10/29/25 BOE Meeting

001over there on the end. >> Are you ready? >> Yes, sir. Thank you. >> We've already approve. I will second. >> Second. All in favor? >> Uh personnel report. You need to say anything or just result it going. >> Nobody any questions? >> Nothing. >> Motion to approve the person. >> Okay. Motion. >> Second. All in favor. >> That brings us to district reconfiguration. You want to start? >> Sure. Thanks for coming on a cold Wednesday night on a not traditional board meeting night. So, we appreciate you being here. We have invited HTK and Piper Sandler back to pretty much deconstruct all the things that we've been doing the last six months with our steering committee, go through a very thorough analysis with you guys. There is a very um large presentation we're going to

002review. We'll look at data, feedback, scenarios, kind of how we got to where we are. uh lots of the work the steering committee has done. We actually have some steering committee members here tonight. So, thank you all for being here just tonight to do a a deep dive work session into everything we've done to this point. And there's a lot of information for you guys to discuss, talk through, ask every question you can think of under the sun and really engage in this process of where we are today with the reconfiguration efforts that we've made so far. Okay, that's what I got. I'll be quiet and listen. >> Right. So, you've received the full breakout of all the information. We are going to highlights of it. So, if you have any questions or anything to

003add about any of those meetings, if you were at them or have any other things that you have heard, please jump in. But otherwise, [clears throat] we're going to just walk through each of those meetings that we covered and then where we're at today. So, our first point that we covered in every meeting was the why. Why we're looking at doing this. We need to address the defining enrollment, reduce transitions to improve students and staff experience [snorts] learning environment and then want to maintain the existing facilities and add programming where possible. Um in the first meeting we discussed that live. We also touched on the facility conditions assessment um and the challenges that the district had um age of buildings, the number of transitions of how we got to the Y. And we also looked

004at a number of different configurations. Uh we had anything from a one to four campus like you have now status quo and what those different age configurations could be. um within those different scenarios where it's in that first meeting. The second meeting we got into some more details about the scope of work and the types of things that we want to accomplish. Uh there was a list of priorities and the feedback from those priorities were the top ones of need to create operational efficiency and minimize cost. security was the second priority and athletics was ranked as a lower priority. So through each of these meetings, we just tried to narrow it down into more detail and refine those options. Um and so we had some feedback that we gathered in the second meeting. Um in

005the second meeting, we also talked about finance and just the challenges that you have as a school district to pay for all of the needs. and I'll talk about like just isn't enough to maintain the buildings that you have and more discussion about the the bonds and what the scenarios could be for the impact of doing work. On the third meeting, we had a tour of the high school um and then we discussed some different configuration options of the two campus or three campus and got a price range. So, options and scenarios. We have the one to four, but based off of our feedback, um the the one campus option was too expensive and the four campus option didn't meet the priorities that were established in the previous meetings. And so we narrowed the number

006of scenarios that we were looking at to the two or three campus configuration um to get that where it's in better feasibility of what they thought the community would be able to afford. Um, so this was a a selection or a summary of that uh looking at that tax impact of wanting that they thought it would be within the 20 to40 a month increase in the two to three campus agree with that. Um meeting five we toured Overbrook. Um talked about having Overbrook be used as a middle school or as an elementary school. Um there's several pros to that as well as cons for that age range um being in each of those buildings. air condition. >> We had lots of discussion about how that could could fit. Um and we also at this meeting

007started talking more about the A and the CT and wanting to include that into the different scenarios. That's not something we had touched on in this creative detail in the previous meetings, but wanted to bring in more of an add So then in the six the last one um we had take homework that we assign everyone each each time to build the surveys and get that feedback. So in the full packet of assessment it has that information. We had um different concepts broken out of the two to three campus and we looked at different age configurations. Um in the end the concept A was the highest um ranked of the concepts. Um twothirds of the people chose the concept A where we have two campus where be preK through five at Carbondale and then doing

008a six through eight edition at the high school site. And in the three campus option, um that was the second highest ranking one. And that would be where we split the elementary into an intermediate and a primary. So preK through 2 at Overbrook and then 3 through five at Carbondale with the district office. And then still doing the middle school addition to the high school. So it had the same high school edition. Um this one concept A was also scored the highest for the best learning environment for the students. And then concept B had um it was still better than the other configuration or scenarios that we looked at for grade transitions. And so those were the two that we really broke it down for the discussion. but A was the the higher ranked concept.

009So on your handouts, you have those two options. Um and and that shows how it could break down and fit within each of the buildings. So [clears throat] this is where we're at tonight. Um, we have the board meeting on the 12th and then for doing a resolution and moving forward it would be December 8th that you would have to have that application in by um for doing a board resolution. There are five different pieces um that you need to make a decision on. Um that scope of work, the bond amount, the date of the election, the type of the election, and the finance plan. um and let you help walk through that. >> Yeah. Um so just kind of a reminder, we discussed this last time we talked about kind of process for leading

010up to calling an election. So this just outlines essentially what you're reviewing tonight um before calling that election. And so um tonight hopefully kind of getting an idea of finalizing that scope of the project and bond amount. Um the date of election is pretty much set. Uh that's that March 3rd uh election date. And then financing plan. I'll go through that here shortly in construction construction delivery method. One thing that will be shown on the next couple of slides is what's going to be how the ballot question is going to be written. So that's another piece of this that isn't directly stated in in this five bullet points, but it's something that we'll also want to finalize before we bring forward any type of resolution by the board. Um so kind of just thinking about

011thought processwise what what's being done tonight is to finalize hopefully these uh five things including the ballot questions and then it simply allows us to move forward talk with our bond attorneys draft all the election documents the ballot questions and then we'll come back at either your November 12th meeting um or if it gets tabled past that uh at least by the December 8th meeting to call that election. ction. Um, so those election documents will have the finalized ballot question, the election date, all of this information within it. So this next slide is >> yeah, just it seems like a lot of stuff Clayton works to put all these things together and really that next thing is I think helpful to look at that bomb question because it's not a detailed extensive list of everything.

012It it summarizes it and includes all the information, but the parts that are underlined in this question are really the pieces that you have to have a determination on. >> Exactly. Right. So, essentially how how it's being shown here and how it's worded encompasses everything that will be discussed tonight in the two options, the concepts that you're looking at, everything within those two concepts, all the line items um are covered within the this language and the language for concept B, which you will see next. Um, and it's the most simplified version of ballot question that covers all of the scope of those projects that we can have on this. You can always get more detailed, highlight specific things, but usually that is taken care of during the bond campaign process. Um, not to make the

013the ballot question just, you know, paragraphs long. We try to keep it as simple as possible for voters when they're going out to vote on it. So it's something that we share this information but in terms of what's shared with the public is not the words of the ballot question. It's more like that you have for them to understand what this work is. So the amount and then it lists each building and a summary of some of the improvements happening there. So there'll there will be other improvements that you do at each of those buildings, but you don't have to have every single line carpet picked out. You know, every single answer to every question is really that amount and then what you're doing. >> And some common questions you'll get as board members through

014this process is um how do we know that you'll do the projects within, you know, the scope of the financial plan that we're talking about? And this is more of a legal binding language so that you the projects that you are considering that you're going to take [clears throat] care of are listed in here. Um, and they're listed by from a legal standpoint, they are listed by priority and how they're shown here. Um but at the end of the day, if you happen to have additional funds as you go through this process and there's some other projects that come up that aren't identified um in the discussions leading into the bond question, it's really up to you as a board to make that decision of what you do with those additional funds. That's why you're

015a constituent voted for you to be on the board is how we take care of any additional funds that we get. So, that's a common question that we get um and really is why we don't have every single line item listed in a ballot question. It's kind of just an understanding of legally this allows us to take care of everything that we're talking about through through the bond campaign. Um so, the next couple of slides we'll go through and I believe you have these in front of you as well, but just the tax impact um with the the scenarios uh being considered both concepts have will have the same bottom out. So, same tax impact. Um, I think it's helpful to understand, you know, we ran several scenarios, several different financing terms um and amounts

016when we were putting this together. We take a lot of pride um in what we do in working with school districts on being cautious and conservative on our assumptions in this plan. Really to for a couple of reasons, but um to put you in a better position when you move forward and not put you subject to having that mill levy increase currently shown at 13 mills to be higher than that when we go and lock in rates. Um the reality is is we are if you call the election today this financial plan is kind of based on some assumptions. [snorts] There is six months of delay from now until when we'll actually lock in rates. So we don't want to put you in a position where we were super aggressive on the interest rate that

017we're showing super aggressive on our growth rates and tax base and then a year goes by two years go by and we're like we can't we can't deliver on the promise to voters of what this bill increase is. So we try to try to do the opposite. So keep that in mind. Um as an example frame of reference, the last 10 years the taxbased growth of the district has been 4 and a.5%. It's average 4 and a.5% growth annually. These uh projections are assuming 1% moving forward. And that's over a 30-year financing term. So, if you continue to grow anywhere near 4%, honestly, even 3% or 2%, it's going to make you as a it's going to give you a lot of options as a board as it relates to how do we plan for

018we lock in the interest rates, the payments are finalized, we're growing as a tax base a lot faster than what we were using in our growth assumptions. You can keep there a couple of strategies with that. A lot of districts will keep the mill levy flat because that's what you promise to voters and then essentially it gives you additional funds over time to pay off the bond early. Um so we we see that very often occur. Otherwise you can also kind of just from year to year depending on where you're at in your LOV or depending on where you're at in your capital outlay fund. um having that flexibility to to adjust a bond interest fund as needed to maybe increase some of the other mill levbies. It's gives you a lot of strategies and

019flexibilities with that. So some some simple things um with a bond financing you're able to prepay without penalty after seven years. So that's a common question that you'll get is is there any penalty for prepaying? Um there is not after seven years. Um, interest rate wise, this plan is assuming 5 and a.5% in interest rates. As I said, we were being cautious in this. If you went into the market today, you're likely looking at 4 and a.5% from an interest rate perspective. So, again, giving some cushion there in case we see interest rates increase. Um but if at the end of the day um we get 6 months from now and interest rates are significantly lower and your assessed valuation for next year is looking better um than what we projected, it just gives you

020a lot of flexibility in the financial plan. So um that's kind of everything that goes into these numbers that are shown. So, does that mean that um that mill levy increase that's projected right there could be lower, could be higher based on if our assessed valuation is higher than the 1% that you're predicting if we're still at 4%. >> Y >> that we're not going to need that much. >> So, board decision on that. Absolutely. Great point. Um, >> I just want to make that clear to like everybody understands that there could be a better financial position to make some adjustments there on this on the bond part of it. >> When are those adjustments made? >> So, whenever you go and adopt your budget every year, um, >> well, I guess for for the

021mill levy [clears throat] increase, would we be voting to for this amount of mill levy increase despite does that make sense? >> Yeah. So essentially, you'll be setting your bond and interest fund this year when you just went through the budget process in July and August. You set your mill levy at the 4.325 mills for your bond interest fund. Um so next year when you go to set your your mill levy for your bond interest fund, it'll increase by 13 mills if everything stays with our our financial plan. And so now you'll be setting that to 17.325 [snorts] and >> it'll stay flat. I got And so, um, this first page is explaining the a property tax increase, and we we use this as a a frame of reference. We understand that everybody's property is

022going to be valued a little bit differently, but um, the tax impact is proportional. So, $200,000 home, the monthly impact for this plan is $24.92 per month. If you have a $400,000 home, double those amounts. If you have a $100,000 home, you can see it's half of that $1246. [clears throat] The next slide here is for commercial property. Um they're assessed a higher rate than residential. So the tax impact is a little bit more than double uh for the same property amounts. And then the last slide is for agricultural land which is assessed a little bit differently. may have success based on the production use value. Um so we it's going to depend on if you have dry crop versus grass land type of agricultural land. And um as an example we like look at

023the annual cost per acre. Uh for dry crop it's about a $16 annually per acre and then for grassland about 48 cents annually. Um some things that to keep in mind specifically for agricultural land um we get those figures from the state and their countywide figures. So a lot of times we get a question on that can vary you know dependent on property within the county. As we go through this process in the campaign process leading into the election, we'll have more tools available. If you want to know or any of your patrons in the community want to know their specific increase, we can help with that. So, this is more of just we want to be transparent and provide a guideline um leading into any potential vote, but if there are specific questions on

024what their um impact is, we're happy to help with that. gave you a pretty generic wide overview or summary of each of that before going into the details because we figured that's where most of the questions and discussion is going to be. So we'll walk through these concepts to highlight the difference between the the two different concepts. um they do have the same total cost between concept A and concept B and I'll point out how we were able to align those two. So in concept A we're using the Carbondale site and the high school site. The high school site is the same between concept A and B in as far as having a sixth through 8th grade addition and renovation. So on this plan, the blue is all the new construction and the yellow is

025renovation. We are renovating the um the hallways to create to square them up rather than the triangle rooms and moving the library. We're renovating the kitchen. This is one thing if you look at the plans this weekend versus the concept now. We've changed that kitchen to be a renovation as opposed to new construction to save on the cost. So, if you saw that dollar amount go down, that's how that was done. Um, the different the real difference is the CTE. In this concept, a it has a new building attached to the high school, middle school building. um is the other concept is using the the annex for the CTE and doing a renovation. So that's the difference between the two. Um it has both has the auxiliary gym and locker rooms for middle school or

026additional gym use. There's some sight athletic storage that we've shown there and then expanding the band room. So at Carbonddale um in this plan it has the preK through fifth grade and it shows more renovation in the older part of the building and then it also has the cafeteria expansion is using half the library for that. That was one of the things that was a concern through the different options on with this grade level, how to fit all those into the cafeteria and not extend long periods. And so based off of that feedback, that's something that was added to this concept from working with the committee [clears throat] for the three campus option and has the high school site here. The district office would or the the annex would be used. I'm sorry, the CTE

027would go into the annex. Um, and so that addition is just smaller there on the gym. And then at Overbrook, it will have the preK through 2 grade and renovation mostly in the the older part of the building. And then Carbondale would have the district office. So in that that older part of the building there would be where we could renovate for the district office. So this each of these options includes the improvements that were out of the facility assessment for the major improvements that would be ideal at each of the buildings. And then we added some additional cost at carbon bill here, especially for the grade level transition. So getting those younger kids there and replacing some of the plumbing along the the hallway there questions. It's a lot to think about, but we

028can just we got lots of time. So, let me see. >> For the for the two campus option, was there a use for the annex building in that at all? >> Would we just get rid of it? >> I thought that was the district office. District office >> two campus auction. Yeah. Where's the district office going to be >> on the two campus option? It's in the >> Okay, so the two Sorry. Yeah. Okay, I got you. And then >> Yeah, I just found this picture. And then yes, that was also I just didn't know if it wasn't in this picture. Are we still doing like the additional parking >> because Okay, where would the additional parking? >> So, it's still here off to the side, but it's just not in the picture on this

029one. >> Okay. on the first one just in >> in the two campus option. Would there be a separate entrance for the high school and the junior high or is it all the same? >> We have it all the same. >> Yep. And so when you come in um you could take that first hallway and that would be really the the middle school um first hallway and then along the side there and then the middle school would have go further straight on in the other hallway. So, there's a lot of the high school go straight in and have that back side the uh the left side and the middle school would be down the front and do the right side of both options, right? >> Yes. Do we have that much extra room at the

030high school to >> Well, that's see that yellow there that's all remodeled. That's all the library. Um that huge space that's really underutilized. They moved the library to a different space. Um so there's a lot of library space and there's a ton. And then that front part of the building that comes out, right? So, we're pulling the front of the building out. Um, that's a whole new construction that in blue. So, that's a whole new space. So, if you think about where the high school offices, nurse offices, counselors, Julie Smith's room, all those rooms. So, that's >> a lot of that has to be redone anyway. >> Oh, yeah. That's where all that foundation problem is. Um >> um [clears throat] and then the elevator situation that's all going to be included and everything. >>

031So they took that facility assessment and really done throughout the needs and yeah that's a big one. We talked about that carbonale as well just like such >> a school. So on the two campus option, there's one gym, but we will have this that option would house prek through fifth grade. And we feel like that's adequate space for I think by the time this is done and where our grade levels are going from four to three. >> Yeah. >> So we're planning for three and then you take out a lot of the elective classes and things like that. Um those spaces there. So yeah, they've got it all listed in here. So >> what do you mean they're going for I'm talking about the gym space >> in Carbonale. Yeah, in Carbonale for PE, >>

032right? But you're now having >> which prek I guess they probably don't do PE, but you're having kindergarten through fifth grade [snorts] hours. Yeah, basically have them all. >> Yeah, I think you schedule it. Yeah, a lot of schools do it with one gym. So I think we could absolutely just be a scheduling thing. How often do we offer PE? Is it rotated? You know, >> I know which I don't like. >> I said not everybody gets PE >> every day. >> That's pretty music some days some days. That's pretty typical. Um, I had a few questions. So, one on I guess really the two canvas scenario. Um, I'm thinking playground equipment. Are we would we take it from like the other schools and move it over there or what's our plan on that? >>

033Yeah, we have budgeted playground improvements. So, we would need to bring in new equipment because we can't reuse [snorts] what's at the other. [clears throat] >> Okay. A lot of times moving it you have and such. >> And I think that's the nice part about Carbonale is you we have a lot of space. >> Yeah, we have there's an absolute space over there. So, >> well, my other thought was recess and is there enough if we were intermingling, >> you know, do we need two sets of playground for recess purposes? >> I mean, I think we'll have to have some stuff for preschool. >> Preschool will be a priority for um equipment just because it's smaller, the swings are smaller, the little the slides are smaller. I mean, if you look out here, there are

034different things. So, we can make that. >> So, I was curious too, um, which I know we can change it. This isn't set in stone, but what was >> on the two campus? So, at Carbondale, like having third, fourth, and fifth on, you know, when you walk in and then having like is there a reason that we put these classrooms in this order? Um, so it's harder for the younger kids to move upstairs and so we put the younger kids on >> straight down the hallway. Okay. >> So it's easier for them to get to the music and art and gym cafeteria and the older kids. >> Gotcha. >> Um, what else? Um, okay. So the new gym on the high school. So that will be the junior high gym. That will be like what?

035>> It's a practice gym, so we don't have planned in there and the size for that to have seating for being a competition gym. Um, but it would be another So, adding a new gym, we still would not be able to do volleyball regionals. Yeah, I do not like that at all. I feel like >> we're gonna spend that much money and not have we're gonna I feel like we're gonna regret that, >> you know, that it's not a place that we can actually host things in. >> Yeah. I I >> I mean, yeah, because that's >> And what about when junior high sports and high school sports overlap, but it's not a regulation size or >> Yeah, we've kind of talked about that with practices and games, and we'll still have Carbondale and still

036have that gym as well, which we play junior high basketball in. Volleyball, we're already at the high school doing that. Wrestling, um, we have an extra gym now. Um, we've talked about practices, Kyle and I kind of ran through that the other day. Uh we envisioned because we've got some seasons that overlap like girls um girls and boys wrestling. No, not girls. Your basketball season >> and wrestling. >> High school basketball and wrestling at the same time. Junior highun rotates through, >> right? >> So we would need to use probably Carbondale gym still. >> It already looks >> too small for our wrestling even with these additions. Yeah, I >> But we have two wrestling rooms now. We have one in the basement and we have >> We've always had those. >> Yeah, we have

037baseball in the basement. >> Now we have >> We've had wrestling in the basement for a while. Girls wrestled down there in the basement. >> Yeah, they But there for several a few years it was like batting cages and they just took it back. >> We Oh, I thought you meant we were adding one. >> Yeah, it's already there. So, is there any way to make this auxiliary gym into a full size >> a regulation? I don't know what it >> currently a full size regulation court for basketball and one volleyball. We would need to increase it to make it two volleyballs and add I just really think we'd regret not >> second we added absolutely no sense. don't like that. That's probably my biggest >> comp. Well, I mean, gyms are expensive. So, but

038if that's what we want to look at, then >> we're going to do it. We're going to do it. >> We're going to do it right. >> Well, I just want to I don't want to do Last time we built a band room >> that was about a third of the size we needed day one. >> We built a wrestling room that was about half the size we needed day one. I don't see where we're really adding wrestling area. And the bleachers don't even go all the way out in the dome. We can't hold competitions there. I think we should look at doing that if we're going to do this. >> I agree. I have a long June that doesn't >> I mean, you tell them what you're what you want them to to volleyball

039[clears throat] >> in in regulation so we can host things like a regional tournament and it has more use, you know. And then how many? >> I don't know what the regulation would be to >> I mean we could move the do a different wrestling room somewhere and make the dome gym big enough. That's what happened last time. They they added to that room cut it off. Does that make sense? >> Wrestling. >> Originally they was going to be able to do that and then they made that room bigger. So, would it be cheaper to move the wrestling room out of the dome gym and make that a >> but would that be cheaper? No. To move the wrestling room somewhere else, would that be cheaper and making the dome gym regulation without a gym?

040>> Would that be cheaper? that dome. >> That might be, but I still think we would regret not making not building something brand new and not making it regulation size despite what we do with the dome. I feel like that's going to be a regret in just my opinion. >> I hate putting restrictions on branding. Do you have some like thoughts on square footage of adding on a a gym on what those additional costs could be if we needed [clears throat] some additional? >> Yeah. So, um like whenever you look at regionals being able to host regionals, say look at the number of course you need for volleyball plus the seating count between the dome gym and your other gym. You have I don't know what the seating count is for your district level. I

041need to verify that. Um, but you have substantial seating in both of those gyms. So, I see you could have your main two games going on that you need the most seating there and we could do less seating in the new construction part for the two courts. That's that's typically what I >> I disagree with substantial seating in the dome gym. I mean, I went to a volleyball game the other night and I felt like it was crowded. She's saying numbers to meet their criteria. >> Right. But I'm saying even if it meets the numbers, if there's not enough seating, here's what the numbers say. >> No, but we pull out the ones. So for the volleyball game, you pull out the ones on the end and the ones on the side. >> Yeah, we

042pulled them both out. We had them the end out for volleyball. The end came out. All the football boys student section. >> Yeah. How many how many uh people does that gym sit? >> I don't know the number. >> Yeah. So, we'll get the numbers on the seat each of those and we'll check with Asia on regional requirements and how many they say we need in that region and then add that to this cost. Chris knows And then so the CTE room, do you have like kind of like measurements? Like what's going to go in there? Because I know we have a lot of new things that we're trying to bring in. Is this going to fit everything? Do we have different areas? >> So, how are we going to make that work? Um, the

043annex is just over 5,000 square foot that's being renovated in the concept B. In concept A, I have it at 4,300 square foot. So, it's not as big as what that annex is, but for what we talked about having um at least two classroom spaces in the lab classroom, then this gives you two two general classroom sizes that you could have. Usually you have like a more computer type clean room and then having more of a work hands on small tools, small equipment and then a larger space that you have that flexibility in and that would give you a good size for welding the greenhouse and some charger enterprise stuff. So um Kyle and I kind of walked through it with him the other day. We met and talked about the size. We actually made

044it bigger than we originally had it um to make it a little bit more close to the annex size of the annex. Um and and it's flexible enough like actual classrooms we put in there or make it an open space or depending on what goes in there. >> But it's a pretty good size for nothing now. >> And where's >> All right. Well, just one more. So the um the Charger Enterprises. So, I know Kyle, weren't we gonna put that kind of like when you walk in? Was it going to be kind of out in the >> That's what you're you're thinking of specifically is the uh the charging station, the coffee shop. >> Oh, yeah. Yeah. >> Merchandise kiosk. So, if we're talking about the enterprises, that's going to be all the business and

045a >> together for the federal. >> So, yeah, the coffee shop. >> Yeah. >> Like, where is that going to fit in this? Well, the kiosk that we're we're looking to purchase for it, uh, it can be it's it's not exactly mobile, uh, but we can relocate it to wherever if we need to take up some common space in the cafeteria, we can. >> Are there requirements on water [clears throat] for that or is it >> Well, I mean, obviously the plumbing would be nice, but uh, it it doesn't have to, though. Okay, that's what I did. That's why I know you required plumbing or hard line or something. >> There's not an actual dedicated space. >> Yeah, it's more like a mobile, but it's a kiosk is what it is. Um [snorts] >> the

046lunchroom space on the two campus option that would be a shared space between 6 through 12. Would they intermingle lunch times or would we what do you think stagger those? >> Yeah, we'd keep it staggered >> so that the junior high is not eating lunch with the high school kids at Right. >> Correct. >> Didn't we kind of talk about you're still going to do block scheduling with high school and just do like still hourly for junior high? Did we kind of talk about that? >> Yeah, there's there's going to be Yeah, we'll we'll have to look at that. will more than likely have two different bell systems. >> Yeah. >> And that'll help reduce the the amount of crossover traffic in between class periods between junior high and high school. So, one of my

047biggest concerns is, you know, we're building this to fit what we think is going to be and and obviously not having the crystal ball to know what district enrollment looks like and all of that. We already I guess didn't didn't hit the nail when it came to our kindergarten class and our kindergarten classes are really big this year. And so my concern is, you know, we get this influx of kids or maybe we have a really big class or classes and this doesn't give us really any space for growth or to shift things around. >> John, two points. >> Well, both two campus more than >> so that your question on the three campus in Cardinal, we have nothing in the basement to the west. Nothing in the basement under the north very large office.

048So there's that leaves a lot of extra space, right? >> I mean so is our intention is just storage if we need it. >> I mean we're declining enrollment was a reason for doing this and we're leaving a lot of building. I mean I don't that looks like a very large district office. Amy said she can use a deposit. [laughter] >> I think that's I mean that's what >> I mean if we don't need it we don't need it. But that's I'm just looking at >> a lot of extra area there that >> there would be room for growth there but then there then you look at the two campus and you're like that looks really pretty tight. Um, which I agree. We don't need a ton of extra space, but this I don't want

049kindergarten classrooms with 22 kids a piece or plus in in it like we we have this year. It's >> Kylie. I will speak to the fact of the kindergarten classes are are larger because we went to three, >> right? >> But they still it's one of my smaller classes at 56. >> Sure. So, but I'm saying if we're taking every class down to three. >> That's what I was trying to I was trying to kind of scary to me. We're talking about much larger classroom sizes and I don't academics is our top priority. I don't love that at all. >> Yeah, because there's one extra this flex room like I don't know if that's just an extra room. But that's for >> you looking at you know I mean, you're right. I do not have

050a crystal ball. I don't I have 30 years of trend data, though. And I know that 20 in kindergarten seems like a lot, but we've had 20 in kindergarten with four teachers before um over the years. And now we're down to three teachers and at 20. So, >> 19, 19, 18. >> What was that? >> 19, 19, and 18. >> Okay. That's this year >> currently. >> 19, 19, and 18 is what we've got this year. >> Um, but we've had 20 in the past with four teachers. It's been a while, but we've had it. >> Um, >> and we didn't add a fifth teacher. We've added a fifth teacher once that I know of in my >> That's the group that we just big that we just sent on. >> So, in these plans,

051if there's a flex need, like let's say we got a bubble grade come in. Yeah. um that's in the 70s again versus the 50s and 60s. Um is there room if we've got to add a teacher for that grade level to travel? >> The other thing that I see a lot of districts do is like the resource and intervention. They don't always need a fulls size classroom and so you divided rooms in half or sometimes they prefer to share the room and just do small groups like on one side of the room versus the other side. And so right now those are shown as fulltime rooms for each one of those. But if you have another one of those bubble grades and you need an additional classroom, those two could be combined into one classroom

052for that time level classroom. So there's flexibility within that assigned where they all have their own room, but some of those teachers could share if that were needed. Lori, Lori, your thoughts on that? If you're looking at >> Yeah, I'm just trying I'm just trying to find everybody on here. >> You want You want one of these? >> I feel like social [clears throat] work down. Um, >> while she was looking at that, um, the athletic storage, do we just not have are we just I know it says it's an addition. Have you seen our sheds? [laughter] >> We have a shed colony. >> We have a shed. We do have a shed colony. Can we give you a shed instead of a closet? >> We can show you the aerial view of our sheds.

053>> It's okay. They work. They work for what they are, but we have a shed problem. [laughter] >> So, that would that would >> Yeah. >> And also give a more um I will say this, a more temperature controlled storage for our equipment will help it last longer. And um because right now it's it is it is challenging. And um >> did we ever fix >> all of the issues that we had out with this building with the bathrooms and >> Yeah. All all that water. [snorts] >> So both of the rest already >> both. Not yet. >> Projected to replace both repairs. It says replace. That's what I was asking. >> So, it's it's not replacing. >> That's what I'm asking. >> There's a few tears in the membrane. Um, some of those were

054there from the beginning. Um, then we had a lightning on I think one of them. And then, um, >> do did you have that in the facility assessment to replace full membrane? >> Full replacement. >> Okay. The collar around it. >> Oh, right. right here. Oh yeah, Tanner. The cables, the cables around the outside there. We talked about that a little bit. >> The ice uh barriers. >> What's it doing? Build a couple more. [laughter] >> Build one more do. [laughter] Sure. HTK has a plan for Also. >> Also, is this band room going to look all weird coming off of our dome? We can talk about the band room a little bit. >> Yeah. Um, so round shapes and [laughter] to add on to, but parallel walls are not good for sound. So that's

055part of the angle. Um, This is showing more than doubling the size of that band room. >> Yeah. >> The final shape of it. >> How many kids? So, how many kids? Because I was told the first bedroom was for like 20 kids. [snorts] >> So, we're going to add a bedroom and only have room for 40. >> Yeah. >> We have 138 128. >> If you donate the size, that's not that's not >> No, I don't think that current room even holds 20. But I don't know. It barely think it holds their instruments. >> How many you have in band right now, Kyle? >> Uh, I think neighborhood 115. >> Yeah. >> Does that mean >> I told her I told her when we met about the band room a little bit. My concern

056was um for one, it does have to fit all these kids. And two, >> I worry that if it's just going to become storage, then I'd rather it look different and do it different um because then we'll just go up on the stage in the auditorium again and that's where they'll be. So, we're going to have to really think about the band and the program storage. Storage is part of the problem. I think if storage was removed from here, and we actually used it for chairs and stands and music, but right now it takes up so much of the instrument. >> It does piece of it. It's hard. That inventory is hard. So, we almost need storage for inventory and the instrument is separate from where the actual chairs and stands are go. I actually

057think in this space here, we could probably fit all the kids with the stands and the chairs, but we can't have all that equipment in there. >> The instruments don't even fit in that scares me to do that. I That's one of the things. >> How many square feet is that big there? That's just the blue part. >> How much you know how much the yellow part is? >> So, let me ask this. Would it be his best to build a new band somewhere else and a new wrestling room? I don't know. I just think they're like the band room. >> It does look funny. I don't know if it's big enough. >> Yeah. >> Can you move the band to where the wrestling is? I don't know. And build another wrestling room. I don't

058know. I mean, I'm just trying to think what are some other options besides. >> I think the band moving band where wrestling is. I don't Does band >> I have no idea. I'm just saying. >> No, I know. That's not a terrible idea. >> We can let them figure out where to move stuff. We just want The wrestling room is like >> you have like research on band rooms and size of students and storage that would what um so what do you really need for like >> 3400 would be ideal >> 3,400? >> Yeah. >> So we're at 2500. So we add another foot >> I think another $500,000 that's this makes a lot of improvements to that. You may have to still make some adjustments, but you don't have 157 hours a day. Adjustments

059about 1 hour a day. Does that work? Or what was the first part of what you said? You said um the current one on here is 2500 square ft shown with addition and renovation. >> So just the addition is 2500 or the whole space. >> Okay. And she thinks about 3,400 would need to accommodate 115 person. >> Yeah. >> And then she said another,000 square foot would be about 500,000 >> more dollars. >> I wonder how do you have any div? >> 34 kids, but we have how big that space is. Is it in our >> um I really have no idea. >> I have a question for you. >> So, the roofing repairs on the gym are on the dome. So, is that part of I heard you mention the lightning. Is that part

060of the lightning strike that just the one before that or the one before that? >> I'm just saying over time we've got a few tears up there in that membrane. I know one specifically from lightning and some others that I think were there right after they were out. >> Okay. Well, because I know you and I have kind of talked about insurance claiming an insurance claim on this last one and I didn't know anything ever came to that. It was it was >> breakfast. >> No, what are we doing? I mean replacing that band for that roof repairs. What was it? $800,000. >> Yeah. >> I thought I think there's some estimates that have been done for those callers on what >> so I assume and I have no idea. It would be much more

061expensive just to do the deal and build a square building. >> I agree. I mean, I just think we're building. >> How much money have we um [clears throat] spent on these domes? >> Not just the building, like the repairs that we've done over the years. >> We haven't spent a ton on the domes. Not in my tenure. We haven't. >> We just complain about it a lot. [laughter] >> I don't know what we like structurally. No. Um, fire pump. Yes. >> Roof upside down. >> No, >> we painted them. We painted them. So, we spent money to paint them. >> That's really about it. I don't think they struggle drainage. >> No. And inside, too. Oh, yes. >> Do you want me to ask my questions now? >> Sure. >> Yeah, >> I can

062see now. >> Yeah, go ahead. Ask question. >> Okay, these are my questions. Um, just with K through five or Well, we probably won't do title services for prek, but K through five. I noticed that there's just one intervention room. Um, so I was just curious how that would look uh with the multitude of um currently I have they're in the annex but they've been in a classroom before with five paras and a title teacher and then being able to adequately pull the students even if we have partitions and stuff to to have the room just with the sound and and being able to hear as we're doing small group instruction with them. So I was just concerned about one room for all of them. Um, I noted that there I I believe I'm it

063looks like there's four bedrooms and a sped gifted room, but so currently right now um I have K through three and I have three special education classrooms. One of those I just moved since you guys have been to us. We have um we have a function we are moving towards a functional classroom to work with our students with um autism needs so that we can better service them. So they now take up two classrooms. They have a learning side and a sensory side because they're on top of each other. So technically I now I have three bed classrooms but we take up four rooms. Um, so just with the heavy hitters and how your presentation in regards to even though we might have less students, their needs are so much more. I'm concerned >> um

064about the special education. And then I also didn't see a speech room on this plan um because I know a speech has always been a separate room due to the needs of being able to hear, address the focus, all of those types of things. Um, and I'm still very, very, very passionate, especially in our K3 rooms and our toilet needs and our changing that we do, especially adding preK about having a handicapped bathroom. Um, because it is very hard. I know they don't currently have that and I think you guys are like have a makeshift or they're getting down on the floor to change kids and that our parents are and are a lot of times are older and they just It's very difficult um for for those to occur. And we have I mean

065we we do toileting and and potty training especially adding in prek that will be a large portion of kiddos for us. >> There's no bathrooms in the classroom in Carbondale. Is that right? >> Currently >> there's plumbing for them up in >> should be the old >> four or five isn't there? >> Should be. Yeah. >> Yeah. There's >> Yeah. Right. >> Do we still have So, in Carbondale, that little annex back there in the back, is that still usable? Do we still >> My my understanding is it's not >> flooded. It needs some help. >> Yeah. >> So, like it just needs torn down or is it like fixable or [clears throat] >> just go to Emily's That would be [laughter] >> that growth and that need to >> increase in that space if

066that became a need. >> So if it's been flooded like what does it look like right now? Is it just sitting there rotting? I mean, >> yeah, like we had we took out some flooring, carpet, and things like that that were wet and >> was just empty. >> Yeah, it's just empty. >> Ready for a renovation. >> But I also feel like if we're going to do this, we might as well do the renov. I mean, that's >> I would rather see bathrooms than the classroom. I have um >> yeah I just sent know like for an extra like sp storage or you know something to take something out of here and put it >> there is numbers in here cost associated with adding restrooms to the prek rooms if you wanted those in the

067classroom um and then adding sinks to some of the the classrooms. there's some plumbing challenges. So there is cost set aside for doing that in this option. Um for the intervention and the stud um there's the two downstairs and then the the flux classroom. There's what they're using for gift is now off the cafeteria extension. a smaller room that could be used um as an additional space. The offices that are on that main hallway across from where the prek is, there's some offices there, the counselors and I do currently have a counselor. The other thought, do we still need locker rooms at the nurses, >> right? >> But no one with prek through post games. >> But at depends on what you end up doing with this gym if you would ever have to use

068the gym. >> Okay, we're making that happen. But I'm just thinking of some some space for [laughter] >> obviously renovating but like for speech or is that being right up next to a gym may not be a good idea? I don't know. >> It just depends on how loud. I mean honestly in the locker room Stephanie because it's cement we don't really hear a lot in there. >> Okay. Um I mean not too much. I just so just you know just some of those areas. Um Mrs. Sour made a comment about PTO some of our interrelated staff that come in and I know there's a flex room in there but I I think I can speak for my teachers my prek through even probably first when they for bathrooms um when we take just the

069amount of time um one um they that's the trouble making time they like to try to get out and and go but and so they try to solve that with like full class bathroom breaks and that I mean that's easily takes 15 minutes to cycle through your whole class, sometimes more. So, I just I think the the bathrooms concern me. The lack of a handicap bathroom. Um, but there's definitely a lot of positives, too. Like, I like that we can group our kids. Our third grade teachers can be together and we can get back to some more of that pod pieces. There's definitely pros to this. Um, and I I think that they will very much appreciate the larger classrooms versus what they have now. Um, just thinking about as we have littles. Um and

070then that so the title room, handicap bathrooms, bathrooms in general, sped classrooms. Those are those are some of my concerns. >> And then with with preschool, um over time too, you can consider preschools. Right now, you got to look at it as sections versus classrooms, if that makes sense to you. Right now, we have six sections of preschool. As preschool begins to change, right? um the dynamic of those things and and our massive declining enrollment in preschool. There could be changes in how we run preschool, operate preschool. >> It could go to four sections. >> Sure. It could go to five sections. It could go to, you know, so things like that as well. Um there's also considerations about preschool. um you know, maybe maybe we don't put them right here in this hallway and

071we have them kind of in a a different kind of location as more of a smaller >> um very early childhood place to I don't know for future thoughts um for them to not be right here in this hallway and maybe some other concept for it. So um I think that's a little bit more flexible with preschool and how we do preschool. Is there anywhere on this carbon to campus to look at addition of a few classrooms and handicap bathrooms? >> So if you look right where the cafeteria the concession stands and kitchen we're not going to need those if we're not going to host games there >> right there next to this bed gifted. >> I mean it's not a huge space but it's something else >> and I haven't seen that at Carbondale.

072Is that considerable to what our like is that comparable to our concession stand area? >> Concession stand concession stand area is kind of small but that kitchen next to it I don't know is that just a storage room right there. >> I mean Carly has also done speech in the concession stand or something. Okay. And that's the >> I would say I would agree. >> I think I just need to go back now and walk through with this map so I can picture it. >> Those are just questions that that came to mind. >> And you said there was you had already budgeted in to add in some plumbing or toilets and things like that >> in all of the classrooms or or just the >> So like pre. >> Okay. This is new plumbing

073and everything, right? Okay. So, there's also an office in the front office. There's another nice office in there that would be a good speech room. That third one there. Right now, it's just a What's in there, Mike? >> That third office is just Three Lakes uses it for their school sites there. >> Okay. >> Where's your current SRO office? >> Around the corner there. where it says admin right on the side there. >> Yeah, those are great for speech and things like that when you have oneonone >> and it gives them a nice little intimate setting just for the kid and teacher there right there. And it's in the front office. >> Everything's assigned so it's hard to see where the flexibility is in there. There's flexibility >> and and I know Carell has a

074lot more smaller rooms. Yeah. Little wonder too. I know >> you had mentioned like the stairs and the little kids like that's we were just talking like we did kindergarten upstairs in that carbon dell. That's where that's where we did a kindergarten and they already have the plumbing there for the bathrooms. I mean is that not >> does that not make more sense rather than making six whole new bathrooms? a lot of the details that we can still work through. So that's where I kind of go back to like the questions and those questions like the amount what we're doing in terms of where everyone goes or what time lunch is scheduled. Those are all things that we have time to work through. >> We have to have some cost set aside to make it

075work. So this is one scenario to make it work and the cost for doing that. If we um want to switch where the classrooms go. We can because and save money that way. That's totally something that we can do and use that cost in another way. If there's things like we're doing a whole new band edition or expanding the gym side, those are substantial costs that >> that's a million dollars we don't have flexibility in. But if we need to add two more sinks, we can add two more sinks. >> So, >> yeah, that's a good point. But to the board's, you know, thoughts here about they want to get it right, they want to do it right, they want to make sure they get everything they want and not have the regrets afterwards. So,

076how do we >> and make sure it implements for scheduling? Even though that's an kind of a thought we can finalize in the end, will it work? >> Yeah. So, >> it's also been a lot of concepts through so many different iterations that we're still largely looking at both of these and we're trying to solve for each one. So if we were narrowing it down and we knew concept A is what we're looking at, then we can focus on how to make that work the best way or is it concept B that we're trying to see what we're adding to >> um on the two campus basement um that's by the second wrestling room that's in yellow. >> Are we at the high school? >> Yes. Sorry. Um what what is the plan for that?

077Like obviously just >> those are some of the classrooms that are um being displaced by putting the middle school the seventh grade classrooms. >> So those are going there's some large classrooms down there right now. Are these remodeling those existing ones? This is the room. >> Okay. >> And we probably have to put the hallway in the middle because that one accessible, right? >> Yeah. >> So, okay. So, those would be renovated then. >> Where is Okay. So, to add on to Kylie's, so we have that second wrestling room. Where is the old like woods classroom or >> right there? What I was talking about? >> Oh, that's that side. Oh, okay. I thought they were on this side. [clears throat] Kyle, what's >> health? >> It's the cheer dance room. >> Oh, I was

078going to say, what do we put in there? Oh, yeah. Cheer and dance. >> That's not the chair dance locker room. >> Okay. And that would still be the same, right? It wouldn't be health. >> They don't have a tech class. >> No, they need >> that's the wood shop. >> Are you talking where we currently have construction? The glass window is the tech class, >> right? >> Yeah. Stan's old classroom which is currently >> tech classroom and the four over there across the hall would be where the wood shop currently is. So we renovate that class. What is that woods would go to CTE? >> Yes. >> Okay. But if we're doing the new CTE, are we still going to use this tech classroom? We're still going to have FFA stuff down here. >>

079Isn't this where we needed >> right now? That's where um you put >> um who's in Terry's room right now? >> That's Sierra. Sierra and Dakota. >> Yes. >> Health and and >> the classroom right now. So, we're adding on the CTE. So, this is what I'm asking. >> Yeah, it will add here. >> It could be an extra classroom technically, right? If we're not going to use it, they're going to go out to that >> CTE. I'm asking if are they going to that C? >> Is that the plan? >> Yes. Well, well, might, you know, if that's the case, then do we need to add these high school classrooms or could we could that be extra space for something like >> like the the wrestling >> the CTE building? >> Well, we need

080we need to add up the classroom to make sure we have every single one of our >> teachers covered wrestling, >> right? I think I think those included that count of the teachers. >> So, whether that was foreign language There's quite I mean >> yeah that's where >> so right now what you've renovated what you've got in yellow and the numbers they have they've changed where six seven eight are the classes they lost at high school and then added them over and other yellow spots there. So, if we lost one over here, we had to put one on the other side or in the basement. And I'm assuming >> that those are in the count. >> They're just not labeled by teacher name. Say high school classroom. >> Do we think two bedrooms is enough

081for 6 through 12? Typically what I see >> our current numbers would have a hard time saying two bedrooms two bedrooms [clears throat] we look at a 678 right now >> right >> our current numbers two bedrooms adding to the high school would be tough >> because how many bedrooms do you have >> two already that are utilized >> so we have two at the high school and two in Carbondale and we're saying those are both pretty >> yeah So, we need >> I just want to make sure we have enough room. That's one of my questions. >> But I think that >> enough because if we're doing this, I want to make sure there's another one. >> There's two. Yeah. I think we could probably >> Is there potentially some overlap with their uses?

082You think three >> 6 through 12 high school I think three sounds right probably maybe you think that >> you have four >> we have four sped classrooms in a scenario >> well two and then two but two classrooms at the kitchen and one >> but where is like the Spanish for instance like where it's all just label as general classroom so it's counting for classrooms but not classroom >> sure I just want to make sure we have enough of those >> I think she counted what we currently have added the renovations to six seven and eight and then replaced them somewhere else on the on the renovation side >> right so but we can't use classroom room as a bedroom. >> I don't That's what I wanted that you could. >> Yes, you can

083switch out. [snorts] >> I think that's why the four down there account for the four current classrooms are being displayed. My thought maybe not, but I believe that's why those four. So I don't think you can make that old wrestling. We have the Spanish is one that first >> and then we're missing also there's classroom something down there. >> I just Kyle, >> run some math on your sections of core content and your electives. >> Speaking of math, >> count. I'm counting them. I I'm seeing enough classrooms >> for even an extra sp. That's what That's what I'm getting at is can one of these be a sp three social studies, three English, three math, three science, three sped, >> foreign language. Julie Smith, Ashton Shis. >> Who else in there? >> Mary, you're there.

084Culinary, that's a big one. Yours is Yours is labeled though, so it makes sense. Art is labeled so >> I'm just The ones that aren't labeled, those are the ones I'm counting. speech. >> That's Derek Terry. >> This classroom's already counted. It's already counted for you. They're already labeled. I'm just wondering the ones that are labeled high school class. >> I know that's the >> I think there's plenty. I do. >> I think there's plenty. >> I'll let Kyle work it over there. But >> it was Do you guys have finance questions, money questions? Um, while Clayton sitting here with us. >> Well, the finances are the same on both scenarios, right? >> Yes. I just want to make sure you had any other questions for him. Um, you know, about down the road, um,

085we talked about refinancing, things like that. I'm just things might pop in your head. I don't know. I just want to make sure. this obviously going to change >> get what you need out of him. So >> I guess point of clarity for those that weren't at the steering committee meetings that was brought up in a good question I also had the existing mill levy is 4.325 when that rolls off at 28 we aren't going to see a 4.325 drop in mill levby that 17's wrapped in two right so for those listening are here that 17.325 stays for the 30 years right so you're not going to see that reduced when the current bond goes on it is >> and it's best to >> financers >> and it's best to wrap it instead of trying

086to pay it off early. >> Yeah. You want to talk about that a little bit? >> Yeah. Just given the current interest rate outstanding on your your bonds that mature in three years, I believe the interest rates below like two and a half%. So just from a from an economic standpoint, it doesn't make sense to use any of our cash that we're currently 4% on to pay off 2 and a half% interest rate. It just doesn't make sense. So, uh, but yeah, it's very common that we see essentially the ability to wrap a new bond issue, which is is what we're doing here for about two years over your existing one. You will not see a even though that takes up four mills currently. It's not like in 2029 once those are m fully matured

087you won't see a reduction in the mil >> the only way we would see reductions in the mil levy is that we go adjust the mill levy >> in other funds >> which we could do that in bonded interest as well correct um just depending on how we do our budget in the future if that makes sense you have questions on the wrap part >> I mean so what Why don't you explain to them what it would look like if we paid it off versus if we didn't? >> So, if we paid it off, >> I understand penalized, right? >> Uh, >> yeah. I mean, essentially, it's just a higher mill levy that is required to make a payment at that point. So, the mill levy that we're sharing right now, if you try to

088pay it off early, it's essentially going to be a higher mill levy. Um whereas the the wrap scenario, right, being able to wrap around the existing debt, we're able to keep the mill that's required to make the annual debt service payment on both bonds lower as a result. >> So we did hear on the news today. >> They did make >> some other things that were >> the Fed made a cut today. >> They did do it. >> They did make a cut today. Yeah. >> So some numbers that came up, we're talking about mills. The average of state is 56 right now. If we did this, it would be at 63 for us, right? So, we'd be above the state average. Some other schools, not listing names, but maybe similarly sized or newly renovated,

089we're at 79, 77, and 73, right? So, us being at 63 is a >> up there, but we'd be above the state average of 56. >> And a lot of those schools that are in those have recently passed significant bonds. Um >> yeah, I would say similar size school districts that haven't had a bond the size of any sizable um improvements in their facilities in the last you know 30 years or so are in a very similar if not worse position than your district is in terms of their mills are they're potentially going to the 70s or the 75 mil range where after if this is successful the total district mil will be in that lower 60s around 63 mill. So, um, by no means is while it is still a big ass, 13 Hills

090is not a small ass by any means, it's it doesn't put you anywhere near the top, you know, 10% of school districts in the state in terms of >> these numbers are on the with the 24.75 million. Some of the things that we talked about adding going to get us closer to what we were talking about at the last committee meeting when we had the kitchen as a new construction we were talking about 26 million. So that's at meeting six with the committee we were looking at that cost impact of 26 million um in comparison on this. So for the monthly property tax on $150,000 home here at 24 it's $8.69. If it were 26 million the tax impact is $1987. So $120 more a month. [clears throat] >> That's for the bigger gym and

091the bigger basically go back. I mean was I thought it was clear from the beginning that was one of the stipulations we was after wasn't >> band room to fit usual volleyball several things there. >> If if the I don't know if this is ideal but if let's say um we had a basement under the new gym that had I guess additional space for something. I don't know if that's the room. Is it cheaper to do that than to add out from where we're at? >> No. Because of the concrete probably, right? [laughter] >> Maybe we know a guy special about that. I mean, I know it's a lot more money, but I just like if we're going to do it, I want to make sure we have what we >> especially in the relatively

092minimum >> change that it does for taxes. I mean, talking about that, that's >> I think um that's where some of this back and forth between working with the committee, these some of those priorities, those are things that you definitely see and you need and understand. those weren't things that came out as strong um in the community meetings and so >> I don't think we realized that on the plans. >> Yeah, >> because that wasn't something that we discussed. When I saw the gym, I it to me it was a no-brainer that we're making the gym outside in the band room, >> right? >> We talked about athletic and activity facilities in the survey and they were listed very low in priority um >> with the steering committee. That was something that came up real

093early in the steering. I think that was meeting two, >> but we want to have that So, it's not like trying to come and say you have to pay an option. We wanted some flexibility within this and the cost amounts that we were talking with them and what we're showing you here so that you can make some of those adjustments. >> Sure. >> What works? >> I feel like when you're talking about athletics though, because I know when you first come in, I know we had some plans with like a softball and baseball diamond. I almost wonder if that's kind of what they were saying is no, we don't need that. But yeah, if we're going to build a gym, we need to build it right. And I mean, that's going to bring in money,

094too. So, it's not like it's going to, you know, if we can have regional tournaments there. >> Um, whereas, yeah, like a softball baseball diamond, that's a huge build. And obviously, we might know that right now. So, I almost wonder if that's kind of >> Yeah, we go build those, we'll build them the right size, too. [snorts and clears throat] >> Everything we've built in the last few decades, like the auditorium is too small. I mean, everything we've built has been too small. I don't want to do that again. It just is. It's a frustrating situation. Still not. >> Can you tell me how many teachers or sections we have um in classrooms from prek to fifth grade? >> So, we have three kindergarten teachers. >> Run through. You start with prek. >> PreK. We

095have three classrooms, six sections. We have >> I have three kindergarten teachers. >> I did miss one of them. >> I have four first grade sections, three second grade sections, and four third grade sections. Then there was four. >> So we have four sections. Five, fourth grade, fifth grade. And then of course six, seven, eight all carries four sections because they have the four core areas. >> But that can all be changed too as numbers. You can look at content too. High school has three for each three. Three L, three social studies, three science, three math. There were five. I know. But when we when you say that, can we change that? We're talking bigger classroom sizes every time we talk about that, right? >> It just depends on how you run schedules to in

096sections. So, if a seventh grade teacher or a social studies teacher, sorry, I'll say it this way. If a content area teacher teaches classes in more than one grade, very similarly to how the high school does it, then it looks different. And the class sizes aren't necessarily bigger. It just depends on how you run it. So you have to look at the grade versus the content. And as you get to middle school through high school, you look at content more than we do grade levels. We don't have teachers by grade levels in high school at all, do we? >> No. Schedules become a difficult part. >> Scheduling is the hard because of the electives. But once you start diving out electives and kids have sections all over the place or they're going to Allen County

097classes or tech classes, that also shrinks. I mean, we have some class sizes at the high school that are six kids in them >> and we have others that have 25. >> So, it just depends on your electives, your whatever. And also just kind of recruiting of kids in different what they like and teachers and different electives their interests are. So, it's a lot different for middle and secondary when you add the electives in. It allows a little bit more flexibility in the class sizes. So currently my sections of three range from 17 to 20 kids. So like the kindergarten like one has 18, one has 19, one has 20. And then in second grade they're sitting at either like 17, 17 and 18. And then when you drop or when then when you increase

098to four teachers, my class sizes like across third grade are essentially 15 a piece and across first grade they range between 14 to 16. >> So it's just kind of like I guess when you're thinking about sizes like where like as a board too like what is your like where do you want to focus on size? Like what is too many and what is because 14's great and I mean it's just just thinking through that give you just a little bit of a frame of reference of and I'm not going to argue 20 kindergarters as well. I was a kindergart like and and you're right we >> and we have done that before and it was it's not and and faith knows and I like that's not ideal in our ideal world. I would like

099my older kids to have bigger classes, >> right? And we under estimated that moves some teachers and then >> when is that going to happen again? We don't know, >> right? Yes. And that's the hard part because she was talking about how we don't have because that's the year um in one year we went to three third grade teachers because they were small and we that year we got 18. >> We had a whole class of third grade movements that year. But I also, you know, there's a lot of um movement in um switching grades >> that too, but also the the types of families that move in um transient populations, foster kids, out of district kids, uh employment of people and then bringing their kids. So there's things though that we put cushion in

100for and we we put cushion in for kindergarten. We put a lot of cushion in actually because we didn't take any out of district kids for kindergarten. And so when I told Lori my numbers were at 40. What were they 43 >> or 47? >> 47 to go back and look >> anyway. And now we're in the 50s. Like I still added I I put pat in there. I didn't really underestimate. We just got a huge >> chunk. That's what I'm saying though. How can you predict that? And then we're building these classrooms to >> But I have to I have to every year. I have to pick a number. I got to pick pretty close. >> But then we then we get this influx and we have no place to put it or we

101say sorry we would love to have you but we don't have the space when that's really not what we want. We would love to see you know but overall I'm not just looking at one grade level either. I'm looking at the flow over time. Some of these will be transient. They will also disappear and not come back. Um we have that a lot too. that does happen a lot as they move through. Um so you know when we put numbers on things I have to do projections in some capacity. Preschool's a huge indicator of that. We've gone from 103 to 86 to 68 in three years. That is my that is my replacement of seniors. So I look at that as what's coming in and what's going out. It's no different than like there's probably

102some perception about we are now being classified as 4 a. Well, that classification has changed because the statewide look at population. We are actually not bigger. Our population is not bigger. It's it's changing classifications based on statewide population of where 6A, 5 A, 4, A, 3, A, 2, A, and one are all going and they're shifting >> where the numbers are and the amount of schools that are in that classification. So, um, just to let even the public know, just because we went to 4A doesn't mean we got bigger. That's not what happened. So, anyway, uh, but also with open enrollment, you know, we we put numbers on things on what we our capacity to be. And you can change those capacities too um depending on what you want for outside to come in, what

103you want to maintain and protect as moveins and kids that are going to be Santa Trail students by address versus outside people that come as well. We've been 10 10 kids this year. So we're usually pretty close. But it is it's a little crystal ball. Kylie, it's hard to kind of pinpoint. I just kind of >> find a good spot for >> But if I hung out an extra teacher at every grade level every year. >> I know. And I I realize that's not feasible either. And it's why I haven't absorbed all of them yet. Why we still have some so can move them if she needs to. Um and so we've done that a little bit as well. So we haven't got rid of all of them. We've kind of done it over time

104for absorption. So production I'd rather not do. Our current capital outlay is it set at do we typically can you give me a ballark is that the 1.2 that we set aside typically. >> Yeah, we're yeah, we're a little over a million every year. We're eight bills. So, it changes a little bit based on our valuation, but um yeah, we bring it over a little million. >> And so, with these renovations, at least for a few years, >> yeah, we protected a lot of those dollars. We don't lots of other things. >> And we've done that already. We've we've we've been real um we've kind of built that up a little bit to have that there because I didn't know where this was all going to go. So, our capital outlays in really good shape

105in my opinion for for how much we actually bring in every year. We're in pretty good shape. So, which is great for then all these other things that aren't getting fixed or renovated that we then have a long range plan to to then upkeep those things. So, >> that will go right alongside that. The capital planning will go right right alongside whatever this plan is as well. Um the busing costs with the two campus versus three campus option. >> It's actually better with the two. [snorts] >> Could Could you help me understand that? >> I can try. Um >> yeah. >> Well, well, with Carbondale, you're increasing the amount of classes that'll actually be in that town as opposed to what's there right now. So you'd be increasing the amount of walkers that would be

106going to that class. >> Okay. >> Um so I would still have to do the shuttles from Overbrook obviously and Scranton >> and we have to have more pickup spots probably, right? Because you wouldn't be picking up at the schools anymore. >> Yeah, it would just depend on what happened with that building if they would allow us to keep using it also. Um, so yeah, it I don't see it really increasing much as far as in that concept. It just makes it to where more kids are walking to one school. So I don't anticipate as many of them needing to be shuttled to the other the one school. So hopefully we would be able to reduce the amount of routes possibly not needing as many shuttles either. Would the high school still be a point

107of drop off for parents like coming from Overbrook or >> Good idea? >> You know what I'm saying? >> It's not a bad idea. >> It's kind of like >> bus pick up there. thinking >> too many questions answered. I know I had a lot, but no, [snorts] that's okay. That's what we're that's what we're here for. So when you guys met as a committee they were for the three campus like the scenario B they wanted to split like prek to second and three to five they didn't want to do like middle school and >> Right. Right. >> I didn't talk about >> the other scenario that was >> I I just feel passionate about like six and eight rather together. >> Yeah. The other scenario we looked at for the three campus was um

108the prek through five at the at Carterdale and then six at Overbrook and this concept for higher >> I think a lot of that was I think a lot of people you guys can correct me if I'm wrong with steering committee we heard a lot about they didn't feel like Overbrook felt like a middle school um in a lot of capacities the way it's set up the way is the you know the layout of it, >> right? >> And vice versa. >> Yeah. And vice versa. >> Yeah. So, um I think I think a lot of people felt passionate about the middle school being out here. >> Um that I've heard that as a common theme and the surveys um I think reflected that as well. >> What we did with the other two was

109more um where does middle school go? Can we see this as a middle school? Can we see this as an elementary? We went through that at every uh different site we went to. Can you envision this here? Can you envision this here? How do you and we targeted middle school and then we targeted elementary and just really honing on those two things. And I think it was more popular to think about elementary at um those two and the middle school concept. >> So that's predominantly pushed out there. And I start by saying thanks to the steering committee members. I know it was six days, nine approximately nineish hours over six months that we spent, right? H2K 5%. Thank you guys. Appreciate it. Um, but one thing I do want to say about that plan B

110was I found out about it when the survey came out in October, which was five and a half months after we've been talking, right? So I don't think we spent much time at all of the steering committee talking about an intermediate school, right? I mean, if I'm wrong, >> I'm just not thinking moneywise. there's a huge difference in like >> you know >> I think what we did talk about though it may not have been exactly that one but I think what we did talk about was school closures which is obviously an elephant in the room and that would keep that concept of elementary um within two schools keep those two schools open and then down the road in the future we're spending less money to renovate those buildings and if we had to move

111to two later. We were set up for that in some concept because we've moved the six, seven, and eight out there. And so we have these two buildings that we live with, do what we need to with at this time and then see where the population of our of our student go and then do things that way. It was more I think in my opinion um a means to keep three campuses versus two and this being the better option um than the middle school there. So, you're right. We didn't talk about it much, but I do think we kept hearing over and over um about Overbrook staying open and what do we do with that? How does that look? And since it was an elementary feel, then splitting that concept there. So, I think that's

112where kind of that one came to fruition over conversations, even though I don't think we had plans for it um or understood what the grade levels look like, but I think the conversation of keeping it open. So the feedback [snorts] >> but I mean the steering committee was it's just a lot more money >> help me out. What do you mean a lot more money? >> Like comparing some of the three campus options to like the two campus options. >> Yeah. Yeah. So I I don't dispute. I think that's I guess what my comment was for is is when we talked about if you did prek through five at Carbondale and then did or >> the elementary school at Carbonale and the junior high at Overbrook. >> You could do that essentially arguably today with

113capital money. Right. >> Right. >> Minus some of the larger projects we need done with HVAC and other things that we need that we about 9 million that we figured we needed done >> to make things. But but the idea here too is if we're signing up for a 30-year bond, we're not just how do we make do with the buildings we have today. It's where do we want to be at 30 years, [snorts] right? So that the big difference of putting six, seven, eight at the high school now is still operating three buildings, right? >> Um the figures that I that we were given for, you know, what they cost for utilities, grounds, and insurance over Brooks about 155,000 a year, right? So if we think we're squeezed, right? 65,000 a year. Is that

114worth trying to keep three campuses open so you have more flexibility and movement? Um or is it you save that? Scranton was $77,500. Right. So between the two it's almost a quarter million year $232,372. Right. And we're not going to have middle school out there for the 28th school year. I don't think if we were to pass something and go, right? It's probably going to take a little bit of time. So this money isn't savings. will realize immediately, >> right? >> But I think, you know, if we're thinking of do, you know, we have two empty buildings because that was the first thing came to my mind, >> right? If we're talking about money and being >> responsible and everything is we have two buildings that are half empty, >> right? Is it worth what

115if what if what if >> utilities, grounds, and insurance? And I didn't factor in where I got those figures was from a handout that included salaries. I didn't include any salaries because I thought you're not doing any reductions. you're moving those from one building to another, you're not going to >> technology or busing or just utilities. >> We're not replacing air conditioners on two buildings and all that. >> Correct. >> So, we could reduce them possibly after everything's fixed up. >> There's a lot of things a lot of wiggle room. >> So, to me it would be are those transitions better than where we are today? of fourth grade and 15th grade or freshman. >> This option doesn't seem that >> um we're not reducing transitions. We're just changing where they're at, right? So, is

116that better? I don't know. That's I mean, I would rely on the professionals to tell me if that's better or not. But >> Carrie, you prepared a few things just in thoughts of transitions and student learning kind of pros and cons. I think these are just valuable just insight. I had her a little bit in case this question came up. Um you want to read through those a little bit? >> Sure. [snorts] So, I did some research um obviously before but then some more this week. Um kind of came up with some pros and cons of a prek2 building. Pros would be a true focus on early childhood which would allow the staff and the classrooms and resources to be specialized for those young learners. The environment can be designed around developmental needs etc. Um

117having that nurturing smaller setting, smaller environment can anxiety for young students and also allow for more individualized learning. Parents often appreciate a more intimate school setting for the young students as well. There can be an increased community and parent focus. There can be very specialized staff, teachers, and administrators can f focus exclusively on early childhood education and a stronger early learning focus. Easier [cough and clears throat] to implement early interventions and consistent MTSS practices for early grades. Cons going to was saying about transitions. So, students experience two school transitions before middle school, which can disrupt academic achievement and social networks. Research does suggest a loss of achievement occurs with every transition that students make. There's also a lack of older role models. They miss out on modeling opportunities provided by older and responsible elementary students.

118They don't have the big kids to look up to, per se. >> There's also the logistical challenges for families. amilies having multiple buildings that their children are in, which we have right now as well. Um, and then scheduling of support staff. So, OT, PT, um, gym teachers, music teachers, all of those break it up again. >> Um, pros of a prek through five building would be fewer transitions. Students only have one major transition to middle school with the new plan. This is generally supported by research as being beneficial for student achievement and retention of learning gains. A family convenience, which is great. Across age mentoring, older students serve as positive role model models, mentors, reading buddies, etc. for younger students and opportunity for older four or five student staff leadership roles within the building. It

119creates long-term community. Students and families build a continuous sustained relationship with one school community, including staff periods over a longer period. Wrote about this frequently when I was doing research about that. I talked about that community that the building um grows with the longer you're in the building. um more efficient use of resources and support staff. This was a big one. Teacher collaboration across grade bands um and aligning for vertical alignment and curriculum and standards and consistency and leadership and philosophy. So having that one admin in that building that does K through 5 also creates for academic achievement. Cons um just a wide developmental range. teachers and staff must accommodate a broad range of development stages, especially thinking for interventions. Um, a larger environment can sometimes feel intimidating for younger children and scheduling complexity of

120managing daily schedules. Just you add more people, more grades, just scheduling things. So, kind of a overview of what I read. [snorts and clears throat] >> Thank you, Carrie. That's good stuff. >> And very important. I I know we talk a lot about Maddie, a lot about all the things the the gyms and the band rooms and I know all that is very important, but just the um I think that going back to that root of those transitions that we've talked about and that continuity, what I like to call continuity of care over time with our kids is is very valuable. That learning environment over time very valuable. Um, and I think there's value also in the middle up with the high in the same kind of realm with opportunities and programs and the buddy

121systems and the I mean our our big kids are great mentors too and I know they do also things that we worry about too. I get that. Um, we'll get that any older younger dynamic that we have but um I think there's lots of pros to it with doing it in that fashion as well. >> [snorts] >> I don't have any more questions. >> Does [snorts] as a DLT or ADCA I mean have we talked about what is there a unanimous decision there or is it something that we put a lot of >> I haven't put it to DT. No. Um we haven't done that. I just I mean I guess as we look that make decisions because I'm not going to know best as far as transitions. I heard pros and cons of both.

122It sounds like there's a lot more positive to campus than multiple transitions but >> is that how the elementary building you know feels? Is that how >> do you guys have a good sense on your your staff and um these conversations that you're having? may not be fair >> just in general with teams BLTs PLC's I'm sure they've talked about reconfiguration >> the consensus of my building is they don't want to go to Carell >> they don't they don't I mean >> that's fair I want to hear that >> they do not want to go to Carbondale they do not feel like it is an elementary building I think when we had our steering committee the same thing was said um I I think they also in this in the steering committee in the teams

123I was in because I was in various teams I think a lot of people kind of felt the same way but looking at that they said we don't want to keep three campuses and then in five years we need to cut down another one because we can't fund it. Um, and so I think money does come into play and into factor, but I mean that would be that's the consens. It's and it's has nothing to do with I don't think being prek through five. I don't think it has anything to do with having more teachers and more kids. Um, I think a lot of it is just the feel of the building >> and what they're used to and where they live and work. >> Well, yes, it's your home and it's changed and it's

124It was for >> for years. I mean, I guess that would be my question to that is is wasn't it a prek through eight for >> but they experience >> and they didn't through the renovations too. I mean we can make it more >> right building and I >> and I in the last few years my and part of it is that's their heart and it's their home. They've poured in a lot. They've stayed. They've been in murals. They've done all those things. Do I think that my staff can go and we can bring in new staff and we can kill it over at Carbondale? Yeah, we can. >> Um, it's just it's going to be a hard change, but I think that we can do it. >> It'll be a hard change for me,

125but I know that things have to change for us to sustain being USA 434. >> And really looking at our dollars to really focus on kids. um because we spread a lot of our dollars thin across brick and mortar. So think about how much more of those dollars then they could use for students and opportunities and learning and all that worry about >> oh everything that comes in on the daily >> dishwasher that replace it to this to that. I mean it's just it's on the daily you guys. I mean that's you look at your board so >> but but that's the type of feedback I guess I was here like what you know >> because if that I mean if that does create turnover or churn I mean I'm not saying that >> can't

126have that right obviously we know that's there anyway but that play >> and that's the hard part because we just don't >> Yeah >> we just don't know >> Mike >> yeah I mean we haven't had any major formal discussions about it, the informal discussions and just talking schedule. I know one of the struggles we have there is this this elementary trying to mix with a middle school environment and it just like it just doesn't work. It it like my PE teacher says, "Is there a reason why I have to have fourth and fifth grade PE not on the bell schedule when I have everything else on the bell schedule?" Yeah. Because our schedule doesn't line up that way, >> you know. Um and so it's really disjointed that way. So, I think the [clears

127throat] fourth and fifth grade would love to be in a in a in a VK5 building and and I know that our sixth through eight doesn't seem to have any concerns about in the high school areas. >> It just it just feels like it makes sense to us that way. >> I leave plenty of Jay-Hawks in my office. [laughter] >> Mark, please do. Kyle, will you have that same problem though if you put the sixth, seventh, and eighth grade out there and they're on their own bell schedule and you have the high school on their own bell schedule and they're sharing again your music teacher, your PE teachers, and that's are you going to face the same problem? We're just moving it from the elementary out to the high school. >> We'll just be more

128creative in what we've done so far. I think the only thing that is a little bit more aligned is electives content area driven versus grade level driven. So that does help a lot. Middle secondary is a lot more aligned than elementary middle um middle secondary we're from the same breed. We're contentheavy people. Um we we drive by content. We got our licenses by content. I'm not a nth grade teacher. I'm a social studies teacher. So it it aligns a little bit better. I'm not saying it's perfect because they don't take all the electives that the high schools will take, but it will give them some more options >> um than they have when we're trying to align it with elementary. So, it won't be perfect, but I think it'll be better aligned than elementary. >>

129Our schedule already shares that music and band teacher anyway. So, that right >> that's already done. And having this having a gym built there alleviates having to share a gym. >> Sharing a gym. Yeah. And there's positives that they're looking at, too. Like I I just shared with Faith that we looked at all of our data and we had data discussions and we looked at our math and we saw that our math had went down for state assessments and third grade's like, man, you know, we really liked what fourth and fifth grade was doing, but we wanted to stay like unity, right, K through three, so that we could all have the same curriculum, but maybe fourth, fifth has a little more rigor. And they were and so I was like, well, okay. they're going

130to be asking you for some new curriculum when you're configured, but just because it truly that split does start to happen. And so that would be a benefit of having our fourth and fifth grade teachers with us and being able to have more of a 35 pairing and then that K2 pairing that just naturally occurs. >> Um so that was just a benefit that was a plus that was shared. >> Yeah. And then you know future possibilities of you know whichever one you decide three or two campuses you know whichever way you guys decide to move there are also like possibilities to think and consider about the buildings what we do with them and how there's any future partnerships even with the school district in some capacity with the communities with you know I've had

131a lot of conversations with community members um with people that um you know there's ideas, there's things that could still get creative with that and um and how we do it even if we don't own them or and whatnot, but there's still opportunities out there for our school district to be involved with and and utilize even these spaces that are still great. So that was some of the discussion to it. on the tables I was at is if we do decide to go on a path to close the buildings to follow through with it, be very transparent about it from the beginning and then also that's what we don't say well we're going to >> repurpose the Scranton building and then continue out here for you know five years or whatever it is. So yeah,

132>> whatever the plan is. >> Um, so you talked about these five points here. Um, what's next then? Um, so I think we're still on number one. [laughter] There were several several questions to add to it that if you and then we can get that to you ahead of the meeting what that would look like for that scope and hopefully answer those questions that you had and what that would look like. Um adding expanding the addition to to have the volleyball that's that's not a problem. We can have that on there. Um and in the band room looking at that we'll study it to see if there's a different way or more cost effective way that would still work. That would be a good thing. Um, and going back through with the principles and just

133having their buy in again, make sure with the room count that we're all counting the same number of rooms so that you guys can feel good that have their buy. Yeah, I think that would be good. So um outside of that so I think if we can get to that with that scope of work the bond amount the dates already determined three is already done um four is with that number five that's something the construction delivery >> already done >> the election date or fall >> right as of right now it's >> well as of right now it's We could do a different >> March 3rd or November of five is just something that you can the construction delivery method. That's something that you don't necessarily have to decide that right now. It's just something

134that's helpful to just be thinking about if you didn't want to do um construction manager at risk. Um but you don't have to decide that until after the election. So the other ones it's just refining the scope and the costs and we'll get that to you so you can question the next board meeting. >> Okay. So, we have two board meetings that are before um the resolution and >> so the deadline. So, if if you if you do not take action and call a resolution for an election by December 8th, um then you are essentially your next option for an election is not until August. So, just >> Oh, yes. Because we can do that August one still >> and these costs are based off of March. Yes, they would also fill up. What are

135you all thinking? >> Anybody that's here comments and we'll make in the audience. The only thing I'd say is I agree with the conversation you guys have had about we really messed up with our last bond by not building to the needs. And I personally would not vote for a bond even going through all this that was going to undersize us again. Me too. I know we talked in our site committee, but I know it's been brought up to me a couple throughout the community that I work with in that if we do close Overbrook, you know, how are we going to get more people to come into Overbrook? Would you really want to move into a community that has no grocery store, no school, anything like that? So, I know we've talked about it.

136I know you said you have options, you know, if if to repurpose the buildings or anything like that so it doesn't just sit there vacant, but that's something your community members are going to be looking at [clears throat] >> is like what are you going to do? You've taken a big chunk of your community area and now it's not there anymore. So, how are you going to entice those people to come move there besides, hey, we're going to have cheaper land compared to living in Douglas County or Oani County type of thing? possibly. But um I you know my kids unfortunately are going to be in high school by the time all this stuff happens or pretty close to it. But I understand with the transitions I remember going from having Overbrook and one in

137Overbrook and one in Carbondale and then I have both in Carbondale for two years and then now I've lost it. Now I've got one at the high school and one in Carbondale. So I get it. I really do. and utilizing our teachers to the fullest we can. It makes more sense for the kids and the parents too because like you said the community building of you go, "Hey, hey, you've worked with this principal. You worked with these staff members in the office." You know them. They know you when you call in and say, "Hey, my child's sick. Oh, I hope she gets a feeling better." You know, they know your people's personality. And when you constantly have a transition from one staff to another, yeah, you may know them, but they don't know your kid

138until you get them there. So, I don't know what you guys are going to do on which option you're going to pick, whether you're going to pick the three option or the two campus option. Financially, it makes more sense to do the two, but you also can't just do it straight off of financial cost benefit either. You got to think of what your community is going to support. Those are my two cents. Can I talk like a grandma? >> I [laughter] can remember I can remember having my kids go from K through 8 uh in one building and how we had this uh parent family, you know, we we we were a a parent team from kindergarten all the way through eight and then we went out to the high school together. Um, and that

139was a community and and I think that that's what's kind of lacking right now when we're all in different buildings. We don't have that community and it's a school community and I know it's it's detrimental to the towns, but the towns might be united more if their kids were all in one building. >> I think that's a great point. The way you said that was so perfect. I agree 100% with that. They help. >> It would be a one we would be >> there is a gap. You're right. Yeah. >> Yeah. >> And I can remember those days. We had so much fun. >> I totally agree with that. >> Thank you. >> Anybody else? >> I'm getting questions. >> Do we need to do anything tonight? Do we need to? >> No. Okay. Thanks

140guys. Thank you for coming everybody in the audience. Thank you very much. >> Thanks Jerry. >> We have a meeting in We have a meeting two weeks from tonight everybody. Two weeks from right >> and an election on Tuesday. >> An election this Tuesday. Go vote. >> Y board members. >> We are journal. Thank you.