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Ms. Tanner, please call the roll.

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The scene.

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Here.

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Here.

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Planton.

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Present.

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Gabriel.

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Martin.

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Jordan.

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Here.

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Rousson.

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Here.

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And Martin.

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Present.

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Okay.

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Welcome, everyone, on this very windy Friday.

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We're going to talk about our facilities and ed planning.

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So I'll turn it over to cooperative strategies.

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Welcome.

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Thanks for being here in person.

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And for Mr. Sacks, Mr. Sturks.

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Mr. Fraley, did you have a few words?

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I was just going to introduce them.

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Oh, go ahead.

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All right.

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Good morning to Dr. Martin.

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Anything to do with the camera song?

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Dr. Bird's song, members of the board,

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we have our consultant group cooperative strategies with us

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this morning.

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David Sturks and Matt Sacks,

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and they're here to present recommendations for moving forward

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with our facilities master planning.

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Thank you.

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Good morning.

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Good morning.

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It is good to be in person finally, for the most part here, despite Mother Nature trying

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to prevent us otherwise, so we're grateful for that.

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Okay, I just wanted to go ahead and set the frame for the day.

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The meeting is scheduled until 1.

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Our presentation is not that long, so no death by PowerPoint.

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we're not going to go for hours here talking at you.

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The idea is that we, was that, go through the

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recommendation slide. We have ample printouts, large printouts

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there to look at. We have the 11 by 17s

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of some maps. We have GIS live. So

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we're going to attempt to cover most of the, a lot of the data questions that you'll have

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in the presentation. Any questions that you have, any

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Data as you're going as we go through the slides

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I'd like to go through it for the most part

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Start to finish because it is is not that long and then let's go back and dive deep

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If however in the process of going through it

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There's something on a slide that you need a question on in order to write down your other question

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Yes, go ahead. You know interrupt interrupt is not this can be fairly informal in that sense

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But there we go

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So, let's just get started. In the presentation, what we're looking at right now is implementing

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the recommendations from the Facilities Master Plan. This plan, starting in 2019, pre-pandemic,

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proceeding as we were on a one-year timeframe, got extended by a year thanks to that pandemic.

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We took a big pause in the middle, and I'll go with just some reminiscing there

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for a minute to go back on what we did, who we met with, what we covered and just to make

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sure that we level set with where we were.

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The resulting of that process in summer of 21 was to recommend rebuilds of Maury, Granby,

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Norview and Jaycox and to look at consolidations of Tidal Water Park in 23 due to the development

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there to look at moving kids out of Madison, the Secondary Alternative Education Program.

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The concept at the time was a section of Rosemont. That concept has shifted.

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I'll explain that in a minute and I'll explain the reasons why.

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Why we think it's better where we stand now.

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Also, moving east into Fairlawn to, like, two miles apart there to strengthen that program.

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And at the time it was the consolidation of Lindwood Elementary School due large in part to the fact that the enrollment at the school, the capacity is less than 300, which is less than your minimum viable capacity size of 350.

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And the surrounding surplus was significant, the most significant in the division. So that was the thinking in 2021.

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one. For the most part, it stands. There's a few minor modifications we'll talk about

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there programmatic in nature more than anything. Looking forward, we are looking at implementing

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this plan starting down the path. You can't eat the elephant in one bite, so they say

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you have to get going on what is the most highest needs. Right in front of you, that

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is accessible. If we could build the schools and have the authority to raise the capital

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and do that. That would be a lot of our presentation today, but we don't. That is, although those

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discussions are in process with the city. We are focused on the redevelopment and the

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needs to move Tidewater Park and how to do that effectively. And we have a solution

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to that that addresses multiple points from underutilization to theme and choice programs

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and diversity. We are looking at operational efficiency. The population has continued to decline, as you know, since Matt and I have started shortly after 2011.

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The district has lost about 5,000 students, a little over 5,000 students since the time. And our capacity is largely the same.

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about $37,000 when we started and about $37,000 now.

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And so we're looking at utilization and where we have pockets,

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where we need to better utilize our schools,

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not just for an abstract goal,

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but because underutilized schools are underfunded schools,

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are underresourced schools.

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And we have to look at providing ample resources for our students.

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That is our driving value,

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and I will get into those again in a minute.

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And in the process of doing that, working to eliminate concentrations of poverty,

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this initial first steps into the master plan implementation does that by two means.

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One, directly through adjacent boundaries where you have too much surplus capacity.

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And the ability to diversify will show maps and data and dive into that information.

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That's a positive. And we look at doing the same thing through choice

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in the better utilization of Ruffner and having a 3A choice themed program there, and we'll

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go through that in its first steps.

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And in the process of doing so balancing school boundaries, aligning feeder patterns and

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boundaries for the goals that we've discussed.

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So looking back,

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our principles, when we do a master plan it ends with this.

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All options are intended to be a trade-up scenario for students.

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That is our bottom line.

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When we're looking at this, we do not approach this with a deficit mindset,

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but with what is going to provide the best sustainable operational environment

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and physical environment for all students, equitably.

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We do that by using data.

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We have lots of data. We swim in it.

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Anything else that you see that we don't need here that we don't have

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that you want to ask about, we will dive into.

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And we'll look for it. We don't have it. We'll get it to you.

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Community engagement is meaningful. It is not a stunt. It is not a show.

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The engagement that we have is directly involved and relates to

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and informs each of our next steps that we do this in a transparent process.

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We use that largely through the website.

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It means like this, there is no smoke-filled room.

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It is simply a process of collecting feedback, looking at data,

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having a conversation and iterating, going back and back and back until we settle on

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themes that are consistent and that address our core values of providing that better learning

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environment for all students equitably. The steering committee, when we were meeting

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with them first in person and eventually in virtual Zoom meetings, asked them to come

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up, what are the outcomes, what are the values that you bring to the table? And

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And so, in one of the meetings, they went through and created in small groups what they

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saw as their guiding principles, which is equity, that the recommendations be data-driven

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because where there is an inequities, we see them.

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And we use that data to address them and to do it in a logical, strategic way.

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That we want quality facilities and so all students have warm, safe, cool and

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dry facilities, that we diversify, that we eliminate concentrations of poverty as we

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can, where we can, as soon as we can, in a way that we practically can, and that we

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do so in a fiscally responsible way, that we are adjusting to the declining number

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of students.

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Again, these are not adjustment in the abstract for the abstract, but in order to provide

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more resources to our kids we have to be efficient with how we use those resources

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distribute them. And so that is behind our recommendations to move the plan forward as well.

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We started with data collection and pre-pandemic and options development

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meeting in the fall of 2019 early winter of 2020 to look at data and to draft some ideas

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for steering committee feedback. We went in February to meet with the steering committee,

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review those draft options get their feedback, have the steering committee

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annotate for benefits and challenges and to provide us their feedback at that

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time which then informed the presentation as it went to the community

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dialogue on March the 10th right before everything changed and as the new

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some of you were there in that meeting and then the world shifted. We had

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our next steering committee meeting because of the pandemic virtual as

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things were shutting down at the end of March of 2020 and then another steering committee

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meeting in the end of April, again, to review and update the options at that time and to

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get their feedback.

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Then as we took a pause per direction from you all, from leadership, that we needed

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to concentrate on feeding kids.

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You needed to concentrate on the immediate and the needs of your students and teachers

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and and this needed to take a break. We revisited in March of 2021, nearly a year to date since our

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last community dialogue, and then entertained two virtual community dialogues April 13 and 15.

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We then took the feedback from that period of time pre and and during pandemic to take all of

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the inputs and ideas from the different options, put it together in a cohesive recommendations

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packet in April. We drafted that packet and brought it to the steering committee in May

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and then to you all in June and July of 21. So that is the look back where have we been

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and how it evolved and how we adapted a bit to our realities. Now again the recommendations

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has previewed here. And as you know, as far as rebuilding, rebuild more and then up to three

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elementary schools, Granby, Jacobs, Norview rationale, these are based upon age and condition

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needs. That's how we rank these. And the costs that you see there, this is back from 2021,

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and they are on the rise. So consider the high end of more estimate to be your starting point

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at this point.

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Inflation is in uncharted territory.

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We'll hope it recovers.

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Consolidations.

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Looking at condition, chronically declining enrollment,

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area redevelopment, and strengthening programs for our kids.

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One, Tidewater Park.

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You know, that is by 2023.

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We've got to move.

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And that's the area of redevelopment.

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So that is coming at us.

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And so the recommendations address TWP by moving those programs into Ruffner as a 3-8, as was part of the recommendations in 2021.

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Madison Alternative Center, relocate the program. That facility has got to go.

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Those kids have got to have a better learning environment. This plan does that.

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And I'll go through that in more detail here in a minute.

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Eastern preschool, again consolidating into the Fairlawn School less than two miles away

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to have a concentrated pre-K center as part of a two-pronged pre-K approach

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for the division of having centralized centers for pre-K

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as well as having pre-K classrooms distributed amongst all elementary schools

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in four north-south quadrants that we'll look at here in a minute as well.

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well, and that then Lindenwood, given the demolition of the poor condition Annex, that

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was on the side of that school, the capacity shrunk to under 300.

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That is in an area with the most elementary surplus capacity in the division, flanked

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by schools that are half full.

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And when doing redistricting, can diversify those schools and still fit within their

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capacities comfortably.

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And so the recommendations move forward to repurpose Lindenwood for the Madison program,

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originally conceived to go in Rosemont, but this ended up being a better place.

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And I'll go through the details as to why here in a minute.

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And I will use the right computer to advance, not mine.

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Okay, so the considerations for rebuilding consolidation schools, again,

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building age and condition. Again, we've spoken a lot over the years of FCI, cost to rebuild versus

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cost to replace. I'll go into a little bit more nuance on the FCI as it pertains to Lindenwood

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here in a few minutes. We look at area redevelopment. What is happening that we have to adapt to?

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School size? When we do adapt and we make those once in generations or once every limited

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amount of time investments, these large investments in schools that we're doing so in a way that

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creates a sustainable environment for our kids so that we can afford to highly resource

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them.

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That then is always the driver.

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How do we highly resource our kids in terms of form-safe, cool, dry, and educationally

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adequate facilities, and that we are putting them into facilities that have the capacity

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to sustain a comprehensive program, because we have to be efficient in order to be able to do so,

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and utilization related to that discussion.

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Programmatic, looking at providing choice options

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We're looking at how to do that thoughtfully, and I'll go over those slides in a minute.

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Finally, this is the final look-back slide.

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This is what you saw in the summer of 21,

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which was the idea at the time of this year

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moving Madison to Rosemont of 2022 to three,

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Eastern to Farallon in 23, 24,

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Consolidation Tidewater Park and moving into Ruffner.

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So that was the idea then.

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And then looking at the rebuilds to advocate,

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that's that middle light blue swim lane there,

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advocating for those rebuilds working with the city

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to identify what was probably coming down the pike and any rebuilds that would not be

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scheduled in conversation with the city would need to roll back into your CIP, your capital

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improvement plan, so that we can keep everybody warm, safe, cool, dry.

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Roofs, envelope issues, windows, doors, all those major things to keep the environment

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healthy for our kids.

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We don't want to invest in that and then three years later start building a new

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school.

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But if we're not going to build a new school and it needs it, we've got to put

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that back in the CIP.

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And then along the way, as you recall, ESSER, the ARP funds, American Recovery Rescue Plan,

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presented significant capital infusion promise to the division over the coming years.

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And that really focused our thinking and let's use those funds to address HVAC needs,

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get those clean air for our kids, take care of roofs where we need to and where we can

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to help seal it and just make that distribute those funds so that we have

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the most bang for buck every kid addressing your basic needs in all of our

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schools. So that was what was presented to you in the summer of 21. Now where are

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we at? As far as the rebuilds go there's no modification no changes to

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our recommendations as they are because the the rationales as to why

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they were recommended have not changed.

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When it comes to the consolidations,

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there is one new addition,

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and it's not a consolidation, it's a program add.

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Monroe being highly underutilized,

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significant surplus capacity sitting there,

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and being in the quadrant,

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which we'll look at in a second,

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that needs to add more pre-K.

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So we have a space, we wanna add more pre-K.

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What do we do?

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We add pre-K classrooms.

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So we have adding pre-K classrooms to Monroe to better utilize that three new pre-K threes two new pre-K threes rather and three new pre-K four classrooms

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bringing it to a total of eight pre-K classrooms at Monroe by this summer to do that over the summer be ready for the fall.

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Better utilize the facility adds as a needed program there and furthers your pre-K strategy.

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When it comes to tidewater part no modification closing TWP in the summer of 2023.

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next summer as in timing with the redevelopment, moving those kids in the 352 Ruffner as a

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3-8 program with dedicated choice seats. I'm going to go over that slide in a minute.

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There are significant choice seats available at Ruffner when you do this move, 400 plus

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depending on how you look at the capacity. And we'll go through a bit of the strategy

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in thinking about defining that themed program, filling that theme program and

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diversifying while offering choice.

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Partial modification to the Lindenwood,

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which is recommended for Madison Rather,

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which is recommended moving to Lindenwood

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instead of moving to Rosemont into the wing.

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The idea there, go over that slide in detail as well,

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is that Lindenwood Elementary School, as it stands,

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is structurally under capacity

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to be a comprehensive elementary school

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that's self-sustaining.

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And in the area with significant elementary school,

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surplus capacity the most in the division so it flanked by two half full

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schools so it it provides that opportunity to give the Madison kids a

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better home I'll go through the condition of Lindenwood the vast majority

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of Lindenwood's needs are coming condition needs are 15 years in the

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future the ones that are present are being rolled into the CIP. Eastern

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pre-K and again I'll go into detail here. Eastern pre-K no modification

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Fall 22, move and looking at some ADA enhancements that will be done in-house to prepare that facility further.

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And Lindenwood Elementary School, this is still rezoning to Willard and Taylor,

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but also repurposed the facility for Madison as discussed.

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And in doing so, we have details on those boundary shifts and moving the students and the impacts to capacity,

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the impacts to diversity, and they are in the direction that we want to go.

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So we're excited about that. We're confident in these recommendations. Here's the Ruffner.

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Here's your numbers. There are 781,38 students who currently reside in the Ruffner and TWP

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boundaries, 781.

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00:20:27,940 --> 00:20:33,260
3,575. That is the number of students who are projected to attend Ruffner and

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TWP in 2023-24, looking at when this conversion would take place. That's the live

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if and current and the attend projected, just to use the right nomenclature here.

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Your current capacity at Ruffner is just under 1200 capacity. What that means is that depending

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on if you're looking at the projections of who will attend the two schools at present,

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which is Ruffner and TWP, being 575, or who lives there currently, which is 781, you

286
00:21:09,110 --> 00:21:17,530
You have anywhere between 412 and 618 additional seats available at Ruffner to be utilized for

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a theme or choice program to bring students in, diversify, better utilize the facility.

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That is plenty of space.

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Caveat.

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You could conceivably change the capacity of Ruffner in depending upon the program

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theme selected.

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If, for example, you would do like a visual-performing arts kind of approach, that requires some

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big spaces that would gobble up some of that capacity.

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STEM, you would probably want some like physics-like labs and robotics labs and things that could

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gobble up some capacity.

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How much?

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Probably not more than about 200, realistically, as we look at it.

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So, if you want to think about your min-max ranges here, realistically, you are going to

299
00:22:05,750 --> 00:22:12,730
be above 400 plus 500 seats as you currently stand with that capacity, easy, because not

300
00:22:12,730 --> 00:22:17,650
everybody who lives there now will live there a few years from now with redevelopment and

301
00:22:17,650 --> 00:22:20,230
the attend projections reflect choice behavior.

302
00:22:20,790 --> 00:22:22,290
So 500 is reasonable.

303
00:22:22,550 --> 00:22:24,110
Let's say we knock it down to 100, 200.

304
00:22:24,110 --> 00:22:32,150
You're still 300, 400 choice seats available at this school in 2023, really no matter how

305
00:22:32,150 --> 00:22:32,690
you slice it.

306
00:22:32,950 --> 00:22:36,190
So that is plenty of seats to bring students in.

307
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Better utilize this facility, which is one of the two most underutilized facilities in

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your division, and to provide choice.

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00:22:43,830 --> 00:22:49,390
So the idea in terms of the program development, and we can have Dr. Gibson go into further

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detail later as you require, but looking at first, doing announcements of the school's

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transition to a 3-8 school as we laid out in the 21 recommendations.

312
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Formation of planning team and committees, this will be done with community engagement,

313
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of course.

314
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Public hearing and community input will go through a proposed timeline here in a minute.

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Determination of the choice program along the way, that is not set, but that is

316
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you've got plenty of time to do a thoughtful, engaged process to make that determination so that

317
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it's done right and it actually does attract families because it's what they actually want.

318
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The planning year would be 22 to 23 over this next year and presenting to the board finally

319
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for a September 23 rollout of the new program at Ruffner.

320
00:23:42,580 --> 00:23:45,380
Now pre-K, the strategy in these

321
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These clusters, which I'm sure you're quite familiar with, are north-south, moving from

322
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in a cluster one over the west to over the east in cluster four.

323
00:23:53,840 --> 00:23:56,080
So I'm thinking about how these schools are sliced.

324
00:23:56,540 --> 00:24:01,520
The strategy is to look at these slices of the division and to offer centralized and

325
00:24:02,100 --> 00:24:09,640
distributed pre-K classroom environments for all kids so that there's access in multiple

326
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different options there for kids.

327
00:24:11,040 --> 00:24:15,160
So the idea is adding those five pre-K classrooms, as discussed in Monroe,

328
00:24:15,420 --> 00:24:20,420
will add a high concentration of pre-K centers needed in cluster one.

329
00:24:20,900 --> 00:24:23,640
And that, in addition to this, would have insulated to the plan,

330
00:24:23,780 --> 00:24:26,540
but as communicated to me, Taylor will expand to at least one,

331
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possibly two additional pre-K classrooms as well.

332
00:24:30,240 --> 00:24:33,700
Again, we have the capacity, you have the program need, you fill it.

333
00:24:38,980 --> 00:24:43,740
Now, the Lindenwood consolidation, Matt's going to go into some detail here

334
00:24:43,740 --> 00:24:47,620
on the numbers, how to look at the maps you have pronounced in front of you.

335
00:24:47,800 --> 00:24:50,940
We're going to take a couple slides to look at this in a couple ways.

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Then I will talk about the facility itself and condition

337
00:24:55,700 --> 00:24:59,780
and a little bit more detail there. But I'm going to turn it to Matt

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00:24:59,780 --> 00:25:03,400
who's going to walk you through this slide and the next.

339
00:25:11,300 --> 00:25:15,180
Thank you, David. Good morning, everyone. Good to see you again.

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David went through a lot of the details for

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For the reasoning, as has been discussed previously with the consolidation of Lindenwood and talking

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about the boundaries with Taylor and Willard, and I just wanted to go through first some

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00:25:33,980 --> 00:25:40,900
of the numbers and describe some of the boundary changes, and we have the GIS software available

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too that we can pull up and look at the maps and numbers in more detail.

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So we're looking at this slide.

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You also have a larger printed version of just the map without sort of some of these other details,

347
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so you can maybe see in a little bit more detail where the proposed boundary change areas are.

348
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So with the current live-in at Lindenwood of 355,

349
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Again, everybody that lives in that boundary regardless of which school they attend, we

350
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would be looking at moving a smaller portion of that boundary to Taylor Elementary that

351
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is 76 K through 5 students and looking on this map that is the area that is on the

352
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side of Church Street and also kind of the neighborhood around the current

353
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Lindenwood Elementary Zone.

354
00:26:45,350 --> 00:26:48,070
And then the remainder of that current Lindenwood

355
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boundary would be the 245 K through 5 students in areas that are on the east

356
00:26:55,550 --> 00:27:00,810
side of Church Street not including the area around the school and then all of

357
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the area north of the Lafayette River.

358
00:27:04,010 --> 00:27:06,310
So if you're looking at this map,

359
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the green outlines are kind of the current boundaries.

360
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So if you look at Lindenwood,

361
00:27:13,150 --> 00:27:16,070
you can kind of see that green outline around it

362
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and then the areas on the east side of Church Street

363
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and around Lindenwood would be proposed

364
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to rezone to Taylor

365
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and then everything else would be proposed

366
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to rezone to Willard.

367
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So as David mentioned, we have both of those facilities at Low Utilization, again based

368
00:27:41,090 --> 00:27:46,670
on students residing in the boundary, 64% at Taylor, 67% at Willard.

369
00:27:47,270 --> 00:27:57,530
So with those re-zonings, we would increase that live-in at Taylor to 393 or 79%, but

370
00:27:57,530 --> 00:28:05,270
But also knowing that currently there are 25 students from that zone attending choice

371
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schools like ADL, Crossroads, Ghent, and with the projected enrollment decline, we would

372
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expect that number to be lower.

373
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And also at Willard with the increase from the Lindenwood area, looking at the new

374
00:28:22,570 --> 00:28:28,330
who live in of 799, which is a high number at 96% utilization,

375
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but again, with projected enrollment decline and over 75 students

376
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currently attending those choice schools, ADL, Crossroads and Ghent,

377
00:28:38,230 --> 00:28:41,710
probably looking at a live-in number closer to,

378
00:28:42,050 --> 00:28:45,110
an attend number closer to 700 or below.

379
00:28:45,110 --> 00:28:51,790
And in looking at the changes to the SES or the percentage economically disadvantaged,

380
00:28:52,910 --> 00:28:59,370
the Lindenwood zone is currently 73% economically disadvantaged,

381
00:29:00,050 --> 00:29:03,970
37% at Taylor, 57% at Willard.

382
00:29:04,630 --> 00:29:11,170
So this boundary shift and consolidation would improve those demographics at Taylor.

383
00:29:11,170 --> 00:29:16,230
We currently have a district-wide average at the elementary of 61%,

384
00:29:16,230 --> 00:29:22,050
so it would increase it from 37% at Taylor to 45%,

385
00:29:23,030 --> 00:29:26,230
and from 57% to 62%.

386
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So bringing both of those numbers closer to the district average.

387
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I should also mention with the boundary change,

388
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one of the major considerations was the elementary to middle school feeder pattern.

389
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So in looking at, you know, the areas we propose to move to Taylor.

390
00:29:45,590 --> 00:29:50,430
So currently Lindenwood feeds into Blair Middle School,

391
00:29:50,610 --> 00:29:53,150
Norview Middle School, and Azalea Gardens.

392
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It's part of that area of Azalea Gardens that's detached from its main boundary.

393
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So the areas that would be

394
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Second move from Lindenwood to Taylor. That follows along with the Blair middle school zone.

395
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So everyone that moved from Lindenwood to Taylor would all feed 100% with the Taylor students

396
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to Blair. So we didn't want to add in a middle school split at Taylor. And then the remaining

397
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Lindenwood to Willard students would keep their same middle school boundaries with everything

398
00:30:25,180 --> 00:30:30,440
on the west side of Tidewater Drive going to Norview along with the current

399
00:30:30,440 --> 00:30:36,460
Willard foundry and again keeping that area on the east side of Tidewater

400
00:30:37,120 --> 00:30:40,400
excuse me going to Azalea Gardens and

401
00:30:45,070 --> 00:30:47,970
this map just same numbers detail and

402
00:30:47,970 --> 00:30:51,630
everything we just wanted to kind of highlight the areas that were changing

403
00:30:51,630 --> 00:30:52,270
And

404
00:30:56,300 --> 00:31:03,120
I will just flip over real quick to our GIS software here.

405
00:31:04,160 --> 00:31:08,160
It's pretty much everything that I just described there.

406
00:31:10,120 --> 00:31:20,560
Some of these layers on so you can see kind of the change areas along with the middle school boundaries.

407
00:31:21,500 --> 00:31:29,400
So again, these are the current Taylor in the yellow along with the green outline, Lindenwood

408
00:31:29,400 --> 00:31:34,440
and kind of the light green and Willard in this lighter brown.

409
00:31:38,880 --> 00:31:45,260
And if we turn on the middle school layer here, those are those blue outlines.

410
00:31:46,240 --> 00:31:51,320
So this kind of area around here is the Blair Middle School Zone.

411
00:31:51,320 --> 00:31:58,280
And if we turn on what the proposed boundaries would be,

412
00:32:05,540 --> 00:32:08,500
you can see here that then this new Taylor boundary,

413
00:32:08,860 --> 00:32:12,660
which would be this, you know, new yellow color,

414
00:32:13,080 --> 00:32:16,900
would align with this Blair boundary.

415
00:32:17,760 --> 00:32:20,560
And again, the rest on the east side of Tidewater

416
00:32:20,560 --> 00:32:23,420
would move to Willard and would continue.

417
00:32:23,420 --> 00:32:28,660
Willard currently all feeds a hundred percent into Norview and then we'd be

418
00:32:28,660 --> 00:32:34,560
keeping that sort of detached Azalea Garden Zone with the students on the

419
00:32:34,560 --> 00:32:40,140
east side of Tidewater remaining in the Azalea Garden Zone.

420
00:32:47,210 --> 00:32:47,850
Madam Chair,

421
00:32:48,710 --> 00:32:54,410
may I just ask a question while they're on the GIS map? Do you have a

422
00:32:54,410 --> 00:32:59,950
that just shows the middle school attendant zones as it currently exists.

423
00:33:01,150 --> 00:33:03,610
Without, kind of as a color rather than an outline?

424
00:33:03,890 --> 00:33:04,830
Yeah, just the...

425
00:33:04,830 --> 00:33:06,670
Yeah, give me one second here.

426
00:33:20,260 --> 00:33:22,260
Would you like me to zoom out kind of to the district?

427
00:33:22,340 --> 00:33:26,900
Yeah, it's possible to just see them all if it doesn't get too small.

428
00:33:29,360 --> 00:33:29,940
There we go.

429
00:33:31,400 --> 00:33:34,300
So do you want me to describe the different zones?

430
00:33:36,080 --> 00:33:38,100
If you would, please.

431
00:33:38,100 --> 00:33:47,880
blue here is the Blair Zone. Down here we have the Southside Stem Campus, Campus Della

432
00:33:47,880 --> 00:33:58,460
K8 Zone. Over here is the, this light green is the Lake Taylor K-8 Zone. This light yellow

433
00:33:58,460 --> 00:34:05,780
or tan color is the Norview Middle School Zone. This light blue in the north is the

434
00:34:05,780 --> 00:34:11,800
north side middle school zone, and then we have the Azalea Garden Zone, which is this

435
00:34:12,500 --> 00:34:19,940
light red over here in the northeast, and also this section in the Lindenwood and Coleman

436
00:34:19,940 --> 00:34:23,800
Place area that attends there as well.

437
00:34:24,480 --> 00:34:32,420
Generally speaking, in your expertise and experience, what determines the zone?

438
00:34:32,420 --> 00:34:40,600
So is it distance, you know, x number of miles from a school that serves y number of children?

439
00:34:40,940 --> 00:34:48,320
What kind of, as you're describing this, what's the philosophy behind what makes a zone?

440
00:34:48,520 --> 00:34:53,420
So for example, in this map, we see with the Blair Tender Zone,

441
00:34:53,660 --> 00:34:59,820
it's a contiguous north-south boundary on the western side of the city.

442
00:34:59,820 --> 00:35:05,100
We don't see a similar contiguous zone that big.

443
00:35:05,300 --> 00:35:10,640
I guess Norview is kind of close with the split that you show in the middle.

444
00:35:10,980 --> 00:35:14,660
But just from a, I don't know if it's a best practice or science

445
00:35:14,660 --> 00:35:19,140
or however you all generally look at attendance zones in this way,

446
00:35:19,240 --> 00:35:25,520
what is it that you're trying to achieve in terms of what makes an appropriate zone?

447
00:35:25,520 --> 00:35:31,800
Sure. So, I mean typically it's a balance of, like anything, a balance of a lot of different factors.

448
00:35:32,740 --> 00:35:38,480
The size of the school, you know, building an attendance zone that can reasonably support the capacity

449
00:35:38,480 --> 00:35:40,760
and have an operable utilization.

450
00:35:42,700 --> 00:35:48,220
Elementary school feeders, and that's been part of our work with the school division as well,

451
00:35:48,640 --> 00:35:53,280
and was a consideration when looking at the Lindenwood consolidation,

452
00:35:53,280 --> 00:35:59,920
you know, trying as much as possible when making adjustments, to have whole elementary

453
00:35:59,920 --> 00:36:03,360
schools feed into the middle school at the next level.

454
00:36:04,460 --> 00:36:14,060
And then certainly distance to facility would always be a consideration as well as demographics.

455
00:36:15,750 --> 00:36:19,860
But you know, knowing that there's a lot of things in consideration, but at times

456
00:36:19,860 --> 00:36:27,080
those might butt heads with each other, as far as demographics versus proximity to school

457
00:36:27,080 --> 00:36:28,220
or things of that nature.

458
00:36:29,200 --> 00:36:32,920
Respecting natural boundaries, another one looking at, of course.

459
00:36:34,640 --> 00:36:38,040
Respecting natural boundaries, geography, major roads.

460
00:36:39,300 --> 00:36:45,720
Being compact and contiguous is a standard thing to look at, but again, as Matt said,

461
00:36:45,720 --> 00:36:53,320
But these are all factors that are, in some cases, at tension with each other.

462
00:36:54,200 --> 00:36:59,340
We have inherited geography that we can't change.

463
00:36:59,800 --> 00:37:06,640
We have inherited decisions from 40, 50, 60 years ago in our neighborhoods that we can't

464
00:37:06,640 --> 00:37:11,220
change in a heartbeat, but we can change them over time.

465
00:37:11,220 --> 00:37:25,420
And so when we look at that, that's where you're having a split boundary, an example in this case, is a reaction to there are some things going on in natural compact boundaries, fitting enrollments that we want to push against.

466
00:37:26,640 --> 00:37:34,100
And so that's where these came. But again, it's a, as Matt said, it's a tension of factors that goes into it.

467
00:37:35,500 --> 00:37:42,080
to follow up on that. Mr Jordan, do you recall because I don't in looking at the map? Do you

468
00:37:42,080 --> 00:37:46,080
recall how Linden would ended up being zoned for Azalea?

469
00:37:48,200 --> 00:37:50,760
That I mean to me that really stands

470
00:37:50,760 --> 00:38:00,540
out on this map. Yeah, actually, a lot of this actually pulled my folder. And so back

471
00:38:00,540 --> 00:38:07,200
when we were dealing with the middle school busing and they described these same things,

472
00:38:07,280 --> 00:38:15,180
feeder patterns and so forth. So as was just mentioned, you know, part of what is hidden

473
00:38:15,180 --> 00:38:24,560
under this are these institutional decisions that were made around race and massive resistance

474
00:38:24,560 --> 00:38:35,840
and so forth. So as we, you know, in the 80s when the school board decided to

475
00:38:36,880 --> 00:38:43,140
re-segregate the elementary schools, it created these, we used to call them,

476
00:38:43,200 --> 00:38:48,080
they re-segregate or re-segregate? Re-segregate, right. It created these, I

477
00:38:48,080 --> 00:38:52,240
think it was 10 at the time, we used to call them community schools. Dr.

478
00:38:52,240 --> 00:38:57,660
Herman Clark used to be in charge of the community schools and then the school

479
00:38:57,660 --> 00:39:04,820
board in 2000 reneged on its promise not to re-segregate the middle schools but

480
00:39:04,820 --> 00:39:10,640
he did it anyway and so as a result of that then the some of these boundaries

481
00:39:10,640 --> 00:39:16,560
changed and that's how Lindenwood changed if you're at if you lived in

482
00:39:16,560 --> 00:39:21,540
Young Park at one time used to go to Ocean View Elementary School so a lot

483
00:39:21,540 --> 00:39:31,340
of the those decisions that were made were based upon those decisions and so

484
00:39:31,340 --> 00:39:36,400
actually when we first started talking about doing it planning you know as two

485
00:39:36,400 --> 00:39:40,740
things we were really trying to achieve which wasn't on the original slide one

486
00:39:40,740 --> 00:39:48,680
was improving academic outcomes based upon research and then the other was

487
00:39:48,680 --> 00:39:55,020
trying to write the ship to start you know as was just mentioned we went through

488
00:39:55,020 --> 00:40:06,020
this 50-year process of doing attendant zones off of racism basically and so we

489
00:40:06,020 --> 00:40:10,960
were trying to reset it around the concept of being the cornerstone of a

490
00:40:10,960 --> 00:40:17,480
probably diverse community. Can you repeat that second part? Which part? When we

491
00:40:17,480 --> 00:40:26,400
We started the ad planning off of trying to have improved student outcomes based upon

492
00:40:27,140 --> 00:40:34,680
academic research and then to shift the tide away from attendance zones based upon racism

493
00:40:34,680 --> 00:40:41,120
but attendance zone based upon north of believing that diversity was a strength and that we

494
00:40:41,120 --> 00:40:42,660
could be a probably diverse community.

495
00:40:43,440 --> 00:40:44,180
Go

496
00:40:49,910 --> 00:40:50,090
ahead.

497
00:40:50,090 --> 00:40:51,030
Okay.

498
00:40:53,020 --> 00:40:55,620
Next slide is the roughener if you want me to describe that.

499
00:40:55,620 --> 00:40:56,380
Oh yeah, sure, go ahead.

500
00:40:58,530 --> 00:41:02,530
Oops, I clicked from the beginning rather than current.

501
00:41:04,790 --> 00:41:08,810
Okay, so those were the maps and numbers detailing the

502
00:41:09,550 --> 00:41:14,710
Lindenwood consolidation and the impacts on Taylor and Willard.

503
00:41:15,710 --> 00:41:18,130
And then also, as David mentioned,

504
00:41:19,310 --> 00:41:23,350
we are going to consolidate Tidewater Park.

505
00:41:23,350 --> 00:41:30,090
that building is going to be taken over by the city in the 2023-24 school year.

506
00:41:30,950 --> 00:41:37,270
And the recommendation again was to convert Ruffner, you know, a building that

507
00:41:37,270 --> 00:41:44,170
is less than 50% utilized even in terms of the students that just reside in

508
00:41:44,170 --> 00:41:52,410
the zone to a 3-8 building again using the next school year for planning a

509
00:41:52,410 --> 00:41:55,150
a theme school and offering division-wide choice seats.

510
00:41:56,530 --> 00:41:58,970
So in the 2023-24 school year,

511
00:41:59,390 --> 00:42:02,270
we would basically move the students

512
00:42:02,270 --> 00:42:06,550
that reside within the PB Young Tidewater Park Zone,

513
00:42:06,830 --> 00:42:08,270
the third through fifth grade students

514
00:42:08,270 --> 00:42:11,230
to the Ruffner Building,

515
00:42:11,630 --> 00:42:15,050
leaving PB Young open as a pre-K too.

516
00:42:18,390 --> 00:42:23,010
And looking at the numbers, 571 currently reside

517
00:42:23,010 --> 00:42:27,670
within the Ruffner attendance zone as a six through eight school.

518
00:42:29,350 --> 00:42:32,650
And with the addition of the three through five students,

519
00:42:33,470 --> 00:42:36,150
that number would increase to 781.

520
00:42:37,170 --> 00:42:39,870
We're still only 65% utilization.

521
00:42:41,030 --> 00:42:42,270
Like David was talking about,

522
00:42:42,410 --> 00:42:46,150
maybe that capacity number decreases a little bit

523
00:42:46,150 --> 00:42:49,870
depending on what the theme school offering is,

524
00:42:49,870 --> 00:43:01,750
But also knowing that with the redevelopment in the area and the projected enrollment decline that that number of students residing within the boundary likely would be lower.

525
00:43:02,810 --> 00:43:15,970
And also of the three through eight students that live within the new attendance boundary, we have over 80 currently attending choice schools, ADL, Crossroads, Ghent, or Rosemont.

526
00:43:17,430 --> 00:43:23,930
Looking from economically disadvantaged, again, that would increase the number, the percentage

527
00:43:23,930 --> 00:43:32,170
residing within that Ruffner boundary from a current of 85% to a new number of 88%,

528
00:43:32,170 --> 00:43:38,630
but we'd be looking at offering choice seats to help diversify that school.

529
00:43:39,470 --> 00:43:45,930
One other thing to note while we were talking about middle schools and feeder patterns,

530
00:43:47,130 --> 00:43:51,570
there is a portion of the current PB Young Tidewater Zone.

531
00:43:51,990 --> 00:43:57,650
I think it's the portion north of Princess Anne that currently feeds into Blair.

532
00:43:58,710 --> 00:44:06,910
So I think when we're using this planning year, looking at options of would we rezone that area to Taylor

533
00:44:06,910 --> 00:44:10,370
so that those students would continue to feed into Blair,

534
00:44:11,290 --> 00:44:15,350
you know, not go from Pee Young to Ruffner for 3rd through 5th grade,

535
00:44:15,430 --> 00:44:18,530
and then move to Blair at 6th grade while everyone else remains

536
00:44:19,650 --> 00:44:23,070
at the Ruffner School in 6th grade, or potentially

537
00:44:23,070 --> 00:44:27,150
changing the Blair Ruffner Middle School zones that all of those

538
00:44:27,150 --> 00:44:30,250
students would attend at Ruffner 3 through 8.

539
00:44:32,950 --> 00:44:35,210
Can I just ask a technical question?

540
00:44:35,210 --> 00:44:47,410
On the columns for the data that we have where it shows the 21-22 live-in, that's as of what date?

541
00:44:48,110 --> 00:44:51,350
That's as of September 2021.

542
00:44:52,210 --> 00:44:58,990
And so is everything we're looking at in terms of living enrollment as of the September 30th date?

543
00:44:59,190 --> 00:44:59,830
Correct, yep.

544
00:45:01,780 --> 00:45:07,900
And that's the official file that we get from the district every year that we are planning,

545
00:45:08,320 --> 00:45:10,660
but knowing that there's been shifts since that time.

546
00:45:10,860 --> 00:45:15,100
Yeah, well, that's, you know, the reason why I ask is, you know, especially in the top

547
00:45:15,100 --> 00:45:23,120
when we talk about any impact on tired with a part, children are moving and being moved

548
00:45:23,800 --> 00:45:30,400
all the time. And so my question was on your with your GIS mapping, do you have something

549
00:45:30,400 --> 00:45:40,120
that shows where the children are. We used to get maps that would show the, I see it

550
00:45:40,120 --> 00:45:43,940
in some places where you have the dots, but do you have anything that shows the

551
00:45:43,940 --> 00:45:52,040
current location of children who are attending or either used to attend

552
00:45:52,040 --> 00:45:57,420
Tide Ward or where they attend now? So we don't have that specifically because

553
00:45:57,420 --> 00:46:03,800
Because we have those student points, but again those are based on addresses as of September.

554
00:46:04,820 --> 00:46:11,160
If we were to get a new student file and address match those, we could see in that area that's

555
00:46:12,920 --> 00:46:18,000
redeveloping whatever the number was then and compare it to what it is now and look

556
00:46:18,000 --> 00:46:24,440
at the student ID numbers that lived there then that aren't there now and see if they're

557
00:46:24,440 --> 00:46:30,180
in the district or what other attendance boundary they might be residing in now, but that's

558
00:46:30,180 --> 00:46:31,800
not something we currently have.

559
00:46:31,800 --> 00:46:38,860
Because at least in theory, the city, the school system, and the housing authority are

560
00:46:38,860 --> 00:46:40,260
tracking that monthly.

561
00:46:41,160 --> 00:46:49,440
So being able to have that, I think, is helpful and also would help to give us some indication

562
00:46:49,440 --> 00:47:01,840
of when we're talking about utilization at Rothner or any other recommendation that is in that St. Paul's area,

563
00:47:02,500 --> 00:47:10,180
what is being predicted in terms of children who were moved and children who had come back.

564
00:47:10,360 --> 00:47:16,000
Because I had mentioned before that in that St. Paul's census tract area,

565
00:47:16,600 --> 00:47:23,320
that's the largest concentration of children in comparison to adults in the

566
00:47:23,320 --> 00:47:28,040
Commonwealth of Virginia. So we're talking about you know two thousand some

567
00:47:28,040 --> 00:47:32,900
children in a unique situation and so I think we should make sure we're clear

568
00:47:32,900 --> 00:47:37,020
on what's happening with those children and how those children are going to

569
00:47:37,020 --> 00:47:41,840
fare every time we talk about this proposal and yeah and we've we've

570
00:47:41,840 --> 00:47:45,180
done a couple different calls with with Dennis and Rick and people with

571
00:47:45,180 --> 00:47:52,520
the city about the plans and when different, the phasing out of that area and when things

572
00:47:52,520 --> 00:47:57,240
are happening and like you said they have been putting together some numbers, I just

573
00:47:57,240 --> 00:47:59,280
don't have that present.

574
00:47:59,720 --> 00:48:06,520
Do you have the planning area maps met, what we, the elementary planning zones in there

575
00:48:06,520 --> 00:48:08,100
or just the static image?

576
00:48:10,610 --> 00:48:12,250
Might have it.

577
00:48:14,920 --> 00:48:16,860
I would have to, I can get to it.

578
00:48:16,860 --> 00:48:19,760
They're in that large report, I think.

579
00:48:20,540 --> 00:48:22,680
We can just go to that. We can leave it here.

580
00:48:23,740 --> 00:48:29,700
When we were looking at the area redevelopment,

581
00:48:30,040 --> 00:48:32,940
what's surrounding capacity available and those kinds of things,

582
00:48:33,880 --> 00:48:37,800
when we were developing the recommendations by elementary zone,

583
00:48:38,620 --> 00:48:41,900
we looked at them by geography and feeder as we've talked about.

584
00:48:41,900 --> 00:48:47,240
And so down around where we are right now,

585
00:48:47,540 --> 00:48:53,180
Jay Cox and Ruffner and PB Young and Tidewater,

586
00:48:53,420 --> 00:48:57,780
for example, that we had all together as a group.

587
00:48:58,240 --> 00:49:01,920
And this area right here where Ruffner is in Tidewater,

588
00:49:02,000 --> 00:49:05,140
PB Young has the highest concentration of poverty

589
00:49:05,140 --> 00:49:06,880
in the elementary zone,

590
00:49:07,000 --> 00:49:09,580
81% FRL, according to the stats we were using,

591
00:49:09,580 --> 00:49:15,560
and 81% utilization overall, but it's mismatched, right?

592
00:49:15,660 --> 00:49:22,340
You have the most underutilized school in the district, too, are Ruffner and Monroe, okay?

593
00:49:22,760 --> 00:49:26,700
So Ruffner highly underutilized, but in good condition, right?

594
00:49:27,820 --> 00:49:30,840
And surrounding the highest percentage of concentration of poverty.

595
00:49:31,400 --> 00:49:36,380
And then just a little bit on the west there,

596
00:49:36,380 --> 00:49:41,580
where we had Monroe, Lindenwood, Taylor as an elementary zone.

597
00:49:42,000 --> 00:49:47,540
You have the most capacity, the lowest utilization rate at your elementary schools,

598
00:49:48,040 --> 00:49:55,700
of 59% so really highly underutilized with the highest leave rate,

599
00:49:55,920 --> 00:50:01,440
22% opting out of their choice boundary amongst the elementary zones

600
00:50:01,440 --> 00:50:04,060
with 58% for your reduced lunch.

601
00:50:04,060 --> 00:50:10,180
So a significant drop in FRL, a significant drop in utilization, even with some underutilization

602
00:50:10,180 --> 00:50:13,960
here, and a significant increase in opting out in choice.

603
00:50:14,880 --> 00:50:20,620
So part of the idea is when we're looking at drawing the boundaries and moving it a

604
00:50:20,620 --> 00:50:25,780
little bit west and north, Willard-Taylor, increasing that diversity, addressing that

605
00:50:25,780 --> 00:50:29,780
historic underutilization, there is plenty of room to grow this way.

606
00:50:29,780 --> 00:50:36,520
When you go a little bit on the east to Coleman Place, Sherwood Forest, Ingleside in that area,

607
00:50:37,220 --> 00:50:42,700
we only have one school that's under 80%. On the net, you're fairly comfortable in utilization.

608
00:50:43,060 --> 00:50:46,880
There's a little room for growth, not as much, but there is some.

609
00:50:47,260 --> 00:50:52,260
And then heading north up as Willard being one of the most underutilized schools as well.

610
00:50:52,880 --> 00:50:58,960
So we don't have right now all the data about where people are choosing out.

611
00:50:58,960 --> 00:51:07,160
We can look at that. In the surrounding area, given the overall demographics, we're quite comfortable with we have room.

612
00:51:08,180 --> 00:51:15,300
I don't think room is our challenge. It's where do we best utilize the space that we have strategically in drawing the boundaries.

613
00:51:15,620 --> 00:51:21,200
So just sort of geographically, that was sort of the overlay is looking at these schools, not just in isolation,

614
00:51:21,200 --> 00:51:24,080
but how do they relate to the capacities and conditions

615
00:51:24,080 --> 00:51:27,320
of their neighboring schools of similar configuration

616
00:51:27,320 --> 00:51:29,640
to make sure that it all works together?

617
00:51:29,940 --> 00:51:31,400
Dr. Gabriel, did you have a question?

618
00:51:31,720 --> 00:51:31,980
I did.

619
00:51:33,960 --> 00:51:38,080
So the data that you're using for the live-in and tenant zone,

620
00:51:38,660 --> 00:51:41,360
is that just data that we have of students

621
00:51:41,360 --> 00:51:43,580
who have registered with Norfolk Public Schools?

622
00:51:44,800 --> 00:51:47,740
So that does not account for private school?

623
00:51:48,060 --> 00:51:48,640
It does not.

624
00:51:48,760 --> 00:51:49,520
Or home school?

625
00:51:49,520 --> 00:52:00,220
No, and you know we have Christ the King, Norfolk Christian, Norfolk collegiate, lots that are all in that area.

626
00:52:00,820 --> 00:52:12,300
And you're right. The area, I mean the decline in the district and the division's enrollment has outpaced the decline in the school age population as a whole.

627
00:52:13,220 --> 00:52:13,880
That's a choice.

628
00:52:17,040 --> 00:52:18,300
And that's a...

629
00:52:19,160 --> 00:52:22,400
We need to get them something to cheer us into is the idea here.

630
00:52:23,100 --> 00:52:24,640
And so that goals up.

631
00:52:24,700 --> 00:52:27,920
So what are the academic programs that make sense?

632
00:52:28,240 --> 00:52:31,760
Well, first of those programs need to have a home.

633
00:52:32,540 --> 00:52:32,760
Okay?

634
00:52:33,100 --> 00:52:35,220
So where it has to have a good conditioning facility.

635
00:52:35,500 --> 00:52:36,760
Ruffner fits the bill.

636
00:52:36,920 --> 00:52:38,860
It has to have space to bring in choice.

637
00:52:39,300 --> 00:52:40,160
Ruffner fits the bill.

638
00:52:40,160 --> 00:52:46,480
And now it's a matter of now there's let's take that next year plus to do a deep dive

639
00:52:46,480 --> 00:52:52,580
And so that program isn't something that we sort of knee-jerk put out there and sort of a frantic attempt to get kids

640
00:52:52,580 --> 00:52:56,700
But is a thoughtful deliberate process unto itself

641
00:52:57,960 --> 00:53:04,700
To define what is a demand program in this area? How would it fit because we have the right home? We think

642
00:53:05,920 --> 00:53:06,360
Yeah

643
00:53:13,880 --> 00:53:24,700
So I appreciate all the information that has been provided here, so within some of the context

644
00:53:24,700 --> 00:53:33,760
of what we've been talking about, how do we also consider the choice programs that we

645
00:53:33,760 --> 00:53:41,720
already have in place. And for instance, I'm thinking about Southside STEM

646
00:53:41,720 --> 00:53:52,480
Academy, the K8, which, you know, how could we create more choice there? Do we

647
00:53:52,480 --> 00:54:01,400
need to look at ADL? Do we need to look at Ghent, both of which have probably some

648
00:54:01,400 --> 00:54:12,580
of the lowest economically disadvantaged students and also to really give a holistic look at

649
00:54:13,300 --> 00:54:21,140
how can we create even more diversity and create more opportunities where our schools are in

650
00:54:21,140 --> 00:54:24,040
high demand with thematic programs.

651
00:54:24,200 --> 00:54:28,960
Like if you're talking about Ruffner, you know, a 3-8, like one thing I would like

652
00:54:28,960 --> 00:54:31,540
to know is how are our 3-8s doing?

653
00:54:32,140 --> 00:54:36,200
Like are we achieving what we had set out to achieve

654
00:54:36,200 --> 00:54:37,100
with that program?

655
00:54:37,800 --> 00:54:39,940
With Rosemount, with all of our specialty programs

656
00:54:39,940 --> 00:54:43,680
and our choice schools, like are we achieving what we set

657
00:54:43,680 --> 00:54:46,400
out to achieve both in terms of enrollment,

658
00:54:46,720 --> 00:54:49,960
in terms of programmatic offering?

659
00:54:50,720 --> 00:54:55,440
We also have the Lake Taylor School K-8 which, you know,

660
00:54:55,980 --> 00:54:58,620
also has a thematic program there.

661
00:54:59,320 --> 00:55:03,580
Like, you know, I feel like we need to really look at it holistically.

662
00:55:05,580 --> 00:55:11,980
And if we're going to create a strong academic program at Ruffner,

663
00:55:12,140 --> 00:55:15,000
I think we also need to look at how we're doing at the other schools

664
00:55:15,900 --> 00:55:19,380
in all that we're trying to achieve in terms of socioeconomic diversity

665
00:55:19,380 --> 00:55:20,520
and academic programming.

666
00:55:21,180 --> 00:55:24,120
And that leads me to the next piece is, you know,

667
00:55:24,120 --> 00:55:25,700
One of the things Mr. Jordan highlighted

668
00:55:25,700 --> 00:55:27,940
was the aim of this planning work

669
00:55:28,480 --> 00:55:31,300
was to improve academic outcomes

670
00:55:31,300 --> 00:55:32,660
based on academic research.

671
00:55:32,900 --> 00:55:34,400
And then I think about grade configuration.

672
00:55:35,520 --> 00:55:38,220
We know what our academic data tells us

673
00:55:38,220 --> 00:55:40,260
about how our middle school students are performing.

674
00:55:40,720 --> 00:55:43,360
Is a six, eight model the right model?

675
00:55:43,780 --> 00:55:45,660
Do we need to look at more K-8s?

676
00:55:45,660 --> 00:55:47,620
Do we need to look at a seven, 12 model?

677
00:55:47,880 --> 00:55:50,760
Do we need, are there different grade configurations

678
00:55:51,180 --> 00:55:52,460
that we should be considering?

679
00:55:52,460 --> 00:55:56,340
And some of the things we talked about the other night, you know, we talked about, you

680
00:55:56,340 --> 00:56:00,920
know, what we consistently see at sixth grade and at ninth grade, you know, the academic

681
00:56:00,920 --> 00:56:06,340
performance of our students, you know, how do we provide all the other necessary supports?

682
00:56:06,600 --> 00:56:14,280
So I would like, you know, some consideration on the grade level configurations also.

683
00:56:14,280 --> 00:56:22,540
So there's a lot of that, like I would like for the board and for us to have this discussion

684
00:56:22,540 --> 00:56:24,040
as we continue.

685
00:56:24,440 --> 00:56:24,460
Yeah.

686
00:56:24,460 --> 00:56:26,340
I think that's the right discussion.

687
00:56:26,620 --> 00:56:30,640
When we look at this, this came up when we were looking at the implementation plan

688
00:56:30,640 --> 00:56:33,100
moving this forward on the configuration discussion.

689
00:56:34,100 --> 00:56:39,920
And what I related and from my experiences, I was asked this question by a client in

690
00:56:39,920 --> 00:56:48,000
Alaska actually in 2015. And so we did a year-long study, a survey of research. I did not perform

691
00:56:48,000 --> 00:56:55,240
independent research, but did a survey of the research on essentially what the question

692
00:56:55,240 --> 00:57:02,420
was. Elemiddle configuration, some K8283818, kind of thing, versus 6.8. And the question

693
00:57:02,420 --> 00:57:08,220
for them was, where did we put our sixth graders? As they were looking at a next round

694
00:57:08,220 --> 00:57:13,540
of capital planning, they wanted to align that with an academic plan for configuration.

695
00:57:14,800 --> 00:57:22,740
And where the survey that we did and where the district landed was keeping the elementary,

696
00:57:23,260 --> 00:57:29,100
the sixth graders in an elementary setting as the proponents of research we were looking

697
00:57:29,100 --> 00:57:35,360
at is the elemental configuration provided a net positive on the whole.

698
00:57:35,360 --> 00:57:41,440
There are caveats to boot in this because a well-done program in any configuration,

699
00:57:41,760 --> 00:57:44,260
Trump's a poorly done program in any configuration, right?

700
00:57:44,700 --> 00:57:49,980
Operations are a distinct question. How you do it matters.

701
00:57:50,880 --> 00:57:56,720
The general trade-offs, as I've seen it, is the 6-8 configuration concentrates resources

702
00:57:56,720 --> 00:58:01,520
for our middle schoolers in terms of specialization of program and extracurricular activities.

703
00:58:02,980 --> 00:58:07,100
If there's a critical mass of students is the next caveat, right? You've got to have enough kids.

704
00:58:08,800 --> 00:58:15,040
However, it also concentrates these kids who are at a very similar and challenging point in their life,

705
00:58:15,160 --> 00:58:20,620
having kids of my own, knowing that, to put them all together.

706
00:58:21,940 --> 00:58:29,520
And part of looking at the survey of research on elemental configurations is that it delutes

707
00:58:29,520 --> 00:58:31,940
it dilutes that concentration of need

708
00:58:32,420 --> 00:58:35,200
of all the same kids at the same time, essentially,

709
00:58:35,500 --> 00:58:39,480
and provides those kids a chance to be not just the runt,

710
00:58:39,680 --> 00:58:42,240
not just the in between, but the big kid

711
00:58:42,240 --> 00:58:43,120
to the little kids.

712
00:58:43,520 --> 00:58:44,280
It spreads it out.

713
00:58:44,360 --> 00:58:47,700
It creates mentor-mentee relationship opportunities

714
00:58:47,700 --> 00:58:50,240
that don't exist when you have narrow cohort bands.

715
00:58:51,800 --> 00:58:56,320
And so that is, we hypothesize as part of

716
00:58:56,320 --> 00:58:58,640
the probable rationale as to why

717
00:58:58,640 --> 00:59:06,060
You look at behavior incidents and elementals, like-to-like comparisons there tend to be positive that we saw implication.

718
00:59:07,260 --> 00:59:14,400
Again, when we look at the academic outcomes based on the data that we do have in hand, we looked at accreditation status and tier status.

719
00:59:14,900 --> 00:59:18,100
The schools that you mentioned are at the top tier accreditation, tier one.

720
00:59:18,780 --> 00:59:26,520
Where we have the lowest tier accreditation status has to do with our schools that are the smallest and under resourced.

721
00:59:26,520 --> 00:59:31,060
And so that was sort of in the backdrop of looking, well, what is working?

722
00:59:31,280 --> 00:59:33,980
Well, there's a demand, obviously.

723
00:59:35,180 --> 00:59:37,740
On the data that we have, it appears to be working.

724
00:59:38,920 --> 00:59:44,680
We have the necessity to address the enrollment underutilization,

725
00:59:44,820 --> 00:59:46,160
decline, concentration of poverty.

726
00:59:46,280 --> 00:59:47,400
We have those things in the background.

727
00:59:48,100 --> 00:59:52,280
So that's where is the 3-8 model typical in many districts?

728
00:59:52,420 --> 00:59:54,460
Not necessarily, but are elemental?

729
00:59:54,460 --> 00:59:59,280
Yes, particularly in urban districts that have since declined.

730
01:00:00,000 --> 01:00:05,760
And that has been a strategy for other large urban's around who had their heights of population in the 80s

731
01:00:05,760 --> 01:00:12,820
and has since just been declining through sort of stagnant to now declining, to now redeveloping, and now it's a trend.

732
01:00:13,000 --> 01:00:16,440
And you've got all the surplus capacity that's 60 years old, what do you do with it?

733
01:00:16,920 --> 01:00:24,020
And lo and behold, these elemental configurations, whereas some might find scary of my second grade daughter,

734
01:00:24,020 --> 01:00:30,360
next to the big, bad, seventh grade boy, on the flip side, what we hear anecdotally in

735
01:00:30,360 --> 01:00:36,260
sea and research is that there is big brother, big sister opportunities which not don't

736
01:00:36,260 --> 01:00:43,940
just benefit the littles but benefit the bigs because now they have a leadership role.

737
01:00:44,640 --> 01:00:50,140
Again that has to be intentionally baked into the culture, the program has to be

738
01:00:50,140 --> 01:00:54,240
thought out well, and since I'm on a bit of a soapbox here for a minute, I'll keep

739
01:00:54,240 --> 01:00:54,500
going.

740
01:00:55,120 --> 01:01:02,680
Part of where I've seen it go poorly with school districts is divisions, is where choice

741
01:01:03,840 --> 01:01:11,280
is thrown out in a near panic kind of mode to try to stem people choosing out.

742
01:01:12,000 --> 01:01:14,180
We've got to offer choice, because the charters are offering choice.

743
01:01:14,300 --> 01:01:15,080
The privates are offering choice.

744
01:01:15,200 --> 01:01:16,820
We've got to choice this, choice this, choice this.

745
01:01:18,160 --> 01:01:23,960
But unless there is the strategy, capacity, and resources behind it to make it a viable choice,

746
01:01:25,080 --> 01:01:30,040
it's just a branding exercise. And that's thin, and that's seen as thin, and it doesn't work.

747
01:01:30,940 --> 01:01:38,000
And so part of the idea here, too, is let's not – we defined the direction that's going to go

748
01:01:38,000 --> 01:01:41,240
based on the data that we have to provide the best outcome for students as we see it

749
01:01:41,240 --> 01:01:43,400
given all the factors we have. We think we have that here.

750
01:01:44,340 --> 01:01:51,180
Now the specifics, that takes time, that takes an intentional process, and we've got time.

751
01:01:51,640 --> 01:01:52,460
We're not doing this overnight.

752
01:01:53,000 --> 01:01:54,080
So this is part of the idea.

753
01:01:54,160 --> 01:01:59,260
Let's set out those questions that you asked about the program, viability, and so forth.

754
01:01:59,400 --> 01:02:06,260
We think we have a configuration that fits, and we think that there's enough research behind it to support that.

755
01:02:06,420 --> 01:02:08,500
Now let's do a deep dive into how to make it real.

756
01:02:10,040 --> 01:02:11,060
Dr. Alson, go ahead.

757
01:02:11,060 --> 01:02:21,080
Yes, in line with my colleague Basin's point is that I do think that what we have is a

758
01:02:21,740 --> 01:02:30,160
very thought out plan and kind of ideal, but I think we have to put in the realities in

759
01:02:30,160 --> 01:02:30,840
it also.

760
01:02:31,160 --> 01:02:33,840
And I think that may take the time that we're talking about.

761
01:02:34,100 --> 01:02:38,840
I mean, like configurations, grays we want, because even in our discussion, Dr. Burr

762
01:02:38,840 --> 01:02:42,920
something about transition points. There are systems that have fourth grade

763
01:02:42,920 --> 01:02:47,080
centers, sixth grade centers, ninth grade centers because they know those are those

764
01:02:47,080 --> 01:02:51,460
points that actually have centers. So fourth graders go to this school to

765
01:02:51,460 --> 01:02:54,680
transition them for fifth year from middle school in their sixth grade

766
01:02:54,680 --> 01:03:00,100
centers. So I do think we need to talk about very specific details about

767
01:03:00,100 --> 01:03:03,840
configurations because I do think some of this is ideal you know and it

768
01:03:03,840 --> 01:03:07,400
kind of fits for what we are what we're trying to do holistically but I

769
01:03:07,400 --> 01:03:11,260
I do think we need to dig in to see what really works for us

770
01:03:11,260 --> 01:03:12,360
with some of the configurations.

771
01:03:12,760 --> 01:03:14,600
So I do think there needs to be a little more talk

772
01:03:14,600 --> 01:03:17,240
and dialogue and vetting and looking at data to figure out,

773
01:03:17,240 --> 01:03:19,500
okay, what do we really want to do here?

774
01:03:19,700 --> 01:03:22,440
But I do like the big plan,

775
01:03:22,780 --> 01:03:25,320
but I do think we got to drill into some of the details

776
01:03:25,320 --> 01:03:27,420
about what works best for Norfolk

777
01:03:27,420 --> 01:03:29,280
and what we need, you know, specifically.

778
01:03:29,800 --> 01:03:30,840
Do we want fourth grade centers?

779
01:03:31,040 --> 01:03:32,560
Like, okay, maybe that's what we need to be qualitative.

780
01:03:33,060 --> 01:03:34,500
We do need to have a fourth grade center.

781
01:03:34,580 --> 01:03:35,300
Maybe we do have a ninth grade.

782
01:03:35,580 --> 01:03:36,740
You know, so those kinds of things,

783
01:03:36,740 --> 01:03:38,920
I do think we've got to talk out a little more.

784
01:03:40,300 --> 01:03:45,680
And what we already have, and what is the data telling us, K8 schools, is that really

785
01:03:45,680 --> 01:03:49,460
what, is it really working for us, do we need to maybe really think about how we want, you

786
01:03:49,460 --> 01:03:53,960
know, so I do like for us to kind of think and drill a little more in that area.

787
01:03:54,160 --> 01:03:57,740
But I do like the big picture piece, but I think we've got to be more than a big picture,

788
01:03:57,860 --> 01:03:58,060
of course.

789
01:03:58,900 --> 01:04:02,660
We do, and I'll tell you, we do tend to be more of a picture, you're right.

790
01:04:02,660 --> 01:04:07,060
And part of it, it's always this, but not that conversation.

791
01:04:07,720 --> 01:04:09,940
We want this, but we don't want these challenges to come with it.

792
01:04:10,440 --> 01:04:10,840
Centers.

793
01:04:11,600 --> 01:04:14,740
The districts that I work with that do centers, and I've had centers,

794
01:04:15,340 --> 01:04:20,660
when there is an opportunity to get out of them, most do.

795
01:04:21,700 --> 01:04:26,880
Part of the challenge with the centers approach is not only does it

796
01:04:26,880 --> 01:04:31,900
sort of more hyperbolically concentrate those kids' needs in a sort of a narrow swim lane there,

797
01:04:31,900 --> 01:04:35,480
and there's not much opportunity, you know, intergenerational.

798
01:04:36,900 --> 01:04:39,300
But it provides another transition.

799
01:04:39,840 --> 01:04:44,120
And one thing that is without question in research about what's best for kids

800
01:04:44,120 --> 01:04:47,920
is that when you add transitions, it's a pain point.

801
01:04:48,160 --> 01:04:48,640
It's a ding.

802
01:04:49,100 --> 01:04:53,280
It sets kids back, and the rationals are fairly intuitive.

803
01:04:53,720 --> 01:04:54,840
It's the relationship.

804
01:04:56,040 --> 01:04:59,000
You know, they're in one place for one year,

805
01:05:00,260 --> 01:05:05,840
maybe two, and there's just not that relationship capital built up.

806
01:05:06,120 --> 01:05:10,280
Then they break the ones that are starting to go to another one in a new environment,

807
01:05:10,640 --> 01:05:13,460
and these are adult student and student student.

808
01:05:14,220 --> 01:05:19,860
And so that's part of, you know, in looking at these more extended configurations,

809
01:05:20,820 --> 01:05:27,880
part of the theory as to why they work for kids who are particularly in high concentrations of poverty,

810
01:05:28,920 --> 01:05:33,320
Again, when you normalize for other factors and all that kind of good stuff, is the relationships.

811
01:05:33,620 --> 01:05:36,240
You're known for a long period of time.

812
01:05:36,400 --> 01:05:41,160
When they break that and break it again, it creates more of that isolation effect.

813
01:05:41,820 --> 01:05:44,280
The divisions that I work with try to get out of that when they can.

814
01:05:44,520 --> 01:05:54,780
I rarely advocate for a concentrated centers approach with the exception of moving into

815
01:05:54,780 --> 01:06:01,060
some cases of a practical school within a school model where there is the

816
01:06:01,060 --> 01:06:06,300
opportunities for intergenerational mingling that is strategic and thought

817
01:06:06,300 --> 01:06:12,820
out, but there is also the opportunities to have your corner in your home, your

818
01:06:12,820 --> 01:06:18,760
neighborhood amongst the other group. So I would strongly advocate against going

819
01:06:18,760 --> 01:06:26,380
towards that kind of very narrow center's approach. I am quite comfortable with the idea

820
01:06:26,380 --> 01:06:32,000
of an Ella middle configuration can be done well. I'm comfortable with the data that you

821
01:06:32,000 --> 01:06:37,780
are on the net. It is an attractive option for your families and it seems to be doing

822
01:06:37,780 --> 01:06:44,240
fairly well, specifically when you relate that to some of these present situations

823
01:06:44,240 --> 01:06:50,140
that the kids are in. The particulars, what program, what is offered, when is it offered?

824
01:06:50,620 --> 01:06:55,000
What are the specialties of the program? I couldn't pretend to define that right now.

825
01:06:56,820 --> 01:06:58,580
Go ahead, Mr. Clinton and then Ms. Basine.

826
01:06:59,020 --> 01:07:03,180
Thank you, Dr. Martin. I'm really enjoying the conversation about this particular piece here

827
01:07:03,180 --> 01:07:04,640
and it kind of goes back to our meeting.

828
01:07:07,240 --> 01:07:09,500
We can move and configure all these things here

829
01:07:09,500 --> 01:07:12,800
but then there's that other component there, which is the professional development piece

830
01:07:12,800 --> 01:07:16,620
that I was taking it out and so that was kind of you answered it when you said

831
01:07:16,620 --> 01:07:21,220
the school within the school and that's making sure that our we can put whatever

832
01:07:21,220 --> 01:07:24,140
building we can send kids whoever we want to but at the end of the day it's

833
01:07:24,140 --> 01:07:27,180
what's happening inside those school buildings and so it's that planning

834
01:07:27,180 --> 01:07:31,180
piece and then it made me kind of think about we always hear Southside

835
01:07:31,180 --> 01:07:35,160
STEM Academy I think we're doing a great job now and getting us back to

836
01:07:35,160 --> 01:07:38,340
where we need to be but that was a plan that really didn't have a good

837
01:07:38,340 --> 01:07:41,400
plan we kind of did you like you said it was the marketing and put it

838
01:07:41,400 --> 01:07:44,540
out there but it's like how do we draw kids because I was hearing the other

839
01:07:44,540 --> 01:07:48,900
piece about you know when we look at ADL and you look at um get you know why

840
01:07:48,900 --> 01:07:52,780
kids are going there and not necessarily as we wanted to make this big

841
01:07:52,780 --> 01:07:57,540
choice school opportunity in Southside it didn't happen yeah and so it goes back

842
01:07:57,540 --> 01:08:00,560
to that that particular planning piece and making sure that the program is

843
01:08:00,560 --> 01:08:06,180
attractive and it's it's in there what I'm seeing here so far particularly for

844
01:08:06,180 --> 01:08:12,160
For me, looking at Lindenwood and looking at what you have here, there's no doubt that

845
01:08:12,160 --> 01:08:18,380
it's an older facility, it's now we've torn down some things there, but it always goes

846
01:08:18,380 --> 01:08:23,380
back and I agree when I hear some of my colleagues talk about the diversification and moving

847
01:08:23,380 --> 01:08:25,200
our kids around because I've benefited from that.

848
01:08:25,940 --> 01:08:30,600
I was a kid who product in North Republic schools, but I grew up in Lambert's Pointing

849
01:08:30,600 --> 01:08:34,880
Park Place and because when I was in Lambert's Pointing in the elementary school, literally

850
01:08:34,880 --> 01:08:39,220
38th Street was a divider and we lived on 38th and Elkhorn and so my

851
01:08:39,220 --> 01:08:45,320
kindergarten through second grade I went to Larchmont and because we moved to

852
01:08:45,320 --> 01:08:48,680
Bolton Ferry Road which is literally on the other side that's when I got the

853
01:08:48,680 --> 01:08:52,260
notification over the summer that I was going to Taylor and so I was like okay

854
01:08:52,260 --> 01:08:56,300
so now we're going to Taylor Elementary School then I went to Blair and then

855
01:08:56,300 --> 01:09:00,440
I went to Maureen and so when I look up that makeup you know I didn't go to

856
01:09:00,440 --> 01:09:02,820
booktier I didn't go to Norby or some of the other kids though there were

857
01:09:02,820 --> 01:09:07,180
kids a couple blocks down and went to Granby and went to other places, it really goes back

858
01:09:07,180 --> 01:09:13,700
to this intentional effort to try to ensure that there was diversification of the experience.

859
01:09:14,120 --> 01:09:18,580
I mean I was around a lot of military kids and it opened my eyes up from what was not

860
01:09:18,580 --> 01:09:22,840
necessarily in my neighborhood, but it really created that mix.

861
01:09:23,120 --> 01:09:27,240
So anytime that I see that, I know it because I experienced it and I went through it.

862
01:09:27,520 --> 01:09:30,460
I'm going to support that because I know that it's something that's going to be

863
01:09:30,460 --> 01:09:31,640
beneficial to all of our students.

864
01:09:31,640 --> 01:09:35,060
And so when I see that here, where we're looking at Lindenwood

865
01:09:35,060 --> 01:09:38,020
as an opportunity to diversify what

866
01:09:38,020 --> 01:09:40,920
is considered a high concentration of poverty,

867
01:09:42,200 --> 01:09:45,520
but to open eyes and to be able to get students to intermingle

868
01:09:45,520 --> 01:09:48,080
with other students of socioeconomic and within

869
01:09:48,080 --> 01:09:50,000
other communities, I think it just

870
01:09:50,000 --> 01:09:52,520
helps the overall, also, the impression

871
01:09:52,520 --> 01:09:53,480
of Norfolk Public Schools.

872
01:09:54,000 --> 01:09:55,600
And when I say the impression piece,

873
01:09:55,800 --> 01:09:58,240
it's that we, that's one of the things

874
01:09:58,240 --> 01:09:59,720
that I'll just leave it here,

875
01:09:59,720 --> 01:10:02,060
that many individuals who do get into

876
01:10:02,060 --> 01:10:04,000
Norfolk Public Schools talks about the

877
01:10:04,000 --> 01:10:05,860
wealth of opportunities and the

878
01:10:05,860 --> 01:10:07,680
experiences and so many different things

879
01:10:07,680 --> 01:10:10,040
that we offer our kids, I think that

880
01:10:10,040 --> 01:10:11,740
this gives us an opportunity to do that

881
01:10:11,740 --> 01:10:13,380
to continue to keep that mix going.

882
01:10:13,940 --> 01:10:15,760
I like what I see so far.

883
01:10:15,860 --> 01:10:17,400
I'm definitely all about continuation

884
01:10:17,400 --> 01:10:19,740
of conversation, but then I also want

885
01:10:19,740 --> 01:10:21,280
to kind of, my mind was like, it's

886
01:10:21,280 --> 01:10:23,060
a piece that's happening and we do

887
01:10:23,060 --> 01:10:25,180
a thing of job around professional development

888
01:10:25,180 --> 01:10:26,880
that's, I mean, we are known for that,

889
01:10:26,880 --> 01:10:31,060
But I think that when we talk about this educational planning piece here,

890
01:10:31,100 --> 01:10:34,760
this definitely goes leaning back on to our professional staff.

891
01:10:35,300 --> 01:10:39,020
And can we have the school within the school and create some of those additional opportunities?

892
01:10:39,660 --> 01:10:46,140
I think in response to that though, all the schools that you went to are still in the same proximity.

893
01:10:46,520 --> 01:10:52,020
So I don't see someone going from Lambert's Point to Southside.

894
01:10:52,020 --> 01:10:54,400
like that's a much farther place to have to travel.

895
01:10:54,580 --> 01:10:58,400
Not a lot of families are going to want to or be able to do that.

896
01:10:58,740 --> 01:11:04,760
So I think that still is a consideration as well.

897
01:11:06,100 --> 01:11:07,100
But go ahead, Ms. Bessine.

898
01:11:09,120 --> 01:11:10,660
I was just going to follow up.

899
01:11:10,840 --> 01:11:14,480
So I was just thinking about that conversation about proximity.

900
01:11:15,540 --> 01:11:17,060
And when you talk about all the students

901
01:11:17,060 --> 01:11:19,860
that we know do choice out for whatever reason,

902
01:11:19,860 --> 01:11:27,060
they travel far to go to the program. I mean you know and Southside STEM you know

903
01:11:27,060 --> 01:11:31,660
I think we have this perception that going over the bridge it's far and you

904
01:11:31,660 --> 01:11:35,480
know I think the distance where I you know where I personally travel for my

905
01:11:35,480 --> 01:11:41,640
kids and to there it's it's about the same and you know with our specialty

906
01:11:41,640 --> 01:11:48,580
programs you know some families travel even further further than that so it's

907
01:11:48,580 --> 01:11:55,760
It's all about demand and what that school and that program's offering for the student.

908
01:11:56,620 --> 01:12:03,080
But I wanted to get back to, so when I look at the Rupner, Kate, and I see the live-in

909
01:12:03,080 --> 01:12:10,400
economically disadvantaged going up to 88% and I think about a comment, you know, one

910
01:12:10,400 --> 01:12:19,400
or one of the comments Mr. Jordan made about where the students that were in Tidewater Park,

911
01:12:19,500 --> 01:12:25,780
where they then went to, if they remained in Norfolk, what school they currently are attending,

912
01:12:26,140 --> 01:12:31,160
and do they have the opportunity to come back as part of this redevelopment process?

913
01:12:31,360 --> 01:12:35,220
Are they getting the option to come back and will they come back?

914
01:12:35,220 --> 01:12:43,260
and I think that depending on you know a lot of factors but if the school I think

915
01:12:43,260 --> 01:12:48,740
could be an attractive piece and would also help to bring families back because

916
01:12:48,740 --> 01:12:52,780
we all know that we we look at the school in our area when we make

917
01:12:52,780 --> 01:13:01,340
decisions about where we want to live like how what is the anticipated

918
01:13:01,340 --> 01:13:09,140
hated projection, should we say some percentage of those students do return back into the area?

919
01:13:09,440 --> 01:13:17,620
I know that's a really hard, hard prediction to make, but if we were to think, okay, of

920
01:13:17,620 --> 01:13:22,100
those that remained in Norfolk, like we know they stayed in Norfolk for whatever reason

921
01:13:22,100 --> 01:13:28,440
and they're, they want, you know, do we know if they would, I think they did a survey

922
01:13:28,440 --> 01:13:37,080
to see how many would like to come back and maybe using that as some sort of a proxy to

923
01:13:37,640 --> 01:13:45,580
suggest how many might come back. Interesting question. When we look at that,

924
01:13:47,180 --> 01:13:54,700
what we, our method that we chose for this was to use the current live-in and plan according

925
01:13:54,700 --> 01:14:01,380
So it suggests that the model is that if we keep them all, this is what we've got.

926
01:14:03,120 --> 01:14:08,380
And predicting how many you're going to choice back in, I would be probably a little suspect

927
01:14:08,380 --> 01:14:13,300
of what people say they would do because of all of the factors that can interfere with

928
01:14:13,300 --> 01:14:16,020
that decision in the years to come before it actually does.

929
01:14:16,520 --> 01:14:18,800
So this is our denominator.

930
01:14:19,200 --> 01:14:20,240
This is how many kids live in.

931
01:14:20,460 --> 01:14:24,080
This is how a breakdown is and the truth is you have your highest concentration

932
01:14:24,080 --> 01:14:29,260
poverty at PB Young and Tidewater right there. That's it and so you know the

933
01:14:29,260 --> 01:14:33,980
fact that we you know you mentioned it like hey we're gonna I'm gonna bring my

934
01:14:33,980 --> 01:14:38,620
kid to where the best program is. Distance is off factor but it's not it

935
01:14:38,620 --> 01:14:43,280
matters less the better the program for my kid so that's like let's get this

936
01:14:43,280 --> 01:14:46,560
program right you know we got the space we got the good building we got

937
01:14:46,560 --> 01:14:49,900
the good space we can do it we can bring diversity to our highest

938
01:14:49,900 --> 01:14:52,940
concentration of poverty while bringing a quality program. Let's do it.

939
01:14:53,540 --> 01:14:59,960
Right, but I guess the other the other piece of it which I think when we think about

940
01:15:02,560 --> 01:15:09,640
I think the plans were in place two administrations ago, and then we tried to whittle in choice seats

941
01:15:10,940 --> 01:15:19,540
where we could in 2016. We tried to fit some choice seats, which obviously not at that,

942
01:15:22,220 --> 01:15:29,980
not

943
01:15:29,980 --> 01:15:35,320
management planning team had desired about having more choice seats at that school.

944
01:15:35,820 --> 01:15:36,640
That's what I'm talking about.

945
01:15:36,900 --> 01:15:42,340
And I say, looking back at the programs that we already have in place, creating more choice

946
01:15:42,340 --> 01:15:50,480
there, but also if we're going to be deliberate about creating socioeconomic diversity, we

947
01:15:50,480 --> 01:15:56,620
would have to also have in place policies around how we manage that, right?

948
01:15:56,620 --> 01:16:04,000
And not just there, of course, across any of our choice programs, which is why I feel

949
01:16:04,000 --> 01:16:12,280
like I need to look at ADL and Crossroads and Ghent, really Ghent and even what are the

950
01:16:12,280 --> 01:16:14,980
opportunities at the Lake Taylor School for that choice?

951
01:16:15,180 --> 01:16:20,740
We had conversations where Ingleside parents wanted to have the opportunity to remain

952
01:16:20,740 --> 01:16:22,560
at Lake Taylor School.

953
01:16:23,020 --> 01:16:28,600
So how do we, so I'm just, I know I'm stating what I've already stated before, but.

954
01:16:28,960 --> 01:16:30,060
No, that's the right question.

955
01:16:30,140 --> 01:16:31,560
I see concern when I see 88%.

956
01:16:32,360 --> 01:16:33,200
Sure, sure.

957
01:16:33,380 --> 01:16:38,700
And that's, and that's, and that's, you know, that is a factor of that super

958
01:16:38,700 --> 01:16:42,520
concentration of poverty at that, you know, K-5 feeder between the two schools.

959
01:16:42,820 --> 01:16:43,660
That's what that is.

960
01:16:43,880 --> 01:16:44,000
Right.

961
01:16:44,840 --> 01:16:47,900
And, you know, one of the differences here, when we looked at this option,

962
01:16:48,040 --> 01:16:50,280
and I know Dr. Bird's trying to jump in here, we looked at this option,

963
01:16:50,360 --> 01:16:51,960
we looked at, oh what would a K-8 look like?

964
01:16:52,640 --> 01:16:57,960
Well, a K-A would bring in PB young, and in the math works, you could do it.

965
01:16:58,100 --> 01:17:01,660
You could fit them at the school, but you would have no choice seats, and so you would

966
01:17:01,660 --> 01:17:06,060
be concentrating that poverty, and so we went away from that for that reason.

967
01:17:06,100 --> 01:17:06,840
I was going to share that.

968
01:17:07,020 --> 01:17:09,160
That's exactly what I wanted to share.

969
01:17:10,280 --> 01:17:16,660
You had a few questions, concerns, and I probably will forget some of them, but

970
01:17:16,660 --> 01:17:21,340
But I'm going to try to address the concern about the 88 percent.

971
01:17:22,060 --> 01:17:27,240
This for the administration, this has been a very, very complex issue.

972
01:17:27,420 --> 01:17:34,700
We have gone back and forth to several different models, several different ways of looking

973
01:17:34,700 --> 01:17:42,880
at ensuring that we were making sure that number one, academic outcomes is, you know,

974
01:17:44,240 --> 01:17:51,480
certainly the priority for us but we know the board one of the goals is to ensure

975
01:17:51,480 --> 01:17:55,760
that we don't have a high concentration of poverty in our schools so that was

976
01:17:55,760 --> 01:18:01,960
something that we were looking at and so when we looked at Ruffner and converting

977
01:18:01,960 --> 01:18:07,500
that we went back from a 3-8 to a K-8 back to a 3-8 and the reason we landed

978
01:18:07,500 --> 01:18:16,880
it on the 3-8 is because of the 88% of the children coming from households with low income.

979
01:18:17,320 --> 01:18:24,600
We wanted to be intentional about having a strategy such that we could create programming

980
01:18:24,600 --> 01:18:33,300
that would excite our community that anyone in every family in Northrop Public Schools

981
01:18:33,300 --> 01:18:38,940
that had a child in you know third grade through eighth grade would be excited to have their children

982
01:18:38,940 --> 01:18:45,780
enroll in this school and so we if we have the time if we if we can be thoughtful and

983
01:18:45,780 --> 01:18:50,920
we will have time to do that if the board decides to go in this direction but we want to have some

984
01:18:51,760 --> 01:18:56,300
solid programming to excite families so they will enroll their children we were concerned

985
01:18:56,300 --> 01:19:01,060
about the 88 percent but we do believe that we could attract some other families to the

986
01:19:01,060 --> 01:19:05,980
schools. That was to the school. That was very, very important to us. We initially

987
01:19:05,980 --> 01:19:11,060
thought about the K-8 piece. We threw that around a bit. We also talked about

988
01:19:11,060 --> 01:19:19,180
South Side STEM Academy and already having a K-8 on the south side of town.

989
01:19:20,760 --> 01:19:26,240
And we just, we knew that we had to have some choice seats and we needed to

990
01:19:26,240 --> 01:19:32,220
intentional about that. And if the program ended up being a K-8 program, we wouldn't

991
01:19:32,220 --> 01:19:39,800
be able to do that. And so we know that by having this configuration at least early on,

992
01:19:40,120 --> 01:19:45,620
that doesn't mean that we don't keep studying the program, looking at our numbers, of course

993
01:19:45,620 --> 01:19:50,700
making it better, improving every year. If we get to a point where we believe that we

994
01:19:50,700 --> 01:19:58,160
can open up more seats or open up a K-8 program and have the school within the school. We'll

995
01:19:58,160 --> 01:20:02,760
do that, but we weren't sure we would be able to get the choice seats that we needed. And

996
01:20:02,760 --> 01:20:07,060
I think that's what happened at Southside STEM. And so we're trying to be very intentional

997
01:20:07,060 --> 01:20:13,840
about making sure we have enough room to grow and then also having the time to evaluate

998
01:20:13,840 --> 01:20:16,080
and make adjustments along the way.

999
01:20:17,500 --> 01:20:22,240
Just look at, if we did simple math here, let's say we reduced Ruffner's capacity to

1000
01:20:22,240 --> 01:20:23,780
a thousand because of the program use.

1001
01:20:24,560 --> 01:20:28,080
The elementary average FRL percentage is 61%.

1002
01:20:28,840 --> 01:20:34,060
You'd need 390 kids choosing in to meet that elementary average, it's a little higher

1003
01:20:34,060 --> 01:20:36,100
in middle school, but you get just rough numbers, right?

1004
01:20:36,600 --> 01:20:39,260
You've got seats to do it.

1005
01:20:39,260 --> 01:20:42,320
So you've got the opportunity.

1006
01:20:43,160 --> 01:20:46,480
It's a matter of seizing it and doing it strategically.

1007
01:20:48,240 --> 01:20:49,360
Go ahead, Ms. Kampson.

1008
01:20:51,390 --> 01:20:52,430
Trying to talk over that.

1009
01:20:52,550 --> 01:20:54,550
Sorry, everyone, I seem to be having a little bit of that.

1010
01:20:54,850 --> 01:20:56,410
You have some problems today.

1011
01:20:56,710 --> 01:20:57,950
The employee microphone closed you.

1012
01:20:58,190 --> 01:20:59,390
That probably would help, too.

1013
01:21:00,190 --> 01:21:00,570
OK.

1014
01:21:01,650 --> 01:21:03,390
And I'm sorry I missed a little part,

1015
01:21:03,510 --> 01:21:05,310
so I hope I'm not being repetitious on anything.

1016
01:21:06,330 --> 01:21:08,510
But this is what I always look at, too,

1017
01:21:08,510 --> 01:21:13,950
when we're talking about choice seats and diversity is we don't put it together to attract.

1018
01:21:15,210 --> 01:21:20,650
I was, I share my age, was there when we opened Ghent.

1019
01:21:21,430 --> 01:21:25,430
And Ghent was opened and it was in the middle of Crosstown busing.

1020
01:21:26,030 --> 01:21:30,070
And so basically all the Crosstown busing was on, as I'm sure everyone knows, was

1021
01:21:30,070 --> 01:21:30,770
on the east side.

1022
01:21:31,470 --> 01:21:33,370
The west side schools were not bused.

1023
01:21:33,370 --> 01:21:42,870
And so they were trying to figure out a way to make it work on the west side without the bussing piece.

1024
01:21:43,490 --> 01:21:46,450
How can they move the schools together? The schools are all kind of close anyway.

1025
01:21:47,210 --> 01:21:53,950
So what the thought was, I think, of course I was involved in this, but what the thought appeared to be was,

1026
01:21:54,630 --> 01:22:03,730
Gint was opened to service East Gint, which was then in the middle of transformation, and Park Place.

1027
01:22:05,270 --> 01:22:09,750
All right? Right, Park Place. That's across the railroad track, right, right there. Okay.

1028
01:22:10,210 --> 01:22:15,270
Notice how close they are to what that would do with the busing. Very, very close.

1029
01:22:15,950 --> 01:22:22,110
And so what happened, though, of course, was East Gint parents were not interested in having their kids go to that school.

1030
01:22:22,110 --> 01:22:27,750
they wanted them to stay at Taylor. And so the city backed down. And so Kent was

1031
01:22:27,750 --> 01:22:33,030
sitting there with Park Place there and I looked at them and then they went to

1032
01:22:33,030 --> 01:22:37,190
East Ocean View to the Pretty Lake School, which is now gone, which was a K to

1033
01:22:37,190 --> 01:22:43,170
2 school. And so they did that busing configuration. And so when Crosstown

1034
01:22:47,310 --> 01:22:48,350
She was

1035
01:22:52,700 --> 01:22:59,380
tough, but she wanted to have a plan to get, there were no kids early in the school

1036
01:22:59,380 --> 01:23:03,840
and they were sending all the special needs children there, but no regular kids.

1037
01:23:04,720 --> 01:23:09,900
She came up with a plan that we now see in place, which is the K-8 plan.

1038
01:23:11,180 --> 01:23:17,300
She put K-8 in that school, and I was leaving by then, but they were adding it sixth

1039
01:23:17,300 --> 01:23:21,980
grade one year, seventh grade and eighth grade, and that was our first K-8 school, and so in

1040
01:23:21,980 --> 01:23:26,860
a place that they couldn't get anyone to go to, that all the people that lived around them,

1041
01:23:27,100 --> 01:23:33,600
a nice big new building, didn't want to go there. Now they're fighting for seats again,

1042
01:23:34,040 --> 01:23:40,300
and it was the theme that she came up with was, let's make a K-8 school, because, sorry,

1043
01:23:43,200 --> 01:23:46,640
because parents didn't really want their kids to go to the middle schools. Let's

1044
01:23:46,640 --> 01:23:50,020
be honest, the middle school is for rough. They wanted their kids to stay there. And

1045
01:23:50,020 --> 01:23:55,720
by adding that one idea that no one else had had in Norfolk, it's one of the most popular

1046
01:23:55,720 --> 01:23:59,840
schools to get your kid in. People were beating at the door. They brought trailers in and

1047
01:23:59,840 --> 01:24:04,420
took away the track in the back of the school. So when we talk about this and it's come

1048
01:24:04,420 --> 01:24:10,700
up, we really did need to focus on that. When they were doing thematic schools in

1049
01:24:10,700 --> 01:24:16,820
the 90s and Ocean View was designated to be a maritime school, but we put that program

1050
01:24:16,820 --> 01:24:22,300
into place and the kids were out doing all that water stuff and laying down at washers

1051
01:24:22,300 --> 01:24:28,900
and cleaning them and we didn't have any choice seats at Ocean View and people were coming

1052
01:24:28,900 --> 01:24:33,320
in with all kinds of ways to justify the fact that they needed to transfer there.

1053
01:24:33,580 --> 01:24:38,960
Oh, I drive by there on my way to work, which I didn't bother me any if I have

1054
01:24:38,960 --> 01:24:43,580
a seat because I think there should be choice. I'm a choice. I think you should be able to

1055
01:24:43,580 --> 01:24:48,840
have places you can go to if you don't want to be at your home school. But anyway, and

1056
01:24:48,840 --> 01:24:54,940
that built, I mean, our enrollment went up and we had people pounding on the door saying,

1057
01:24:54,980 --> 01:25:00,420
please, we're demanding that we be allowed because we live for the maritime. It really,

1058
01:25:00,720 --> 01:25:04,940
it was that we're doing interesting things. So anyway, I just wanted us to keep that

1059
01:25:04,940 --> 01:25:09,580
in mind, we could put anything anywhere, but will they come?

1060
01:25:10,300 --> 01:25:16,040
We had a wonderful arts program at Booker T, which we did not fund, we did not take care

1061
01:25:16,040 --> 01:25:18,900
of, we did not caress, and so what happened?

1062
01:25:19,440 --> 01:25:23,420
The program started declining because people weren't choosing to go there because they

1063
01:25:23,420 --> 01:25:25,300
weren't seeing the results of that program.

1064
01:25:26,080 --> 01:25:27,160
And that's what we have to do.

1065
01:25:27,260 --> 01:25:29,980
I think that that's something that needs to always be in front.

1066
01:25:29,980 --> 01:25:34,660
We can sit here and plan all kinds of choices and stuff, and nobody's going to show up.

1067
01:25:35,220 --> 01:25:37,980
We really need to be very, very thoughtful.

1068
01:25:39,180 --> 01:25:40,460
What will make them come?

1069
01:25:41,060 --> 01:25:42,540
What will make them come?

1070
01:25:42,940 --> 01:25:49,820
I mean, here we had, at Ruffner, had the Young Scholars Program, and I don't know if anyone

1071
01:25:49,820 --> 01:25:54,160
remembers me talking about that program that passed with the gifted department because

1072
01:25:54,160 --> 01:25:56,800
I was not happy that I could not get my kids in it.

1073
01:26:00,080 --> 01:26:03,100
And because no one, they didn't care where it was,

1074
01:26:03,480 --> 01:26:05,340
they wanted their kids in the young scholars program.

1075
01:26:05,720 --> 01:26:09,100
And for some reason, it's now not even at the school anymore.

1076
01:26:10,300 --> 01:26:13,420
So that was a big influx of kids coming in there.

1077
01:26:13,880 --> 01:26:14,600
Very smart kids.

1078
01:26:14,740 --> 01:26:15,840
And someone said, well, the principal

1079
01:26:15,840 --> 01:26:18,160
doesn't want to have any more of the kids there

1080
01:26:18,160 --> 01:26:18,560
than I'm thinking.

1081
01:26:19,680 --> 01:26:20,280
Why not?

1082
01:26:21,280 --> 01:26:23,280
They're all bright and I don't know.

1083
01:26:23,560 --> 01:26:26,040
So anyway, just kind of keep it in mind as we move

1084
01:26:26,040 --> 01:26:32,820
that we need to be very thoughtful about what is going to be the thing that people are going to want.

1085
01:26:33,360 --> 01:26:34,900
What's going to be there for them?

1086
01:26:35,740 --> 01:26:40,220
And then they'll come and it won't matter what race they are, what economic place they sit.

1087
01:26:40,740 --> 01:26:43,100
It's what they see as a great choice for their children.

1088
01:26:44,100 --> 01:26:47,900
I think that's why Granby's so full, is because it has the IB program.

1089
01:26:48,920 --> 01:26:50,740
And people want their kids in the IB program.

1090
01:26:51,740 --> 01:26:53,160
Oh, they have the G.

1091
01:26:53,180 --> 01:26:53,920
Yeah, yeah.

1092
01:26:54,800 --> 01:26:55,640
I thought it was the main program.

1093
01:26:56,400 --> 01:26:59,240
Yeah, but that's what brings some of those things.

1094
01:26:59,640 --> 01:27:01,740
And not some little cutesy thing that we like.

1095
01:27:02,000 --> 01:27:06,360
We need to really be very thoughtful about every single one of these things that we're talking about choice.

1096
01:27:06,500 --> 01:27:07,620
And we need to give choice seats.

1097
01:27:08,200 --> 01:27:08,860
We didn't.

1098
01:27:09,420 --> 01:27:11,480
We're the choice seats at STEM.

1099
01:27:13,200 --> 01:27:15,540
They're locked out and nobody else can have those seats.

1100
01:27:15,700 --> 01:27:16,440
It's a choice seat.

1101
01:27:17,820 --> 01:27:23,700
I mean, I mean, we don't want to take anyone from the neighborhood out, but we need to put more choice seats in there if we want kids to go.

1102
01:27:24,040 --> 01:27:24,940
Go ahead, Mr. Jordan.

1103
01:27:24,940 --> 01:27:33,100
I have some more technical questions, but just in reference to a couple of things that was recently mentioned.

1104
01:27:33,400 --> 01:27:42,180
So against school, there also was intentionality by the principal to have a racially socioeconomically diverse school.

1105
01:27:44,220 --> 01:27:51,100
And racially and socially economically diverse school to the point where the city attorney

1106
01:27:51,100 --> 01:27:59,240
threatened or told the principal that she had to stop being intentional in her assignment.

1107
01:27:59,660 --> 01:28:08,940
So once they reached their diversity level, if an African American student left, then they

1108
01:28:08,940 --> 01:28:12,340
would replace the African-American student with another African-American student, or

1109
01:28:12,340 --> 01:28:17,580
if a low-income student left, they would replace that person. And, you know, in our

1110
01:28:17,580 --> 01:28:23,800
know-for-culture, we told the school system, well, you have to start doing that,

1111
01:28:24,220 --> 01:28:27,400
even though it was having all the success that it had. So there's

1112
01:28:27,400 --> 01:28:32,320
still these underlying practices that I think is important, that as a board

1113
01:28:32,320 --> 01:28:35,440
and as an administration, we need to be clear on, even as people talk about

1114
01:28:35,440 --> 01:28:42,400
Southside Stem. So what the Board approved and what was implemented aren't the same thing.

1115
01:28:43,060 --> 01:28:51,680
So the Southside Stem choice seats came about in part because some employee decided that

1116
01:28:53,620 --> 01:29:00,580
the attendant zone, that the default attendant zone for Southside Stem for children who

1117
01:29:00,580 --> 01:29:04,820
lived in that attendance zone was going to be Southside Stem and no Lake Taylor.

1118
01:29:05,560 --> 01:29:09,300
So what that did was that made the, that took away the choice.

1119
01:29:09,580 --> 01:29:15,800
So it came with the, and in terms of neighborhood school, and then when you look at even the

1120
01:29:15,800 --> 01:29:23,020
attendance today, that's where the, the overcrowding and other things occurred, because often

1121
01:29:23,020 --> 01:29:27,620
what will happen is, and this is just a general concern I am moving forward, is

1122
01:29:27,620 --> 01:29:36,120
is we make decisions and then, you know, politics and other biases, decisions, other things

1123
01:29:36,120 --> 01:29:42,820
happen when it comes to implementation. And then when we acknowledge that we made a mistake,

1124
01:29:43,620 --> 01:29:50,600
then we say we can't fix it. Which goes back to the technical questions I had. So, you

1125
01:29:50,600 --> 01:29:55,100
know, a long time ago when I got on the school board, we said that, you know, you

1126
01:29:55,100 --> 01:29:57,200
make decisions based upon personal antidote.

1127
01:29:57,280 --> 01:29:58,620
You make decisions based upon data.

1128
01:29:59,180 --> 01:29:59,880
Say that again.

1129
01:30:00,840 --> 01:30:06,940
So we have conversations about why parents choose to do what they do.

1130
01:30:07,840 --> 01:30:17,560
I guess my question for this team is, in what you've shared with us, did the steering committee get a chance to see this?

1131
01:30:17,700 --> 01:30:29,360
Have you spoken to any parents to get their input into or surveyed any parents to find out why the decisions that they're making,

1132
01:30:29,360 --> 01:30:36,320
So for example, my other question was, even when you are describing the meetings that you

1133
01:30:36,320 --> 01:30:41,600
have with the city, I'm going to ask Mr. Fraley or Dr. Burson, whoever is appropriate.

1134
01:30:42,200 --> 01:30:46,120
So when you all have those conversations, who's in the conversation?

1135
01:30:46,920 --> 01:30:51,860
Are there no residents that are in the conversation, are there just employees?

1136
01:30:52,220 --> 01:30:54,900
Is it a diverse group of individuals having the conversation?

1137
01:30:54,900 --> 01:30:59,480
because I have a concern that many concerns.

1138
01:31:00,220 --> 01:31:09,960
But one of the things that I think often occurs is these belief systems and attitudes and thoughts just pass on to become institutional.

1139
01:31:10,380 --> 01:31:15,240
And that you kind of start having conversations in a cocoon.

1140
01:31:15,240 --> 01:31:23,360
So, even as you talk about James Monroe, so, you know, there's a project being proposed

1141
01:31:23,360 --> 01:31:29,440
to be built at – we're going to want to convert the old part-place Methodist Church

1142
01:31:29,440 --> 01:31:34,820
at 34th and Colonial and build marker rate apartments.

1143
01:31:35,860 --> 01:31:41,480
There's other proposals that are on the table to do 50-60 unit apartment development

1144
01:31:41,480 --> 01:31:44,880
at 36 and Newport.

1145
01:31:46,500 --> 01:31:49,700
There's other initiatives that are being studied right now

1146
01:31:49,700 --> 01:31:51,000
in the Midtown area.

1147
01:31:52,060 --> 01:31:54,900
So one of the things that we've always talked about

1148
01:31:54,900 --> 01:31:56,340
when we first started this air planning

1149
01:31:56,340 --> 01:31:59,780
was trying to make sure that there is closer linkage

1150
01:31:59,780 --> 01:32:06,640
between what's happening in terms of city development,

1151
01:32:07,440 --> 01:32:08,400
as you all have described,

1152
01:32:08,400 --> 01:32:12,660
and how it impacts these decisions that are made.

1153
01:32:13,500 --> 01:32:17,100
I'm still trying to see to what extent that is actually occurring

1154
01:32:17,100 --> 01:32:24,940
and what live, real, actionable information is being fed into the system

1155
01:32:24,940 --> 01:32:30,500
so that you all have the benefit of what may be happening on the ground in the neighborhood

1156
01:32:30,500 --> 01:32:36,340
that unless you have some real familiarity with the neighborhood, you may not know.

1157
01:32:36,340 --> 01:32:43,180
And that even goes for city employees who may not have that good sense in that field.

1158
01:32:44,320 --> 01:32:50,440
So I just, you know, I really wanted to know about the engagement with the steering committee

1159
01:32:50,440 --> 01:32:56,760
and what efforts from June, I think it was when you did your last presentation there

1160
01:32:56,760 --> 01:33:05,840
in July, to where we are now in terms of how you all are engaging feedback from parents

1161
01:33:05,840 --> 01:33:11,000
and other community members who are actually making decisions and sending

1162
01:33:11,000 --> 01:33:15,620
their children to schools whether it's their neighborhood school because we

1163
01:33:15,620 --> 01:33:21,860
define what a neighborhood is and and or maybe choosing out as you described

1164
01:33:21,860 --> 01:33:26,980
why are they choosing out and what's really behind those decisions that then

1165
01:33:26,980 --> 01:33:31,440
will help us in terms of the ideas that we may have that could be

1166
01:33:31,440 --> 01:33:37,660
completely separate from the actual decisions that are families that are

1167
01:33:37,660 --> 01:33:41,580
choosing us, why they're choosing us, and the families that aren't choosing us, why

1168
01:33:41,580 --> 01:33:48,280
they aren't choosing us. So when the planning effort, the plan to create this,

1169
01:33:48,440 --> 01:33:53,300
these ideas, these recommendations between 19 and 2020, we had five

1170
01:33:53,300 --> 01:33:57,440
Steering Committee meetings, we had two rounds of community dialogues, three

1171
01:33:57,440 --> 01:34:04,100
meetings because we had two virtual meetings in April of 2021 and then the in-person in

1172
01:34:04,100 --> 01:34:05,120
March of 2020.

1173
01:34:05,840 --> 01:34:07,180
We did survey feedback.

1174
01:34:07,460 --> 01:34:11,080
We asked these questions about here's all the different options before we come up with

1175
01:34:11,080 --> 01:34:15,900
a recommended package, you know, options and the survey results, you know, for example,

1176
01:34:16,640 --> 01:34:21,060
we had two-to-one support for the rough nurse support versus non-support.

1177
01:34:21,060 --> 01:34:26,840
We had two-to-one support for the Lindenwood Consolidation.

1178
01:34:27,660 --> 01:34:31,960
And from looking at the qualitative notes behind that,

1179
01:34:32,440 --> 01:34:35,080
some of the themes that jumped out that I shared with you all before

1180
01:34:35,080 --> 01:34:38,220
was a desire for action, a need to move forward,

1181
01:34:38,320 --> 01:34:41,560
respond to the declining enrollment, respond to the condition needs.

1182
01:34:42,740 --> 01:34:45,960
Some of the specific quotes that I pulled out,

1183
01:34:46,100 --> 01:34:49,020
and I was preparing for this meeting and reading back through that community,

1184
01:34:49,020 --> 01:34:53,840
dialogue survey results and seeing the the narratives where a parent at at

1185
01:34:53,840 --> 01:34:57,700
Taylor saying you know quote my daughter goes to Taylor and I'd love to

1186
01:34:57,700 --> 01:35:01,260
have more students there from other areas you know talking speaking to the

1187
01:35:01,260 --> 01:35:07,140
this diversity is our strength from parents had said you know do it these

1188
01:35:07,140 --> 01:35:11,580
kids needs and staff need newer cleaner safer buildings action is needed to

1189
01:35:11,580 --> 01:35:14,680
make the mission statement true and then our children and until then our

1190
01:35:14,680 --> 01:35:17,160
children are not first there's a bunch of like little quotes that I kind

1191
01:35:17,160 --> 01:35:24,940
pulled out from the qualitative support, the non-support notes, but in terms of where

1192
01:35:24,940 --> 01:35:31,500
we are due to go back to this, nothing that you see here is new from the plan with the

1193
01:35:31,500 --> 01:35:40,320
exception of adding pre-K students to Monroe, which is the under 50% utilized, and we have

1194
01:35:40,320 --> 01:35:41,080
a desire to add pre-K.

1195
01:35:41,180 --> 01:35:45,220
So that's the new addition that the Steering Committee did not provide feedback on, but

1196
01:35:45,220 --> 01:35:47,640
more generally supported pre-K expansion.

1197
01:35:48,100 --> 01:35:50,640
Everything else is implementing the plan

1198
01:35:50,640 --> 01:35:53,660
and looking at the technical boundary piece to make it real.

1199
01:35:54,140 --> 01:35:55,940
Right, but if I may, this is a follow-up,

1200
01:35:56,300 --> 01:36:00,400
I understand that, but I went back and I requested

1201
01:36:00,400 --> 01:36:03,320
because some of the Zoom meetings were on the website,

1202
01:36:03,520 --> 01:36:05,940
but they were password protected

1203
01:36:05,940 --> 01:36:07,560
so you couldn't observe them.

1204
01:36:07,680 --> 01:36:10,500
So I went back and looked at some of the meetings

1205
01:36:10,500 --> 01:36:13,820
and I asked for attendance sheets.

1206
01:36:13,820 --> 01:36:14,900
So I looked at some of that.

1207
01:36:16,020 --> 01:36:18,740
And one of the things that I think we've talked about

1208
01:36:18,740 --> 01:36:21,560
as a board, especially as we looked at our advisory

1209
01:36:21,560 --> 01:36:24,920
committees was trying to be much more intentional

1210
01:36:24,920 --> 01:36:27,380
to make sure that if we have steering committees

1211
01:36:27,380 --> 01:36:30,880
or advisory groups that they are representative

1212
01:36:31,420 --> 01:36:34,460
of the community or representative of the school community.

1213
01:36:35,140 --> 01:36:39,860
So as I was watching some of the steering committee

1214
01:36:39,860 --> 01:36:43,160
meetings that you had, I just didn't see a lot

1215
01:36:43,160 --> 01:36:57,380
of parent participation or attendance or involvement in the steering committee, representative of

1216
01:36:57,380 --> 01:37:00,220
the demographics of our school division.

1217
01:37:00,800 --> 01:37:08,460
And so I think it's very important that we are intentional in trying to do that.

1218
01:37:08,460 --> 01:37:13,180
that otherwise, I think we just don't know

1219
01:37:13,180 --> 01:37:17,580
if we're getting that collective and inclusive voice

1220
01:37:17,580 --> 01:37:21,320
that I know we all share in trying to achieve.

1221
01:37:21,620 --> 01:37:24,400
And so I know we're gonna do public hearings

1222
01:37:24,400 --> 01:37:25,700
and all those things moving forward.

1223
01:37:27,320 --> 01:37:30,220
But even as, if I understood what you're saying

1224
01:37:30,220 --> 01:37:33,300
as you described, two to one decisions

1225
01:37:33,300 --> 01:37:35,740
or recommendations coming out of the steering committee,

1226
01:37:35,740 --> 01:37:41,680
You know, when I was looking at the attendant sheets, you know,

1227
01:37:41,700 --> 01:37:46,760
there's a large number of staff and folks that didn't have children in the school system

1228
01:37:46,760 --> 01:37:51,800
or made, you know, whether or not we even showed the diversity

1229
01:37:51,800 --> 01:37:57,140
between the number of homeowners that we have versus the number of renters that we have.

1230
01:37:57,220 --> 01:38:03,340
So that's why I was asking the question just from trying to make sure how that occurred

1231
01:38:03,340 --> 01:38:08,400
because I mentioned before that I think that when we first started there was much greater

1232
01:38:08,400 --> 01:38:16,820
intentionality around trying to reach as best we could that inclusive voice at the steering

1233
01:38:16,820 --> 01:38:20,440
committee level as I've shared with you that I think we have done over the last couple

1234
01:38:20,440 --> 01:38:20,780
of years.

1235
01:38:21,500 --> 01:38:25,600
May I wasn't, I didn't explain it well, the two to one was from the survey, it

1236
01:38:25,600 --> 01:38:31,220
wasn't from the steering committee, and that was well over 90% resident, the majority

1237
01:38:31,220 --> 01:38:36,380
being adults 50 to 65, 30 to 65, sorry, in that range.

1238
01:38:36,640 --> 01:38:37,060
Oh, I'm sorry.

1239
01:38:37,280 --> 01:38:37,920
Who are parents?

1240
01:38:38,120 --> 01:38:39,220
You all did a geocoding event?

1241
01:38:39,680 --> 01:38:43,100
We got the, no, this is from the survey results when they identified,

1242
01:38:43,440 --> 01:38:46,180
I am a parent, I am a guardian, I am a grandparent,

1243
01:38:46,300 --> 01:38:47,720
I am a non-resident, I'm a resident.

1244
01:38:48,100 --> 01:38:49,620
So that's just pulling from those steps.

1245
01:38:49,780 --> 01:38:56,160
Did it show good, like, I'm a grandparent and I live on 36th Street?

1246
01:38:56,420 --> 01:39:00,400
Well, I'm a grandparent and I affiliate with this elementary school,

1247
01:39:00,400 --> 01:39:06,040
this middle and this high. So we asked them for school affiliation and every school was

1248
01:39:06,040 --> 01:39:13,220
represented except for two in the division. One of them was a choice program. The name

1249
01:39:13,220 --> 01:39:19,740
of the school is escaping me right now. We had representation there. We didn't get

1250
01:39:19,740 --> 01:39:24,120
thousands and thousands of respondents, unfortunately, but you keep throwing it out there.

1251
01:39:24,120 --> 01:39:30,740
But from the responses that we did get 150 sample size from that group.

1252
01:39:30,920 --> 01:39:31,800
Did you geocode it?

1253
01:39:32,120 --> 01:39:34,080
We did not geocode it because we didn't ask for addresses.

1254
01:39:34,240 --> 01:39:35,700
We asked for their school affiliation.

1255
01:39:35,840 --> 01:39:36,540
People don't like to give.

1256
01:39:36,840 --> 01:39:39,600
Your response rate drops drastically when you ask that question.

1257
01:39:40,100 --> 01:39:43,800
So we just looked at what schools you affiliate and using that as a proxy

1258
01:39:43,800 --> 01:39:46,740
for where they are, where they have vested interests.

1259
01:39:46,740 --> 01:39:49,700
But you could map that against the attendant zones,

1260
01:39:50,400 --> 01:39:52,840
against the school communities that you collected.

1261
01:39:53,720 --> 01:39:55,920
We can. I mean, we have the data. Yeah.

1262
01:39:56,520 --> 01:39:56,740
Thanks.

1263
01:39:57,000 --> 01:39:58,920
Dr. Gabriel and then Mr. Clanton.

1264
01:40:01,080 --> 01:40:04,880
Thank you very much. I have a couple of thoughts and then some questions.

1265
01:40:06,820 --> 01:40:18,660
My personal thought is that the best thing that our board can do is to make sure that we are maximizing the academic potential of each of our kids no matter what school they are in.

1266
01:40:19,400 --> 01:40:19,760
Absolutely.

1267
01:40:19,760 --> 01:40:24,780
And that is going back to Dr. Birdsong and her staff doing the needs assessment.

1268
01:40:25,640 --> 01:40:28,560
We know that we have significant gaps.

1269
01:40:28,940 --> 01:40:33,080
We have a long way to go, even with the presentation that we just had,

1270
01:40:33,800 --> 01:40:36,320
and we're making some progress.

1271
01:40:36,780 --> 01:40:42,760
But again, to Mr. Jordan, we do, and to Ms. Kampson, the overarching goals.

1272
01:40:42,760 --> 01:40:48,280
Where do we see ourselves going year after year semester or semester after semester year after year?

1273
01:40:49,620 --> 01:40:51,840
Parents and I'm speaking for myself

1274
01:40:51,840 --> 01:40:57,340
But I do speak to a lot of parents and I have young children within the school division

1275
01:40:58,220 --> 01:41:05,220
We look at safety. We look at academic achievement. We look at the person who is going to be with our children

1276
01:41:05,880 --> 01:41:07,620
six to eight hours a day

1277
01:41:07,620 --> 01:41:11,060
do we have trust in that person and

1278
01:41:11,060 --> 01:41:18,940
And so, when we are thinking about these programs and these buildings, it is all about building

1279
01:41:18,940 --> 01:41:22,760
that winning team, that sense of security, that sense of achievement.

1280
01:41:23,260 --> 01:41:25,320
And we do have to demonstrate progress.

1281
01:41:26,220 --> 01:41:32,960
We have to demonstrate that we can achieve academically, that we can achieve safely,

1282
01:41:32,960 --> 01:41:41,600
that the teachers will feel empowered and valued to perform and to give it the extra

1283
01:41:42,080 --> 01:41:43,420
for what the kids need.

1284
01:41:43,620 --> 01:41:46,000
That's what makes the difference for the children.

1285
01:41:46,740 --> 01:41:55,320
And it really, again, I'm speaking for myself, to me, the diversity just adds to that when

1286
01:41:55,320 --> 01:41:58,780
they have all of that involved in their school.

1287
01:41:58,780 --> 01:42:19,100
And so we can spend a lot of time, we've had a lot of conversations about this, but again to me it is again putting that winning team together and really drilling down on the academics and making sure that those are solid, which goes to the professional development, which goes to the support systems, all of that.

1288
01:42:19,400 --> 01:42:20,580
So that's my thought.

1289
01:42:23,260 --> 01:42:26,880
I'm sure there's going to be a ask of the board for this presentation.

1290
01:42:27,420 --> 01:42:29,880
We have some scenarios before us.

1291
01:42:30,280 --> 01:42:38,540
We're going to have to make some decisions, which that's our job action based upon what the recommendations are,

1292
01:42:38,600 --> 01:42:43,080
based upon the feedback, based upon the data, based upon what we're presented with.

1293
01:42:43,660 --> 01:42:48,840
And so I'm sure that as a part of this discussion, we're going to get what those asks are going to be.

1294
01:42:48,840 --> 01:43:00,600
I have a couple of requests when it comes to the Lindenwood reconfiguration with Willard.

1295
01:43:01,180 --> 01:43:10,920
Willard Elementary School going back to the original FCI document was one of the older schools with the highest FCI.

1296
01:43:12,100 --> 01:43:20,900
And we've since put a new roof onto Wellard, which is great, but there are still a lot of other pieces in that building that need attention.

1297
01:43:22,440 --> 01:43:29,040
And I think it would be wonderful to bring in the students from Lindenwood there.

1298
01:43:30,500 --> 01:43:38,640
But there are some things to address at Wellard in order to, again, have it so that it's an upgrade for them.

1299
01:43:38,640 --> 01:43:46,940
I've spent many visits at Londonwood and I know about Willard and I'm thinking number

1300
01:43:46,940 --> 01:43:51,680
one, bathrooms and restrooms, number two, the play area.

1301
01:43:52,680 --> 01:44:00,000
Willard has an auditorium at a gym that is combined and if you're going to bring in

1302
01:44:00,600 --> 01:44:07,040
extra students and we really need a place for them to play and to have recreation

1303
01:44:07,040 --> 01:44:09,080
and to have that outlet.

1304
01:44:09,860 --> 01:44:12,160
Willard also serves as a polling location.

1305
01:44:12,420 --> 01:44:13,840
So every time there is an election,

1306
01:44:14,440 --> 01:44:17,200
the auditorium and the gym is cut off.

1307
01:44:18,700 --> 01:44:20,720
So enhancements to that school

1308
01:44:20,720 --> 01:44:23,180
definitely need to be playground,

1309
01:44:24,820 --> 01:44:26,740
the basketball courts,

1310
01:44:27,020 --> 01:44:29,640
so that the children have a place to play

1311
01:44:29,640 --> 01:44:31,560
and to exercise because,

1312
01:44:32,600 --> 01:44:35,020
I mean, I would love to have a whole gym built,

1313
01:44:35,020 --> 01:44:37,840
But I know that's pie in the sky, you know.

1314
01:44:38,040 --> 01:44:38,840
I would love that.

1315
01:44:39,040 --> 01:44:41,160
Do you remember when we were building the new space?

1316
01:44:41,420 --> 01:44:41,860
Exactly.

1317
01:44:42,340 --> 01:44:44,820
You know, we're working with what we have,

1318
01:44:45,380 --> 01:44:48,060
but the enhancements that we can make for a building

1319
01:44:48,060 --> 01:44:51,240
that I believe, if I'm understanding the conversation,

1320
01:44:51,480 --> 01:44:53,660
is going to serve us long term.

1321
01:44:53,880 --> 01:44:54,040
Yep.

1322
01:44:54,040 --> 01:44:55,580
We need-

1323
01:45:01,400 --> 01:45:08,440
It's got a large land capacity and it has the ability to, we can really put some investment

1324
01:45:08,440 --> 01:45:14,600
into it and enhance it for our children. And our staff, truly, because we want to retain

1325
01:45:14,600 --> 01:45:20,120
our staff there as well. The other ask that I will have as we are going into this conversation

1326
01:45:20,840 --> 01:45:27,820
is going back to preschool. I really do like the concept of the pre-K centers. I've been

1327
01:45:27,820 --> 01:45:33,800
to all of our pre-K centers. They're great. It is such a warm and nurturing environment.

1328
01:45:34,420 --> 01:45:42,460
But for parents, we still need to be able to offer pre-K options at their schools. And

1329
01:45:42,460 --> 01:45:48,720
so I would say, please do not go into a direction where we start to eliminate the pre-school

1330
01:45:48,720 --> 01:45:52,800
classes from, okay, I don't know, I know. I just don't want us to go and I want

1331
01:45:52,800 --> 01:45:59,580
us to preserve as we're looking at capacity. I want us to preserve the pre-K classes at

1332
01:45:59,580 --> 01:46:05,080
the schools because when you have a young child and they have siblings, you want one

1333
01:46:05,080 --> 01:46:09,880
trip to the school. And you also want to be close to your little one for a variety

1334
01:46:09,880 --> 01:46:15,300
of reasons. We know about little ones and accidents and things like that. So it's

1335
01:46:15,300 --> 01:46:20,580
a convenience factor for parents but we also know how well Norfolk does pre-K.

1336
01:46:21,560 --> 01:46:29,140
And in a time where parents are really in need of good, high-quality preschool and daycare,

1337
01:46:29,560 --> 01:46:30,820
we can offer that option.

1338
01:46:30,980 --> 01:46:38,080
And going back to Dr. Rouson's point of gateways and opportunities, pre-K is a great opportunity

1339
01:46:38,080 --> 01:46:45,060
to bring parents into our school division and show them how Norfolk really does a great

1340
01:46:45,060 --> 01:46:48,420
job with holistic care, holistic teaching.

1341
01:46:49,540 --> 01:47:00,040
So, those are my thoughts. I look forward to the requests and the asks of the board and the timeline for that as well.

1342
01:47:00,400 --> 01:47:01,020
Thank you.

1343
01:47:01,300 --> 01:47:03,160
Yep. You're teeing up my last slide.

1344
01:47:03,380 --> 01:47:03,860
Oh, great.

1345
01:47:04,660 --> 01:47:07,160
Sir Clinton also had a question, so I'm going to let him go.

1346
01:47:07,520 --> 01:47:13,740
Yeah, I just wanted to, um, about the engagement piece, um, because I mean that's important.

1347
01:47:13,740 --> 01:47:17,100
I mean, we ultimately have to make a decision to make it

1348
01:47:17,100 --> 01:47:19,000
ensuring that we have engagement with the community.

1349
01:47:19,400 --> 01:47:23,080
And just quickly on that one, I'm one of those paper people.

1350
01:47:23,240 --> 01:47:25,180
So I have the last presentation that you all

1351
01:47:25,180 --> 01:47:26,300
gave to us back in June.

1352
01:47:27,200 --> 01:47:30,340
And on page slide 23, you talked about the Survey Monkey,

1353
01:47:31,480 --> 01:47:33,200
which I take as a survey that you had,

1354
01:47:33,300 --> 01:47:35,000
and then two community meetings that you had.

1355
01:47:35,080 --> 01:47:36,640
Yeah, 13, 15, or something like that, yeah.

1356
01:47:36,740 --> 01:47:38,480
So we did some level engagement.

1357
01:47:38,840 --> 01:47:40,000
And I think that in this round,

1358
01:47:40,060 --> 01:47:43,360
this board has also seen where we've even had meetings

1359
01:47:43,360 --> 01:47:46,080
and tied specific communities at the request

1360
01:47:46,080 --> 01:47:47,980
and ask for community members to come out

1361
01:47:47,980 --> 01:47:49,640
and whether they do or don't.

1362
01:47:49,720 --> 01:47:51,040
You can't force people to do things,

1363
01:47:51,100 --> 01:47:53,260
but we do have information that's come in.

1364
01:47:53,720 --> 01:47:55,180
My question really goes to the next piece.

1365
01:47:55,760 --> 01:47:57,180
You've given us now some updates

1366
01:47:57,180 --> 01:47:59,680
from what we were presented in June.

1367
01:48:00,100 --> 01:48:00,880
There's some new things

1368
01:48:00,880 --> 01:48:02,360
and some new configurations that are there.

1369
01:48:03,060 --> 01:48:04,680
What would be the logical next thing

1370
01:48:04,680 --> 01:48:06,400
outside of what we're doing here as a board?

1371
01:48:06,780 --> 01:48:08,960
I don't know if that's Dr. Byrd song or are you here?

1372
01:48:09,820 --> 01:48:11,320
Is there, what is the level

1373
01:48:11,320 --> 01:48:12,780
of community engagement outside of this?

1374
01:48:12,780 --> 01:48:13,640
Is it public hearings?

1375
01:48:13,920 --> 01:48:15,920
Is it posting these things?

1376
01:48:16,920 --> 01:48:18,520
I don't want to jump ahead, but I'm just kind of,

1377
01:48:18,800 --> 01:48:20,600
I just wanted to answer that question

1378
01:48:20,600 --> 01:48:22,780
and give you an opportunity to provide some clarity around it.

1379
01:48:22,880 --> 01:48:23,700
Yeah, you got it.

1380
01:48:23,720 --> 01:48:24,820
And that's in that PowerPoint in that last slide.

1381
01:48:24,820 --> 01:48:25,740
That's the next slide.

1382
01:48:25,980 --> 01:48:28,840
For some reason, we're having this transition.

1383
01:48:29,880 --> 01:48:31,440
PowerPoint's possessed right now.

1384
01:48:32,960 --> 01:48:35,080
So we'll just do it from this screen.

1385
01:48:35,640 --> 01:48:38,080
Let's go, one quick slide before Matt.

1386
01:48:38,760 --> 01:48:40,300
And then, because I want to tee it up

1387
01:48:40,300 --> 01:48:41,260
and then get right into this,

1388
01:48:41,260 --> 01:48:43,580
what's the ask, what's the time line,

1389
01:48:44,080 --> 01:48:45,600
and then where do we go from there, okay?

1390
01:48:46,100 --> 01:48:48,620
So just real quick, I wanted to drill into

1391
01:48:49,100 --> 01:48:51,560
the Lindenwood repurposing for

1392
01:48:52,000 --> 01:48:55,400
the Madison High School program a little bit.

1393
01:48:56,120 --> 01:48:57,800
When we look at it, one of the things

1394
01:48:57,800 --> 01:49:00,280
I just wanna revisit just to make sure we're clear

1395
01:49:00,280 --> 01:49:02,600
on the condition and how it's calculated

1396
01:49:03,160 --> 01:49:06,640
is that HBA assessed the condition

1397
01:49:06,640 --> 01:49:08,200
in four priority levels.

1398
01:49:08,200 --> 01:49:11,660
Each level is associated with a period of five years.

1399
01:49:12,500 --> 01:49:16,240
Immediate, then six to 10, 11 to 15, so on and so forth,

1400
01:49:16,300 --> 01:49:18,960
then 15 years to 20 years out, over 15 to 20.

1401
01:49:19,760 --> 01:49:24,700
So P1 is right now the next five years, P2 up to 10, and then so on and so forth.

1402
01:49:25,640 --> 01:49:27,020
Then it has by system.

1403
01:49:28,100 --> 01:49:32,120
So one of the considerations on the trade-up and the facility concept

1404
01:49:32,120 --> 01:49:35,200
was we want to make sure this is a good fit for kids.

1405
01:49:37,240 --> 01:49:43,780
The vast majority of Lindenwood's condition needs, it has an FCI of about 66 once you

1406
01:49:43,780 --> 01:49:49,940
adjust for the annex and add in time, the continued sort of decline of a building,

1407
01:49:52,020 --> 01:49:56,200
is 66% are anticipated in years 15 to 20.

1408
01:49:56,620 --> 01:50:04,400
The vast majority of these condition needs are life cycle projection based, I can get

1409
01:50:04,400 --> 01:50:16,940
there. Coffee is wearing thin in years 15 to 20. Of the priority one, which is now about

1410
01:50:16,940 --> 01:50:25,080
two-thirds of that, has to do with the roof, which is being put back into the CIP for planning.

1411
01:50:25,780 --> 01:50:29,340
When, yeah, we're through the budgets and wind and all that stuff, but that's in there.

1412
01:50:29,340 --> 01:50:34,520
So like we're comfortable with the condition of this facility as a good home

1413
01:50:34,520 --> 01:50:40,100
We know we've got 15 years out some life cycle planning to do we got to dress the roof

1414
01:50:41,280 --> 01:50:48,040
Okay, the other thing is that it's just gorgeous outside you go outside on that campus and then the it's beautiful

1415
01:50:48,040 --> 01:50:54,260
Right and that's part of the thing what it was what I personally found attractive about this is very often our

1416
01:50:54,860 --> 01:50:56,780
alternative high school programs are

1417
01:50:58,320 --> 01:51:01,160
in leftover space, right?

1418
01:51:02,460 --> 01:51:05,680
And this is a beautiful site environment

1419
01:51:05,680 --> 01:51:09,240
in a good physical home that's under-sized

1420
01:51:09,240 --> 01:51:12,200
for an elementary school but right-sized for an alternative program.

1421
01:51:13,700 --> 01:51:16,800
It's the win-win-win. And so that was part of

1422
01:51:16,800 --> 01:51:20,620
where we went from Madison to Rosemont to Madison

1423
01:51:20,620 --> 01:51:24,500
to Lindenwood in addition to the other considerations mentioned before.

1424
01:51:24,500 --> 01:51:27,560
So I don't want to gloss over this too quickly.

1425
01:51:27,760 --> 01:51:32,660
And then the last slide, because we can't, for some reason, get it to do a full screen.

1426
01:51:33,580 --> 01:51:39,120
Here is when we look at sort of this draft implementation timeline for feedback.

1427
01:51:39,860 --> 01:51:41,820
And some of it is quick.

1428
01:51:42,820 --> 01:51:45,920
So if you want to pull that slide up, it helps you to see it better in front of you.

1429
01:51:47,760 --> 01:51:53,680
Now pre-K classrooms in Metlin-Rail, that's a fairly neat and tidy little process there.

1430
01:51:53,680 --> 01:51:59,120
We're just adding, we're adding pre-K classrooms so not moving mountains there but do a presentation

1431
01:51:59,120 --> 01:52:05,920
here today, communicate pre-K additions to the public coming up this summer in the school

1432
01:52:05,920 --> 01:52:12,140
year and just to do some minor facility preparations there around plumbing largely

1433
01:52:12,620 --> 01:52:13,340
in preparation.

1434
01:52:14,020 --> 01:52:16,600
Open the pre-K classrooms in this coming fall.

1435
01:52:18,300 --> 01:52:21,220
East in pre-K to Fairlawn, same thing here today.

1436
01:52:21,220 --> 01:52:28,760
having a public hearing and having a joint public hearing to talk about Eastern to Pre-K,

1437
01:52:29,300 --> 01:52:37,920
Madison Secondary Alternative Ed Program to Lyndon Wood and the Lyndon Wood to Taylor

1438
01:52:37,920 --> 01:52:43,320
and Lyndon Wood to Willard, Boundary Change Consolidation, having a space for that

1439
01:52:43,320 --> 01:52:48,540
at an upcoming board meeting here so that there is a public hearing on record for that.

1440
01:52:49,480 --> 01:53:03,840
And that, in addition to that, in speaking to Michelle, in advance of this, Michelle Washington, your CIO, looking ahead at sort of communications there, having mailers actually sent home to kids at Lindenwood so that it can be brought back and then mailed in as well.

1441
01:53:03,920 --> 01:53:07,240
So there's a physical way to provide feedback there to the board.

1442
01:53:07,240 --> 01:53:12,740
if you can't join the meeting physically or virtually or provide a digital comment because

1443
01:53:12,740 --> 01:53:18,420
you don't have internet access, there would be a way, a physical way to provide comment

1444
01:53:18,420 --> 01:53:18,860
there.

1445
01:53:19,460 --> 01:53:23,880
So it's coming up, looking at doing a public hearing for you in the March work session.

1446
01:53:25,040 --> 01:53:32,840
And that would add to the agenda on the 2nd of March and to move this along for fall

1447
01:53:32,840 --> 01:53:39,980
implementation of Eastern Pre-K Monroe and of moving ahead and looking at Lindenwood,

1448
01:53:40,280 --> 01:53:43,140
we've been looking at a vote on March the 16th.

1449
01:53:43,580 --> 01:53:45,160
That's a little over a month from now.

1450
01:53:46,100 --> 01:53:50,140
Having a public hearing in a month, having a vote in a month and a half.

1451
01:53:51,220 --> 01:53:52,080
There's your ask.

1452
01:53:52,500 --> 01:53:52,780
Great.

1453
01:53:52,960 --> 01:53:53,320
Thank you.

1454
01:53:53,780 --> 01:53:53,940
Yep.

1455
01:53:54,500 --> 01:53:59,620
And now, Ruffner, again, that's an extended time that kind of goes off the screen so

1456
01:53:59,620 --> 01:54:00,680
I'm mad if you can scroll down.

1457
01:54:01,340 --> 01:54:07,520
Ruffner is a longer process and Dr. Gibson, please feel free to jump in here.

1458
01:54:07,940 --> 01:54:16,540
And what we're looking at this is doing, really looking at the 2022-23 school year as that main planning event if you wanted to fill in, please.

1459
01:54:19,210 --> 01:54:20,230
Good morning.

1460
01:54:21,050 --> 01:54:27,110
As we used to say at all five VHSL meetings, what a wonderful day to be a part of North Dakota.

1461
01:54:40,540 --> 01:54:47,100
And as you listen and weigh in and discuss and make your decisions, Roughner's 3-8 is

1462
01:54:47,100 --> 01:54:52,260
one of the decisions that you'll also be making, and we're hoping that it will also be a part

1463
01:54:52,260 --> 01:54:57,800
of the public hearing in March so that you can, when you make that vote, we will have

1464
01:54:57,800 --> 01:54:58,880
that year to plan.

1465
01:54:59,720 --> 01:55:06,500
We do have a later date where there could be a public hearing in September and then Ruffner can begin to plan.

1466
01:55:06,960 --> 01:55:13,840
But we want to have that year to plan for Ruffner's transition so that a program can be selected.

1467
01:55:14,480 --> 01:55:19,500
We want to choose a program that offers diversity, that draws from across the city,

1468
01:55:19,940 --> 01:55:26,400
that successfully implements professional management, where a program can be sustained with fidelity

1469
01:55:26,400 --> 01:55:31,080
through professional development, not just of the staff, but of the leadership as well.

1470
01:55:31,680 --> 01:55:37,020
We're looking for a school program that is truly 21st century and we want something chosen

1471
01:55:37,020 --> 01:55:41,760
that will bring in business leaders, that will bring in the community, that will bring

1472
01:55:41,760 --> 01:55:45,600
in the social emotional learning support that many of our children need no matter

1473
01:55:45,600 --> 01:55:46,380
where they live.

1474
01:55:46,920 --> 01:55:53,160
And we want to make sure that as we plan we have our parents, our staff, our school

1475
01:55:53,160 --> 01:55:57,540
leaders, academic affairs, school leadership, the school principal, the instructional leadership

1476
01:55:57,540 --> 01:56:04,580
team in the building, community leaders, businesses, and people from faith-based organizations,

1477
01:56:05,180 --> 01:56:11,660
PTA, everyone who has a stake in Norfolk Public Schools included in that planning process.

1478
01:56:12,340 --> 01:56:18,940
We also want to ensure that we have community input time beyond the public hearing so

1479
01:56:18,940 --> 01:56:25,560
that as we plan and make decisions and we come back to you in early August, September, or

1480
01:56:25,560 --> 01:56:31,620
in October, November, based on when the public hearing will be for the rough of 3-8, we can

1481
01:56:31,620 --> 01:56:38,180
present to you a school program that is vetted, that is sound, and that can be supported

1482
01:56:38,180 --> 01:56:43,460
financially as well as professionally in Norfolk Public Schools so that it becomes

1483
01:56:43,460 --> 01:56:49,620
a legacy that it draws from across the city. And the choice seats, the beautiful thing

1484
01:56:49,620 --> 01:56:55,880
about the choice seats in Ruffner will be pretty similar to the choice seats at Ghent. Everybody

1485
01:56:55,880 --> 01:56:59,940
attending the school, the children's zone for the school, as well as the children

1486
01:56:59,940 --> 01:57:05,020
who come in through choice, will be sitting side by side learning the same curriculum.

1487
01:57:05,420 --> 01:57:09,540
So we won't have a program in the building for choice students and another program

1488
01:57:09,540 --> 01:57:14,800
for zone students. It will be one program and those students choosing to come in will

1489
01:57:14,800 --> 01:57:20,960
become a part of a very dynamic educational program. I can go on and on and on with how

1490
01:57:20,960 --> 01:57:25,980
great the idea is, but I think the greatest idea here today is the change process and

1491
01:57:25,980 --> 01:57:29,460
the decisions you all are going to need to make. So I'm going to stop at this point.

1492
01:57:31,140 --> 01:57:32,120
Thank you, Dr. Gibson.

1493
01:57:36,100 --> 01:57:36,900
Well, that's...

1494
01:57:36,900 --> 01:57:37,880
Did you have a question, Mr. Seed?

1495
01:57:37,880 --> 01:57:38,420
That's what we have.

1496
01:57:38,420 --> 01:57:39,780
go ahead.

1497
01:57:42,200 --> 01:57:49,460
So tying back to some of the the discussion we also had. So Ruffner is also

1498
01:57:49,460 --> 01:57:59,440
one of those schools that we are possibly renaming. Correct? That was on the on the

1499
01:57:59,440 --> 01:58:12,620
list. So when we think about how we have successfully developed other programs, other schools rebranded

1500
01:58:13,060 --> 01:58:19,340
other schools in the district, I assume we will be incorporating that into this process.

1501
01:58:20,360 --> 01:58:21,180
Correct?

1502
01:58:21,180 --> 01:58:21,640
That's correct.

1503
01:58:21,920 --> 01:58:22,480
That's correct.

1504
01:58:22,760 --> 01:58:26,240
We want to have some similar to the way the ATL was planned.

1505
01:58:26,500 --> 01:58:26,700
Right.

1506
01:58:26,780 --> 01:58:29,880
We want to make that decision early enough so that we

1507
01:58:32,570 --> 01:58:35,170
process and have a protocol so that

1508
01:58:35,170 --> 01:58:40,190
the decisions that are made, but there are sound decisions that are going to result

1509
01:58:40,190 --> 01:58:41,090
in a strong program.

1510
01:58:45,320 --> 01:58:46,260
But Mr. Plattons.

1511
01:58:46,820 --> 01:58:53,000
So I just, based on what was being presented back to Roger as well, particularly Tyler

1512
01:58:53,000 --> 01:58:53,180
Department.

1513
01:58:53,180 --> 01:58:58,080
Park. Um, I know that I've seen it somewhere in here. I know we talk about the same college

1514
01:58:58,080 --> 01:59:03,620
partner and working with development that's going on there, but it's not mistaken. Um,

1515
01:59:04,280 --> 01:59:09,300
Tablet of Park is identified as a site that is a part of that redevelopment as a whole.

1516
01:59:09,400 --> 01:59:14,360
So at some point in time that school's going to come off line or need to come off line,

1517
01:59:14,540 --> 01:59:19,320
I guess, at some point. That is true. There was a request. Let me make that very clear.

1518
01:59:19,320 --> 01:59:25,080
a request from the city manager for us to vacate the building on the fall of 2023.

1519
01:59:26,800 --> 01:59:31,420
So based on that request, I guess for that, the whole thing, regardless of

1520
01:59:31,420 --> 01:59:35,000
whatever the political spectrum you are supporting, the same false pardon or not,

1521
01:59:35,320 --> 01:59:39,980
we've gotten an official request from the city manager about that particular

1522
01:59:39,980 --> 01:59:45,700
site. The plan that you're presenting here today gives us an option for those

1523
01:59:45,700 --> 01:59:51,580
particular students that are in that site to be able to create something dynamic new and

1524
01:59:51,580 --> 01:59:56,460
be able to appropriately move them into a facility, I'm not mistaken. I guess it wasn't

1525
01:59:56,460 --> 01:59:58,720
90s when Rockland was built.

1526
02:00:02,440 --> 02:00:19,860
I think it was right around the same time I'll ignore you 1994 and the Norview middle school and so forth. So when I looked at that particular one, we have a plan. I mean, well, you all presented as a plan here for that particular site.

1527
02:00:21,220 --> 02:00:25,220
Looking at, you know, that's pretty old school there, but being able to come up with.

1528
02:00:26,420 --> 02:00:29,360
Oh, it's not on, oh, sorry, no, it was on the corner.

1529
02:00:29,920 --> 02:00:30,320
Sorry.

1530
02:00:31,220 --> 02:00:33,000
Now repeat everything you already said.

1531
02:00:33,780 --> 02:00:35,040
I will not do that again.

1532
02:00:36,060 --> 02:00:36,680
We got it.

1533
02:00:37,040 --> 02:00:37,820
We got it.

1534
02:00:38,300 --> 02:00:41,160
So I just, my thing is, is that looking at this here

1535
02:00:41,160 --> 02:00:43,260
and looking at the timeline, that really that's

1536
02:00:43,260 --> 02:00:44,160
where I kind of go back here.

1537
02:00:44,840 --> 02:00:47,280
We have a request for an earlier timeline

1538
02:00:47,280 --> 02:00:49,680
to give you appropriate amount of time, at least for a year,

1539
02:00:49,920 --> 02:00:53,020
to plan, to have some additional conversation.

1540
02:00:53,540 --> 02:00:54,700
Because if I'm not mistaken, you also

1541
02:00:54,700 --> 02:01:00,860
did that with Lake Taylor School. You allowed the community to come up, to talk about it,

1542
02:01:00,860 --> 02:01:05,180
to be involved. And I think that that's an important piece and we kind of put that theme

1543
02:01:05,180 --> 02:01:10,400
out here that we want community engagement in it. And so essentially we got a decision

1544
02:01:10,400 --> 02:01:13,980
either we add it into if we go with the March timeframe, right? Is that what I'm

1545
02:01:13,980 --> 02:01:18,480
saying? That gives you an additional year to kind of do that development of what it

1546
02:01:18,480 --> 02:01:22,180
looks like. It's not necessarily saying that we are committed to with the last

1547
02:01:22,180 --> 02:01:25,800
because I'm quite sure you're going to have to come back and tell us what the plan is but it's

1548
02:01:25,800 --> 02:01:30,600
just saying that we're giving as a board green light to go ahead and continue to explore this

1549
02:01:30,600 --> 02:01:35,180
and come back right because we need time to plan so you can have the appropriate time for plan

1550
02:01:35,180 --> 02:01:39,120
okay I just wanted to be clear on what the request when we say March yet because it's

1551
02:01:39,120 --> 02:01:43,560
right here we're here February we're saying March what is that year-long planning really

1552
02:01:43,560 --> 02:01:47,840
look like and that includes more time to develop with the academic program will be and to do

1553
02:01:47,840 --> 02:01:48,960
the engagement piece.

1554
02:01:58,420 --> 02:02:02,620
All right, thank you. Go ahead, Ms. Bacina and then Mr. Jordan.

1555
02:02:03,340 --> 02:02:08,280
Yeah, so I appreciate it and I have that with the big asterisks in my notes here

1556
02:02:08,280 --> 02:02:15,120
to come back to. So I'm thankful that you raised that question because I want to

1557
02:02:15,120 --> 02:02:22,480
piggyback on that. So I have a concern that I want to be sure that we are

1558
02:02:22,480 --> 02:02:30,400
doing and planning appropriately and not just because the city says you know and

1559
02:02:30,400 --> 02:02:35,220
so I just want to be clear that you know it's a request but that if we need more

1560
02:02:35,220 --> 02:02:41,800
time especially to do due diligence to the families in the St. Paul's

1561
02:02:41,800 --> 02:02:45,320
quadrant families that may want to come come back to the St. Paul's quadrant

1562
02:02:45,320 --> 02:02:52,760
you know that we are we are working on our timeline right and not the city's

1563
02:02:52,760 --> 02:02:58,640
timeline of when they say you know that we've got to move or we've got to do x y

1564
02:02:58,640 --> 02:03:05,520
and z that we are putting the children first and we're very sensitive to that

1565
02:03:05,520 --> 02:03:09,340
and this is the scene you need to know that we're very very sensitive to that

1566
02:03:09,340 --> 02:03:13,000
and what the families are going through and as we've been watching the

1567
02:03:13,000 --> 02:03:21,000
I think the projection for next year is for typewater part to have around 153 kids, right, Rick?

1568
02:03:21,800 --> 02:03:23,190
I think it's around 153.

1569
02:03:24,040 --> 02:03:29,220
Maybe three classes at third, three at fifth, and two at sixth.

1570
02:03:29,400 --> 02:03:31,020
And I'm sorry, fourth, I believe.

1571
02:03:31,520 --> 02:03:35,380
And so the enrollment is continuing to decline.

1572
02:03:36,340 --> 02:03:39,480
Certainly, you know, of all of the flooding issues we have,

1573
02:03:39,480 --> 02:03:46,660
We would not recommend any facility to you that was not a trade-up and Ruffner is

1574
02:03:46,660 --> 02:03:54,080
from Tidewater Park. There are a variety of issues with that facility and so we

1575
02:03:54,080 --> 02:03:59,080
have been very thoughtful about that and very thoughtful about making sure we're

1576
02:03:59,080 --> 02:04:04,200
taking care of our families at the end of the day first and foremost. So yes,

1577
02:04:04,680 --> 02:04:08,800
so we don't feel like we're being put out and I've made that very clear to

1578
02:04:08,800 --> 02:04:15,040
my team. When the request was made, certainly we started thinking about, you know, what can

1579
02:04:15,040 --> 02:04:21,240
we do to ensure better outcomes, academic outcomes for our kids and what that could look like.

1580
02:04:21,580 --> 02:04:27,320
So I don't feel any pressure from the city to vacate. I just know at some point, you

1581
02:04:27,320 --> 02:04:30,840
know, we can't have three kids in that building. I mean, we're going to have to do something.

1582
02:04:31,080 --> 02:04:34,000
And so we're trying to be as proactive as possible.

1583
02:04:36,580 --> 02:04:37,640
Go ahead, Mr. Jordan.

1584
02:04:37,920 --> 02:04:41,160
I'm glad the request from the city came up because that was another question I had.

1585
02:04:41,260 --> 02:04:43,080
When did the city managers send that?

1586
02:04:43,680 --> 02:04:46,240
That's been, what, over a year ago, maybe?

1587
02:04:46,460 --> 02:04:47,460
Oh, yeah, because I've been...

1588
02:04:47,460 --> 02:04:48,840
It's been a minute. It's been a while.

1589
02:04:49,440 --> 02:04:50,080
Yeah, because I've been...

1590
02:04:50,080 --> 02:04:51,120
It's been over a year ago.

1591
02:04:51,260 --> 02:04:56,180
Yeah, I had asked about it before, and so can the board get a copy of the request, please?

1592
02:04:57,360 --> 02:05:01,060
There was a letter addressed to me, but I'm happy to share it if I need to.

1593
02:05:01,060 --> 02:05:06,580
Yeah, he may not real. I mean, the board makes the decision in terms of closing the schools and

1594
02:05:07,480 --> 02:05:12,740
he's like a copy of the letter of the requesting. Yes. Yeah. Yeah.

1595
02:05:13,000 --> 02:05:19,180
I'll go through my files and dig it out and send it to you. And part of that context is so

1596
02:05:20,860 --> 02:05:31,880
You know, the city entered into a settlement agreement with residents related to the St.

1597
02:05:32,020 --> 02:05:33,720
Paul's development area.

1598
02:05:34,940 --> 02:05:49,160
The Choice Neighborhood Implementation Grant identifies the school system as the lead

1599
02:05:49,160 --> 02:05:58,180
around its use of ARP funds and there's this discussion going on about moving

1600
02:05:58,180 --> 02:06:05,720
the historic Huntin' YMCA to the Tyler to Park Elementary School site, which I

1601
02:06:05,720 --> 02:06:12,720
think I brought up previously. So there's a lot of moving pieces and we

1602
02:06:12,720 --> 02:06:18,840
just haven't gotten an update from the city to the board in terms of where we

1603
02:06:18,840 --> 02:06:25,320
This was, you know, one of the reasons why I thought it was important for us to keep the

1604
02:06:25,320 --> 02:06:30,320
whole St. Paul's area as part of our update schedule as a board.

1605
02:06:31,540 --> 02:06:40,740
So I think the March 16 public hearing is on the Refterner piece is way too soon.

1606
02:06:42,020 --> 02:06:47,980
The Easton piece, I think we have had community conversations and talked about that for

1607
02:06:47,980 --> 02:06:49,900
for a while, so the Eastern Fair lawn piece,

1608
02:06:50,780 --> 02:06:53,440
I don't think would be as much of a surprise

1609
02:06:53,440 --> 02:06:55,760
to the community than the Reffner piece.

1610
02:06:56,620 --> 02:07:01,480
We also have budget development going on at the same time,

1611
02:07:01,640 --> 02:07:04,000
budget public hearings that we have in that same timeframe.

1612
02:07:05,520 --> 02:07:09,380
And this is just one work session that we've had.

1613
02:07:10,000 --> 02:07:13,940
And so I think trying to push the Reffner piece

1614
02:07:13,940 --> 02:07:19,040
on to the public hearing on the 16th is just too early.

1615
02:07:21,560 --> 02:07:25,880
Also, the city, you know, as part of the Refner piece,

1616
02:07:25,980 --> 02:07:27,480
there have been a variety of conversations

1617
02:07:27,480 --> 02:07:28,920
that have been city-led.

1618
02:07:30,800 --> 02:07:32,640
At one time, they were having conversations

1619
02:07:32,640 --> 02:07:36,560
with purpose-built communities about coming in

1620
02:07:36,560 --> 02:07:37,620
and doing something with the school.

1621
02:07:37,720 --> 02:07:40,800
It sounded very similar to what Dr. Gibson was describing.

1622
02:07:40,800 --> 02:07:46,880
Then there's been conversations about changing Ruffner to a charter school.

1623
02:07:47,100 --> 02:07:48,620
There's been conversations there.

1624
02:07:48,820 --> 02:07:55,420
There's conversations with the new E3 school being involved in the area.

1625
02:07:55,560 --> 02:08:01,400
So it's a lot of conversations that have been having amongst around community stakeholders.

1626
02:08:02,960 --> 02:08:13,500
but just not sure where that is and I think it's important that that be be

1627
02:08:13,500 --> 02:08:20,100
clear and we understand that process and are truly at the table as active

1628
02:08:20,100 --> 02:08:28,480
stakeholders. On the Lindenwood piece I still have some concerns about the

1629
02:08:28,480 --> 02:08:33,600
the Lindenwood piece beyond attendance zones, but just, you know,

1630
02:08:35,800 --> 02:08:38,860
some years ago we moved

1631
02:08:38,860 --> 02:08:46,440
the CSEP program into the old Richard Bowling Elementary School, and promises were made

1632
02:08:46,440 --> 02:08:51,180
that that would be addressed in a short timeframe, whatever it is, four years later,

1633
02:08:51,300 --> 02:08:56,560
five years later, and no action has occurred there.

1634
02:08:56,560 --> 02:09:07,100
we talk about action and the importance of that action or inaction is that having

1635
02:09:07,100 --> 02:09:16,400
at that time having the Richard Bowling school continue to be utilized it had

1636
02:09:16,400 --> 02:09:24,480
impact on the continuation of the Broad Creek redevelopment and the drives

1637
02:09:24,480 --> 02:09:33,920
towards being a more mixed income community with increased home ownership.

1638
02:09:35,220 --> 02:09:39,380
So in Lindenwood, there were also discussions at one point.

1639
02:09:39,500 --> 02:09:42,760
I don't know where they are today, but this is why I think we need to have them.

1640
02:09:43,660 --> 02:09:47,960
There have been conversations of that beautiful waterfront that you're talking about,

1641
02:09:47,960 --> 02:10:00,120
being an opportunity for Lindenwood to also benefit from new residential development as well.

1642
02:10:01,120 --> 02:10:09,000
So, you know, so in one sense we talk about the impact of redevelopment and how it impacts schools.

1643
02:10:09,980 --> 02:10:19,040
and so systemically what tends to occur is we will be very intentional about these

1644
02:10:19,040 --> 02:10:30,020
efforts going back to Ms. Camps's point west of Toddwood Drive. So you know in

1645
02:10:30,020 --> 02:10:34,540
the north side of the city the residents at the north side and the

1646
02:10:34,540 --> 02:10:38,080
leadership there had to fight tremendously

1647
02:10:38,580 --> 02:10:41,520
so that they could see opportunities like East Beach

1648
02:10:41,520 --> 02:10:43,620
and some of the development that's happened there.

1649
02:10:43,800 --> 02:10:45,900
I mean, it was a big issue.

1650
02:10:46,880 --> 02:10:47,980
I'm glad they won.

1651
02:10:48,340 --> 02:10:49,360
And there's been a lot of success

1652
02:10:49,360 --> 02:10:51,660
that we've seen happen in the North end of the city.

1653
02:10:52,640 --> 02:10:55,440
The West end of the city, as Ms. Kampson mentioned earlier,

1654
02:10:55,580 --> 02:10:58,640
always has been protected and still is protected today.

1655
02:11:00,000 --> 02:11:10,380
The east side, south side typically just gets ignored and run over, and then the east side, similarly.

1656
02:11:11,400 --> 02:11:24,840
So I think that we deserve a much more focused and intentional effort when it comes to the Refna piece, the St. Paul's piece.

1657
02:11:24,840 --> 02:11:32,400
there are other pieces in the choice neighborhood plan that also talked about Booker T. So, you

1658
02:11:32,400 --> 02:11:38,680
know, if we're going to do this, then I think that the east side of the city, I represent

1659
02:11:38,680 --> 02:11:50,560
Ward 7, this is Ward 7, is deserving of intentional focused strategic housing and neighborhood

1660
02:11:50,560 --> 02:11:56,700
and schools development, just as we do in other parts of the city.

1661
02:11:57,040 --> 02:12:02,740
And I think just putting something on the agenda for March 16th,

1662
02:12:03,440 --> 02:12:09,020
and, you know, I appreciated the presentation that Dr. Gibson gave,

1663
02:12:09,300 --> 02:12:12,980
but I think we deserve, this is not towards her,

1664
02:12:13,020 --> 02:12:16,760
I'm just saying generally, that we deserve much more engagement

1665
02:12:16,760 --> 02:12:22,400
engagement and intentionality around that. And March 16th in the middle of winter

1666
02:12:22,400 --> 02:12:26,940
in the middle of the ongoing pandemic for community that has been

1667
02:12:28,040 --> 02:12:32,840
disproportionately impacted. Um, I think we need more time than this quick

1668
02:12:32,840 --> 02:12:36,400
turnaround that we're just seeing for the first time. So that's that's my

1669
02:12:36,400 --> 02:12:36,960
input on that.

1670
02:12:37,580 --> 02:12:38,660
Go ahead, Miss Kampson.

1671
02:12:39,920 --> 02:12:46,620
The clock is tick tick ticking on the lives of the children that we have

1672
02:12:46,620 --> 02:12:53,920
under our care. Now, today. Not five years from now when this neighborhood might be built.

1673
02:12:54,280 --> 02:12:58,340
Or ten years from now when this might happen. We need to do something.

1674
02:12:59,380 --> 02:13:02,120
I'm going to have to back up. I can't.

1675
02:13:02,120 --> 02:13:03,240
Take your mic with you.

1676
02:13:10,700 --> 02:13:17,820
It's time for us to start focusing on the children we have now, not what might happen

1677
02:13:18,480 --> 02:13:20,540
years and years and years down the road.

1678
02:13:20,960 --> 02:13:28,100
It's time for our children not to be in dangerous, un-maintained school buildings.

1679
02:13:28,100 --> 02:13:38,320
It's time for our children not to be in a tiny little school that's withering away when they could be in a big, vibrant school with other children doing things.

1680
02:13:38,740 --> 02:13:41,080
It is time for us to act.

1681
02:13:41,580 --> 02:13:48,820
There becomes a time when leadership fails because of lack of action.

1682
02:13:49,480 --> 02:13:56,440
We were elected to be leaders, not people standing around and talking all the time.

1683
02:13:56,440 --> 02:14:03,300
It is time. This isn't something that the gentleman just brought in today that we've never seen before.

1684
02:14:03,720 --> 02:14:06,020
We've been looking at it for the last few years.

1685
02:14:06,820 --> 02:14:13,240
And here we still sit, and here our children still sit with no forward movement.

1686
02:14:13,900 --> 02:14:21,940
So I strongly urge the board to move ahead as has been requested by our superintendent and her staff,

1687
02:14:21,940 --> 02:14:27,620
certainly by parents who are tired of seeing their kids left behind.

1688
02:14:28,020 --> 02:14:30,740
They're tired of walking into old crumbling schools.

1689
02:14:31,540 --> 02:14:32,520
This is a start.

1690
02:14:33,560 --> 02:14:39,080
It takes eight decades to get through all the schools at the rate we have to go, but we don't have the funds.

1691
02:14:39,340 --> 02:14:48,340
But for what we have the funds for and the opportunity we have now to make the lives and the safety and the education of the children that this is focusing on,

1692
02:14:48,720 --> 02:14:51,260
and we're all focused, we know what we're focusing on here.

1693
02:14:51,260 --> 02:14:57,280
We've talked about it for the last few years, so I strongly urge everyone to less take

1694
02:15:00,000 --> 02:15:06,880
Make a decision. Failure to make decisions is the death of leadership. Thanks.

1695
02:15:08,020 --> 02:15:18,100
So is this the, thank you both for your comments. So at this point we're landing on this slide

1696
02:15:18,100 --> 02:15:27,840
here. Is this where we, these are the recommendations here? So as we go through each of them and talk about each recommendation

1697
02:15:28,440 --> 02:15:35,040
on where we stand on this, I just want to take a litmus test to where are you, like where are we now?

1698
02:15:37,840 --> 02:15:38,820
Is that what you need?

1699
02:15:39,300 --> 02:15:48,240
Well, again, we would like to have a public hearing, I believe it's March the 2nd,

1700
02:15:48,240 --> 02:15:54,160
have a public hearing around moving the preschool program at Easton the Fairline,

1701
02:15:54,160 --> 02:15:57,900
Moving the Secondary Alternative Education Program from Madison to

1702
02:15:57,900 --> 02:16:02,700
Lendison, Lendemwood, rezoning Lendemwood's children to W.H. Taylor and

1703
02:16:02,700 --> 02:16:08,800
Willard, repurposing Ruffner to a 3-8 school with choice seats. And I don't

1704
02:16:08,800 --> 02:16:13,760
know if you need to vote on the additional pre-K classes that I don't

1705
02:16:13,760 --> 02:16:19,820
think you need to do that at Monroe. But that is what we're asking to do to

1706
02:16:19,820 --> 02:16:26,380
hold the public here on the second with a vote from the board on March the 16th.

1707
02:16:27,200 --> 02:16:32,140
And so, you know, Mr. Jordan, to his point about being in the middle of a

1708
02:16:32,140 --> 02:16:38,120
pandemic, I appreciate that. But because of that and everything else that we

1709
02:16:38,120 --> 02:16:43,000
have on our plates in terms of doing first and foremost what we need to

1710
02:16:43,000 --> 02:16:47,240
do for our children, which is improving their academic outcomes and our focus

1711
02:16:47,240 --> 02:16:52,640
on that these other things would have to get done to and we would have to have

1712
02:16:52,640 --> 02:16:58,840
time to do them. These things cannot happen overnight and if the board chooses

1713
02:16:58,840 --> 02:17:03,940
not to move forward with this then we're going to have to not move for it next

1714
02:17:03,940 --> 02:17:07,040
year. We're going to have to come up with another plan because again this is

1715
02:17:07,040 --> 02:17:10,520
a lot during the middle of a pandemic to get all of these things

1716
02:17:10,520 --> 02:17:16,260
accomplished on top of the our main thing which is improving our academic

1717
02:17:16,260 --> 02:17:20,740
outcomes for our students. We believe that we can do it otherwise I would not

1718
02:17:20,740 --> 02:17:25,020
make the recommendation but we have to have the time to get all of this

1719
02:17:25,020 --> 02:17:29,520
accomplished and we and if the board would like us to move forward we need to

1720
02:17:29,520 --> 02:17:34,580
know in March because if we don't know at that point it's going to be nearly

1721
02:17:34,580 --> 02:17:38,760
impossible to to move some of these things forward. Okay thank you Dr.

1722
02:17:38,820 --> 02:17:43,980
I will point out under this is just yeah you have the dates right under

1723
02:17:45,480 --> 02:17:51,240
under Lindenwood, Step 2 and 3, but the box is colored in February and March.

1724
02:17:51,240 --> 02:17:56,240
I noticed that as I was speaking. That is my error, my apologies for that.

1725
02:17:56,940 --> 02:18:02,300
It's the idea to have it all in the same, the 16th, it's not voting on the 16th,

1726
02:18:02,320 --> 02:18:05,860
which is also the 7th. I can't bend the space-time continuum.

1727
02:18:07,160 --> 02:18:12,700
And to speak on the rougher part as well, just to clarify the point as Dr. Gibson was bringing up,

1728
02:18:12,700 --> 02:18:21,540
looking for direction from the board to proceed with the planning to come to a full public hearing in the fall

1729
02:18:21,540 --> 02:18:26,620
and back to the board with the ability to have some more detail.

1730
02:18:27,200 --> 02:18:32,820
But to do engagement along the way per what she said there to get ready.

1731
02:18:33,040 --> 02:18:35,260
So that was part of the timing there.

1732
02:18:35,900 --> 02:18:40,320
We need direction on that one to get prepared for that deeper dive.

1733
02:18:40,320 --> 02:18:44,980
And while doing that engagement to a lot of the discussion here, especially it's brought

1734
02:18:44,980 --> 02:18:51,820
up by Mr. Jordan, is to be as intentional as possible, as I guess intentional as practical

1735
02:18:52,520 --> 02:18:57,760
with making sure that we get the parents of those children who, you know, were trying

1736
02:18:57,760 --> 02:19:06,860
to help involved in the process and obviously getting a larger sample size of the population.

1737
02:19:08,100 --> 02:19:10,820
Ms. Dr. Gabriel, I know you had your hand up. Go ahead.

1738
02:19:11,440 --> 02:19:18,780
So, I am in complete support of the four schools that we are still being asked to rebuild completely.

1739
02:19:19,060 --> 02:19:24,020
That would be Moray High School, Granby Elementary, Jay Cox, and Norvey Elementary.

1740
02:19:24,800 --> 02:19:34,260
And I am in support of having the set recommendations as presented by Dr. Birdsong and Cooperative Strategies

1741
02:19:34,260 --> 02:19:42,700
for the agenda in March and again just to say if we could just add on any

1742
02:19:43,360 --> 02:19:48,780
additional support to Willard, I would appreciate that.

1743
02:19:49,080 --> 02:19:49,420
Noted.

1744
02:19:51,020 --> 02:19:54,220
Okay, thank you Dr. Gabriel. Let's just go around the table.

1745
02:19:54,380 --> 02:19:55,140
Dr. Rouson,

1746
02:19:58,950 --> 02:20:02,870
where are you with this plan? Do you support it?

1747
02:20:02,870 --> 02:20:13,670
also the okay any comments I understand right now the big picture and I think

1748
02:20:13,670 --> 02:20:17,770
that's what that's how I'm seeing it because I think specific because I had

1749
02:20:17,770 --> 02:20:24,310
mentioned specific ideas gory details I think that can be figured out later

1750
02:20:24,310 --> 02:20:28,350
but the last conversation right but yeah but but I see the big yes I'm in

1751
02:20:28,350 --> 02:20:32,450
figure okay and then the rebuilds of Maury High School Grammy elementary

1752
02:20:32,450 --> 02:20:39,550
Northview, elementary and Jacob elementary. I'm in favor. Okay. Thank you. Go ahead Mr. Cleen.

1753
02:20:43,130 --> 02:20:43,790
Pop again.

1754
02:20:45,810 --> 02:20:52,450
Yes, I'm in favor. The same support and that I gave back when we took a vote on

1755
02:20:52,450 --> 02:20:58,390
back in July. And I agree with Ms. Kampson. You know, I've said it before we've got to

1756
02:20:58,390 --> 02:21:02,230
be able to walk and chew gum at the same time. We've got to take care of the things

1757
02:21:02,230 --> 02:21:06,470
that are immediate as well as projecting for what we need to do long range and I

1758
02:21:06,470 --> 02:21:12,030
agree with Dr. Bouson in respect that this is high level but as a board and

1759
02:21:12,030 --> 02:21:15,470
our superintendent is asking us here her staff if you give us the amount of time

1760
02:21:15,470 --> 02:21:18,650
that we need we can come back with the plan and we continue that

1761
02:21:18,650 --> 02:21:22,870
conversation and what I really like about this here is that you're giving

1762
02:21:22,870 --> 02:21:26,230
us a timeline with measurable dates which I think it's been brought up

1763
02:21:26,230 --> 02:21:29,830
several times amongst many members of this board when we're going to talk

1764
02:21:29,830 --> 02:21:34,430
about specific things, more we're going to take action and show our appreciate that because

1765
02:21:34,430 --> 02:21:38,870
that allows us to plan to have these intentional conversations from a board level, but as well

1766
02:21:38,870 --> 02:21:44,090
as to ensure that we have the necessary public engagement and that our staff knows what we

1767
02:21:44,090 --> 02:21:47,010
need in order to take next steps.

1768
02:21:47,130 --> 02:21:52,350
And so I'm in support of this and moving it forward to our official agenda.

1769
02:21:53,150 --> 02:21:54,110
Thank you, Mr. Fenton.

1770
02:21:55,130 --> 02:21:56,610
Anything else to add, Ms. Kampson?

1771
02:21:56,790 --> 02:21:57,410
We've heard from you.

1772
02:21:57,410 --> 02:21:59,930
I've always wanted to add that I was a bit of a mad today.

1773
02:22:00,050 --> 02:22:02,710
I'm just strongly supportive for our children

1774
02:22:03,150 --> 02:22:05,470
that are in our schools today, thank you.

1775
02:22:05,590 --> 02:22:07,090
Thank you, Ms. Visine.

1776
02:22:08,430 --> 02:22:09,590
Thank you, Dr. Martin.

1777
02:22:10,270 --> 02:22:11,830
First, before I share,

1778
02:22:12,290 --> 02:22:16,030
I do appreciate all of the data points

1779
02:22:16,030 --> 02:22:17,090
that were provided today.

1780
02:22:17,290 --> 02:22:20,590
I appreciate the conversation that we've all had

1781
02:22:22,790 --> 02:22:27,390
and around our overarching goal of trying

1782
02:22:27,410 --> 02:22:35,150
to create more socioeconomically diverse schools, more so than I think we have in a long time.

1783
02:22:35,350 --> 02:22:36,990
So I do appreciate that.

1784
02:22:37,550 --> 02:22:42,690
I do remain concerned for the reasons that I've already discussed, you know, that having

1785
02:22:43,390 --> 02:22:49,070
a better overview of some of our other programs as we talk about these programs, I do think

1786
02:22:49,070 --> 02:22:54,670
it's very important even as we talk about equity, I think we need to talk about equity

1787
02:22:54,670 --> 02:23:00,030
in our discussion around around this and I know some of these things have been proposed to us

1788
02:23:00,570 --> 02:23:06,550
for a long time but I don't believe that the community has been aware of all of these potential

1789
02:23:06,550 --> 02:23:12,810
decisions and as we've stated already we've been in the midst of a pandemic we've been in the

1790
02:23:12,810 --> 02:23:17,550
midst of a lot of things where families have had higher priority concerns

1791
02:23:20,110 --> 02:23:22,950
then some of the discussions we've been having,

1792
02:23:24,110 --> 02:23:26,990
and I think that it's unrealistic

1793
02:23:27,570 --> 02:23:29,930
to have a public hearing one week

1794
02:23:29,930 --> 02:23:32,750
and then a vote in two weeks after that,

1795
02:23:33,370 --> 02:23:35,590
especially when we are in the midst of

1796
02:23:35,590 --> 02:23:37,370
we're gonna be having a budget hearing,

1797
02:23:37,550 --> 02:23:39,150
we're gonna be having budget discussions,

1798
02:23:39,970 --> 02:23:42,750
we're going, there's just a lot going on

1799
02:23:43,210 --> 02:23:45,570
and it feels like, and I'm just saying

1800
02:23:45,570 --> 02:23:51,430
this is not a criticism but it feels like these are just check boxes at this point.

1801
02:23:52,330 --> 02:23:57,250
We've heard from community members what has happened when they have felt like we have

1802
02:23:57,250 --> 02:23:59,270
rushed through with our decision making process.

1803
02:24:00,210 --> 02:24:04,310
I think we've heard a lot from community members at South Side STEM Academy what has happened,

1804
02:24:04,430 --> 02:24:12,370
how they have felt about the programming at the school and their perceived,

1805
02:24:15,390 --> 02:24:15,390
you

1806
02:24:15,390 --> 02:24:24,350
So I think we need to be even more diligent in the opportunities that we provide the community to share their thoughts and feedback.

1807
02:24:26,070 --> 02:24:37,610
And I frankly don't think that what we have put forward is realistic and and allows for genuine community engagement.

1808
02:24:39,090 --> 02:24:46,630
So, I would like to see more time being had, more community conversations, like we have

1809
02:24:46,630 --> 02:24:52,430
had with other programs and other schools that we've had developed over the last few years.

1810
02:24:53,290 --> 02:24:58,390
I think it's fair to ask for, you know, other than a public hearing, other ways that we

1811
02:24:58,390 --> 02:25:00,510
can reach out to the community and get them involved.

1812
02:25:00,910 --> 02:25:01,550
I think that's fair.

1813
02:25:01,670 --> 02:25:06,170
And we have a plan for that, Dr. Gibson just didn't get those where the details

1814
02:25:06,170 --> 02:25:10,990
that weren't shared, but we've talked about building level engagement and how to more effectively

1815
02:25:10,990 --> 02:25:18,830
engage our parents at the school sites. So we've discussed it at that admin level. So

1816
02:25:18,830 --> 02:25:24,650
we know just having a public hearing. So we just want to check the box. We are actually trying

1817
02:25:24,650 --> 02:25:30,150
to engage our parents. Yeah. Um, but I'm just saying like we can, if we could have that shared

1818
02:25:30,150 --> 02:25:35,010
with the board, that'd be great. Go ahead, Ms. Visine and then Mr. Jordan. Well, and I would

1819
02:25:35,010 --> 02:25:41,910
also like to have board opportunity to receive that feedback and have discussion about what

1820
02:25:41,910 --> 02:25:51,990
it is we're hearing. So that piece may be lost in the current timeline. So that concerns

1821
02:25:51,990 --> 02:25:59,450
me. I think there's definitely a lot of excitement, a lot of great potential that I see with

1822
02:25:59,450 --> 02:26:06,710
this plan so I'm not saying that that isn't there, but I want us to be really intentional

1823
02:26:06,710 --> 02:26:17,430
about the engagement around it and really planning for it appropriately. I'll leave that. Thank

1824
02:26:17,430 --> 02:26:17,610
you.

1825
02:26:18,190 --> 02:26:22,310
And I can assume that teachers are involved in the planning also, of course.

1826
02:26:23,810 --> 02:26:24,910
That is a part of the process.

1827
02:26:25,190 --> 02:26:27,030
That teachers are involved in some of this looking at, okay.

1828
02:26:27,310 --> 02:26:27,770
Absolutely.

1829
02:26:27,770 --> 02:26:31,430
I'm on with the building administration. Okay. Yes.

1830
02:26:33,810 --> 02:26:39,370
Mr. Jordan, I just first I have a question.

1831
02:26:39,730 --> 02:26:49,010
What does the law say about the notices that the school board has to place for the public

1832
02:26:49,010 --> 02:26:54,550
when it comes to public hearings dealing with 10 days in advance? I'm sorry. 10 days

1833
02:26:54,550 --> 02:27:00,590
in advance it must be published. For which one? Public hearings. Even dealing with attendance

1834
02:27:00,590 --> 02:27:06,510
zones and school closures? To my knowledge. I mean I'm not Jack Cloud but. I mean I assume

1835
02:27:06,510 --> 02:27:10,730
you all already talked about it. We did. We did discuss that. We looked at precedent

1836
02:27:10,730 --> 02:27:16,470
in terms of media release and we looked at the 10 days in advance. That was part of

1837
02:27:16,470 --> 02:27:21,370
the part of the calculation is not just the 10 days but looking at can we get advance

1838
02:27:21,370 --> 02:27:26,610
chance enough ahead of that meeting to make more press release to add that layer.

1839
02:27:27,150 --> 02:27:27,890
Thank you.

1840
02:27:30,530 --> 02:27:41,370
Again, I think that the eastern and far along pieces is appropriate for March 2nd.

1841
02:27:43,740 --> 02:27:50,660
Dr. Martin, you know, I appreciated the comments that my colleague, Ms. Kampson, made.

1842
02:27:53,360 --> 02:27:58,680
And part of the reason when we're looking at this data that enrollment is declining

1843
02:27:58,680 --> 02:28:04,320
at Tylerwood Park Elementary School is a result of redevelopment.

1844
02:28:05,400 --> 02:28:10,700
So, you know, very early in the meeting, I asked the question, can you tell us where

1845
02:28:10,700 --> 02:28:19,660
the children who live in, who used to live in Tidewater Park where they are now and I

1846
02:28:19,660 --> 02:28:21,280
didn't get that information.

1847
02:28:21,840 --> 02:28:23,460
We can tell you we're happy to do that.

1848
02:28:23,800 --> 02:28:26,980
I'm just, I'm just taking my time.

1849
02:28:28,420 --> 02:28:38,620
So the point that I was trying to make is that those students that are in Tidewater

1850
02:28:38,620 --> 02:28:44,180
part right now are likely those students who are still a part of the

1851
02:28:45,380 --> 02:28:49,760
redevelopment plan and their units haven't been phased out, but other

1852
02:28:49,760 --> 02:28:57,020
children have been relocated to other schools and at the St. Paul's Advisory

1853
02:28:57,020 --> 02:29:02,460
Committee meeting they often give reports and have a dashboard of where

1854
02:29:02,460 --> 02:29:03,820
those where those students are.

1855
02:29:07,480 --> 02:29:11,100
Earlier I passed out when Dr. Burson was asking

1856
02:29:11,100 --> 02:29:17,800
about the middle schools and how Lyndon would get there. I remember the board at

1857
02:29:17,800 --> 02:29:26,000
the time had at least two public hearings related to those changes. One was

1858
02:29:26,000 --> 02:29:31,400
at Reffner and one was at Northside and I can remember the one at Northside

1859
02:29:31,400 --> 02:29:39,540
because late Senator Yvonne Miller was there and spoke to the board and was very well attended.

1860
02:29:39,780 --> 02:29:46,200
Maybe about 3,000 folks showed up at that time and advocated for some things.

1861
02:29:46,860 --> 02:29:56,540
So these conversations, when it comes to African American children in particular,

1862
02:30:00,000 --> 02:30:09,780
Um, this is, this is how it goes. Um, and I think that in light of the anti-racism policy

1863
02:30:09,780 --> 02:30:17,540
that the board or proclamation that the board adopted in 2020, I think we should adhere to,

1864
02:30:17,720 --> 02:30:26,600
to that, to that goal. And so, um, the, I'm all for supporting planning, but I think

1865
02:30:26,600 --> 02:30:32,680
for the board to have a public hearing on the Reffner and Lindenwood piece.

1866
02:30:35,260 --> 02:30:36,380
That soon

1867
02:30:36,380 --> 02:30:44,420
is just too soon that we need to do more in terms of parental engagement. If we all were

1868
02:30:45,100 --> 02:30:51,460
running for election in November, we would do robo calls and direct mails and knocking

1869
02:30:51,460 --> 02:31:00,700
on doors. It's all kinds of things we would do if we wanted voters to vote us in. And I

1870
02:31:00,700 --> 02:31:07,300
think that we have an opportunity to be just as intentional to reach out to parents and

1871
02:31:07,300 --> 02:31:16,440
families, especially in this case, because what we're talking about is Wyndon Wood Elementary

1872
02:31:16,440 --> 02:31:20,920
Central School, which is overwhelmingly African-American.

1873
02:31:22,360 --> 02:31:26,180
We're talking about Madison, where

1874
02:31:26,180 --> 02:31:29,420
an awful data shows that African-American children

1875
02:31:29,420 --> 02:31:30,900
are disproportionately represented

1876
02:31:31,360 --> 02:31:33,020
in our alternative program.

1877
02:31:33,160 --> 02:31:35,680
So we're talking about overwhelmingly

1878
02:31:35,680 --> 02:31:36,960
African-American students.

1879
02:31:37,640 --> 02:31:41,180
We're talking about Ruffner and Todd

1880
02:31:41,180 --> 02:31:43,780
with a park, which right now are schools and neighborhoods

1881
02:31:43,780 --> 02:31:51,620
us that are overwhelmingly African American students and we are repeating the same things

1882
02:31:51,620 --> 02:32:02,320
or we are proposing to repeat in 2022 the same things that that we did that got us into the

1883
02:32:02,320 --> 02:32:09,140
situation to begin so but obviously the will of the board will be the will of the board.

1884
02:32:09,140 --> 02:32:21,800
I just think that as a board that champions the rights of all children and believes in the importance of learning from history,

1885
02:32:22,840 --> 02:32:33,400
that we should model that in our decision making now and not just follow the typical pattern of neglect,

1886
02:32:34,220 --> 02:32:43,200
deteriorate, then say we care and then make actions without considering what

1887
02:32:43,200 --> 02:32:47,800
the data tells us and what the research tells us. I just think it's too soon to

1888
02:32:47,800 --> 02:32:53,980
put all of that on that March 2nd time frame after just hearing it for the

1889
02:32:53,980 --> 02:32:59,320
first time today. So thank you. All right thank you. So I'm sorry that

1890
02:32:59,320 --> 02:33:06,040
there's disagreement but we are going to move forward and with the hearing and have the

1891
02:33:06,040 --> 02:33:06,340
vote,

1892
02:33:08,610 --> 02:33:17,690
plan to have the vote according to this timeline on March 6th, March 16th, right.

1893
02:33:19,950 --> 02:33:24,210
So we need to put this item on the, yeah,

1894
02:33:28,540 --> 02:33:34,960
the 4th, let's say, right, we'll take it

1895
02:33:34,960 --> 02:33:35,460
I'll take care of that.

1896
02:33:36,740 --> 02:33:38,600
I just made one comment back saying

1897
02:33:42,440 --> 02:33:44,400
February 16th.

1898
02:33:44,820 --> 02:33:47,240
Yes, February 16th.

1899
02:33:47,560 --> 02:33:47,960
OK.

1900
02:33:51,450 --> 02:33:52,690
Is there anything else that you need to know?

1901
02:33:52,690 --> 02:33:53,210
Oh, I'm just kidding.

1902
02:33:53,970 --> 02:33:54,410
All right.

1903
02:33:54,750 --> 02:33:58,110
Is there anything else that's here today?

1904
02:34:00,750 --> 02:34:01,370
Yeah, let me check.

1905
02:34:02,910 --> 02:34:03,450
That's it.

1906
02:34:06,350 --> 02:34:06,970
11.36.

1907
02:34:11,060 --> 02:34:11,460
OK.

1908
02:34:14,120 --> 02:34:14,680
What's that?

1909
02:34:15,240 --> 02:34:16,700
That it gives everybody their time.

1910
02:34:16,760 --> 02:34:17,240
I know.

1911
02:34:19,140 --> 02:34:26,700
I'm sure people will appreciate the weather.

1912
02:34:27,840 --> 02:34:27,960
Okay.

1913
02:34:28,300 --> 02:34:32,200
Well, thank you for your presentation and leading us through this.

1914
02:34:35,960 --> 02:34:43,780
And of course, I think the big takeaways, I mean, you know, like just to repeat myself

1915
02:34:43,780 --> 02:34:52,760
is you know really trying to continue to include a larger sample size of our city

1916
02:34:52,760 --> 02:34:56,480
in these discussions and of

1917
02:34:58,620 --> 02:35:00,840
course working with the administration and

1918
02:35:00,840 --> 02:35:09,200
getting into marketing advertising the opportunities and of course email

1919
02:35:09,200 --> 02:35:15,280
always works we have our public comment at our business meetings all of the

1920
02:35:15,280 --> 02:35:18,360
traditional ways of communicating as well.

1921
02:35:18,680 --> 02:35:18,680
So,

1922
02:35:21,740 --> 02:35:22,880
all right, everyone's waiting for me to join,

1923
02:35:23,000 --> 02:35:24,060
so I adjourn this meeting.