around boundaries. It was when we were early discussions of looking at the district as a whole and you know if we were to close buildings what the impacts would be but that estimate that I recall and I couldn't find it exactly but what sticks in my mind was $15,000 and I
007don't think it would be fiscally responsible of district to have an outside consultant come in for probably $10,000 if I'm being honest. I just know the cost of things. I think whatever I should think, I have to multiply it by 10. So, if I think it should cost a thousand, it's probably 10,000, right? So, we have the exact software that will do similar to what you'll hear like maybe GIS software referred to as and they certainly can do this. It might be a little bit more specific and can give you more u precise information, but honestly at the end of the day, this this program that we invested in does just about the same thing as a consultant that would come in and do. So that's why we're trying to do this on our own
008and save the district money. Um, but it is as I know Margie feels the weight of these decisions [clears throat] and we don't want her to feel that way. We want to work on this collectively. But at the end of the day, while we know there are many scenarios we can choose. We have to land on something. And if we the longer we drag it out, the longer our families are in are in angst and wanting they want answers is I'm sure that's why you're sitting here this evening and appreciate you being here. So we we at some point will have to commit. But we are here tonight a work session. The reason I suggested a work session to the board, and I appreciate you considering that, is that it allows the board some discussion
009to kind of a work session is just that like let's look, let's dive in. You know, we have the maps in front of us. We can ask some specific questions. It's not as a formal of a process as a board meeting and a little we have a little bit more flexibility instead of such a rigid process. We can just kind of problem solve. We can address the questions the board may have. The one caveat that I have to add is that there's certain things Margie is able to do this evening and move lines with dots but there are some times when if she hovers over some things right you'll you'll get student names and we for the privacy of people we are not able to do that so we will be limited in that little
010bit but we will be able to capture the big picture things with with the dots and um her manipulating the lines. So with that setting of the stage, yes, >> we just talk about um the considerations of rising fifth graders because that was one of the other things that a few people brought up. >> Yeah. So well just in general I would say Mr. Gomez, the intrad district question because we know that folks are anxious about wanting to stay at their home schools. We know that's going to be the case in many instances. >> What we are unable to guarantee at this moment is what that is even going to look at until we establish the lines. We have an interdist process in place. We intend to hopefully continue to be able to do that.
011We just don't know um how much how much we're going to be able to do based on it's always based on capacity. So until we get the lines drawn and we figure out how many people are where how many students are where we wouldn't be able to to get that information just yet on what that will look like. We've had the question that Mr. Gomez is referring to about fifth graders kind of grandfathering them in, if you will, to finish out in their elementary school, which we would love to do. And if they were able to do that, we certainly will take that into consideration. Uh, and we'll look at doing that, but we just until we get through this process, it's a little premature to predict, but please know that we're thinking about those
012things and going to try to make those things happen, but we just don't know, you know, until we get this first step done. So, with that, um, we have If you recall, and I'm sure all of you have been following along, we've uh we're looking at for tonight, we have scenarios two and three that the board were [clears throat] considering. I know um you you don't necessarily know this, but I know Margie has also been uh moving around some things and looking at some potential other ideas, at least one other idea just based on some feedback that she received to see and we if you would like for us to introduce that, we certainly can. But I know that the the we are going to focus on two and three and we could start there
013as a starting point to just maybe have some questions thoughts about if you would like to start with two for example Margie what do you have up you have scenario two okay >> so for those of you in front we have scenario two does anyone need a scenario two did you get one >> I have some ext >> I don't know how the balancing didn't work out. So, apologies for that. >> You can't blame Miss Loza because number one's her favorite number. >> Thank you, Dr. >> Thank you. M Johnson, as we start with the scenarios and um start with scenario two, if you could another big question that we have gotten from the community looking at these maps is um why why would we go to a school that's further away from our home
014where we're closer to one school? it's even maybe a walkable distance, but in this boundary scenario we've looked at, it means that we'll need to get bus somewhere else. Could you touch on that a little bit and explain why that may be the case in some of these scenarios? Thank you. So, as I said in the very beginning, there's literally thous down lower price. Now I can scenario that I did that I did all of that and all those kids. I can do that. A bus is a bus. You're going to be busing them no matter what. You know, one bus versus one bus is still bus. So either way, you're going to be busing. So do you want to bust the kids to Silver Lake or you want to take the kids down? Either
015way, either way, >> I think just as school board members, we've all walked pretty much this whole community. Having run for school board at least once, you get to know these streets really well. and you know that um trying to divide the community like in wa in walkable paths even can be very difficult >> because a street juts and then a street dead ends and so um as I've looked at this and thought about you know the streets I've walked and >> it it does make it very challenging because our our streets don't make sense in a lot of areas >> the other I think about division is easier on the main roads. If you're going to send them to two different schools, you know, a road like Hudson, you can send buses going up
016one side and then down the other side and send those two buses to two different schools. What you don't want is a side street >> that's divided. That makes no sense. You don't want to go back in a neighborhood because a bus going down a neighborhood street is going to pick up on both sides of the street. >> You're not going to send one up and one that's notable solution. So to make a smart and you have to remember too although you know disary might not even be there the following year. So you can't change based on your bear [clears throat] and it's going to be there and these kids are going to move on or move or you Thank you. >> As we look at scenario two, did any of the board members have
017questions for Miss Johnson? >> I have a question on um where Bailey. Do you want me to come up there? [laughter] >> I don't know if I can reach it. It's probably stupid questions, but I just wanted >> a teacher once told me if you had the question, someone else has that same question. It's all about mentioning scenario talking of course balancing the numbers That's all a neighborhood, too. That's >> Yeah, that's >> But it just Yeah, on a map to me it looks like it would be closer to go to price, but this is the golf course. >> Yeah, true. True. >> Yeah. >> It only comes from this road. Yeah. That's true. Here and here. Okay, I got I got it. >> I have a question, Margie. [laughter] >> Would it be helpful
018if the board >> got down to one scenario and then refined off of that, got feedback from the community. Um, which we've gotten a lot of that applies to both in all honesty and then got feedback and refined off of that scenario. I mean, we wouldn't be saying we're adopting scenario two or scenario three, but we would be refining off of one because they're >> I mean, there's a substantial amount of differences between the two, >> right? And I have a personal preference between the two because I think one is more similar to our current boundaries than the other, which is kind of giving away my preference, but um Okay, that's helpful. >> No, I I I would agree getting down to one and then trying to tweak it if we can would make more
019sense. And not that I would want to confuse things, but if you're interested in Margie showing you the >> other Yes, I would like to see that before we settle the presses. So, we haven't been haven't been hiding anything. She's she literally just put that together yesterday. >> That's why I did not share it with you because it's hot off the press. >> I might need I may need to walk up there to see it. >> No, I'm going to look at the people in the audience's face facial reactions and then [laughter] look at it. We do what we do in school like if you agree, disagree, thumbs up, thumbs down. See what we get. >> Okay. Margie, do you want to walk us through this one verbally? Tell us. >> Okay. Silver Lake and
020then students. Yeah, that's kind of what >> is this cut price at Bailey Road? That's what I was thinking. >> Yeah, it looks like >> you pick up this little bit that I was talking about. >> Bailey Bailey. >> Okay. [laughter] Is he playing for this one? >> It's weird. Does this bump the dwit border at all that we have in scenarios two and three? Does it go does the dwit border go back west at all >> like to 10th or 11th? Silver Lake comes down this way. >> Or does it say at night? >> Cuz that would make her >> Oh, did you draw it on there? >> AJ did. >> No, it's all right. >> This is the one we're supposed to mark up. >> Yeah, >> it's between 11th and 12. >>
021I should have brought some highlighters, though. Um, we're making copies of it right now. >> Mr. Hutch just ran to get >> I could tell you, right? So, let me ask this question if I may because >> I might rain on. >> It's making Margie smile. >> Yeah. Well, I don't know. I might rain on her parade right now. And I told you this when you sent this to me. >> The numbers will be high at Silver Lake. >> Silver Lake is I think going to be too high. And the reason I did not what I didn't realize I said it was going to be high, but now you said we have to factor in kindergarten. >> The numbers I gave you kindergarteners that factored it. >> Okay. Then it it'll be tight and it'll
022work. >> What are the numbers for price? >> So price is 277 >> with kindergarten. >> That's what I'm hearing you say. >> So did you estimate based on what we did before like 50 60 however many. >> And then what's Silver Lake at? >> 279 >> and we'll get you that copy. >> Oh, that can't work. >> Yeah, >> that's too many by a lot. Yeah. >> Well, no. The capacity on paper I think is 311 if I'm not mistaken by OFCC. >> But that's not the functional capacity you gave us. >> Well, that's the one, right? I I'm skeptical of the 311 personally. That's just Andre >> Silver Lake 301. >> 301. Okay. That's that's from OFCC in 2009. >> From there, I think 2009. Um, I looked at it from a more
023practical standpoint and walking the building myself and counting classrooms. What's the wit at? >> Dit would be 388, which fits. Lincoln would be 392, which fits. And Richardson 331. >> That's more than what these are, but >> they all fit. >> Silver Lake is the one that's tight. >> Yeah, I >> Yeah, but they're saying there's more. >> What's Lincoln at again? >> 392. What's Richardson? >> This must be wrong >> if we're looking at >> Well, no, but that's the building. >> So, Silver Lake is the one we're worried about, but it's >> of all these. >> I would really have to >> go there. No, that was the enrollment. >> So, the numbers I have are wrong. There's no way to just chop off a little of that. >> Okay, that's good. Yeah.
024All right, >> what's your question? >> Well, no, cuz see I got the building capacity from this. >> Yeah, which is again >> that's right. But that's OFCC. >> Okay, >> that was the only one I was skeptical on on the 301 on Silver. >> Thank you, Mark. >> Okay, here we go. And my request was to stay under 400 or at at or below 400 for purposes of >> Oh, here you go. >> Oh, that's all right. >> Capacity. >> Oh, okay. >> Can I see that for a second? >> All right. Change the numbers. Dang it. >> That was quick. >> Thank you, Mr. H. >> Yeah. >> You may approach. >> This is This one, >> that's the current. >> And then this idea cut. >> Yeah, that's this is better though
025to have. >> Okay. >> Thank you. This was 11. >> That's the one up there right now. >> Okay, that's >> [laughter] >> So I met with you was it last week or two weeks? two weeks ago. >> I didn't I didn't realize that it was the largest area kind of the largest area for Silver Lake uh school boundaries, but it was the least populous. >> Oh, yes. >> So, so even though it had the largest [clears throat] square miles It had the fewest students in it >> in the scenario that we were just given. Um I know you said it's the most displaced students. Is that equally across the board from all of the buildings that are getting displaced or is it the majority of one building versus another? >> So I know that's
026more in depth but >> it's well a lot of those students are >> well I would just by looking at dots I would say We would need to see the breakdown on that like we have now. >> Yeah, >> that's an educated guess because I live in that area. >> We would just need to get the breakdown so we could study it >> to understand the differences. Um but >> what what is the total number of displaced students in the scenario for >> these numbers today? >> But do you count those in students because >> well they're counted in all the others. So if you choose to just >> subtract that number you can. But it's still going to give you the largest number in this one and the least number in two. It's not
027going to change the overall calculation. >> Say that again, Chris. >> And how much is three? >> Thanks, Chris. So they're >> I got I got this. >> Um actually 10 a difference of 10 between each 10. >> Well, yeah. 358, 367, 389. >> When you think of 358 >> versus 389, I mean, that's 31. >> That still gives me heartburn. >> That's a that is a a big difference. a little bit to add to that. >> The reality is we need to address prices boundaries regardless because they're at capacity right now. >> This year they're at capacity. So, we need to make price a little bit smaller boundary wise regardless because they're going to surpass their boundaries because people are moving into those neighborhoods at a huge rate. So, we need to make that
028one. We need to make price smaller. >> What's What's their capacity now? What does OFCCA say anyway? >> Price 293. >> I'm sorry. >> 293 >> and that's how many kids they have. So we have to we have to make price smaller >> and and if you're looking at scenario four like to if you were to try to adjust to make Silver Lake you know a few less at Silver Lake >> they can't go to price >> because there's not room Oh, some of that little indent. >> I think Are you able to manipulate that line just to see what would happen or do you have to do another >> um out of while while she works on that just for time sake out of scenario two and three we're trying to narrow down I
029know we were just given four >> three >> um >> well we have we've had them for a while so >> is are is there a scenario as you've each gone through these that you think is >> a better fit Sure >> I like three better than But I did ask Margie to run the numbers on the suggestion we were given about price. So when we get to three, I'd like to see if that's a workable solution. Um Dr. Sco sent that over >> so that we can see I told the person that suggested I said all we can do is ask if it's a workable solution or not. I said I don't know until we find out. That doesn't pull too many, huh? I don't know how many in each household. >> How many
030is that total? >> Mr. Harris, is this giving you builder nightmares? >> Um, we have discussion on >> three. Just so that I know what we're talking about. Are we talking about Falls Avenue? They suggested that little pink pocket there, switching that with that little blue pocket next to it, >> which is funny because I also had that same suggestion when I was in >> It's not where you're pointing >> here. >> Yeah. >> And here. >> Yeah. >> That's not what we were talking about. >> Yeah, you were pointing over there. >> Oh, this is what we were >> Yeah. I talked about although >> this is the line that we had talked about but although I did not we didn't move this one down we just moved this one >> yeah they the
031distraction they set so I asked to see if >> if we could see the number differential >> because that's that natural boundary that I thought was >> I also am a fan I also like scenario three as well >> and the I was hoping bring that line up >> into price. >> I don't think we can bring it up because again I think price has to shrink. >> We can't because she ran it but I hadn't thought about bringing that one down. >> That was a suggest. So I want to see what that looks like. >> So let's see what that looks like. >> Mr. Harris, do you have thoughts on scenario two and three? Is there that you feel is more workable than the other. >> Really? >> I'd say and I will say
032the folks that have commented to us >> obviously some people don't like either. >> But the folks that have commented to us about two and three have like used three as an example. as opposed to two. So, I've used that also as like feedback that like for what it's worth that seems like >> preferential. Miss White, is there one of the two scenarios if we're trying to narrow it? >> I mean, I know it's not >> Well, that was a community comment. I'm not taking for it. >> Yeah. I would >> not exactly >> I would also like to see like all of this information about four though >> at least >> I think that personally on number four I I appreciate the attempt on the boundaries. But that >> bothers me all the way
033down to that corner. [clears throat] Is it down to >> is that Barney's busy corner? Does it go all the way down there? >> I think that is >> that is literally half of that. >> It's already the largest area. moving them. >> How long will they be on the bus? >> It's not as long as you would think. I mean, it's probablywhere somewhere half hour. >> Like that's not even a neighborhood school anymore. >> Yeah, that was actually Thank you for saying that. as I sit there and I look at it, you know, our our families and I, you know, I'm I'm one of them that has benefited from the neighborhood schools and >> we've had to make the hard decision to close one of those, >> but the other schools parameters are changing,
034but they're still going to have a their neighborhood school. So to have one where there's students all the way down here that are going to Silver Lake, I think would not lend itself to the feel of community. >> Well, it's not just a closer school. There's three other schools, >> right? Right. That um >> Lincoln's not really closer. >> Drive by. Yeah, that's the only thing that bugs me is that little >> Well, could we shave off that point >> and move that to Richardson >> or sorry, >> Det Yeah. >> But they wouldn't be able to go to price because price is at capacity. So it would have to be absorbed into >> I think they're going to be over then >> and we know moving one little line makes numbers jumps really. Thank
035you again for doing this too. Appreciate it. >> So, out of scenario two and three, just for time sake, I I'm hearing that everyone um thinks that three is a better option for us to work off of out of those two. Is everyone in agreement with that? >> Um, are you are you able to share the board is saying that they would like to explore three just from your standpoint, from your work? Um, what is your opinion between two and three? I mean, I know. And or maybe the pros of three since that's where they're leaning. I don't Do you have a strong opinion either way or they're both pretty workable in your opinion? >> What do you like? What do you see that are advantages to three? You see, so three was the one
036that had 367 displaced, right? So, it was >> nine more than scenario two, but >> not >> nine. Yeah. >> Do you see anything that's problematic or advantageous? >> I don't have any preconceived notion. I'm just curious for >> who knows what >> that number. >> Yep. It's always an unknown no matter what. Yeah. >> You're not sure. >> We based it off of this year's enrollment. And this year, just as a reminder, was up compared This is a co baby bomb. She spent a lot of time on both [laughter] >> on three. Can we see um the numbers if we make that flip-flop on Monroe Falls Avenue? down streets here. So she said so the goal on the building capacity was under the building capacity by a certain percentage or >> not necessarily I
037think Mr. Gomez's concern is that price price does seem to be the one that's growing >> for all of the votings as we're or just >> no so for the artificial for me personally to for what I think is effective numbers for a school that's manageable for a principal would be 400 or less. >> Um if less than I would be adding an assistant principal any if over that or recommending that and I you know I know we don't really have to do that either. But we're still staying under 400. >> 400. >> They do like Lincoln does. >> Richardson has been around 400 at least since I've been here, I believe. >> So, >> but that capacity right now is >> we're not trying to shoot. >> No, you just want to be under
038them. I'm gonna move that line up, but move it down. >> Are you What are you trying to do? >> No, we just want the flip-flop idea of that one little pink jet and the blue jets being changed. >> So, >> is this what you're talking about? >> Yeah. >> So, you want this basically turned around. It was this and this. >> Right. >> This little bit. >> Just this. >> And this. This. And this. That's all Mindy suggested. >> Oh, >> that it would Margie. It's the one that I sent you. That was suggested by a >> And this. >> Was that you that sent it? Oh, yeah. Great. >> Look at this. Is great work session. This is the purpose. Yeah. Thanks. >> That goes to silver lake. That goes to price. >>
039That's super helpful. [laughter] >> AJ, let's take scenario two. I think we're done with that. I'll get that. Sorry. Microphone. Can you say that again? >> 233 for >> That's with no kindergarters. >> No, that's still not right. >> Is that with kindergarters or without? 33. >> That's still not right. You You still have part of >> you. Bless you. Oh, no. Falls was me. Sorry, that was me. >> I was trying to get because that's a main So, as a >> wait, she's going to >> price at what? Thank you. >> I really want to walk Silver Lake again. >> What do you think the functional capacity of Silver Lake? >> I look back at my notes because it was clear. You know what? my presentation. >> Thank you. So, as far as scenario
040four is concerned that we just got um we know that that's a the highest number of displaced students on here, are as a board are you are we wanting to explore scenario four or are we looking to continue to work off scenario three? Do we need more time to go over all of that? We know it's >> fine to me. >> What What are your thoughts as far as four and three? >> I think people should at least >> get a chance to see it since we talked about it and then be able to provide feedback. I'm not saying I would support it, but I think if it was presented to us, people should at least have an opportunity in the community to see it. >> So add that in with the other scenarios. >>
041Yeah. I mean, we sent out scenario one to the community and it wasn't even workable. >> So I think we should at least send send it out since it was presented to the board. >> I think that's fair. Yeah, >> I would I would at least like to see this information about scenario 4 as well. Then >> I would agree with that >> displacement numbers as well. Yeah, I know. >> Um, so we >> and I Sorry, one more thing. I also think we could send it specifically to Preston families. Like I know we send it out to everyone, but like specifically since that's the ones that are most impact by a scenario 4 and the concern we have like it could be sent also specifically to them to elicit feedback to say, "Hey, what
042do you think about this?" Because they might say, "This is wild." Absolutely not. And then and then our work is done on it. Because if that's what they say, real quick, fast, and easy, our work would be done on scenario four and we'd be back to refining three. >> So, how are we getting feedback on that? >> I think we just use parent square. we'd send a message to everyone like we do that it was considered and then you can send a specific one to Preston and folks to make sure they're aware as well. >> But you're saying like as far as feedback is concerned, how would they give us their feedback? Are you saying just the same way that just >> Yeah, just normal channel >> normal channels. I know like scenario four like
043we just got this. So scenario three. Are there any other questions or anything that we need Margie to address tonight? Yes. >> Or things we would like to go over with this. >> Could you do scenario three like this for us because that would that that with the capacity and that was nice. >> That would be just three and then we already have four. But yeah, I'd appreciate it >> with this modification. Are we agreeing to this modification? You want to adopt this? >> Can I >> It actually I would say to Dr. Selco's point, this actually reduces the enrollment at Silver Lake. >> And for the proposed scenario three, Silverlakes at 282. This takes Silver Lake down to 274. So it reduces Silver Lake enrollment by eight. >> Yeah, I was trying to reference
044my old I see my not helping what I was thinking I was >> and takes price price enrollments at 274 and it moves it to 279 so it only ups it by five so I would be fine with moving forward with this modification >> it leaves me a little time too to go over to Silver Lake and recount I I have it but I really need to see it again >> I would presume it will work because we're actually reducing >> based off your proposal >> my only concern is can't accomodate. >> Yeah, but we're this reduces Silver Lake off of your the proposed scenario three. But scenario two had how many? How many does scenario three have in Silver Lake? It's a low number if I'm not mistaken. >> 282. Are you talking about
045scenario two? >> Scenario two. >> 238. >> Yeah. Okay. >> But I think that ship sailed. >> Yeah. But how many were on scenario? >> 282. We brought it down to 274. >> Okay. Yeah, that's tight. I mean I I'll certainly look and the >> the challenge is as M Johnson's saying is um our special education rooms because right now I we have two or three there >> and then you know if we take full classrooms then that takes away from those you know a regular size classroom >> so there is some work to do there. Oh, I I would say >> and cafeteria >> if [clears throat] those numbers worked >> for the district, like once everything's considered, I would support the adjustment of the boundaries to what to what we just did >>
046as you know. >> Well, they didn't do the special ed and considerations of this anyway. So, >> I think we can just support the adjustment because they're going to have to do that at the end anyway. >> So, we'll break those down. Are you in support of the difference in the lines on scenario three that was just done? >> I don't know. >> Mrs. Schaefer, >> Miss White, >> are are you in support of this? [laughter] >> I know every we're all working. >> Are you in support of that as well? >> Yeah. >> I think it sends a good message to the community that if we can make an adjustment work, we will. >> Yeah. So, I think that sends a positive message like if we can make something work that folks are bringing
047to us that a school community is bringing to us and we can make it work that we're willing to and it's we're not just trying to force something >> at our community. So, does this go AC? So, he was asking so does this go across This is at trail. Is this where it divides trail? >> I can't quite tell. Sorry. >> Right there. >> Oh, you mean like >> on the Yeah. Is that trail? So the new border would be up there Monroe Falls Avenue and a swap. >> Portage trail to Bailey. 59 Portage Trail to Bailey >> which are all main >> main roads. >> Yeah. >> So that means >> those are all main roads of Miss Johnson [snorts] which I appreciate. >> Which building do these go to? And these are silver
048lane. >> Mhm. >> Okay. And then these come to brace. >> I have a Sharpie if that works better. >> Do you want a Sharpie? [snorts] >> Said no. >> I don't. >> It's her copy. >> It is. But that's okay. I don't mind. I'll figure it out. >> Johnson. is both sides of Portage Trail. Both sides of Portra going to both sides going to >> it might be split, but like she said, that's where she would want to split it. >> I mean, yeah, that's right. Yeah, >> there's not really a lot of homes on Portage Trail that way, >> but there's not really a lot. >> So, where do they go? Silver Lake >> and then this area would come to price. >> There's Frosty. >> This all is Yeah, >> I know.
049But what is this? >> Is there anything else on scenario three that we would want >> Miss Johnson to take back with her and consider >> movements to look at right now? Anything else? The the question that I would like to submit is what happens >> and we don't need to do it right now, but what happens if we bump the western border of Dwit to 11th Street? Because that's another question we've gotten a lot. >> So, I would like >> Do we have time to do it now? >> I don't know. >> You tell me. >> We have 6:30. >> What time do you have? >> And we do have one request for the board. Um, as long as we're adjourned by 6:55, but Dr. Celico does need to leave earlier than that. >>
050Time to leave. >> They want me there at 6:45. >> I just It's just right here. >> Yeah. What happens if we move >> Dit? >> 11 Street >> to include both sides of 11th Street >> to >> because people aren't telling me where I don't know where they live on 11th Street. They just say 11 street. So both sides of 11 street. However you have to do >> that. To see if that works or not >> to include all of 11 street. >> Yeah. I don't know if it'll work or not, but it's been something we've gotten a lot of >> emails about. So, I just want to see what the numbers say. >> While she takes the time to do that, just, you know, so we don't leave any loose ends after this.
051Um, I would like just for us to kind of recap a plan of where we need to go from here and make sure we're all on the same page and then of course we'll be having our the boundary discussion. This will be on the agenda on December 10th as well. Um, you know, we've made a commitment to the community and for, you know, operations reasons, we need to have a decision made by the end of the year. So, um, I just want to make sure that we're all on the same page moving forward, our next steps between now and December 10th and make sure that any questions or anything that we need to get to Miss Johnson, we do as quickly as possible so that we can get >> I have an outstanding question that
052no one answered yet and it's about these um kids that are getting shuffled around like where like this kid goes three kids go to Silver Lake from this building but Then from the same building, some kids from Silver Lake go back to that building. And I'd like to get a written response to that question of why that's happening. Um, I've asked that several times and I haven't got an explanation on that. >> That's what Margie's here to help you, I think. >> Yeah, Margie. >> Well, I need her to do this, but >> So, I'm sorry. I didn't realize >> because I think she can show you an example. What's Richardson at? >> 327. Is there any reason that wouldn't work? 397. >> Yeah, I think >> 396 >> 327 >> It works, but it's
053close. >> That's what anticipated kindergarten. >> Yeah, that's what they anticipated kindergarten. >> As long as these all include kindergarten, right? But it stays under that 400. I mean, it's closed, but >> what do you think? Any other >> Are you cons Are you concerned about that >> before the change? >> No, I don't I don't think so. >> Okay. Are we willing to adopt that modification board? >> Yes. >> The 11th and 11th. >> Yeah, absolutely. >> Okay. We'd like to keep that modification as well. heard from a lot of folks about that. >> Yeah, we do. >> Okay. >> Um, >> okay. >> Mr. Gomez had asked the one question. >> Yeah. About the kids that get shuffled, like you have kids going from Dwit that go to Silver Lake and there's like
05411 of them, but then at Silver Lake kids get shuffled. Why Why do we have that shuffling happening? I get that too, but like why couldn't we? >> It's not the same. >> What do you mean by that? >> 11. >> Can you show me what that looks? Can you give me an example? >> Well, there's like on here it says like these kids are moving from here. Could we maybe Well, and I don't want you to hover over one either because we're getting too specific. So that's why I'm asking like maybe in writing you could give me an explanation of this because I want to understand why that's happening. >> So I think so I think if if I'm understanding what you're asking is that it says like there's x amount of kids moving
055into Silver Lake and x amount of kids moving out of Silver Lake. Why that is? Is that what you're asking? >> Well, when you say like I need to move kids from Silver Lake to Dwit, but at the same time I'm moving kids from Dwit to Silver Lake. Why wouldn't you just >> because it would be different parts of the boundary. >> So she could be >> so accurate. >> So if the boundary moved, students from down here could be moving into let's just say, you know, Dwit, but students from the where the boundary move would be moving out of the wit. >> Am I understanding that correctly? >> So, it's not the same students. They're from different parts of the boundaries that have been drawn. >> Can we get a refreshed version of this?
056>> Um, sure. Um, ref. >> Yeah. >> And then can we get >> the new version of this with a copy of the current boundaries so we can compare >> what scenario is that >> three >> that we moved >> with a copy of the current boundaries so we can compare where things did move. Then I think I can explain then I think I'll be able to better explain my question. >> The capacity number. >> Oh yeah, >> this is really helpful. >> So in to recap scenario three >> but with the changes that we've adopted >> yes this evening >> and then scenario four as well. And do we want both of those to then the scenario three that we've changed and scenario four to go out on parent square >> since those two
057things >> we just want to make sure people are aware we just want to share scenario four because we want to be transparent that this was shared with the board but scenario three is the one that we're focused on >> but with the change >> I think what I'll do is We'll get together and put compile all the information, share it with the board first so you're comfortable on what and then what it is. Then we'll share it with folks just so I I've captured what I think you want. really concerned about >> and we definitely don't want to put an unrealistic expectation on you at all. And we completely understand there's a new school opening and there's all of this going on that needs to be priority so that our students have a smooth
058>> transition because of the routes. So, you know, with with the adjustments, I I don't and this can be something that can be worked out with Dr. Salica, like I don't want to sit here and be like, you need to give us a timeline to get this stuff done because I know that you have a lot going on. Um, but I do know that the community will probably ask when like you know when we can share what we just did with them. So um >> yeah I'd like to have a conversation. I have some ideas so we could map out a time. Our next board meeting is December 10th. >> But that is our last >> day. She was just at the doctors the other day. I cannot sit here without saying that for me
059to speak up for everybody. feels that. >> So Joe, what um what role can Lori assist with? >> That's a great question. >> So I mean we have Lori, we have a routing specialist in all transparency and fairness. So what what could she be working? >> She's waiting on me to check out >> January. So she's she's been working on it. She's been working on it. It's all of them because you have to comb the elementary schools. So it depends on where you're going. >> So what makes sense to you? >> What makes sense to me right now? >> Yes, I agree. >> Agree. But then I mean give us a kind of a time that you can that would be sensible for you. >> Margie, let's back up. When are the routes due for
060>> when are they due? So to bid, what's your bid day? >> I think we start there. of December posted drivers to see the day after Christmas. >> That's how I knew they were doing that because I've heard about that. >> Um, yeah. Right. Okay. >> And then Christmas and New Year's is when they do these brand new routes. So, they've only got they've only got a couple days to practice any new routes. >> So, your time frees up if you will >> in January. >> January. >> Yeah. Okay. So maybe the second board meeting in January >> I don't know that she'll have time first >> what does she need >> so the amount of work so so when what Mr. Gomez explaining what he needs. Some of the stuff, you know, I can
061certainly get because we already have like copy of current boundaries. What what you need to do it sounds like is scenario three >> you have but I think it is it done is it with the changes. What do you have to do to scenario three? Pretty up a little bit. >> So you have clean up for three. Same same with four. >> You have clean up on four. >> I don't think we need four. I don't think that we need any clean up or anything clarification on four. I think just saying that it was shared with the board and the way it is is >> I'm just trying to get the magnitude of what we're asking you know Margie to do so I can gauge if we have you know time to do this or
062not. So it sounds like and then Kaw you have the spreadsheets update which I know you can get done scenario three with the changes just clean up. Is that all we're Is that what we're asking of Margie? >> Because if that's the case, I think we could >> Yeah. And then the capacity of of the what what how the number of the students like you did for scenario four >> she doesn't have to do that even though she could have Ryan do that. >> Well, whoever. I appreciate it because it does help when you're looking at it >> to see it right on there. So it may not be as much as I guess what I'm trying to get at is what's the actual Yes, I have to go. Um u what the actual magnitude
063of the work is. I think it might be manageable if if that's all it is. I say it's easy for me to say but just cleaning up those lines in scenario three. I think that's all we need from you. >> It will. Okay. >> Yes. >> So why don't we just leave it as we can work and get back to us on when timeline. >> Thank you. Great. Well, thank you so much for being here and for all that you're doing. I know that you have a lot going on right now, you know, in the district and we truly do appreciate everything you do for our students and making sure that they all get to school safe and on their routes. So, and um I think we made good progress tonight on narrowing down and
064getting closer to our decision. Um we do have one request to address the board and I'd like to call up Rachel Loza. Please state your name, address. Yes, please. Thank you. We're recording tonight for everyone. So, >> um name and address. >> Yes. Thank you. >> I am Rachel Loza. I live at 768 Talmage Road. Um I just wanted to know I know we you guys kind of as a board decided not to move forward with four. Um but I did want to note something about scenario four. And I want to be clear that in every scenario one, two, three, and four, my kids would be going to Dit no matter what. So, I have no skin in this as far as my own children. Um, but I wanted to just speak to the fact
065that um, in scenario four, we've talked a lot about children being displaced. Okay. Um, but in scenario four, instead of Preston children going to just one of two schools, they would be shuffled within three. So, at this point, we've already decided we're displacing all of the Preston children. I would like to request that they be displaced to fewer schools. I know that everyone's boundaries are going to be changing, but in this scenario, the Preston family would like to remain as close together as possible. So, thank you. >> Thank you. That it is recommended that the board of education adjourns this meeting. >> So, second, >> Mr. Please. on the roll. >> Mr. Jones. >> Hi, >> Mr. Harris. >> Hi, >> Mrs. Schaer. >> Hi, >> Miss White. >> Hi, >> M. >> Hi. Meeting
066at 6:48 p.m. >> Morning