[0:03] and light infantry back. But

[0:04] everything changed when the

[0:07] Americans ran into the British

[0:08] granted years the American

[0:10] advance quickly became a

[0:11] retreat.

[0:11] >> This set the pattern for

[0:15] the remainder of the bat.

[0:16] Benedict Donald wanted to

[0:18] seize the day through Amir

[0:19] aggressive attack. 3 times he

[0:21] begged gates for more men. 3

[0:25] times he was refused. The

[0:26] argument broke out and Gates

[0:28] relieved Arnold of his

[0:29] command. The British won the

[0:33] day, but at a very high cost.

[0:35] We're going suffered over 600

[0:36] casualties and we're running

[0:38] out of supplies.

[0:39] >> In contrast, the American

[0:42] forces were growing stronger

[0:42] with fresh militia units

[1:07] >> Good morning, everyone. And

[1:09] welcome to the FEBRUARY 14.0

[1:11] 25 school Board of Manatee

[1:12] County. A workshop one with

[1:14] your buddy. Happy Valentine's

[1:17] Day, especially my watching

[1:20] this at home. Maybe if you if

[1:21] you and secondly, before we

[1:26] get into to message and up Dr

[1:27] Watson brought this up to me

[1:29] yesterday. And I'm glad did. I

[1:30] want to do quick moment of

[1:34] silence. This is the 7th year

[1:36] universities MAY be the wrong

[1:37] word. But of the Stoneman

[1:39] Douglas shooting down a park

[1:40] in Florida. So I just want to

[1:44] do a quick moment of silence

[1:45] for those victims down there

[1:45] and the families that are

[1:46] still struggling with that 7

[1:48] years later show join me in a

[1:49] moment of silence. First,

[2:07] minute.

[2:07] >> So

[2:08] >> good budget moving forward

[2:11] of the agenda published. Lot

[2:14] of it was just the putting it

[2:15] of the of the presentation

[2:17] today that will be going

[2:18] through for a rezoning

[2:21] discussions in the policy does

[2:23] well. So to public comment to

[2:25] get to public comments.

[2:30] Marilyn Parker. Is first and I

[2:32] think you could just probably

[2:33] going.

[2:34] >> Sit next MR. Chapman,

[2:34] right? There is fine right

[2:46] there. Been great. Good

[2:50] morning. We're going.

[2:51] >> Mary Lynn Parker, speaking

[2:53] on behalf of the League Women

[2:54] Voters to address the subject

[2:55] of school for proclamations.

[2:58] Want to be Policies that you'd

[3:01] be dealing with this morning.

[3:03] The legal issue to show our

[3:05] support support proclamations

[3:05] because proclamations advance

[3:06] the education of the entire

[3:09] community. The positive impact

[3:11] of proclamations as Mookie

[3:12] full and their reach goes

[3:13] beyond their reading at

[3:15] meetings. They're waiting

[3:16] county citizens of getting to

[3:17] the man happenings in the

[3:21] district. Firstly, the board

[3:22] can and should be proud of the

[3:25] district's accomplishments

[3:27] various areas, including

[3:27] professional development and

[3:29] the chief student success

[3:32] academics, arts and sports

[3:33] proclamations acknowledging

[3:34] principles month Technical

[3:38] Education Month. For example,

[3:39] recognize the dedication and

[3:40] countless hours work put into

[3:42] the and students and show the

[3:44] board's appreciation for the

[3:45] efforts and a more formalized

[3:51] manner purple shot the ds.

[3:52] Secondly, for proclamations

[3:54] can advance district policies

[3:56] and promote community

[3:57] engagement. For example, they

[3:58] can create momentum for

[3:58] policies that support students

[4:00] such as protections against

[4:05] being arrest. They can also

[4:06] foster be long with taxpayers,

[4:07] including who don't children

[4:09] in the school system and

[4:09] encourage community

[4:11] participation and school

[4:14] activities. Read with him. Red

[4:17] ribbon. Fittingly, 30

[4:18] proclamations from the sport

[4:22] can raise awareness, promote,

[4:23] understanding and support a

[4:25] sense of belonging month,

[4:25] faculty, staff and students,

[4:26] thereby creating optimal

[4:29] environment for learning.

[4:30] Proclamations like Holocaust

[4:31] history. We Black History

[4:35] month. Acknowledge unique

[4:38] experiences, struggles and

[4:39] contributions and break down

[4:42] barriers caused by parents.

[4:43] Need to groups such as

[4:44] students, employees with

[4:46] disabilities can be publicly

[4:46] recognized and supported by

[4:52] Ford proclamations. Each of

[4:54] these patients. Prop nations

[4:55] inform the public about past

[4:56] and current topics relevant to

[4:57] the schools, which is fully in

[4:59] keeping with the district's

[5:03] purpose. One of education. The

[5:04] league is resolutely opposed

[5:05] to a requirement of unanimity

[5:08] to approve proclamations. Such

[5:11] a requirement be a stark

[5:13] outlier and practices of

[5:15] Representative democracy and

[5:15] know what calls the local

[5:18] state or federal level is

[5:19] unanimity required, not even

[5:23] for a declaration of war. The

[5:23] league has that you consider

[5:24] there's prop decisions that

[5:26] you're discussing end. This

[5:26] district's policy.

[5:30] Additionally, thank you. Thank

[5:45] >> Well, good morning.

[5:47] Valentines Day team happy

[5:48] life. I'm Doctor Gardere area

[5:51] the chair of the Education

[5:52] Committee on the naacp. And I

[5:53] really love from the end

[5:58] stick. I don't want to

[5:58] reiterate everything. My

[6:01] colleague, Doctor Harper said,

[6:03] but the naacp wants to go on

[6:04] the record in supporting all

[6:07] the points that they MAY. And

[6:09] in encouraging you to retain

[6:12] the issue is a proclamations.

[6:15] We proclamations are a

[6:17] valuable tool, engaging the

[6:20] community in the important

[6:21] work that the school district

[6:24] does related to statues. We

[6:26] also think it's a way to

[6:28] educate the community on

[6:31] things going So we urge you to

[6:32] keep proclamations as part of

[6:32] the important work that this

[6:43] board and

[6:44] >> public comment for this

[6:49] morning. We think does you

[6:50] public comment will move to

[6:52] item number one on the agenda

[6:56] for the workshop. Is your view

[6:57] of discussion discussion

[7:00] regarding new an updated board

[7:02] policies and I'm going to

[7:06] given MR. Chapman, French up

[7:08] and then make I doing only and

[7:14] go down the line for each. Is

[7:15] question.

[7:16] >> Thank you, MR. Chair. We

[7:16] are on Tuesday. I'm a port. We

[7:20] are gets to make it easy with

[7:23] an aggravation. Questions. So

[7:27] we are underneath it. So.

[7:30] >> Thank you, MR. Chaired

[7:30] morning board as a reminder to

[7:37] you and to the public. Going

[7:38] through a review of board

[7:39] policy. Some of these are new.

[7:42] Some of these revised you as a

[7:45] board approve the

[7:45] advertisement of these

[7:48] policies on FEBRUARY 11 Board

[7:50] meeting, they'll be advertised

[7:50] for public comment for the

[7:53] next 28 days by statute and

[7:57] they'll come up for a final

[7:59] decision on the MARCH 11th

[8:02] board meeting at a public

[8:04] hearing and up to you all for

[8:07] final approval. So this is the

[8:10] workshop to work on policies

[8:13] and make any as we go through.

[8:19] So. There are 7 policy. So to

[8:21] which are bored by law. So

[8:21] we'll start with those. The

[8:26] first one is sad by law, a 0,

[8:27] 1, 4, 3.1 residents areas.

[8:30] This is a change due to an

[8:33] updated Florida statute which

[8:37] took out the number years

[8:42] where we have to make

[8:43] necessary changes boundaries

[8:46] for board member residents

[8:47] areas and added statutory

[8:48] language. So you'll see that

[8:51] in purple there is is the

[8:52] statutory language put in

[8:53] there and everything crossed

[8:55] out. So that's by law. They're

[8:58] if there's any, I issues there

[9:02] speak on Okay. Next, my is 0,

[9:07] 1, 4, 9.1 public expressions

[9:10] of members. You can see edits

[9:17] were made there and this is

[9:20] revision that you are making

[9:23] as a school you'll see the

[9:26] last revision on that page.

[9:27] It's from the last board

[9:28] meeting where that where you

[9:32] all men did this. And and at

[9:34] at that sentence there to this

[9:36] policy. So pause there for any

[9:39] it's or suggestions.

[9:41] >> Yes, we do have one this

[9:45] storm.

[9:47] >> Good morning, everyone. So

[9:49] I am opposed to making these

[9:54] changes to this policy. As

[9:55] both of the representative

[9:59] from League of Women Voters in

[10:00] the naacp presented. I fully

[10:01] agree with everything they've

[10:03] said. In addition, when you

[10:06] look at the proclamations that

[10:09] we have issued and MR. Tatum

[10:11] brought up concerns about

[10:15] getting political. We have not

[10:18] issued any political

[10:19] proclamations ever. Your

[10:20] example was a I think

[10:22] something about being in line

[10:26] with Israel at the the county

[10:28] commission. We've never done

[10:28] that isn't related to

[10:32] education. It has no permanent

[10:35] In the school district. So I

[10:36] don't see that that's ever

[10:39] been a problem. Looking at,

[10:40] for example, this month, what

[10:44] is Black History Month? Even

[10:45] our federal government are

[10:46] current administration has

[10:47] recognized that it is Black

[10:50] History Month so something

[10:54] like that is recognized

[10:55] federally. I don't see why we

[10:59] can't recognize that here

[11:00] locally. In addition, as we

[11:01] have at our last board

[11:03] meeting, we had a wonderful

[11:06] presentation from Tillman

[11:08] Elementary School with their

[11:09] video that they created in

[11:12] recognition of MISTER Tillman,

[11:16] who their school is named

[11:20] after. And we the the

[11:21] >> very large number of alumni

[11:25] come and speak to us who had

[11:25] MR. Tillman has their

[11:26] administrator and their

[11:28] memories of him. And we

[11:32] recognize him. We have 7, 7

[11:35] schools named after African

[11:37] American Education persons in

[11:37] our county her Los Hail,

[11:40] Louise are Johnson, James

[11:42] Tillman. For I'm able any.

[11:43] Lucy Williams gd Roger's

[11:44] gardens. And Barbara, a

[11:47] Harvey. And as we have in the

[11:49] last couple years, we

[11:50] recognized one of each of

[11:52] these men and women. During

[11:55] Black History Month here

[11:59] during the board meetings and

[12:00] these are wonderful

[12:01] opportunities to look at black

[12:04] history in Manatee County to

[12:06] recognize people here in our

[12:08] own county who have made

[12:09] wonderful contributions to

[12:11] education. The same can be

[12:16] said for any other. Of the

[12:18] proclamations. When you look

[12:19] at Hispanic Heritage Month, we

[12:20] have a considerable Hispanic

[12:21] population here in Manatee

[12:24] County. They bring a lot to

[12:25] our community. They are very

[12:25] important members. Our

[12:29] community. When I was teaching

[12:31] at Southeast High School, for

[12:32] example, more than 50% of the

[12:32] population there is of

[12:36] Hispanic descent. Need to

[12:37] continue to recognize that

[12:39] they exist and that they're

[12:41] important parts of our

[12:43] community. And then further,

[12:44] when you look at Holocaust

[12:49] remembrance. That was a

[12:49] massive impact or not our

[12:53] entire planet. I myself have

[12:57] taught the book night I leave

[12:57] the cell. And if you have not

[12:58] read it, I highly recommend it

[13:01] is a memoir written by

[13:02] Holocaust survivor. He's a

[13:04] winner of a Nobel Peace Prize.

[13:06] He was 14 when he was taken

[13:10] the outfits. Father were

[13:11] separated from his sisters. He

[13:14] survived. It's incredible and

[13:19] moving. Text. We need to

[13:22] continue perpetuate the

[13:23] understanding of that in our

[13:24] society there. So many people

[13:25] out there that want to pretend

[13:29] it never happened. By

[13:31] recognizing that it did happen

[13:32] by continuing to teach about

[13:33] it, which is, again, part of

[13:35] our Florida State standards,

[13:36] as well as Black History

[13:37] Month. We have

[13:38] African-American history is

[13:39] part of our Florida State

[13:42] standards. This is education

[13:42] based I myself brought in

[13:43] Holocaust survivors to speak

[13:47] to our students. These are

[13:49] very important things to me.

[13:50] And this is why I'm opposed to

[13:53] not recognizing them. We need

[13:56] to as a board recognize the

[13:57] contributions of the men and

[14:00] women here in Manatee County.

[14:01] Who MAY not normally get

[14:05] recognized. And that includes

[14:07] 2 meeting recognizing these

[14:09] proclamations and putting them

[14:09] out there for our public to

[14:13] pay attention to so that our

[14:14] people who mean normally be

[14:18] not recognized our minority.

[14:20] Students, staff citizens know

[14:23] that we know they exist.

[14:30] That's my comments. Thank you.

[14:32] I just some thoughts and

[14:33] >> So obviously this is our

[14:38] first stabbing kind of. By

[14:39] wall that we've established

[14:40] anything to do with

[14:41] proclamations. So before this,

[14:45] there was no. Guidance or

[14:47] anything like that. It was

[14:49] just for the chair was in the

[14:50] superintendent, decide where

[14:53] they do a proclamation or not.

[14:54] In my time there's been no

[14:58] proclamation not done and but

[15:01] I do believe that we need to

[15:04] have some kind of policy on

[15:08] proclamations, whether not

[15:11] good all are doing whatever we

[15:12] have to have something in

[15:13] policy. I believe says this is

[15:19] what we're doing. After our

[15:20] last board after last workshop

[15:21] where we discussed this for

[15:22] little bit. I got to think

[15:27] about. Obviously moving on to

[15:31] the next meeting in FEBRUARY

[15:34] and after discussion with with

[15:34] the superintendent, I did

[15:35] decide to do the Proclamation

[15:39] for Black History Month for

[15:40] some Number one, we didn't

[15:42] have any policy or anything to

[15:43] tell us we should or shouldn't

[15:44] Excedrin. We are in the works

[15:46] of that. This number one

[15:48] number 2. We teach it and it's

[15:49] in in our curriculum. It's a

[15:50] Florida state statute. Federal

[15:56] law said, right? And so I

[15:58] think that, well, I do agree

[15:59] with everything that MISTER

[16:02] Tatum brought up concerning.

[16:03] Let's not get this political

[16:06] have these these. Politicize

[16:09] different proclamations, etc.

[16:10] I do believe we need to have

[16:11] some kind of policy to do to

[16:15] do populations. I don't know.

[16:15] I don't think that it's

[16:18] banning all of them. I think

[16:19] that there is important ones

[16:20] to do with education that we

[16:24] should now. I'm not going I

[16:25] disagree on some point. The

[16:30] same proclamations. The way

[16:33] that we show support. And

[16:34] remember the

[16:36] >> attribute and all the

[16:37] contributions that I think

[16:38] what it's all Black History

[16:42] Month. Dating a teacher

[16:43] appreciation we could do

[16:44] presentations all day long. We

[16:45] could have we could have

[16:50] brought exactly what we did

[16:53] and honor, MR. Children

[16:55] without it having proclamation

[16:55] behind, right? We can still

[16:57] honor the people. Do those

[16:58] things without having

[16:59] important book proclamation.

[17:02] So I don't think having him

[17:04] having applause. This is no

[17:06] proclamation. It's going

[17:07] deviate, too. We don't

[17:10] celebrate teachers and teacher

[17:10] Appreciation Week ordered Farm

[17:11] City week. We don't celebrate

[17:12] the farmers and then think

[17:16] that's it would go in my

[17:19] personal opinion but I think

[17:21] there's easy fix to

[17:22] potentially this particular

[17:26] year policy in the very first

[17:29] line. If we added there.

[17:29] Verbiage of something on the

[17:35] lines that you know. Unless we

[17:39] strictly abide by the Florida

[17:39] State statute and

[17:40] instructional standard

[17:48] curriculum. We converted later

[17:48] so we are setting ourselves up

[17:51] for proclamation that pushed

[17:52] political issues, whatever

[17:54] they MAY be, there only saying

[17:58] we're going to do educational

[17:59] standards, proclamations, the

[18:01] things we teach inside of our

[18:03] schools that are in the

[18:04] Florida State standards. I

[18:12] think. Would be a pat. To kind

[18:13] of get both things right kind

[18:14] of keep it to where we want to

[18:15] keep it in this road.

[18:17] Guardrails. What we

[18:20] preparations and it's only

[18:21] toward educational standard.

[18:22] You keep everything. We've

[18:22] always kind of been doing

[18:26] anyways. Kind of that little

[18:27] route between either not doing

[18:29] it at all, doing it all. This

[18:31] is that middle ground. I

[18:33] believe that if we can get

[18:34] something in this language

[18:36] that that speaks about. Got to

[18:37] follow the Florida State

[18:39] standards. Education. Of

[18:43] course. I would be. I think

[18:48] that's a a good middle ground.

[18:49] Other that the rest of it. I

[18:54] mean. If I do. I don't see

[18:56] anything else in that policy,

[18:59] but MR. Tatum or MR. Kitty, to

[19:03] Ok, Yeah. I have the right

[19:04] completely agree with

[19:06] everything said and chatted.

[19:07] >> I think you're hitting us

[19:08] rather points too. And I'll

[19:09] just make a suggestion that

[19:11] make it start off. But I do

[19:15] want to add one piece before

[19:15] getting some suggested

[19:16] language. And that's and I

[19:17] said this on Tuesday. But I

[19:21] think if we are going to move

[19:24] to codifying this policy, we

[19:25] should include that it only

[19:28] require a board majority to

[19:29] adopt the proclamation to talk

[19:31] about a Super majority. I said

[19:33] on Tuesday, we'll say it The

[19:36] this board requires. Nothing

[19:38] requires a unanimous vote very

[19:39] few things require Super

[19:44] Majority. So I think that's I

[19:44] think it's very fair Chantal.

[19:47] The point you just made, I

[19:48] think that's very fair to keep

[19:52] it relevant to. Florida

[19:52] education standards in

[19:53] Florida. Statute to the case

[19:54] MAY be, but I would like to

[19:59] see as the ad. Maybe not

[20:01] include language that are

[20:03] super a super majority or you

[20:08] unanimous vote. But that

[20:09] because I think MR. Tatum is

[20:10] think where he's on the right

[20:13] track is that you don't want

[20:14] to create a situation where

[20:17] one. You know, board member,

[20:20] so to speak. Once the bringing

[20:20] of Prince proclamations just

[20:22] to get things in flames. And

[20:23] so I think you're definitely

[20:24] right about that. So

[20:28] therefore, I majority of 3.

[20:29] Should be enough to bring a

[20:34] proclamation. You trying to

[20:38] incorporate everybody's.

[20:39] Feelings here. So it's kind of

[20:41] going the same way you were to

[20:42] suggest maybe the school

[20:46] board, Manatee County. MAY

[20:47] consider a or adopt

[20:51] proclamations. Come a relevant

[20:52] 2, Florida education

[20:56] standards. Meetings and

[20:57] workshops supported by a board

[20:58] majority, something along

[21:01] those winds. And then also I

[21:03] would strike the second line.

[21:04] School board member MAY honor

[21:07] or commemorate individuals. I

[21:07] think that saying we already

[21:14] know that we can do And then.

[21:15] We can deliver anything later.

[21:15] We can stick to proclamations

[21:18] that for So that's occurred. A

[21:32] state. We kind of regret.

[21:33] We're going to this

[21:34] conversation. But I was hoping

[21:36] we wouldn't. Was hoping that

[21:39] we could just understand that.

[21:43] Some of these proclamations.

[21:48] Our political issues. And we

[21:51] shouldn't be doing. But we

[21:53] want to have its own. Because

[21:54] we'll have it all start up

[21:58] with. A summary of a video

[21:59] that's out there and you can

[22:00] see it. It's about a minute

[22:01] long on you, too.

[22:05] >> By Morgan Freeman, Morgan

[22:05] Freeman talking to Mike

[22:06] Wallace during a cbs

[22:09] interview. Morgan Freeman. For

[22:11] those don't know or elderly,

[22:14] black actor. Well, used to be

[22:20] on. That's on 60 Minutes. And

[22:20] the video to the video. Morgan

[22:23] Freeman says. I don't want

[22:26] Black History Month. And like

[22:31] Wallace says. Why not order

[22:32] prevents because black history

[22:33] is American history. I don't

[22:37] want just a month. For black

[22:37] history that it's part of

[22:41] American history. Which teach

[22:44] it and our best standard. So

[22:45] there's no chance that black

[22:49] history is going to be. Not

[22:50] caught or no one's not going

[22:51] to know about it. Part of our

[22:57] standards, we have to. So you

[22:57] go on in that video. It's only

[23:00] about a minute long and then.

[23:00] Mike Wallace is what are we

[23:03] going to do about racism? Not

[23:04] acknowledging minority

[23:07] students really. When I hear

[23:09] language like we have to

[23:11] acknowledge people for gender

[23:12] or their race or where that

[23:13] Hispanics are black, where

[23:17] that's contrary, everything

[23:18] United States America stands

[23:19] for. And that's the point that

[23:20] Morgan Freeman is making the

[23:22] video and the answer Mike

[23:23] Wallace Morgan Freeman gives

[23:26] Stop talking about it. I'm

[23:28] going to stop looking at you

[23:31] as a white man and I

[23:32] appreciate you stop looking at

[23:34] me as a black man. Just going

[23:36] to look at you as Mike. You're

[23:42] look at me as Morgan. That

[23:43] also goes along with what

[23:43] Martin Luther King had to say,

[23:44] that we're going to look at

[23:46] people based on the content of

[23:46] their character instead of the

[23:50] color of their skin. And

[23:52] whatever the origin was of

[23:54] Hispanic Heritage Month or

[23:55] Black Heritage Month and stuff

[23:55] like that, it's become these

[23:59] are not political issues. The

[24:00] Department of Defense recently

[24:01] just did away with all of that

[24:04] kind of stuff. And the reason

[24:05] is is because they want to go

[24:06] along with what Martin Luther

[24:08] King's that let's start

[24:09] looking each other based on

[24:10] the content of our character

[24:13] than the color people's skin.

[24:15] We can bring MR. Tillman up in

[24:18] film and family recognize them

[24:21] in APRIL MAY JUNE, JULY.

[24:21] Number it, we don't have to

[24:25] have Black Heritage Month. To

[24:26] recognize and I enjoyed the

[24:27] presentation. Great learn more

[24:35] about county history. Black

[24:36] history. Notice the people

[24:37] that are here today supporting

[24:40] walk to stream out. They are

[24:44] overtly political left-wing

[24:44] aligned organizations. The

[24:48] League of Women Voters and the

[24:48] naacp are the ones are pushing

[24:49] this. I don't see anybody else

[24:52] out there pushing it. We know

[24:56] that in the sun 3 years ago

[24:57] right now, the

[24:57] African-American history Task

[24:58] force that was being proposed

[25:01] in this county was actually a

[25:01] diversity equity inclusion

[25:06] program. Disguised as an

[25:07] African-American history

[25:09] program. If you go back and

[25:11] look at that drought, the

[25:12] words, diversity, equity,

[25:19] inclusion, word in that. Task

[25:19] force over 24 times over 2

[25:22] dozen times. That's what it

[25:23] and it's become a political

[25:28] issue. The day needs to calm

[25:30] her in our country and our

[25:32] county and our school system

[25:33] where we are not highlighting

[25:35] people based on the color of

[25:36] their skin, we'll highlight

[25:37] and then based on the content

[25:45] of their character. You know,

[25:46] the origin of the word slave

[25:48] is. The origin of the word

[25:50] slave actually comes from

[25:54] Slavic people. There were.

[25:55] Probably 2 to 3 times more

[25:59] Slavic people. That were

[26:00] enslaved by North African Arab

[26:04] taken from Europe African

[26:06] slaves then were brought to

[26:06] the United States of America

[26:07] black slaves that were brought

[26:13] the United States America.

[26:15] We're talking about

[26:16] acknowledging people for

[26:16] whatever reason and erase

[26:17] their past gender, their skin

[26:19] color, whatever. Because

[26:24] treatment, because 2 to 3 more

[26:25] time, more thoughts were taken

[26:26] as slaves and black people are

[26:27] brought to America. And that's

[26:29] the origin of that. What if

[26:31] Japanese people come to us and

[26:33] say we want to proclamation

[26:34] about the injustice that was

[26:38] done through us. During World

[26:39] War. 2, think means that we

[26:43] were put in what a jury's

[26:44] people come to us and say we

[26:45] want proclamations not only

[26:47] about the Holocaust, but just

[26:49] about the oppression that

[26:49] limit. There's group of people

[26:50] that have been oppressed

[26:51] throughout history. That's

[26:54] definitely one of them. Mike

[26:55] Wallace says in video because

[26:56] I don't want to do is history

[26:57] month either. We just want to

[26:59] start looking at each other.

[26:59] On the content of our

[27:05] character you know, if you

[27:06] think that I have some. And

[27:09] then torts. People with

[27:10] different skin color, actually

[27:14] a 10 like church. On a regular

[27:15] basis. I play drums that the

[27:17] church, I'm friends with the

[27:19] people there. And if they're

[27:20] private organizations want to

[27:21] have these Black History Month

[27:22] to celebrate them. Great. I'm

[27:25] all about that. You know, I'll

[27:26] go to that church and

[27:28] participate in that. I like to

[27:30] remind us that the 14th

[27:32] Amendment to the Constitution,

[27:32] United States of America, says

[27:35] that. We have equal protection

[27:39] under the law. As a government

[27:40] board up here highlighting

[27:41] people based on race or gender

[27:44] or ethnicity or whatever. It's

[27:45] certainly in violation of the

[27:48] spirit of that and the Civil

[27:50] Rights Act of 1964. Also says

[27:51] that the government will not

[27:52] discriminate based on race or

[27:56] gender or ethnicity. And so I

[28:00] just believe that it's Based

[28:02] on where we are right now.

[28:08] It's time for us to stop. With

[28:09] the race gender and ethnicity.

[28:10] Type of proclamations were

[28:11] essentially highlighting

[28:12] people based on their

[28:13] ethnicity or the color of

[28:14] their skin, not on the content

[28:17] of their character. Now we

[28:18] want to do proclamations

[28:21] about. I don't know, national

[28:24] reading we or, you know, I'd

[28:26] be ok with a policy that we

[28:28] can do proclamations, but

[28:28] we're not going to do any

[28:29] based on race, gender,

[28:32] ethnicity or religion. Not be

[28:33] okay with that. One of those

[28:35] kind of proclamations. But I

[28:38] just strongly believe that

[28:42] time to stop doing things

[28:43] based upon rate rate this city

[28:44] and gender are violating the

[28:46] spirit of the Constitution.

[28:47] We're certainly violating the

[28:48] spirit what I would call the

[28:51] Civil Rights And so I'd you to

[28:52] join in doing what I would

[28:54] call our moral duty, our

[28:54] constitutional duty and our

[28:55] legal duty. If we're not going

[28:59] to. Ben proclamations

[29:03] outright, which I'm not sure,

[29:05] you know, knowledge reading

[29:05] week that actually makes our

[29:09] reading scores any better. It

[29:10] just takes time up from the

[29:12] staff to But that population

[29:14] together. But if we wanted to

[29:15] proclamations like on, but I

[29:19] would suggest that we not

[29:19] entertain them based on race,

[29:23] gender, ethnicity or religion.

[29:24] It's our constitutional duty.

[29:25] It's our moral duty to look at

[29:26] people based on the content of

[29:27] our character and our legal

[29:28] duty based on the Civil Rights

[29:34] Act. You finish with a quote

[29:38] from Antonin Scalia who is,

[29:39] you know, the deceased Supreme

[29:44] justice one of his. Opinions

[29:45] that you wrote in a case about

[29:47] race, he said basically that

[29:54] for people who feel People

[29:56] have violated violate the law

[29:57] against based on their race or

[29:57] gender. Whatever the courts

[30:00] are available to them. But in

[30:01] the eyes of the American

[30:02] government, this is a quote in

[30:03] the eyes of the American

[30:04] government. There's only one

[30:05] race. And that's the race of

[30:10] the American people. So do to

[30:10] entertain the policy we wanted

[30:14] proclamations about. Reading

[30:15] out quick or something like

[30:16] that. I'm okay with that. But

[30:20] that in our policy, we say

[30:21] that we will not We're not

[30:23] proclamation based on race,

[30:24] gender this your religion. And

[30:29] that. The things that we want

[30:29] to education, we're still

[30:30] going to get done because

[30:33] there best standards. But we

[30:34] as a government board to not

[30:36] made a big knowledge people

[30:37] based on their race, their

[30:38] gender, their religion or

[30:39] their ethnicity. Thank you for

[30:41] letting me make my comments.

[30:50] As My district is probably the

[30:51] most diverse.

[30:55] >> Well, this year. First of

[30:58] all, I won't use the word ban.

[31:03] Proclamation. Just like were

[31:06] going through the whole cycle

[31:07] books. I don't like the word a

[31:12] man. It was more removed.

[31:18] Follow the law I don't like

[31:27] the term fanning proclamation.

[31:31] I think that there. Is value

[31:33] in and proclamations. But I

[31:35] think there's Des you. And

[31:39] them as well. Like I said at

[31:47] the workshop. If you start.

[31:48] With one, the next front comes

[31:48] in. The next one comes in the

[31:52] next one come. And I don't

[31:53] want anyone in this room or in

[32:03] district to take this comment.

[32:04] The money, it's mostly a

[32:07] minority group. Clock

[32:09] proclamations are centered

[32:10] around a minority group of

[32:15] people. I never hear a

[32:16] majority group of people come

[32:19] and say I want a proclamation.

[32:19] I want a proclamation the

[32:25] mission. No women, no men's.

[32:29] It's always a minority group

[32:39] of people. I think that there

[32:43] the federal government. Doing

[32:49] a specific. Timeline like the

[32:52] black history and I I know

[32:54] exactly what. If you're

[32:59] talking about, I watched that.

[33:00] It could go do some research

[33:04] and see. Doctor Ben Carson

[33:06] basically saying the same

[33:10] thing. However, there's a lot

[33:18] of people. Want stay in that.

[33:23] Category have to be recognize.

[33:25] We have to be recognized.

[33:29] Based on skin color. And I'm

[33:31] more I would rather recognize

[33:31] you for your calm, plush

[33:35] months. And what you do just

[33:39] for the community and yeah,

[33:40] I've had conversations with

[33:46] people that. Was my mind, man.

[33:51] Not comment from sand because

[33:52] I'm this color or because I

[33:59] live here. I should get. And I

[34:02] hate that mentality. Doesn't

[34:04] matter. You're rich or poor or

[34:08] the color your skin, you. Are

[34:09] in control of your own

[34:14] destiny. That's where I stand.

[34:16] Stop. I don't think you need a

[34:17] proclamation to determine your

[34:21] destiny. I think that the

[34:27] whole on. Climate. Have seen

[34:28] it on, keep passing it to

[34:30] generation, to generation, to

[34:33] generation because I'm this

[34:34] color or I'm poor. You could

[34:36] do. They want. And come up

[34:40] with the same thing. That's

[34:45] why. I'm in my Situation Day

[34:46] in my adult life is because I

[34:51] can from up because of car. My

[34:52] skin or because I came from a

[34:58] family life. It doesn't take.

[35:03] Skin color or a. Social.

[35:06] Environment determine what you

[35:07] how you can succeed in life.

[35:11] Some. Want to stay in that

[35:17] perpetual. Lifestyle. Some

[35:17] want to get out up that

[35:21] perpetual lifestyle. So I'm

[35:24] kind of torn with how to do

[35:25] this because our federal

[35:29] government recognizes. So it's

[35:33] got to start somewhere. I

[35:34] don't know if this

[35:37] necessarily. Up us to do that

[35:42] or it has to be done on a

[35:43] national level or county

[35:45] level. Rather than just a

[35:47] school board level. Not that

[35:56] we're just. I agree with.

[35:59] You're saying that we can

[35:59] bring people in here and

[36:02] recognize. I don't ever want

[36:07] to get into naming. FEBRUARY

[36:13] 14th 2025. A proclamation for.

[36:16] Everybody. Have a heart day. I

[36:18] don't ever something like

[36:19] that. I don't ever want to get

[36:25] into that kind of scenario

[36:26] proclamations for individuals

[36:28] that contribute to our county.

[36:34] Or a school district. I just

[36:35] can name full court or

[36:36] whatever all of them, but I

[36:37] don't want to get into the

[36:39] naming proclamations

[36:42] individuals because too many

[36:43] individuals. It's contributed

[36:47] to our district. You'd almost

[36:48] have to decide which one is

[36:49] more deserving any other? Who

[36:54] would that be? I'm not sure if

[36:55] we can find the history of

[37:00] when. Hispanic Cares. Heritage

[37:01] Month came I don't know if we

[37:02] have got enough federal

[37:08] government. Degree. Thanks

[37:10] only 46 that Florida State

[37:14] right, teach right. So we

[37:15] time. And I tell you the

[37:19] answer to your question.

[37:20] >> National Hispanic Heritage

[37:22] Month began in 1968. Is a

[37:22] weeklong celebration that was

[37:24] extended to a month in 1988,

[37:31] ok, thank you. Thank you. I

[37:35] think there's The PRESIDENT

[37:36] Versus our country is our

[37:41] county is and our state. At

[37:45] what point do you use? So are

[37:47] separating all these groups

[37:53] and to MISTER Taylor's point.

[37:54] The Jewish, you know, Asians,

[37:59] the

[38:00] >> Minneapolis, a city to be

[38:04] honest with you.

[38:05] >> Some kind of toward this.

[38:09] I'm more Our curriculum.

[38:15] >> To teach. I think that

[38:16] where it should stay is in the

[38:17] curriculum. I don't

[38:21] necessarily. Think that we hop

[38:23] to have a proclamation. But

[38:25] the federal government. Does

[38:30] the proclamation. So I'm

[38:32] really torn

[38:36] >> You

[38:38] >> the law came out and said

[38:40] abolishing on, but we're going

[38:45] to recognize mlk Day. Has that

[38:46] trust me over the years people

[38:47] have asked why do we have a

[38:54] home on? One day isn't up. For

[38:55] any celebration. Look at

[38:57] veterans. We don't have a

[38:59] Veterans History month. We

[39:02] have one day. I wasn't saying

[39:05] we have one day that we

[39:10] recognize veterans how about

[39:11] we do it every year? You know,

[39:14] we do the memorial

[39:15] celebrations for all those who

[39:17] served and then we do the

[39:19] Veterans Day later in the

[39:24] year. I don't know if there's

[39:28] going to be. I think there

[39:29] should be additional language

[39:30] under this policy about

[39:35] recognizing. State. That

[39:37] what's required. In our

[39:41] curriculum. And nothing beyond

[39:46] that. On that second line. I

[39:50] don't. Yeah. And school board

[39:51] meeting honor or commemorate

[39:54] individual lower.

[39:56] >> That is that goes without

[39:56] saying we do that all the

[39:58] time. What good news moments.

[40:00] And if I recommended somebody,

[40:02] I think that they need to calm

[40:05] and share with our district.

[40:07] The great things that they do.

[40:11] For our students. I don't

[40:12] think that's know. But need to

[40:18] be put in writing that. I kind

[40:25] of have to laying If it and

[40:26] our curriculum. I think that

[40:33] we need go with that. But I

[40:36] promise side of I don't know

[40:37] necessarily have have a month,

[40:38] but it just states as we're

[40:41] doing it. I think it's a

[40:43] required thing. To MISTER

[40:43] Tatum Point, we have to teach

[40:46] it throughout history.

[40:56] Throughout history. So I

[40:58] tornadoes because I I buy

[40:59] everywhere I go to school and

[41:00] I have been to many schools

[41:04] over past 2 years, whether its

[41:06] out east out west or in my

[41:07] district alone or any of your

[41:09] districts really. I go and I

[41:12] see students. I see children

[41:15] learning. I don't look at the

[41:18] color of their skin. I

[41:19] seriously do not look at their

[41:22] color, their skin. I look at

[41:24] kids here excited to see you.

[41:28] I kids that have been aren't

[41:30] hears because something

[41:31] happened that morning or that

[41:32] need before they came to

[41:34] school that day. I think he

[41:39] chirs. I don't look at it.

[41:43] Their skin. I look at their

[41:46] classrooms and see how pretty

[41:47] are, how dull and dry maybe

[41:50] they are or how they interact

[41:51] with students. But I don't

[41:56] look at their skin color. We

[42:05] have many people. That we

[42:05] serve in this district were

[42:10] customer service or not. I

[42:10] know where some things there

[42:14] are some things that could be

[42:15] brought our attention. And I I

[42:15] would totally just put my foot

[42:21] down us a note. Not doing not.

[42:22] But if the state and federal

[42:26] government recognized specific

[42:28] timelines for recognizing some

[42:29] of the people that contributed

[42:33] to our country. I don't know.

[42:34] Now is the time to do that. I

[42:38] can see that being. Later.

[42:38] Come pick I mean, we just

[42:40] that. Like history, I don't

[42:42] think that we can. Taking

[42:50] right? Think know you're So I

[42:51] just I just want to say that

[42:58] the board going around I know

[43:02] couple key pond or something.

[43:06] I just want to be. I think

[43:08] there's going to be some

[43:08] thoughts of their at where

[43:11] they're at. And I don't think

[43:15] this is a in my personal

[43:16] opinion, a convincing. Well,

[43:16] what about this? What about

[43:19] that? A thing? I think that

[43:20] there's gonna be board

[43:20] members. So what I'm saying is

[43:22] I'm not going to go around the

[43:23] route back and forth.

[43:25] 17 million times right? Got.

[43:29] To be honest with you.

[43:31] Presentation later on for more

[43:32] impactful. Important to spend

[43:33] hours on you rather than this.

[43:37] So I just I'm gonna go this

[43:39] these I've said what I said. I

[43:41] still stick with putting the

[43:42] language I fit in there. Got

[43:43] strictly live with the Florida

[43:45] State standards. State.

[43:48] Federal law. That's that's my

[43:53] stance. I will go overtime

[43:54] here again. I thought I didn't

[43:55] I don't want to go back and

[43:57] forth back and forth. We got a

[44:00] long day so it felt right now.

[44:05] >> I wanted to point out that.

[44:06] Our proclamation, we don't

[44:08] discuss anything that's dei.

[44:11] We don't discuss slavery. The

[44:17] one that we just had. Talk

[44:18] about black Americans remain

[44:18] in plant and Byron

[44:20] contributions to history and

[44:22] culture of state of Florida in

[44:22] Manatee County, Black

[44:26] educators. This is part of

[44:26] where I was going like played

[44:27] a prominent role in the

[44:28] history, education, Manatee

[44:32] County. We talk about required

[44:35] by Florida statute. Isn't our

[44:36] proclamation about teaching

[44:37] history. So those things I

[44:40] don't see as political we

[44:41] don't we don't bring up any of

[44:42] the things that you are

[44:47] referring to. So that that

[44:48] that was my response to that

[44:51] comment. I agree with MR.

[44:51] Kennedy with basically

[44:53] everything he said. I agree

[44:55] with a and what she was saying

[44:59] about. But it is recognized by

[45:02] the government that I know we

[45:03] we don't generally, though we

[45:04] haven't had a bunch of

[45:04] different groups coming

[45:06] demanding proclamations. It's

[45:10] never come up before. So I

[45:10] don't see that it's going to

[45:11] suddenly start this week or

[45:19] this year. With regards to

[45:20] military appreciation, that is

[45:20] actually the entire month of

[45:21] MAY is military appreciation.

[45:23] We just don't. I don't see why

[45:25] we couldn't a proclamation

[45:27] recognizing that we have a

[45:28] number of veterans here. I

[45:29] myself, the child of a veteran

[45:30] and the grandchild of 2

[45:31] veterans, one of whom who

[45:35] served in Pearl Harbor. So

[45:35] military history is very

[45:39] important to me as well. But

[45:41] MAY is actually military

[45:43] military National Military

[45:45] Appreciation Month, which

[45:46] includes loyalty day on MAY.

[45:46] First victory in Europe. Day

[45:48] on MAY 8th military Spouses

[45:50] Appreciation Day, which is the

[45:52] freight for Mother's Day.

[45:54] Armed Forces day on MAY 16th.

[45:55] And of course, Memorial Day on

[45:56] MAY 25th. In addition to

[46:00] Veterans Day on NOVEMBER, 11th

[46:01] and I don't know, absolutely

[46:02] can have a proclamation

[46:03] recognizing the contributions,

[46:07] our military because they they

[46:07] are the heart and soul of

[46:11] keeping our country safe. So I

[46:11] just wanted to let you know

[46:16] that we do I no, that's okay.

[46:17] I didn't. I didn't know if you

[46:17] remember Duran so 5 minutes

[46:21] and we don't have it. We make

[46:23] but we do have that day and

[46:24] then and I also what wanted to

[46:28] bring up the fact that if you

[46:29] want to look at in our history

[46:33] here in Florida. Are schools

[46:35] were not segregated. Until the

[46:39] 1970's. Here we have teachers

[46:41] and staff who burst in who

[46:43] currently work in our county

[46:46] who are in segregated schools.

[46:49] This is not long ago. It's not

[46:50] like it's 200 years ago or 100

[46:54] years ago. Nothing that

[46:55] talking about proclamations

[47:00] referred to slavery. But i

[47:01] think this show that we have

[47:01] we have come a long way. We

[47:06] have gun from in my childhood

[47:07] having a segregated school. I

[47:08] wouldn't live in Florida. But

[47:08] during my lifetime, we have

[47:12] segregated schools in Florida.

[47:14] In 1970, widespread

[47:15] desegregation was achieved in

[47:18] Florida schools. And in 1976,

[47:18] a federal court in Tallahassee

[47:20] approved a desegregation plan

[47:23] 1976, I was too. So in my

[47:27] lifetime. This was this was

[47:27] still an issue here in

[47:31] Florida. So I think it's

[47:33] important that we recognize

[47:36] that and, you know, we don't

[47:38] have everybody coming out and

[47:41] asking for lots of different

[47:42] proclamations, a lot of other

[47:43] things. And I understand MR.

[47:45] Tatum, you're not wanting to

[47:46] focus on race, gender,

[47:48] ethnicity, or religion. But

[47:51] here in our board meetings we

[47:52] have in vocations where we

[47:53] have prayer, which is mostly

[47:59] Christian. Where we are guest

[48:03] invoke haters mention Jesus.

[48:05] In addition to GOD and not

[48:06] everybody believes that Jesus

[48:11] is the Messiah. So, you know,

[48:12] if we're going to eradicate

[48:12] that been, are we going

[48:13] eradicate implications as

[48:16] well? So this is just is just

[48:18] what my thought process is

[48:20] going. So I do completely. I

[48:20] understand where all of your

[48:24] coming from. I do. And I say

[48:24] that very respectfully. I

[48:28] really mean that but I feel

[48:29] like as asthma spray said

[48:30] that, I don't think we can

[48:33] just stop doing them. As the

[48:34] federal government is

[48:35] recognizing them. I feel that

[48:40] we should as well. We thinks

[48:41] MR. Kenny? Yeah, real quick. I

[48:46] sort of respect policy.

[48:46] >> Interesting and I certainly

[48:48] would have a lot of this

[48:49] debate on the specific

[48:50] proclamation. But what's the

[48:53] policy and Mr? Take a look at

[48:54] just one road board members

[48:55] should be able to bring.

[48:59] Objectionable war to some

[49:00] offensive proclamation. I also

[49:01] think one or 2 board members

[49:02] should be able to stop a

[49:03] proclamation that the majority

[49:07] supports. So I I hope. That we

[49:10] can getting bored majority to

[49:12] support. It would require a

[49:14] board majority to morning or

[49:15] stop a proclamation that my

[49:22] Thanks that. Senate.

[49:23] >> So this permit the point

[49:24] that some of the federal and

[49:28] state governments. There

[49:29] statute or whatever, but that

[49:31] would be bizarre that's true,

[49:32] because on 31st of JANUARY

[49:35] 2025. Released from the

[49:36] Department of Defense guidance

[49:39] from the secretary of Defense

[49:39] Identity Month that the

[49:43] Department of Defense, our

[49:43] unity and purpose are

[49:44] instrumental to meeting the

[49:45] department's warfighting

[49:48] mission. With, but education

[49:50] and their instead of war

[49:50] fighting for a school district

[49:51] or something that

[49:53] educationally mind it efforts

[49:55] to divide the 4th. But one

[49:56] group ahead of another road,

[49:57] camaraderie and threaten

[50:00] mission execution going

[50:03] forward. Dod components and

[50:04] military departments will not

[50:05] use official resources to

[50:07] include man hours.

[50:07] Celebrations or events related

[50:11] to cultural awareness Month,

[50:11] including national

[50:12] African-American Black History

[50:16] Month Women's History Month,

[50:17] Asian, American and Pacific

[50:17] Islander History Month Pride

[50:19] Month. National Hispanic

[50:21] Heritage Month National

[50:22] Disability Employment

[50:23] Awareness Month. The National

[50:26] American. And Then Heritage

[50:28] Month, certain members service

[50:29] members and civilians remain

[50:30] permitted to attend these

[50:31] events in an official capacity

[50:34] outside of duty hours.

[50:35] Installations, unit and

[50:36] officers are encouraged to

[50:36] celebrate the valor and

[50:37] success of military heroes of

[50:39] all races, genders and

[50:40] backgrounds. As we restore,

[50:43] we're a culture. Indeed. Those

[50:44] we are proud of our warriors

[50:48] and their history might we are

[50:48] proud of our educators and

[50:49] history, but we will focus on

[50:51] the character of their service

[50:53] instead of their mutable

[50:53] characteristics. This guidance

[50:59] is effective immediately.

[51:00] Federal government going down

[51:01] that road. And the Department

[51:01] of Defense, which is the

[51:03] biggest federal department has

[51:08] already made that change.

[51:09] We're going to do

[51:10] proclamations. I think we need

[51:12] to decide who gets to decide

[51:15] them. It just the CHAIRMAN?

[51:17] Like to do a proclamation

[51:18] We're going to proclamations

[51:19] are a lot of things I like to

[51:23] do. Proclamations on founding

[51:25] This is this is the month of

[51:26] the we celebrate the PRESIDENT

[51:28] To birthdays of the PRESIDENT

[51:29] Of the United States Pacific

[51:31] leave Washington Lincoln. And

[51:33] some of the other ones. So can

[51:34] can I bring up a proclamation

[51:38] for that? Founding fathers and

[51:39] competitions that they've made

[51:40] to, you know that I America,

[51:41] America and their heroism. I

[51:45] can tell you that Polk County,

[51:46] their education Board of

[51:47] Education, decided not to do

[51:47] any more proclamations just

[51:52] because of these reasons.

[51:53] There the line exactly what

[51:53] the Department of Defense is

[51:55] saying. We're going to start

[51:56] focusing on the content

[51:57] people's character instead of

[51:59] the color of their skin. But,

[52:00] you know, who gets to decide

[52:01] which one of these populations

[52:03] come up? I can tell you that

[52:04] tens of thousands of my voters

[52:05] in my constituents want this

[52:08] all be done with. That's how

[52:11] they voted. That's what that's

[52:11] why the Department of Defense

[52:13] is doing what they're doing.

[52:16] So, you and so if we're going

[52:16] to, I don't think it's right

[52:17] that the CHAIRMAN Of the board

[52:19] and the superintendent to do

[52:19] this. And so if we're going

[52:23] to. You know how these

[52:24] proclamations, I think should

[52:27] be voted on. I think that do

[52:27] you. You mentioned one part of

[52:31] that should be voted on and

[52:32] you know, if it's a divisive

[52:34] subject like a 3 to 2 vote.

[52:35] But to me tells me it's

[52:36] something inherently

[52:37] political. That shouldn't be

[52:38] part of what we're doing. That

[52:41] one board member wants to

[52:42] simply acknowledge block their

[52:43] apartment. There has been

[52:45] Hispanic Heritage Month for

[52:47] some reason. That's fine. But

[52:48] a lot of my constituents want

[52:50] this to be done with. That's

[52:51] what they voted for the

[52:52] national level. And that's to

[52:52] degree what they voted for me

[52:56] or so. I would say that we

[52:57] should do this unanimously in

[52:58] that one of the subjects of

[53:00] these proclamations. Because

[53:01] of their given political

[53:05] nature that that shouldn't be

[53:05] done. So we have to decide in

[53:06] our policy who gets the bring

[53:08] them up. I think they should

[53:10] be to be done in a unanimously

[53:12] with the Super majority. If

[53:16] we're going to do that. It was

[53:20] far as per goes. Is not is not

[53:25] a. Proclamation. A sense of

[53:26] what we do for proclamations.

[53:27] And that's probably another

[53:27] discussion for another day.

[53:33] But Congress congressional

[53:34] Congress has the chops That's

[53:35] long established many court

[53:35] cases that in my research on

[53:37] that. But we will go there

[53:38] today. So my point is that

[53:39] we're going to do the I think

[53:43] that should be unanimous. Or

[53:44] at least a super majority and

[53:46] that board member then can

[53:47] bring up a proclamation

[53:51] because it shouldn't be

[53:52] available just to the CHAIRMAN

[53:54] And to be superintendent site

[54:04] so. Thank Michael

[54:05] >> MISS Pressly Year. Look it

[54:07] up the it's a real quick,

[54:09] please do. The very first

[54:16] 2025. Trump acknowledges

[54:17] proclamation night FEBRUARY

[54:17] but So I know the Defense

[54:18] Department did it absolutely

[54:20] agree with that. But the

[54:22] PRESIDENT United States. Did

[54:25] the opposite tens of thousands

[54:26] of supporters probably vote

[54:30] for them did so. This is not

[54:33] like black and white. You

[54:34] know, political that you know

[54:36] what it's inherently political

[54:36] over disgusting.

[54:38] Unfortunately, could read

[54:43] >> First of all, as far as

[54:50] >> segregation the 70's. You

[54:53] know, I I recognize there was

[54:54] all those across the country.

[54:55] To be honest with you. Just

[54:57] not here, but Riordan, 2025

[55:02] now. We there learn for

[55:03] history. Are we dwell on it?

[55:06] And that's good. Term. I

[55:11] think. I would rather learn

[55:12] and not repeat history, then

[55:18] dwell on it. And as far as and

[55:19] GOD, all over our money. Just

[55:24] look at GOD we trust. When say

[55:29] the Pledge of Allegiance. I

[55:30] always say one nation under

[55:35] GOD. Because to me that. That

[55:36] together, one nation under

[55:41] GOD. I don't do the Probably

[55:42] only one and a set of gear,

[55:55] but the dod did did that. I

[55:56] vaguely remember hearing a

[55:59] little bit about thought. To

[56:03] MISTER Show its point. The

[56:05] PRESIDENT Did declare on

[56:09] FEBRUARY 1st. If you look at

[56:12] the history of the voting

[56:20] record that came out for help.

[56:20] Like I said, I don't know Now

[56:22] is the time to do All right.

[56:24] General of the proclamations.

[56:28] Unilaterally. I think that

[56:30] this is this something that we

[56:37] need to put in policy. If it's

[56:39] being federally. Then it

[56:46] should be. Recognized.

[56:48] >> She went to PRESIDENT,

[56:52] >> saying get I I I'm not

[56:54] saying ok, strike that. If

[57:00] it's been. I just hate Cut it

[57:03] off all at once. MR. Tatum. I

[57:04] really I think that really

[57:06] have done. Black History Month

[57:09] has been. On the books for so

[57:13] long. And 4. To just write

[57:16] that down. I don't think

[57:19] that's a good thing. Okay. But

[57:22] I also think that we need to

[57:26] consider. Stopping at at some

[57:27] point. I just don't think

[57:32] FEBRUARY is the time to do it.

[57:34] Or they followed. Now we have

[57:36] to.

[57:38] >> I know, that feeling know.

[57:39] Always bring out back to the

[57:43] policies. Can always modify

[57:45] Apollo Yeah, like it back to

[57:45] policy and it looked like I

[57:47] said, I'm not I'm not allow

[57:48] >> to go because all go back

[57:50] and forth and on and on. But

[57:51] MISTER Taylor brings up the

[57:54] point. We do have to. Figure

[58:00] out something with the policy.

[58:01] There's a majority. It seems

[58:02] like that want to add

[58:03] something to first line here

[58:07] that states. We're allowed to

[58:07] do them following the Florida

[58:11] state statute miles. What's

[58:13] what's in instructional

[58:14] standards and abide by the

[58:17] state and federal law. Yes,

[58:19] now. How do we decide how it

[58:21] who doesn't write? I am not

[58:22] advocating that is the chair

[58:26] and the superintendent. It

[58:26] needs to those brought up. I

[58:28] didn't think about it. It just

[58:32] the population just. We're on

[58:33] the agenda and never once did

[58:36] I Dri from here. MISS Saunders

[58:39] did you for the they were just

[58:40] all right. So I get it, I

[58:42] getting for chair to have it.

[58:43] That's it should be. It should

[58:44] be from the board standpoint,

[58:49] and you know, my my thought

[58:50] process that we can put

[58:52] everything we want to hear.

[58:56] That it would be review that

[58:57] board briefings to save Want

[59:00] you briefing or not? I think

[59:01] you have to put in there to

[59:06] say something to extent of. 30

[59:07] days the population has to be

[59:09] into the district no later

[59:13] than 30 days.

[59:14] >> Before the.

[59:16] >> The proclamation is is

[59:17] being asked to be done because

[59:20] you've got to have time for

[59:20] the board members to review

[59:24] can be like heyday the

[59:25] briefing. I want sit here as a

[59:26] board member, something like

[59:27] that, the last one. And then

[59:30] we got to go back in. We can't

[59:31] discuss it. So I think it's

[59:32] got to be some kind of a

[59:33] timeline moment. You know, I

[59:34] don't think there's anybody. I

[59:37] do. I do again, I don't know

[59:37] the history of how these

[59:40] things proclamations happen. I

[59:43] don't think there's anybody

[59:44] coming up saying we have to do

[59:45] these proclamations. The want

[59:46] to be currently do. I think we

[59:51] chose to do that. And how we

[59:52] chose seems to that that's

[59:53] always been the

[59:56] superintendent. And when they

[59:56] create the agenda of the chair

[1:00:01] that approve the agenda. But I

[1:00:02] don't know that that out, but

[1:00:02] I think we're good something

[1:00:03] in the policy that says

[1:00:07] obviously. Certainly a lot of

[1:00:09] important things and are de

[1:00:11] facto standard Florida federal

[1:00:16] law in 30 days before. The

[1:00:18] said Data proclamation and

[1:00:19] approved by the majority of

[1:00:27] the board and average.

[1:00:28] Advertised. I mean, Bonita

[1:00:29] advertised it would have to

[1:00:32] over tonight with agenda to

[1:00:33] but we could be on the agenda.

[1:00:35] Yeah. The 7 days. Yeah. Yeah.

[1:00:37] It's going to be put on the

[1:00:38] agenda just like you normally

[1:00:41] think right now for. I think

[1:00:43] advertisers like right, ok,

[1:00:45] got to know it would 30 days

[1:00:46] on the operating under for

[1:00:47] someone to summit.

[1:00:50] >> Okay. Us. But the winds,

[1:00:52] however, we would say this is

[1:00:52] where proclamations are

[1:00:55] submitted. If you want to

[1:00:57] present a proclamation for

[1:00:59] your example, you have to be

[1:01:03] 30 days before 17. It's the

[1:01:04] present day, 30 day for a 17

[1:01:07] to have to come to by you have

[1:01:09] go through. Is does this work

[1:01:09] or not? We want this

[1:01:17] proclamation or not. With With

[1:01:19] the majority vote with it

[1:01:22] before one of 3 to 5, 0,

[1:01:23] >> I v I get both sides get

[1:01:25] that. We pass to go the time.

[1:01:27] Not a majority, but I also get

[1:01:30] the side of Howie to board

[1:01:35] proclamation with. 2 members.

[1:01:36] One member of the board

[1:01:36] doesn't agree with the

[1:01:42] proclamation. To be honest

[1:01:43] with you. I think no

[1:01:45] disrespect. I I do agree with

[1:01:46] point. You brought up with

[1:01:49] things. But I think we've we

[1:01:50] spent an hour now on this that

[1:01:52] we could have been well suited

[1:01:54] for something that's far more

[1:01:56] packages don't I don't think

[1:01:57] you're ever at a time in our

[1:01:58] proclamation so far that on

[1:02:00] the board that any type of

[1:02:03] controversial, major

[1:02:03] controversial things we've

[1:02:06] tackled controversial topics,

[1:02:08] but never because of the

[1:02:13] proclamation I think me that I

[1:02:15] think that if think we're can

[1:02:15] of worms for just opened the

[1:02:18] Cannes and now they're out

[1:02:20] everywhere. And so we've got

[1:02:21] to try to put it back in or

[1:02:23] fix it. And I do agree we got

[1:02:24] off the so they visit was the

[1:02:27] time to do it

[1:02:28] >> MARCH air yeah. Is because

[1:02:29] these are going to be

[1:02:32] substantial changes to this

[1:02:33] policy? This won't be this at

[1:02:34] this point. This will not be

[1:02:38] on the MARCH. 11th. We're

[1:02:40] going to one recommendation is

[1:02:41] I I can take what you all are

[1:02:43] saying. Work on some language

[1:02:47] work with council potentially

[1:02:48] meet with each one of you and

[1:02:49] we can kind of come up with a

[1:02:50] something that we can bring

[1:02:52] back in the next policy pack

[1:02:54] it because at this point, even

[1:02:56] if you came up with language

[1:02:58] right now, we wouldn't be able

[1:02:58] to because we've already

[1:03:01] average right so so we can.

[1:03:05] This was informative. Can

[1:03:05] start working on this with

[1:03:09] counsel and and you know,

[1:03:11] bring it back or briefings or

[1:03:12] whatever. And you know, and we

[1:03:14] can try to.

[1:03:15] >> Talk with us again as a

[1:03:17] recommendation to the to the

[1:03:18] chair.

[1:03:19] >> I would definitely from

[1:03:19] that. I think we have a

[1:03:20] consensus on where we want to

[1:03:23] land for majority of the

[1:03:24] board. It feels like. But I do

[1:03:28] think until we see. It on

[1:03:29] paper and what it looks like

[1:03:29] we're all talking like

[1:03:33] apathetic language. We see it.

[1:03:33] I don't think we can really

[1:03:34] look at it and that just that

[1:03:36] until yesterday to it. So I

[1:03:37] would be fine with you coming

[1:03:40] up with some. Different draft

[1:03:41] and in meeting with

[1:03:42] individually as well. Yeah, it

[1:03:42] was to make sure that her

[1:03:43] knees are good with whatever

[1:03:44] draft you have be okay with

[1:03:48] that.

[1:03:48] >> took a process question

[1:03:51] through this quickly. Promise

[1:03:52] you said something. Not quite

[1:03:53] sure. I understand or agree

[1:03:57] with. Said that. Because we're

[1:03:59] making changes to the policy.

[1:04:00] We would not have to really

[1:04:02] notice it. My understanding

[1:04:06] and I could be wrong. We

[1:04:08] started that 30 o'clock last

[1:04:09] meeting. So that notifies the

[1:04:11] public that a public changes

[1:04:14] are coming to these policies.

[1:04:15] Therefore, during this 30 days

[1:04:16] we can make any change. We

[1:04:17] want, including on on the

[1:04:21] meeting that we. Vote to

[1:04:22] approve the changes we've

[1:04:25] made. That's what the public

[1:04:25] hearings for public can come

[1:04:26] up and talk about it. The

[1:04:28] board can then talk about it

[1:04:29] and we can make changes right

[1:04:30] there that day. I'm wrong,

[1:04:33] please correct me. But that's

[1:04:34] my And I could been incorrect,

[1:04:37] Ali, not my.

[1:04:38] >> The law firm over Council

[1:04:39] to weigh in on that MR.

[1:04:43] Penalty, MR. Day.

[1:04:43] >> And once the language is

[1:04:44] advertised, if there are

[1:04:47] substantial changes made

[1:04:49] needing, they have to be re

[1:04:50] advertise for 28 period,

[1:04:51] person chapter one. 24

[1:04:53] statute, one, 20. Thank you.

[1:04:59] Okay. It's permit.

[1:05:02] >> that goes to my point, you

[1:05:05] can pull this particular

[1:05:07] policy. Henry start by having

[1:05:07] another right or have the

[1:05:10] other ones. But right. Just

[1:05:12] real quick. I want to say I

[1:05:14] completely support what you

[1:05:15] chair and that going forward.

[1:05:18] I think that with that.

[1:05:21] >> some the plane.

[1:05:24] >> So look at table in this.

[1:05:24] Then getting some language

[1:05:25] that we've talked about

[1:05:27] meeting with individuals

[1:05:29] pulling this obviously from.

[1:05:34] The next meeting. Moving on to

[1:05:38] the next policies Chad, to be

[1:05:38] put just the proclamation

[1:05:40] piece of the language. Can my

[1:05:42] letter had things

[1:05:43] >> U.S. Letter that stay?

[1:05:46] Yeah. I mean,

[1:05:49] >> we did that. That's not

[1:05:49] spent an hour and that had i

[1:05:53] had go right after that. You

[1:05:53] know I would just pull that

[1:05:56] first front line. I also, by

[1:05:57] the way, I have no other

[1:05:57] comment on any of the other

[1:05:58] policies and and that.

[1:06:01] >> means many of them. I MAY

[1:06:03] have to lean MR. Die again on

[1:06:03] that because I think what

[1:06:04] you're asking is can we get

[1:06:08] rid of the? First first

[1:06:11] sentence and still publish and

[1:06:12] proof potentially this policy

[1:06:15] with. Just the letterhead

[1:06:16] added to this policy, I'd have

[1:06:18] to lean on council that

[1:06:20] because that might be

[1:06:21] substantially.

[1:06:22] >> It would be a substantial

[1:06:24] change in tone. Your policy

[1:06:27] adoption would not have. Gone

[1:06:29] through the appropriate

[1:06:31] advertising period for 28

[1:06:33] days. So once you make a

[1:06:35] change, too, what has been

[1:06:35] advertised that has to come

[1:06:38] back and be re advertised for

[1:06:42] another. 28, the period So

[1:06:43] this policy. But whatever the

[1:06:45] was on, what we approved on

[1:06:47] Tuesday. But you're not going

[1:06:50] to taking up this policy.

[1:06:51] >> You know, I think that that

[1:06:53] all were taken home. See

[1:06:54] section. Just whatever number

[1:06:55] this is will not be on the

[1:06:58] next voting agenda. A pair of

[1:06:59] catch very no intent to amend

[1:07:05] letter. Have one of these that

[1:07:05] at the whole nother. Talk

[1:07:10] about budget that note. Leave

[1:07:18] it. Another 2 So thank I do. I

[1:07:19] don't have any other questions

[1:07:20] with the next policies either.

[1:07:24] But go ahead and okay. All

[1:07:25] joke to a woman. That's even

[1:07:26] that's right. Thank. Thank

[1:07:28] you. MISTER Chair to the next

[1:07:28] policy is a new

[1:07:32] >> Name image and likeness I l

[1:07:34] as we've heard it and

[1:07:35] athletics, this is a new

[1:07:36] policy. It it.

[1:07:41] >> It's almost word for word

[1:07:43] >> coming straight from the

[1:07:43] Florida High School Athletics

[1:07:46] association's bylaws. So this

[1:07:47] is a way to just give us like

[1:07:50] it. You know, some some

[1:07:52] guidelines when it comes to

[1:07:53] eye out again, nearing almost

[1:07:56] word for word what public

[1:07:57] schools follow, which is the

[1:08:00] Florida. High School Athletic

[1:08:02] Association. So that's that.

[1:08:08] Policy. There. Next one, it's

[1:08:10] a revision to 443-0003,

[1:08:16] sick-leave and that is the

[1:08:19] strike section. That for a

[1:08:23] section, see if that policy

[1:08:28] and in sick leave policy. And

[1:08:35] addition okay. Yeah. Read

[1:08:36] that.

[1:08:37] >> MR. Salmond. Is that where

[1:08:37] a fine question conference of

[1:08:39] feedback on this one to which

[1:08:43] class employees does this?

[1:08:44] Redaction apply? It's not a

[1:08:47] blanket of all employees. It's

[1:08:48] specific are right on that,

[1:08:49] Leon. Either MR. Dyer, Dr

[1:08:51] Weiss, an answer that

[1:08:52] specifically. So I so that

[1:08:53] it's correct in the in the

[1:08:58] >> The two-year Ian, sir. So

[1:09:02] this provision is policy. It's

[1:09:03] a it's a strike from the

[1:09:06] policy which means it would

[1:09:11] apply to all employees unless.

[1:09:11] There is additional language

[1:09:12] in the collective bargaining

[1:09:16] agreement. We have one.

[1:09:22] Employee group. Where? There

[1:09:23] is language similar to this in

[1:09:29] that contract. And so. That

[1:09:30] provision would survive this

[1:09:33] change in board policy,

[1:09:34] although that is one of the

[1:09:35] issues that we are. It All

[1:09:42] right. Thank you, Frank.

[1:09:43] >> And vote.

[1:09:46] >> I do have one one thing on

[1:09:54] on this policy in that and if

[1:09:57] I'm understanding this

[1:09:59] correctly, this is as

[1:10:00] professionals in our lean on

[1:10:03] bargaining employees so who

[1:10:10] all does that encompass? Is

[1:10:11] that absolute everybody except

[1:10:16] for bargaining units. So

[1:10:17] principles. Correct? Okay. All

[1:10:21] right. So unity. I want to

[1:10:23] make sure I had it in my head

[1:10:25] correctly. So my question is

[1:10:26] this why when we talk about

[1:10:35] family? It says, let's with

[1:10:35] sharing sharing family. Take

[1:10:41] see. Consumption, which line

[1:10:42] I'm looking for here. This

[1:10:45] just I think Section 3 is that

[1:10:45] we're talking about and my is

[1:10:51] that's safe you want screw

[1:10:52] employee MAY authorize

[1:10:52] transfer accrued sick leave to

[1:10:53] his or her spouse, child

[1:10:54] parent or sibling, who is also

[1:10:58] a district employee what about

[1:11:02] child in law?

[1:11:03] >> Yeah, I don't know the

[1:11:07] answer to I would think that

[1:11:08] that should because it also

[1:11:08] affects your child. I would

[1:11:09] think that should also be

[1:11:09] relevant.

[1:11:11] >> And should be added

[1:11:12] >> And maybe that's something

[1:11:15] I can get back to you on one

[1:11:19] site can confer with hr. The

[1:11:21] is that we for it and I

[1:11:22] understand what you're asking

[1:11:23] because it says child and

[1:11:27] you're asking for. Right

[1:11:27] because it also affects the

[1:11:30] child. You know, if it's your

[1:11:32] your son in law, had a

[1:11:34] terrible accident. And that's

[1:11:35] going to affect your own

[1:11:38] child. Yeah. Well, I did not

[1:11:39] take things. Probably check

[1:11:42] the the law with our council

[1:11:44] and also to chief with hr.

[1:11:45] Yes, I would like some

[1:11:47] clarification on that.

[1:11:50] Absolutely. So again, if we

[1:11:51] change this now we'll have to

[1:11:55] pull it and bring it back. No,

[1:12:00] I think it's not necessary to

[1:12:02] >> There's a dozen teams, the

[1:12:02] stage probably answer to this

[1:12:06] is felt his question. Just

[1:12:06] don't.

[1:12:07] >> Don't know because I would

[1:12:08] like to see that incorporated.

[1:12:13] Okay. I will circle back with

[1:12:15] clear from there's occasion. I

[1:12:15] think that would qualify

[1:12:16] something that's just

[1:12:17] clerical.

[1:12:19] >> Okay. Clarification to

[1:12:21] something. It's already been

[1:12:22] advertised, not a substantial

[1:12:25] material alteration in what's

[1:12:25] advertised.

[1:12:26] >> mean, don't know about the

[1:12:27] rest of the board, but I would

[1:12:29] like to see that included. I

[1:12:30] see that as a significant

[1:12:33] impacts to person's child. So

[1:12:37] I feel like that should be.

[1:12:40] >> I ok, I will get those

[1:12:41] answers to it. And then see

[1:12:43] where that takes us when it

[1:12:45] comes to potentially adding

[1:12:46] his boss or not. It is

[1:12:46] possible maybe administrative

[1:12:49] thing that We'll get back All

[1:12:50] right. Appreciate that. Thank

[1:12:55] you. That was it. It's still

[1:12:58] more tax policy, MR. Chair. Is

[1:13:01] 75 40 107. Something that's

[1:13:03] new word in all of our Guess a

[1:13:05] new policy artificial

[1:13:08] intelligence ai somewhat of a

[1:13:12] simple policy for now until

[1:13:13] technology keeps changing. You

[1:13:15] know, we don't school

[1:13:19] districts have up kind of a

[1:13:19] roadmap guideline for this. So

[1:13:21] this is kind of a simple road

[1:13:26] map for both student and staff

[1:13:28] work with with with what how

[1:13:29] the technology world is

[1:13:33] changing with a iso no

[1:13:37] comment. Okay. All right.

[1:13:38] Thank Next one is a 84 o

[1:13:39] Five's something some you

[1:13:42] know, we keep policy probably

[1:13:44] up every time we do policy

[1:13:48] revision. But that's okay. And

[1:13:49] really this is a simple you'll

[1:13:52] see it in Green, simple at its

[1:13:55] adding some some dates is that

[1:13:55] either the state Board of

[1:13:56] Education or the legislature

[1:14:01] changes man dates and dates.

[1:14:04] Also the instrument that used

[1:14:09] to. To do threat management

[1:14:10] that name official name

[1:14:14] change. So at the at the

[1:14:14] official name, the Florida

[1:14:15] harm Prevention threat

[1:14:18] management very minor changes

[1:14:21] to that policy. And then the

[1:14:27] last one policy, 87 10 our own

[1:14:31] revisions to make sure that

[1:14:32] not only the director of risk

[1:14:34] management, also the general

[1:14:35] counsel can can settle can

[1:14:37] make settlements and then made

[1:14:42] sure we add Updated. The

[1:14:47] dollar amounts that are also

[1:14:48] neared in our purchasing

[1:14:49] policy as well. So essentially

[1:14:55] you're giving the same dollar

[1:14:57] amount that are consistent in

[1:14:59] the purchasing policy along

[1:15:01] with the settlement policy. So

[1:15:05] so those are consistent. Thank

[1:15:11] you. So that's question Kevin,

[1:15:12] the going to take you back one

[1:15:14] policy up about the threat

[1:15:15] assessment tool. If you could

[1:15:15] look at the very end of that.

[1:15:21] >> Block.

[1:15:22] >> The

[1:15:23] >> letter g is in Georgia

[1:15:25] Office of Safe Schools

[1:15:26] Reporting, right. And the last

[1:15:26] highlights and says the

[1:15:27] initial reporting period for

[1:15:29] the Florida model instrument

[1:15:33] from JANUARY one to MAY. 31.

[1:15:35] Is the Florida model

[1:15:36] instrument different than the

[1:15:37] Florida harm prevention and

[1:15:38] threat management instrument.

[1:15:41] Now, that's a good that's a

[1:15:42] good catch. All add the full

[1:15:43] name to that. Okay. So that

[1:15:44] it's says Florida harm.

[1:15:46] Prevention of Threat

[1:15:48] Management Inc.

[1:15:49] >> think we were trying to

[1:15:51] save space. But you're

[1:15:52] technical reasons we should at

[1:16:00] the fully the Thank you.

[1:16:01] >> I don't see any other board

[1:16:02] members of Thank you very

[1:16:04] much. Happened on those

[1:16:08] policies. We'll take a 5

[1:16:09] minute recess. Get everybody

[1:16:33] >> Yeah, I think does. Senate

[1:16:34] committee will come by the

[1:16:36] city committee hearing.

[1:16:42] >> get a visual for yeah. This

[1:16:43] where MR. Barton, when you

[1:16:44] need him for a little take a

[1:16:47] picture Facebook picture. All

[1:16:48] right. We're going to hire

[1:16:50] today in the agenda, which is

[1:16:52] policy, 51, 20 dot o 2. We're

[1:16:55] going to look at. Stewart is

[1:17:00] report on it and review of the

[1:17:00] attendance zones they got into

[1:17:01] the sport of the process as we

[1:17:05] go forward, why did this date

[1:17:05] for someone start off. Thank

[1:17:06] you all for put all this

[1:17:11] together. Lot of stuff in here

[1:17:15] so why All I'm going

[1:17:16] >> Thank you, CHAIRMAN. And

[1:17:21] good morning. We're Reverend

[1:17:22] flight here. I definitely

[1:17:22] unseen one and only MISTER

[1:17:25] Clerk we'll see how long this

[1:17:30] like First of CHAIRMAN, I want

[1:17:30] to emphasize because this will

[1:17:33] be a long presentation.

[1:17:36] Nothing that we are talking

[1:17:40] about today impacts the 2025

[1:17:41] 26 school year. And I just

[1:17:44] want to make that clear for

[1:17:45] the public.

[1:17:48] >> we're not making or are

[1:17:49] talking ability changes to

[1:17:51] attendance zones that impact

[1:17:51] the next school year. We're

[1:17:55] getting a start. 4,

[1:17:59] potentially 2026 27 because

[1:18:00] this is obviously and issue

[1:18:02] that is going to draw a lot of

[1:18:04] attention sometimes a lot of

[1:18:06] emotion. And so I just want to

[1:18:07] make it clear that nothing

[1:18:09] we're doing nothing. We're

[1:18:10] talking about impacts this

[1:18:11] coming AUGUST. We are starting

[1:18:16] early. To really focus on what

[1:18:17] our district looks like in in

[1:18:23] AUGUST 2026. And so the

[1:18:24] purpose is to present the

[1:18:27] results of a periodic review.

[1:18:29] That is required in board

[1:18:34] policy. 5, 1, 2, 0, 0, 2,

[1:18:35] again, board members. I know

[1:18:35] that, you know this already,

[1:18:37] but for the benefit of the

[1:18:40] public, this is step one in

[1:18:42] potentially a very long

[1:18:46] process. No decisions are

[1:18:46] getting made We're not we're

[1:18:49] not asking for.

[1:18:54] >> a ton of board discussion

[1:18:54] on.

[1:18:56] >> He decision points today.

[1:18:57] We're presenting the results

[1:18:59] of a review.

[1:19:00] >> And I'm sharing a

[1:19:01] recommendation that I'm going

[1:19:02] to be bringing to the next

[1:19:05] board meeting board members.

[1:19:08] You have slides in front of

[1:19:10] you along with Watson, lots of

[1:19:12] data. We're going to take

[1:19:15] questions slide by slide on

[1:19:15] this presentation. And then

[1:19:16] obviously we can do around of

[1:19:21] questions at the end and

[1:19:21] although board, we want to be

[1:19:23] sure we answer all of your

[1:19:24] questions. You MAY ask some

[1:19:25] things that we're going to

[1:19:28] cover at a later point in the

[1:19:32] presentation. And so if we if

[1:19:33] we defer a question until

[1:19:36] later in the workshop that

[1:19:38] that's not out of disrespect

[1:19:39] to your question, it's just

[1:19:41] that you need additional data

[1:19:42] or information so that we can

[1:19:46] fully answer that question. I

[1:19:47] believe that as we go through

[1:19:52] this presentation, you'll have

[1:19:52] additional requests where will

[1:19:54] all be taking notes to be sure

[1:19:55] we get those right. I do think

[1:19:57] that as we go through what

[1:20:00] could be monthslong process,

[1:20:04] there's always the risk of so

[1:20:08] much so much data that we end

[1:20:10] up kind of in analysis,

[1:20:13] paralysis situations. So I

[1:20:14] think what would be hopeful

[1:20:18] for my team is as we go

[1:20:20] through the workshop, you have

[1:20:21] additional data you want to

[1:20:23] let's be sure we ask it in

[1:20:26] here for a future meetings or

[1:20:27] workshops because I'm a little

[1:20:28] concerned that as we go

[1:20:28] through this process again,

[1:20:30] one of our risks is that

[1:20:31] individually, you MAY be you

[1:20:38] MAY be asking for data that

[1:20:40] collectively becomes too much

[1:20:41] volume for this team to

[1:20:41] handle. We're not hiring

[1:20:45] additional staff to do this.

[1:20:45] I'm not bringing in an

[1:20:46] external consultant that

[1:20:48] doesn't know our community.

[1:20:52] We're going to take this on

[1:20:52] ourselves. But, you know, but

[1:20:57] we do have to kind of manage

[1:21:02] workflows this slide deck was

[1:21:05] posted online. Right now it's

[1:21:07] under the board agenda We will

[1:21:10] end up a likely putting it on

[1:21:13] were on a on a more kind of.

[1:21:17] Some truly publicly facing

[1:21:20] page. It's obviously a very

[1:21:21] heavy slide deck. And this is

[1:21:22] a kind of a preview of the

[1:21:24] approach that the team and I

[1:21:25] are going to be using. We're

[1:21:27] going to be as transparent as

[1:21:30] possible. But we're also going

[1:21:31] to be debated, drew than in

[1:21:32] the recommendations that we

[1:21:34] make in the decisions that we

[1:21:38] ask you to meet and then, of

[1:21:39] as we go through this process,

[1:21:41] I think people will see there

[1:21:42] will ample opportunity for

[1:21:45] public input. And in fact, one

[1:21:45] of the tools that we're going

[1:21:49] to be using is going allow

[1:21:50] members of the public to give

[1:21:55] us input. 24 7 and so will

[1:21:56] always have public comment at

[1:21:58] board meetings and workshops

[1:21:59] where we're going to need a

[1:22:00] lot of public input to make

[1:22:02] sure we get all of this right.

[1:22:07] And so again, they'll be lots

[1:22:09] of opportunity parents,

[1:22:10] community members. I'm sure

[1:22:11] we'll even hear firms from

[1:22:12] some students You all know

[1:22:16] that. I love that. So but

[1:22:19] again, just to stress for

[1:22:19] those that we're either

[1:22:21] watching live. Watch us later.

[1:22:21] Nothing that we're going to

[1:22:25] ultimately ask for effects

[1:22:26] boundaries or school

[1:22:29] assignments for the 25 26

[1:22:29] school year. We're. We're

[1:22:30] locked in with our plans.

[1:22:34] There. As you can see, you're

[1:22:36] going to be hearing from a

[1:22:40] total of 7 members of the

[1:22:44] team. Will be in some ways the

[1:22:47] core group that works on these

[1:22:48] issues. But I also want to

[1:22:50] stress board members there.

[1:22:50] Lots of other people that are

[1:22:52] going to be supporting this

[1:22:56] work. So in advance. Thank you

[1:22:57] to all the clerical support

[1:22:59] for all of the people at this

[1:23:01] panel because all of our

[1:23:02] assistance or we're going to

[1:23:03] be very busy with this

[1:23:04] process. But there's lots of

[1:23:08] other staff that helped to put

[1:23:09] today's presentation together.

[1:23:10] And then obviously that will

[1:23:11] be involved in the process

[1:23:18] moving forward. We're going to

[1:23:22] cover these topics today and

[1:23:22] obviously will we need to stop

[1:23:24] with the chair is ready to

[1:23:25] take a lunch break. We'll see

[1:23:30] how far we get after topic for

[1:23:34] If we can get that for is

[1:23:35] probably a good natural break

[1:23:37] in the process because topic

[1:23:39] for his data heavy and then

[1:23:39] topic 5 is data heavy. And so

[1:23:43] that might be a good place for

[1:23:43] you all to pause, but

[1:23:44] certainly will will do

[1:23:48] whatever the board wishes and

[1:23:49] they'll be they'll be a

[1:23:51] presenter on each of these

[1:23:52] topics. The initials are

[1:23:55] there. That's to help you in

[1:23:56] case you, you know, have

[1:23:59] follow up questions were need

[1:24:02] to think back on this? And of

[1:24:04] course, we're sitting as a

[1:24:05] panel because we'll all jumped

[1:24:05] in to answer your questions as

[1:24:14] needed. Right? So we're going

[1:24:17] to start with an overview of

[1:24:21] policy. 5, 1, 2, 0, 0, 0,

[1:24:24] shoe. As a reminder to the

[1:24:26] public old word policies are

[1:24:28] publicly available online. And

[1:24:31] there is a Web link from this

[1:24:31] presentation to the board docs

[1:24:33] sight to see all current board

[1:24:38] policies. 5, 1, 2, 0, 0, 2, is

[1:24:39] a policy that will probably

[1:24:40] will have memorized by the

[1:24:43] time we're done with this

[1:24:44] process. Is titled The

[1:24:45] Rezoning of Designated

[1:24:49] Residential Attendance Zones.

[1:24:53] We last updated this policy in

[1:24:54] OCTOBER of 2024 previously, it

[1:24:58] was simply call policy 5, 1,

[1:25:00] to 0. And it was it was a

[1:25:00] lengthy policy, a little bit

[1:25:03] cumbersome to navigate. And so

[1:25:08] we broke it into 4 sub

[1:25:11] policies dot '01, covers the

[1:25:12] enrollment requirements of the

[1:25:18] district for students entering

[1:25:22] our public schools dot 0,

[1:25:27] covers processes along with

[1:25:31] some 3 and then the last

[1:25:35] policy cover school choice

[1:25:40] ultimately this policy.

[1:25:45] Includes all of the processes

[1:25:46] related to how attendance

[1:25:47] zones are reviewed and then

[1:25:49] the rules that are in play

[1:25:52] when enter re zoning. This is

[1:25:55] a different process. Then what

[1:25:55] the school district to use

[1:25:57] several years ago, the last

[1:26:00] time there was a major

[1:26:02] rezoning, the key to the

[1:26:03] process is that we have this

[1:26:05] report. And then if the board

[1:26:07] authorizes the initiation of

[1:26:10] the revision process. Then we

[1:26:11] go through all of those

[1:26:14] procedures. And so we're not

[1:26:14] gonna go through the whole

[1:26:16] policy today. Again, today is

[1:26:17] step one. It's really the

[1:26:21] report to the board. So

[1:26:26] working from 5, 1, 2, 0, 0, 2,

[1:26:27] in this light is taken

[1:26:30] directly from the policy. The

[1:26:32] policy says that the board MAY

[1:26:35] consider revisions to

[1:26:35] residential attendance zones

[1:26:39] for for reasons. Reason. One

[1:26:41] is if we have construction of

[1:26:42] a new school or additional

[1:26:44] capacity of the existing

[1:26:48] school, we have many of those

[1:26:49] projects under way and you're

[1:26:51] going to be getting a

[1:26:52] construction update for MISTER

[1:26:54] Gough here. And if you missed

[1:26:57] few minutes item, number 2, is

[1:26:58] losing or suspension of

[1:27:01] operations at an existing

[1:27:04] school. That is not a topic

[1:27:08] that this meaning the staff

[1:27:09] has explored. But obviously as

[1:27:11] we go through the process, if

[1:27:12] the board wants to talk about

[1:27:15] that based on the data, it cam

[1:27:18] reason number 3 is

[1:27:19] significant. Overcapacity or

[1:27:21] under capacity individual

[1:27:22] schools that cannot be

[1:27:23] resolved through other

[1:27:27] provisions of board policy we

[1:27:28] do believe that we have both

[1:27:30] significant over capacity and

[1:27:34] some under capacity that

[1:27:35] cannot be result through other

[1:27:38] policies. And we'll talk about

[1:27:39] that today. And then finally

[1:27:40] in anticipated student

[1:27:45] population growth or decline.

[1:27:47] Certainly we are going to

[1:27:51] population growth environment.

[1:27:52] Both is a community. And as a

[1:27:53] school district board members,

[1:27:54] I sent you an article last

[1:27:55] month, the analysis that was

[1:27:58] done that shows that when you

[1:27:59] look at overall public school

[1:28:02] enrollment said district

[1:28:04] operated and charter operated.

[1:28:05] We are now the 70th largest

[1:28:08] school district in the United

[1:28:11] States. And among that 100

[1:28:13] largest school districts about

[1:28:14] 3 quarters of them are in

[1:28:17] declining enrollment

[1:28:19] situations. But we are among

[1:28:22] the smaller group of districts

[1:28:23] where there's actually been

[1:28:26] enrollment increases over the

[1:28:31] last 5 years. We certainly

[1:28:33] have not that kind of a 4th

[1:28:35] reason for starting the

[1:28:37] process. And so our policy

[1:28:40] goes on to say that it my

[1:28:42] responsibility in this team's

[1:28:43] responsibility to periodically

[1:28:44] review enrollment facility

[1:28:46] utilization and projected

[1:28:51] growth to ascertain whether

[1:28:52] new attendance zones are

[1:28:56] needed or or or revisions to

[1:28:57] existing zones and that if the

[1:28:59] results of that review

[1:29:03] indicated need for revision or

[1:29:04] for new zones, that it's my

[1:29:05] responsibility to recommend to

[1:29:06] the board. The initiation of

[1:29:09] the revision process. And if I

[1:29:13] bring that recommendation, it

[1:29:16] must come with a timeline and

[1:29:16] a communication So we'll talk

[1:29:19] more about that at the end of

[1:29:19] the presentation. But that's

[1:29:20] the perimeters of today's

[1:29:27] review. So if you're if there

[1:29:29] are no questions I'm going to

[1:29:30] turn it over to MISTER Jensen

[1:29:31] and he's Could just give you

[1:29:32] an update on current district

[1:29:38] and One morning as Doctor

[1:29:40] Weissman alluded many of the

[1:29:40] slides in the presentation

[1:29:42] contain a significant amount

[1:29:43] of

[1:29:48] >> And in order in order to

[1:29:49] provide a clear portrait. We

[1:29:51] really needed to identify a

[1:29:52] point of time in which we're

[1:29:53] going to capture data, right?

[1:29:54] Because we gain and lose

[1:29:57] enrollment on a daily basis.

[1:29:59] And so we needed to identify a

[1:30:01] specific date by which we're

[1:30:02] going to construct construct

[1:30:03] all of the data throughout

[1:30:04] this presentation for you in

[1:30:06] kind of anchor that. So this

[1:30:06] slide shows you that the date

[1:30:10] we selected was our survey to

[1:30:11] submission that occurred a

[1:30:13] knot on OCTOBER 10th. We

[1:30:14] selected the state because

[1:30:15] that's a critical point in

[1:30:18] fall where we submit to the

[1:30:19] state that has funding

[1:30:22] implications for the district.

[1:30:23] We could have considered

[1:30:24] selecting the survey 3

[1:30:27] submission, but we have yet to

[1:30:27] receive the 3rd count from the

[1:30:30] state on that every year it's

[1:30:31] been getting later. And later

[1:30:32] we received that count, as you

[1:30:35] can see in 2023 receives on

[1:30:35] JANUARY, 17th, the following

[1:30:39] year in JANUARY, 23rd and as

[1:30:41] of this week, we still have

[1:30:43] not received 3rd cap that yet.

[1:30:46] So we thought that the survey

[1:30:48] to date was the perfect date

[1:30:49] that would allow us to kind of

[1:30:50] anchor all of this data for

[1:30:51] you in pain, a consistent

[1:30:52] portrait throughout the

[1:30:54] presentation. So in the next

[1:30:58] slide, you see we've broken

[1:30:59] out at data for you. And this

[1:30:59] is the set of numbers will be

[1:31:02] operating from throughout the

[1:31:04] presentation in the District

[1:31:06] on a survey to we 10th out our

[1:31:09] story. 41,700 55 students

[1:31:13] spreading the up quantities

[1:31:14] above that total number

[1:31:15] throughout elementary, middle

[1:31:18] high and our special centers.

[1:31:19] A quick question. Real quick.

[1:31:21] Yes, or of a different just I

[1:31:25] just want visit, including

[1:31:26] charter what that have been

[1:31:29] just at a graph. I don't have

[1:31:30] that exact number for you, but

[1:31:33] it's going to be in the 55. 50

[1:31:35] said yeah. 54 somewhere in

[1:31:36] that range.

[1:31:37] >> you're you're going to be a

[1:31:41] you're going to be at.

[1:31:42] >> 10 to 11,000 more for the

[1:31:42] charters and then the

[1:31:45] additional count is the

[1:31:48] Florida power scholarships.

[1:31:49] >> Oh, they MAY. They be to

[1:31:50] prep school make that not

[1:31:51] charged. But just in general,

[1:31:54] okay. As I have feeling power

[1:31:58] and sort, that's actually a

[1:31:58] great segue into our next

[1:32:02] slide because

[1:32:04] >> The the annual kind of

[1:32:05] budgetary process and

[1:32:06] forecasting enrollment, you

[1:32:08] know, really begins at this

[1:32:10] point. The years week, get 3rd

[1:32:12] count and then we start

[1:32:15] selecting a state model our

[1:32:17] enrollment projections for the

[1:32:20] upcoming year and the the

[1:32:24] challenge with forecasting our

[1:32:24] enrollment on a year-on-year

[1:32:25] basis right constructing a

[1:32:27] budget staffing schools. Is

[1:32:31] that? If we look at kind of

[1:32:31] this prior year's forecast in

[1:32:36] data. Our enrollment as we

[1:32:38] captured and serve it to us.

[1:32:40] 41,755. But if you take kind

[1:32:41] of the total number of

[1:32:43] students in the district

[1:32:45] right, and then you back out

[1:32:47] with charter schools report.

[1:32:47] Their enrollment is going to

[1:32:48] be because that's a self

[1:32:49] reported projection from the

[1:32:50] charter schools. And then you

[1:32:54] back out what the state

[1:32:55] anticipates voucher program

[1:32:56] participation is going to be

[1:32:59] you end up with. In the case

[1:33:01] of the prior year, a number

[1:33:05] like 39,300. And 44, so if the

[1:33:05] state over estimates about

[1:33:06] your per space, you're the

[1:33:09] charter schools over estimate

[1:33:09] the number of students that

[1:33:12] will be enrolled. Those sites.

[1:33:15] We could end up with a

[1:33:16] significantly lower district

[1:33:16] projection. If we take those

[1:33:20] numbers at face value. And so

[1:33:20] we have to do our own own

[1:33:23] projection make sure we staff

[1:33:25] appropriately into what we

[1:33:26] think the number of students

[1:33:27] who are walking on the first

[1:33:30] day of school are that's part

[1:33:34] of the art and science of that

[1:33:34] annual staffing and

[1:33:36] forecasting model. So you can

[1:33:40] see like in this prior year.

[1:33:40] We staffed significantly

[1:33:43] higher than that. 39,000

[1:33:44] projection. And we even

[1:33:45] exceeded that. And role by the

[1:33:49] time we're it survey We do

[1:33:51] have a question on the site.

[1:33:54] >> Expect wrecked just quick.

[1:33:56] A lot of numbers. Lot of gaps

[1:34:02] in the numbers to you say that

[1:34:02] 41 at the very first line. 41

[1:34:10] 7.55 Exceeded net forecast. 39

[1:34:13] 3.44, so we forecasted and my

[1:34:14] understanding.

[1:34:16] >> Okay. We didn't forecast.

[1:34:18] So if you if you look at the

[1:34:18] Theresa Bullets. All right.

[1:34:26] We're the first bullet. The

[1:34:27] 56,470 total students is from

[1:34:29] the Legislature's conference

[1:34:33] report. Last MARCH. Okay.

[1:34:35] That's the that's the number

[1:34:39] that there forecasting. We'll

[1:34:42] be in our district schools.

[1:34:43] Plus, charter schools. Plus

[1:34:48] the voucher program. Okay. The

[1:34:50] conference report also tells

[1:34:53] us of that. 56 for 70, the

[1:34:54] state's forecast of how many

[1:34:58] vouchers will be issued. Each

[1:34:58] charter school gives us their

[1:35:02] projected enrollment. And so

[1:35:07] the point is that. If all of

[1:35:09] the charter schools make their

[1:35:12] projected enrollment you use

[1:35:15] the state's estimated now

[1:35:19] numbers and you back then out,

[1:35:22] we should have been at 39,344

[1:35:26] students. Okay. But in our

[1:35:28] district operated schools, the

[1:35:29] actual number of students in

[1:35:34] seats on OCTOBER was 41,755.

[1:35:35] So there's a so there's a

[1:35:36] pretty significant Delta there

[1:35:43] right? The key is that at some

[1:35:44] point we have to make a

[1:35:44] decision about what we think

[1:35:46] the number is going to be for

[1:35:48] staffing. Wright and staffing

[1:35:52] is our is our highest expense.

[1:35:53] So what if we got our staffing

[1:35:55] wrong? It has a significant

[1:35:57] impact. And so we're we kind

[1:35:58] of landed last year when it

[1:36:01] was time to make staffing

[1:36:04] decisions. Was we felt like

[1:36:07] the 39 3.44 Was too low. So we

[1:36:08] staffed or schools at 40,009

[1:36:15] 50, okay. Right. And then we

[1:36:17] actually ended up by OCTOBER

[1:36:20] 10th that 41 7.55, and again,

[1:36:22] we scheduled this presuming

[1:36:25] that we would have that

[1:36:25] calculation. 3 report back

[1:36:27] from deo we by now as of this

[1:36:28] morning, we still don't have

[1:36:32] it. That calculation report is

[1:36:34] important because that those

[1:36:35] numbers square up our budget

[1:36:40] from the fall. Oh, yeah. And

[1:36:43] it's the first step in our

[1:36:43] forecast for next year. And

[1:36:46] then our forecast starts this

[1:36:48] whole process. So it's it's

[1:36:51] it's FEBRUARY 14th. And I

[1:36:51] can't begin that process

[1:36:52] without that calculation

[1:36:57] report. So even today. We

[1:36:57] can't square all of these

[1:37:02] numbers up for you. But we can

[1:37:05] tell you for purposes of a

[1:37:05] rezoning analysis where we

[1:37:09] were at on OCTOBER 10th. But

[1:37:10] this is the reason why all of

[1:37:15] this is important is. It is

[1:37:16] it's all forecast, right?

[1:37:19] Right. And so nothing we do is

[1:37:24] ever going to be perfect. And

[1:37:26] in a in as more school choice

[1:37:27] options rollout is families

[1:37:28] have more choices. Our

[1:37:31] modeling gets no easier. And

[1:37:34] so that we just have to go win

[1:37:36] the as MR. Jensen said at some

[1:37:36] point, you've got to pick a

[1:37:40] date. Reuse the numbers and we

[1:37:41] all know where schools

[1:37:43] together every day that on

[1:37:46] October 10th, there were 41

[1:37:47] 7.55 By OCTOBER 13. That

[1:37:50] number has changed because we

[1:37:51] have kids entering and

[1:37:52] withdrawing every day for but

[1:37:53] for purposes of this analysis,

[1:37:56] that's the snapshot. But I

[1:37:56] think all this other stuff is

[1:38:04] just showing you that there is

[1:38:06] a spore casting their analysis

[1:38:08] and then it gets down to

[1:38:10] confidence, in fact, data and

[1:38:12] what adjustments you're going

[1:38:13] to make. Because had we made a

[1:38:17] decision to staff at 39 3.44,

[1:38:17] or even sure we would have

[1:38:18] huge class sizes, right?

[1:38:22] Right. Right. But 40,009 50,

[1:38:24] if we had been wrong and we

[1:38:27] had come in at 39 3.44, we

[1:38:28] would be deficit spending,

[1:38:32] which is and that goes to. The

[1:38:32] finance and the budget part.

[1:38:34] That's why you have to have a

[1:38:35] fund balance so that you have

[1:38:42] cushion. For that variance.

[1:38:43] And that was the reason I

[1:38:45] asked the question.

[1:38:46] >> I understand it to a

[1:38:52] degree. But the public. You

[1:38:53] know, understanding forecast

[1:38:58] thing. We just got to kind go

[1:38:59] on what data that you have in

[1:39:01] front of you at the time. If

[1:39:04] you don't have that to analyze

[1:39:08] and dissect. And that's what

[1:39:10] it is is basically dissecting

[1:39:14] that how you're going to.

[1:39:16] Project your your year. It all

[1:39:18] comes down to what they give

[1:39:20] us and what what we see in our

[1:39:24] own communities. So perfect.

[1:39:25] And that's going to be the

[1:39:26] kind of where my questions are

[1:39:29] going to go. I know a lot. But

[1:39:30] I don't say don't take that

[1:39:32] back. There's a lot. I don't

[1:39:35] know. But there was a lot

[1:39:38] more. The public doesn't know.

[1:39:41] It's okay

[1:39:42] >> So can you help me

[1:39:45] understand? I assume that what

[1:39:47] when we report data to the

[1:39:47] Department of the year, we for

[1:39:48] this calculation that they do

[1:39:51] that information that we send

[1:39:53] them. So why is it? There must

[1:39:57] be some bureaucratic process

[1:39:59] that we don't know what there

[1:39:59] would be a minute. We sent

[1:40:01] them the data when we come to

[1:40:02] know what that is. But they

[1:40:06] must do some magic up there

[1:40:08] are some that. That's a great

[1:40:09] question. And we we transmit

[1:40:16] the data could be sent to us.

[1:40:16] >> there

[1:40:17] >> are a number of processes

[1:40:19] that get run in rights,

[1:40:20] including in some of this gets

[1:40:20] into budget. And it's more

[1:40:24] MISS Sellers will house but,

[1:40:25] you every student has a

[1:40:28] there's a program cost factor

[1:40:30] based on what grade level

[1:40:30] there in whether they're a

[1:40:31] student with disabilities,

[1:40:35] whether there are Speaker

[1:40:35] Boehner languages. So they're

[1:40:37] different program. Cost

[1:40:39] factors and then the other

[1:40:41] pieces that on fte in the

[1:40:44] funding side he has

[1:40:46] recalibrated. And so, for

[1:40:47] example, if you're a high

[1:40:47] school student, you take a

[1:40:50] full set of classes with us.

[1:40:50] But then you're taking an

[1:40:52] extra class through Florida.

[1:40:55] Virtual we're putting in our

[1:40:55] funding, Florida, virtual

[1:40:58] spitting in their funding.

[1:41:00] That student gets recalibrated

[1:41:06] back down to one fte. And so

[1:41:07] in our minds, we're going to

[1:41:08] get full funding for that

[1:41:10] student. But actually, Florida

[1:41:11] virtual staking a slice of

[1:41:14] that pie right? So that's

[1:41:15] another example. And then and

[1:41:17] then another piece of this is

[1:41:19] remember that the family

[1:41:20] empowerment scholarships are

[1:41:25] operating. Completely

[1:41:26] completely separately. In

[1:41:27] other words, to they don't

[1:41:28] register with us that they go

[1:41:31] through one of the scholarship

[1:41:32] funding organizations. But

[1:41:35] there can be multiple claims

[1:41:37] on that student id number. And

[1:41:38] so Tallahassee has to resolve

[1:41:40] all of that. So yes, we we

[1:41:43] send them what we think. And

[1:41:46] then they send us back what

[1:41:47] their database tells them.

[1:41:50] Another example is in the in

[1:41:53] the claim window in the full

[1:41:55] you could have a student moved

[1:41:56] from Sarasota County to

[1:41:58] Manatee County right? And we

[1:42:00] MAY both send that student's

[1:42:03] id number. They're not going

[1:42:08] to send one set of funding. To

[1:42:09] one county, duplicate that

[1:42:12] funding to another county,

[1:42:13] right? So they double they

[1:42:13] have to run all of that

[1:42:17] through their systems to send

[1:42:18] us back and say, ok, this is

[1:42:20] how we result all of this. So

[1:42:23] that's what we're waiting.

[1:42:26] >> bullet number 2, so

[1:42:27] district operator, Roland, a

[1:42:31] as of MARCH. Take. This is

[1:42:32] what we're operating on me to

[1:42:33] buy up to today. Many students

[1:42:36] are enrolled in our district

[1:42:39] could button and say. I soon

[1:42:40] as had a base for something,

[1:42:42] how many it's So why are we

[1:42:44] what? Why is it better to use

[1:42:46] that of the 2 year-old and

[1:42:48] just push the button today and

[1:42:56] say they're actually 42,905

[1:42:56] >> good question again, you

[1:42:59] you have to pick a freeze

[1:43:02] point we all we all use

[1:43:03] different data pieces. But for

[1:43:06] example, if we said run it

[1:43:07] today, it's like we took a 10

[1:43:09] minute recess and read

[1:43:11] upstairs or in the report,

[1:43:13] too. In the 10 minutes we're

[1:43:15] running the report. Registrar

[1:43:16] at a school MAY withdrawing

[1:43:20] the trial right? A trial MAY

[1:43:21] be moving between schools and

[1:43:24] it depends on.

[1:43:28] >> When that transaction hers,

[1:43:30] the the other key behind the

[1:43:33] freeze point if MISTER Reno,

[1:43:35] the pulls data today for a

[1:43:37] capacity analysis, MR. Jensen

[1:43:40] pulls the data on Monday for a

[1:43:41] staffing analysis. Now they're

[1:43:42] coming to our meeting with 2

[1:43:46] different data points. And so

[1:43:47] that's why you want to kind of

[1:43:48] pick one Friess point. And

[1:43:50] keep in mind, we're making

[1:43:51] this presentation today that

[1:43:52] this team's been working on

[1:43:54] this for months. So although

[1:43:55] there's a different number

[1:44:00] now, we've really been using

[1:44:01] this 10, 10 24 data to put all

[1:44:03] of this together. Doesn't make

[1:44:11] sense it. Thank I the next

[1:44:14] portion of the presentation

[1:44:14] street office present a

[1:44:15] construction update on active

[1:44:18] projects.

[1:44:22] >> Excuse me. Thank you, MR.

[1:44:23] Jensen, Good Morning. Morning

[1:44:24] opportunity to play give you

[1:44:25] an opportunity speak about

[1:44:27] what we're doing here.

[1:44:27] >> Apartment construction

[1:44:31] services. If you follow your

[1:44:32] first light, I think this

[1:44:33] barber, a Harvey, like to give

[1:44:33] you an update where we are

[1:44:39] with that one. The barber, a

[1:44:42] Harvey new school construction

[1:44:43] is a prototype up. Our Mona

[1:44:45] Jane and I saw middle school

[1:44:47] campuses. We have Harvard

[1:44:50] Jolly who's the architect in

[1:44:51] Smith was a construction

[1:44:52] manager. Do an outstanding job

[1:44:53] in this project. At the

[1:44:55] moment. We currently have

[1:44:58] about. 97% of the structure

[1:45:04] completed. The site is 65%

[1:45:05] complete. Our mechanical

[1:45:06] electrical and plumbing

[1:45:07] systems at a 50% completion

[1:45:10] rate. We're getting ready to

[1:45:11] go to permanent power in about

[1:45:14] a week or so. And our 2 year

[1:45:15] finishes right now about 35%

[1:45:17] complete. So if I had to look

[1:45:19] at the project holistically,

[1:45:21] 70% of the project is

[1:45:22] currently complete. And we're

[1:45:23] looking forward to meeting our

[1:45:27] JULY 2025. Opening date. Very

[1:45:30] excited about process of

[1:45:31] construction is going on this

[1:45:32] particular project. And it's

[1:45:33] going to add another 1268

[1:45:38] student stations. I for Don't

[1:45:38] need to click Grande concert

[1:45:46] coming to question.

[1:45:46] >> You

[1:45:47] >> can go ahead big tease.

[1:45:47] Your boat people question.

[1:45:51] Yeah, right. One thing that I

[1:46:01] had the Dr about for Acreage

[1:46:03] associated where these

[1:46:08] projects. Like, for instance,

[1:46:12] a slide. I don't know how many

[1:46:12] acres.

[1:46:15] >> This is a 30 acre site. Is

[1:46:17] it on that I not on there, but

[1:46:20] it's a 30 acre 38

[1:46:24] >> And looking at the the

[1:46:25] diagram, I see a lot of little

[1:46:28] retention ponds and stuff like

[1:46:28] that.

[1:46:29] >> That's the traffic queuing

[1:46:30] at traffic here. Is a

[1:46:38] pedestrian traffic queuing?

[1:46:39] Have other questions as go.

[1:46:41] But that my biggest question.

[1:46:43] How much?

[1:46:44] >> And this is what wrote him.

[1:46:45] I would like to know the

[1:46:46] acreage associated with every

[1:46:50] site. And what portion is not

[1:46:53] being used in the design for

[1:46:53] potential growth. I think

[1:46:57] you'd be helpful with us with

[1:47:00] future projects in the

[1:47:01] district. Also ask about a

[1:47:03] list of actual properties that

[1:47:05] we currently own to include

[1:47:08] bank lots or on utilized

[1:47:09] portions again, I believe this

[1:47:09] will be helpful information to

[1:47:13] the board now.

[1:47:15] >> can provide here on the

[1:47:16] project here we identify

[1:47:17] future growth for new building

[1:47:18] and this particular

[1:47:19] architectural design. We also

[1:47:21] identified playing fields were

[1:47:23] identified courts, basketball

[1:47:24] and tennis. So we have a

[1:47:26] pretty good overview of how

[1:47:27] the acreage is being utilized

[1:47:29] and we can make it necessary

[1:47:32] adjustments if if necessary.

[1:47:33] Identified pardon me how we're

[1:47:35] going to use all of those 30

[1:47:39] acres. Rick has site plan.

[1:47:40] >> Wright restarted some of

[1:47:41] project. The design. This one

[1:47:44] started in 2022. And now we're

[1:47:48] going to open probably. 25

[1:47:53] you're saying

[1:47:53] >> did we take in

[1:47:54] consideration the massive

[1:47:57] growth as we go on what I

[1:47:58] worry about with all of there

[1:48:00] were do just say there was

[1:48:03] Remember, we have a pox. That

[1:48:08] ready for the are right for

[1:48:10] right Yeah. Got live with

[1:48:10] that. Wasn't I get this when

[1:48:12] we We've been dissipated.

[1:48:13] Another two-story addition

[1:48:13] which will be talking about

[1:48:15] later in the

[1:48:19] >> All I cement but should be

[1:48:21] cleared. And that's exactly

[1:48:23] what I was representing the

[1:48:24] first like we will generate

[1:48:25] whatever date of the board

[1:48:26] once. I just want everybody to

[1:48:28] be here so that we don't

[1:48:29] >> have to do, you know,

[1:48:31] fighter reach out to No that

[1:48:34] soon. Vice you would like to

[1:48:37] know on active in future

[1:48:39] projects. How many acres we

[1:48:41] have. And then I think I heard

[1:48:43] you say how many acres are not

[1:48:47] being year to last, right,

[1:48:48] right. Keep keeping in mind. I

[1:48:48] know you're saying that this

[1:48:51] is a 30 acre acre lot.

[1:48:54] >> So and you you're saying

[1:48:56] that this site has a Bucs are

[1:48:58] ready for future growth? Yes,

[1:49:04] it Ok, so that does good. In

[1:49:07] my We're worth thinking out of

[1:49:11] the box even no pun intended

[1:49:12] and investment. That's the

[1:49:13] advantage of having the deputy

[1:49:15] superintendent who's an

[1:49:16] architect.

[1:49:18] >> Having seen some of Mr, Run

[1:49:21] all these pass projects even

[1:49:22] before manatee. That's that's

[1:49:22] what we support moving forward

[1:49:25] is.

[1:49:29] >> We MAY not need Now.

[1:49:31] >> But what is the expansion

[1:49:32] look like and got the right

[1:49:34] kind of precip keys. Insisting

[1:49:38] on that on these projects. Up

[1:49:38] to.

[1:49:41] >> 5 years beyond even I I 30

[1:49:45] acre site. How much of that is

[1:49:47] being used? Much is we're

[1:49:48] going to have for future

[1:49:50] growth other than I'm guessing

[1:49:53] it was a 6 or a construction

[1:49:56] for future. So it looks like

[1:49:59] from this that we potential

[1:50:03] even beyond that.

[1:50:05] >> It exactly. But one of the

[1:50:07] things you need to consider is

[1:50:08] we are looking at additional

[1:50:12] classroom space. But you're

[1:50:13] kind of locked in one with

[1:50:15] what we call that course.

[1:50:15] Space dining. You don't want

[1:50:20] to start. At 09:30am, in the

[1:50:23] morning. If you get too large.

[1:50:24] All right. From the standpoint

[1:50:26] of safety and security, the

[1:50:26] other common space or

[1:50:30] corridors. And we want to make

[1:50:31] sure that we don't have

[1:50:33] congestion in the corridors as

[1:50:35] well. Administration is

[1:50:38] another point that we look at

[1:50:40] just, you know, handling of

[1:50:41] the guidance level in the

[1:50:43] administration. So there are

[1:50:46] some fix points, which are

[1:50:49] those core components. But we

[1:50:50] make sure when we're designing

[1:50:52] and we're looking at growth

[1:50:54] that we've increased the size

[1:50:58] come we did moment. So

[1:50:59] remember, we had that

[1:51:00] conversation about what was

[1:51:04] the core size been a So we go

[1:51:05] through that process to make

[1:51:09] sure that as we add capacity,

[1:51:10] the core facilities can I can

[1:51:14] handle the truck but traffic

[1:51:19] >> you also asked for current

[1:51:21] currently vacant parcels that

[1:51:24] the district owns was that

[1:51:24] your was at the center

[1:51:28] Minutes, that do not have.

[1:51:31] >> Get a good example. Right

[1:51:32] front. I have no idea how

[1:51:35] acres is there. And how much

[1:51:38] do actually use for students?

[1:51:41] That kind of I hope we have

[1:51:44] property that. Like that.

[1:51:48] That's a perfect example. And

[1:51:49] what I know we have discussed

[1:51:50] another workshop, the property

[1:51:52] that we have down at psc. But

[1:51:56] I don't know if there's other.

[1:51:58] Parcels that we have that.

[1:52:00] We're never gonna be able to

[1:52:01] use this little section for

[1:52:04] this reason or that reason the

[1:52:06] 8 or 2 acres, whatever. No,

[1:52:09] I'm saying that that's kind of

[1:52:10] like her. I was going on. What

[1:52:11] do we actually don't want to

[1:52:13] read? Don't use what can we

[1:52:18] not use that kind of thing?

[1:52:19] Yeah. I had asked if we could

[1:52:20] at the acreage onto but I

[1:52:21] understand that would probably

[1:52:24] been a lot of work.

[1:52:25] >> vice chair, the other

[1:52:26] pieces when you talk about

[1:52:28] unused acreage, keep keep in

[1:52:33] mind to a principal right?

[1:52:35] Green space. Those get you

[1:52:36] straight there. So, yeah, and

[1:52:38] we've got we've got a former

[1:52:39] right pe teacher on the board.

[1:52:40] You've got if you've got green

[1:52:43] space available for kids to

[1:52:48] enjoy, it gets understand,

[1:52:48] that's Yeah. Now we just need

[1:52:50] to work on the shape for

[1:52:54] those.

[1:52:54] >> record and some of the

[1:52:55] other Yeah, real quick,

[1:52:56] gentlemen, I have a question

[1:52:59] about the picture. Is this I

[1:52:59] want to get is this Fort Hamer

[1:53:02] road that's picture here or is

[1:53:04] that River Trail program a

[1:53:06] message to for a We're hearing

[1:53:10] out of the picture up North

[1:53:13] right here. Yeah. Got tap yes

[1:53:14] of time. Okay. By the way, I

[1:53:17] like the new branding is

[1:53:17] already here for harboring or

[1:53:18] 3 branches school. Nice touch.

[1:53:21] Thank you very much.

[1:53:24] >> On the next slide, I like

[1:53:28] discuss Lake Manatee, Kate.

[1:53:29] The on state road. 64 and

[1:53:33] Academic drive. Designed by

[1:53:35] hks in dc is the construction

[1:53:36] manager. Again, this project

[1:53:39] is going extremely well. We've

[1:53:42] got 95% structure completed

[1:53:44] another 75% of the site work

[1:53:46] done. The man that mechanical

[1:53:47] electrical and plumbing

[1:53:49] systems. Got 45% that were

[1:53:50] completed and be a tear

[1:53:51] finishes is growing at a rate

[1:53:53] of about 25%. This project is

[1:53:58] well, I-70 as a whole is about

[1:54:01] 70% complete and it will be

[1:54:02] ready JULY 2025. With the

[1:54:05] elementary portion of the

[1:54:06] school opening and the middle

[1:54:07] school portion of the school

[1:54:08] pursuing after that with

[1:54:09] expected completion around

[1:54:13] MARCH. It's just a technical

[1:54:14] and that's 48 this a 40 acre

[1:54:17] acres.

[1:54:24] >> man I just want. Boredom.

[1:54:25] Even the public to understand

[1:54:28] when you're talking about.

[1:54:32] Interior finishes, that does

[1:54:36] furniture. No separate is not

[1:54:39] being paid the from trend

[1:54:44] where final touches to end.

[1:54:46] And right and Things of that

[1:54:49] nature. Make sure people who

[1:54:51] in this project adding another

[1:54:54] 1620 students stations.

[1:54:57] >> For same question.

[1:54:58] >> What's the what's the

[1:55:00] closest main intersection to

[1:55:01] Lake Manatee?

[1:55:02] >> it will be uline and

[1:55:07] academic drive. You line runs.

[1:55:10] 64 runs East and West. You lie

[1:55:12] runs North intersecting and

[1:55:13] off of you. Running to the

[1:55:15] east is academic drive new

[1:55:20] drone.

[1:55:21] >> You know that as a pilot

[1:55:22] take off, you're going to play

[1:55:23] the bass favorite choice of

[1:55:24] this thing called an alternate

[1:55:26] plan in case the weather is

[1:55:27] bad. It they say you get a

[1:55:28] base is so what's the

[1:55:32] alternate plan? If like we get

[1:55:34] 3 hurricanes in JULY and

[1:55:35] AUGUST. And that's all whole

[1:55:36] plan that we put together. And

[1:55:37] I'm not I'm just curious,

[1:55:39] like, what would we do? It? We

[1:55:39] couldn't open the schools in

[1:55:46] the fall when more move.

[1:55:47] Doctor Weiss on question mayor

[1:55:49] would being with entire

[1:55:51] leadership team is going suit

[1:55:57] up and we're going to for

[1:55:58] >> I don't like to it right.

[1:56:00] High probability that I'll

[1:56:03] have a workers comp claim, but

[1:56:04] I would the room stuff to make

[1:56:06] sure the schools get

[1:56:07] Obviously, if if there was

[1:56:12] something. Absolutely

[1:56:13] catastrophic, we would just

[1:56:14] simply have to survive another

[1:56:18] year on the over capacity

[1:56:18] sites. But we're operating

[1:56:22] now.

[1:56:26] >> Little board Well, you to

[1:56:28] MISTER In all these earlier

[1:56:30] point, you know, we reach the

[1:56:31] point going. We had to close

[1:56:34] to new enrollment, We could

[1:56:36] have put more portables there.

[1:56:38] But the principal was out of

[1:56:42] space. She served lunch any

[1:56:47] kind of reasonable time, And

[1:56:49] Harvey, I think we were pretty

[1:56:50] much an a green space for for

[1:56:55] portable. So that core

[1:56:56] facility and managing all of

[1:56:57] that really is the key point.

[1:57:01] But hypothetical, if there was

[1:57:01] some kind of catastrophic

[1:57:05] event. Because we didn't

[1:57:07] actually shifting boundaries

[1:57:11] to open these 2 schools niche

[1:57:13] Ali, we would just revert to

[1:57:14] what are doing this year. It

[1:57:17] would be but that's MR. Gough

[1:57:20] has high confidence that we're

[1:57:21] on track.

[1:57:24] >> in addition to that, really

[1:57:27] this upcoming hurricane season

[1:57:30] already be inside. So if

[1:57:33] things were delayed, it MAY be

[1:57:33] some striping of the parking

[1:57:38] You know, maybe critical part

[1:57:41] was when we have the storm's

[1:57:43] that JUNE and JULY when we at

[1:57:44] the foundation level and

[1:57:47] trying to bring the walls up

[1:57:51] and you bring the roof on.

[1:57:52] Those were the critical

[1:57:55] points. And I mean it it's a

[1:57:56] great, really Will. Smith and

[1:57:59] nbc did an absolutely great

[1:58:01] job we could have major

[1:58:03] setbacks as as a result of

[1:58:05] that. So we're worried about

[1:58:07] this hurricane season. Coming

[1:58:09] up for the 2 new elementary

[1:58:09] schools in as we try to get

[1:58:10] out of the ground in a

[1:58:13] seven-day shuns in get that

[1:58:16] level of work done. Our

[1:58:17] concern usually isn't at the

[1:58:18] end, it's kind of in in the in

[1:58:19] the middle and the beginning.

[1:58:23] Was original pick say?

[1:58:23] >> And to add to MISTER Of

[1:58:27] these comments. In dc did a

[1:58:28] tremendous job in spite of the

[1:58:32] storm damage that we have had

[1:58:33] on that project. They've done

[1:58:35] a tremendous step and I'm very

[1:58:38] excited about where we

[1:58:38] confident, MR. Stated that

[1:58:39] we're going to go to the

[1:58:41] schools open on time.

[1:58:42] >> I don't doubt that we will.

[1:58:44] Just was curious, like what is

[1:58:51] act of GOD that even it? And

[1:58:52] he over or not I have full

[1:58:52] confidence what you're saying.

[1:58:55] I was just curious but what we

[1:58:56] do in the event of acts of

[1:58:56] governor. All right. That's

[1:59:00] all have big.

[1:59:00] >> Let's continue on. Think

[1:59:02] the next slide is parents

[1:59:06] community high school. We have

[1:59:08] it addition being constructed

[1:59:09] but company and shows was the

[1:59:12] architect of record that

[1:59:15] project right now is 95%

[1:59:17] complete. So 23,000 Edition

[1:59:18] with additional 16 clash looms

[1:59:21] into engineering laps projects

[1:59:23] gone extremely well. We're

[1:59:27] getting ready to open and a

[1:59:27] couple of weeks. As a matter

[1:59:29] of fact, got some final

[1:59:30] testing to doing punch list

[1:59:31] and that this project is about

[1:59:35] ready Finish up prepare for

[1:59:38] the students. Talk about.

[1:59:40] Again, we're adding an

[1:59:41] additional 480 students

[1:59:42] stations with this with this

[1:59:43] construction. If had a

[1:59:45] question, go ahead.

[1:59:46] >> I was there this week.

[1:59:50] They're very excited about

[1:59:51] that opening around the

[1:59:52] outside a little bit. Their

[1:59:57] defense when when this opens

[1:59:58] and neglected to ask the

[2:00:00] principle time when this

[2:00:04] opens, is it going to reduce?

[2:00:05] >> Class sizes, currently

[2:00:06] current class sizes as well

[2:00:07] since that will be open during

[2:00:10] the semester. Do you? You

[2:00:11] know, if that's going to a way

[2:00:13] to do that, or is it just?

[2:00:15] They're going to be able to

[2:00:15] take because I know they're

[2:00:18] floating teachers right now,

[2:00:19] right? So and then giving them

[2:00:22] a place that.

[2:00:22] >> You know, my discussions

[2:00:26] with the principal, he does

[2:00:27] have a number of floating

[2:00:29] teachers that will finally

[2:00:30] have a home, a permanent So

[2:00:34] that was his priority. Thank

[2:00:39] >> My question more about.

[2:00:40] Forward thinking that's what

[2:00:40] we're all doing. Your return,

[2:00:43] forecast.

[2:00:48] >> When of the school 7 years

[2:00:58] ago. By 5 years you ok? Was

[2:00:59] there discussion there's some

[2:00:59] leading to MISTER Kennedy.

[2:01:03] Hear about copping that. Boxed

[2:01:08] in for future growth. Instead

[2:01:13] because we didn't do out there

[2:01:14] for about did We part of the

[2:01:15] plan. Your future growth. Go

[2:01:20] ahead and do the box.

[2:01:20] >> Utility worst are about to

[2:01:22] write the proposed location.

[2:01:25] We actually had the facility

[2:01:27] design already rough greeting

[2:01:30] final grading was certain that

[2:01:31] as well. And so it was just a

[2:01:32] matter of starting pour

[2:01:34] concrete and going 19 years

[2:01:34] here. We've typically had

[2:01:38] additional.

[2:01:38] >> Designed for added

[2:01:42] additions and for portables.

[2:01:43] At the time. We didn't have

[2:01:45] significant growth that we're

[2:01:46] experiencing now. But all the

[2:01:48] designs had room for

[2:01:49] additional classroom space and

[2:01:55] for Portables. I guess my

[2:01:55] question.

[2:01:58] >> Why didn't we just build it

[2:01:58] done when things are way

[2:02:01] cheaper than they are now?

[2:02:05] >> Bridget and what what it

[2:02:06] doesn't, what it does and what

[2:02:07] We all here and say GOD, like

[2:02:11] been 10.5 million in building,

[2:02:12] right? So that's the hard

[2:02:14] part. Still, prices cheaper.

[2:02:17] Budgets were

[2:02:19] >> I love those like. But if

[2:02:22] it doesn't get cold.

[2:02:22] >> getting nice. Going to say

[2:02:25] to that point like that was

[2:02:26] the bounce was that we've got

[2:02:28] to keep. The budget under

[2:02:29] control and the growth we're

[2:02:30] having now was the same growth

[2:02:31] we're having 6, 7 years ago.

[2:02:34] So we knew. Just like we know

[2:02:36] now we've got to create one

[2:02:37] for expansion. And that's

[2:02:40] that's the team perspective

[2:02:42] from you being here during.

[2:02:48] >> That Level growth now is

[2:02:49] far greater than the level of

[2:02:54] growth. That was projected in

[2:02:56] 5 years ago. I mean, I you

[2:02:57] know, I don't have any data to

[2:03:00] back this up. Feels to me very

[2:03:00] similar.

[2:03:03] >> you know, certainly during.

[2:03:04] The aftermath of the initial

[2:03:05] covid shutdowns, a lot of

[2:03:08] people come Florida. So you

[2:03:08] might have seen a little

[2:03:11] bubble But again, no data. But

[2:03:12] my feeling has been we were

[2:03:13] seeing. Just as many people

[2:03:17] coming. For 2020 as we're

[2:03:21] seeing now after 2020. Because

[2:03:22] it feels heavier to me that

[2:03:23] we're seeing a lot more calm

[2:03:27] can certainly feels heavier on

[2:03:27] the roads.

[2:03:28] >> So maybe that's what I

[2:03:31] think. Just I think it's just

[2:03:32] >> this constant growth we're

[2:03:33] seeing kid was, I agree,

[2:03:35] getting pretty constant. Yeah.

[2:03:37] I mean, if you look at it, I

[2:03:38] guess the way for the school

[2:03:40] district. Look, this is like.

[2:03:40] Let's look at year-over-year

[2:03:43] over the past 10 years. That

[2:03:44] would be like to me we're

[2:03:47] getting every

[2:03:48] >> And and we've done through

[2:03:53] other things. So reports that

[2:03:54] we see year-over-year the

[2:03:55] projections of students go but

[2:03:58] down. It's going and and to

[2:04:02] spray that in. And most of

[2:04:04] this is up here in the

[2:04:07] district. So I can I can tell

[2:04:09] you that it has been

[2:04:11] consistent, the neighborhood

[2:04:12] that we currently live in

[2:04:13] wasn't there 15 years ago that

[2:04:16] there were cows and now the

[2:04:16] neighborhood that we're in is

[2:04:20] now old. And there is get rid

[2:04:23] her son and and others massive

[2:04:23] growth all around us. And I

[2:04:24] drive down road and go out

[2:04:27] towards any of my schools out

[2:04:28] there. And I'm like

[2:04:28] neighborhood wasn't here last

[2:04:31] week. But it's been like that.

[2:04:32] It has been like that

[2:04:36] consistently over the last 15,

[2:04:39] 10 to 15 years. Is. It is. And

[2:04:40] it's funny because people

[2:04:42] think there's nothing they

[2:04:43] still if they've never been

[2:04:44] out there. But you all, of

[2:04:46] course, have they still think

[2:04:48] there's nothing there, but but

[2:04:49] no, we read the cows have gone

[2:04:52] have a lot of other things.

[2:04:53] And also to your point about

[2:04:57] why didn't we build it before

[2:04:58] it's been my experience. When

[2:04:59] I was a journalist based cover

[2:05:00] the Metropolitan Planning

[2:05:04] Organization we were always

[2:05:05] asking why don't you? Why

[2:05:09] didn't I-75 now? Or why don't

[2:05:10] you widens 64 now or things

[2:05:14] like that? Because but they're

[2:05:14] building out there. And that

[2:05:15] was always the what we can't

[2:05:16] do it now because what happens

[2:05:20] growth doesn't come and and it

[2:05:21] is. It's frustrating. It's

[2:05:22] really frustrating,

[2:05:23] particularly for those of us

[2:05:24] out there who are now going

[2:05:28] wise and 301, whiter, you

[2:05:29] know, it is. But it is. It

[2:05:33] comes down what happens or

[2:05:33] doesn't happen and the money

[2:05:34] and the money the money. And I

[2:05:37] think.

[2:05:38] >> No, sir, forget they cut

[2:05:42] off. Next slide. I like to go

[2:05:48] any Lucy Williams. We're

[2:05:50] getting ready for to construct

[2:05:52] a classroom addition there and

[2:05:54] it currently and the gmp

[2:05:55] getting ready to go to the

[2:05:58] board when to sup 8

[2:05:59] construction starting.

[2:05:59] >> In 2025 and at the end of

[2:06:05] the year. That's going to be

[2:06:06] another 162 additional student

[2:06:07] stations to that campus. And

[2:06:08] look at that picture.

[2:06:12] >> That is. Behind like when

[2:06:15] you're on. For him or for him

[2:06:16] use to hide it right right,

[2:06:21] MR. China.

[2:06:24] >> Is Williams is now

[2:06:26] basically mean, beyond

[2:06:27] capacity, going get back to

[2:06:33] that city and So this question

[2:06:33] is only relevant to me because

[2:06:34] I happen to drive past

[2:06:36] William's that this missile

[2:06:38] yesterday

[2:06:40] >> as I was looking at my gps

[2:06:41] that are going try and read

[2:06:46] Mark on the road Williams but

[2:06:47] I'm curious, there some backed

[2:06:50] up onto Fort Hamer for Hammer.

[2:06:54] Excuse me, is in the is in the

[2:06:56] construction plan. Any added

[2:07:00] capacity for a car cueing.

[2:07:01] >> Thank. You know, MISTER

[2:07:02] Kennedy will have additional

[2:07:02] funding for that in this

[2:07:05] particular desire cut. We

[2:07:08] bring even more come into

[2:07:10] things. But that's that's

[2:07:12] going to create a significant

[2:07:13] traffic isn't as of right now,

[2:07:14] a lot of space for either with

[2:07:16] existing is 16 site rather

[2:07:19] okay. Parts Britain.

[2:07:20] >> Some of the some of the

[2:07:21] anticipated growth there is

[2:07:26] the. Developments that are

[2:07:28] very immediately proximate to

[2:07:31] the schools. So there MAY be

[2:07:33] additional walkers as that

[2:07:35] school continues to grow. But

[2:07:36] again, we also need to be

[2:07:37] looking at the attendance zone

[2:07:41] for William course will get.

[2:07:42] >> Okay. Is used to with the

[2:07:46] walkers and stuff? I'm Amber.

[2:07:47] When developed that maybe a

[2:07:51] couple years ago, maybe before

[2:07:52] Christ you were here. There

[2:07:55] was there was a lot of e-mails

[2:07:56] about.

[2:07:57] >> The speed people walking

[2:08:00] kids walking on Fort Hamer. So

[2:08:00] you're looking at this picture

[2:08:03] like I don't know exactly this

[2:08:04] picture where development is

[2:08:07] happening and what's not. Is.

[2:08:09] But if there was to be

[2:08:09] development bike directly

[2:08:12] Roundup.

[2:08:14] >> On on our line.

[2:08:17] >> Can we do anything with

[2:08:17] those developers, bill but to

[2:08:20] do a walk-through? I got a

[2:08:27] example at Stewart Elementary

[2:08:28] right in the back there. A lot

[2:08:29] of this more used to be a part

[2:08:30] of a driveway or not drive a

[2:08:32] bit of side wall with that to

[2:08:38] the neighborhood. So something

[2:08:39] like that means that the

[2:08:40] majority talk, think, MR.

[2:08:42] Pelly is that some type of

[2:08:43] interface with that type of

[2:08:44] the. So let me give you

[2:08:47] cautionary tale.

[2:08:51] >> And it goes back to. The

[2:08:52] question the spray had and

[2:08:59] I'll get answer your question.

[2:09:00] Built go. Alum I've been here

[2:09:01] a long time. We're starting

[2:09:06] renovate schools. Know that

[2:09:07] >> so we built elmentary based

[2:09:09] on projected growth. Coming.

[2:09:10] >> It was fast and furious

[2:09:14] like it is today. 2008, my

[2:09:17] flip. A light switch. The

[2:09:22] growth stopped. So we ended up

[2:09:26] with a a school that was 75%

[2:09:26] complete. Sitting out in the

[2:09:29] middle of a field. And there

[2:09:30] are no houses being built

[2:09:33] around the coast. Residential

[2:09:34] growth stock. We had to make a

[2:09:38] decision. Do we? Let it stay

[2:09:41] like it is or do we a smart

[2:09:43] move push to finish? So we did

[2:09:48] and for the next. 5, 6 years

[2:09:51] with the bus students over to

[2:09:52] go there was no there, but

[2:09:56] they're not so that's one

[2:09:58] reason you don't want to get

[2:09:59] ahead of yourself building. It

[2:10:05] bans. When I look at it.

[2:10:08] Williams here, there is a and

[2:10:11] asphalt drive. Behind the

[2:10:15] school. So it would be yeah.

[2:10:19] Fort Hamer Road in front and

[2:10:20] and asphalt drive in the back.

[2:10:24] And there's a loop. And it was

[2:10:25] to tie in with what was

[2:10:27] originally developed as Cross

[2:10:28] Creek, which was owned by

[2:10:34] homes. During that same time.

[2:10:38] Growth stopped. They got their

[2:10:40] selves and financial problems

[2:10:44] the plans were banned because

[2:10:44] we have been coordinating

[2:10:46] hand-in-hand with them, too,

[2:10:47] to say we're going to build

[2:10:49] this loop so that you can

[2:10:51] bring your your parents and

[2:10:53] from your neighborhood in them

[2:10:54] back to the school so they

[2:10:56] don't have to go in for road.

[2:10:57] But again, then having to

[2:10:59] abandon their plans. Another

[2:11:01] developer bought it. That

[2:11:06] wasn't what his plans until so

[2:11:06] we have asphalt looped in the

[2:11:09] back of the school that no

[2:11:13] vehicle will ever connected.

[2:11:17] Again. A cautionary tale of

[2:11:18] getting too far ahead of

[2:11:20] yourself. So lessons We are

[2:11:24] working with the developer.

[2:11:25] Get your question. And we're

[2:11:26] working with the developer to

[2:11:30] get the Destrehan access into

[2:11:32] the back of the school. That

[2:11:33] in itself can create issues

[2:11:35] for school administration as

[2:11:36] to how you know how they

[2:11:40] monitor their campus. So

[2:11:42] nothing is set in stone here.

[2:11:45] We just had some but a lot

[2:11:46] times, you know, you want that

[2:11:47] single point of access. So

[2:11:50] now, if you've got students

[2:11:51] are parents coming in from the

[2:11:54] back of the school yet extra

[2:11:56] personnel extra safeguards in

[2:11:57] place. But we are in

[2:11:58] discussions. We've had

[2:12:04] discussions on that

[2:12:04] >> respect to that point. I

[2:12:13] know that MISTER Tatum long.

[2:12:13] About it. We're going to build

[2:12:14] a school and then we have a

[2:12:15] wall and you've got a house on

[2:12:18] the other side of that wall.

[2:12:18] >> And they go to that school.

[2:12:22] But they got a goal 2 miles

[2:12:24] this way, 2 miles that way, 2

[2:12:27] miles that way just to get.

[2:12:28] And when that just across the

[2:12:33] pets. I know the single point

[2:12:36] of access. What we're throwing

[2:12:39] more traffic. Out there, too.

[2:12:44] So at that. I got it. Drive my

[2:12:51] child to school. Vs. Having

[2:12:53] walk that or but the traffic

[2:12:53] in the traffic flow that can

[2:12:57] accommodate that. Additional

[2:12:59] traffic. Then you've got to

[2:13:00] kind of look at that, too. So

[2:13:01] that's what I would they I

[2:13:05] mean, you go out to. I went

[2:13:08] the soccer match at like the

[2:13:09] ranch. Congratulation to the

[2:13:15] girls there's several

[2:13:17] entrances there. 4 different

[2:13:18] areas. So you never use some

[2:13:23] time. We've got a look at that

[2:13:26] marketing. I'm sure you do so.

[2:13:26] >> Yeah, yeah. And I just want

[2:13:27] to make an observation real

[2:13:30] quick. Some of these issues

[2:13:34] are. We're kind of at the

[2:13:36] mercy, the county commission

[2:13:36] so that I I don't that. Say

[2:13:41] that negatively but in the you

[2:13:42] know, we have we have to work

[2:13:42] with what we have. So in the

[2:13:47] case of the traffic example,

[2:13:47] we're kind of stuck there with

[2:13:49] a 2 lane road with that big

[2:13:50] overcrowded school. And it's

[2:13:53] going road and it's I think

[2:13:54] you guys are the experts at

[2:13:56] this. You can tell me it's

[2:13:58] probably easier to build in

[2:13:58] Lakewood Ranch, because in

[2:13:59] Lakewood Ranch, when it's

[2:14:00] developed her. But it was

[2:14:02] developed. The infrastructure

[2:14:06] was put in first parish in

[2:14:09] North Palmetto thousands of

[2:14:11] homes going first and 2 lanes

[2:14:12] and then it took to the

[2:14:12] taxpayers to catch up after

[2:14:15] the fact. I didn't bring up

[2:14:16] that concerned, but I do want

[2:14:18] to recognize that we are kind

[2:14:24] of handcuffed by. What you

[2:14:24] know what's planned. And that

[2:14:28] is good observation. Lakewood

[2:14:33] Ranch. And I've been here a

[2:14:35] long time. Was working with

[2:14:36] Rex Jensen, went to work for

[2:14:38] Manatee County back in the Mid

[2:14:41] 80's mid-nineties.

[2:14:42] >> So I kind of knew what was

[2:14:45] coming. And Lakewood Ranch.

[2:14:46] The difference at Lakewood

[2:14:49] Ranch has over other

[2:14:50] developers as they own massive

[2:14:52] amount land which they could

[2:14:55] plan for where lot of other

[2:14:58] developers they have. 200

[2:15:01] acres, 400 Acres, Lakewood

[2:15:07] Ranch. I think initially they

[2:15:08] had like 28,000 and they've

[2:15:10] added on to it so they can

[2:15:14] master planned community of

[2:15:16] whereas those smaller shunning

[2:15:17] say small, though they're

[2:15:19] still big developers, but they

[2:15:19] just don't own the mask bill

[2:15:23] to go in and master plan

[2:15:25] entire area like Lakewood

[2:15:25] Ranch did. Yes, Lakewood Ranch

[2:15:31] much easier. Deal with schools

[2:15:32] infrastructure. Then the

[2:15:34] schools we fund and parish.

[2:15:34] And I know you work closely

[2:15:38] with the county. You can't

[2:15:39] always planning contentious

[2:15:41] issues, but and hopefully our

[2:15:45] county commission will. You

[2:15:45] know, they've already begun to

[2:15:46] discuss growth pretty

[2:15:48] seriously with which I know

[2:15:50] we're gonna get to later in

[2:15:51] and I wasn't Haitian. It's not

[2:15:57] job. Next, but also recognize

[2:15:58] that Harvard Jolly building

[2:15:59] companies working with us on

[2:16:00] the end. It was too project as

[2:16:01] well.

[2:16:03] >> Our next slide is on are

[2:16:04] elementary school that are

[2:16:10] some lakes. We currently have

[2:16:14] Skanska usa Builders. Working

[2:16:14] on this project as our

[2:16:15] construction manager and they

[2:16:20] are. Want to be constructing

[2:16:20] the elementary school, the

[2:16:21] Artisan Lakes and at Wright

[2:16:26] Ranch. Currently design. It

[2:16:27] started and we're getting

[2:16:31] ready to go to g m p when the

[2:16:32] design development stage.

[2:16:33] Right now we like to start

[2:16:37] construction around MARCH with

[2:16:37] an anticipated completion

[2:16:39] accuse me of JULY of 2026.

[2:16:43] Both of these projects could

[2:16:43] be a 2 story prototype.

[2:16:45] Approximately 122,500 Square

[2:16:51] Feet. It's have 969 students

[2:16:53] stations. We're looking

[2:16:53] forward to getting this

[2:16:57] project started on time. And

[2:17:00] if you look at the the layout,

[2:17:05] we show an additional lay out

[2:17:09] for were the additional school

[2:17:09] is going to be in that

[2:17:14] location.

[2:17:15] >> you. That's a little box to

[2:17:16] the bottom That's the box the

[2:17:19] bottom that inside MR. Chote.

[2:17:21] That's the that's the

[2:17:22] footprint that we anticipate

[2:17:23] for that two-storey to be

[2:17:30] placed. Turn off again. Same

[2:17:31] question. What's the nearest

[2:17:33] intersection on coach?

[2:17:35] Charlie, I think that's big

[2:17:40] Ben, to Yeah, I think big.

[2:17:41] Sorry. It's right. I wrote, as

[2:17:46] you know, Kyra, book. Like

[2:17:48] that use myself right near

[2:17:52] where the counties do the

[2:17:53] Veterans Park, that's right. I

[2:17:54] wanted to drive around up

[2:17:55] there, but I had no clue where

[2:17:58] to look

[2:18:00] >> so it is directly adjacent

[2:18:02] to the county's proposed

[2:18:05] veterans Memorial So you can

[2:18:09] access the site from the south

[2:18:10] off of Moxham Wall Road on

[2:18:13] Artisan Lakes Parkway. There's

[2:18:16] side road that comes off of I

[2:18:20] I think it's called Madden.

[2:18:23] Madden form way or something

[2:18:25] like that or you can access it

[2:18:26] from Buckeye Road. Either

[2:18:29] roads on the north side of of

[2:18:31] and make this is what 18 acre

[2:18:33] site. This is actually

[2:18:37] winners. But there are number

[2:18:41] of the easement over the side

[2:18:44] for Fpnl. A number of wetlands

[2:18:44] on the site. So even though

[2:18:46] it's a larger side, the normal

[2:18:47] it's we don't have excess

[2:18:54] property there. I can on the

[2:18:54] map and Google were that this

[2:19:05] is coming park down here.

[2:19:06] >> Which section did you say

[2:19:06] for potential growth would be

[2:19:08] that gray box down here?

[2:19:14] >> To the rarely left.

[2:19:17] >> There's 20 record. Doubles

[2:19:17] located.

[2:19:18] >> Potential portables in the

[2:19:21] back rows of the smaller. And

[2:19:26] worked part

[2:19:27] >> so that would be for how

[2:19:31] many additional? Particular.

[2:19:33] >> It's just a place holder.

[2:19:34] We haven't put a design with

[2:19:35] it or identified a number of

[2:19:37] students station

[2:19:40] >> Okay. Just to play. So

[2:19:40] we're not.

[2:19:41] >> But but I mean, could

[2:19:42] easily be was going to be a 2

[2:19:45] story, right? We could

[2:19:49] probably yet classroom 16, 16

[2:19:51] totals of 320 students

[2:19:56] stations on okay All

[2:19:58] >> The on with Dry ranch

[2:20:02] coming front developer.

[2:20:03] >> this property is being

[2:20:07] purchased from. Suburban Land

[2:20:09] Reserve. That's so are they're

[2:20:12] based of Utah. They developed

[2:20:16] a lot of Artisan Lakes, which

[2:20:18] is the development that this

[2:20:18] is located within again, been

[2:20:21] here a long time I worked on

[2:20:25] our Sun Lakes and later on,

[2:20:26] keep this reference in mind,

[2:20:28] this is important because we

[2:20:30] talk about the progression of

[2:20:32] development. I worked on our

[2:20:34] Sun Lakes when I was with

[2:20:36] Manatee County, it's still

[2:20:39] developing. So it sat dormant

[2:20:40] for

[2:20:40] >> decade. And the exact that

[2:20:42] I love that I would think not

[2:20:46] so beautiful. Like bridge

[2:20:47] entrance way like that. Was it

[2:20:52] long time to develop? Jack?

[2:20:53] >> Vice chair when you said is

[2:20:56] that the same? It's it's

[2:20:57] different. Property sellers.

[2:21:00] It's the same cause.

[2:21:01] Destruction manager.

[2:21:02] >> For that that's teen. Yeah,

[2:21:08] I just wanted to see getting

[2:21:09] from. We the same developer

[2:21:13] Iran says all You to. Without

[2:21:15] who started that decades ago,

[2:21:20] the I don't know who started

[2:21:24] this. The question we're wire.

[2:21:26] This land is from beast owner

[2:21:31] and you top. So you we are

[2:21:32] acquiring from owner in Utah.

[2:21:37] This land was designated

[2:21:38] >> the original development of

[2:21:39] regional impact, which was

[2:21:42] approved back in. Want to say

[2:21:47] right around 1990, development

[2:21:49] rejoin impact or large

[2:21:49] developments. Take don't

[2:21:50] recognize me more. But it was

[2:21:55] a type of development that the

[2:21:57] state recognized at the time

[2:21:57] and they had to go through a

[2:22:01] heightened level of review.

[2:22:03] The ones that are there still

[2:22:04] grandfathered in. But they

[2:22:05] really don't have new ones

[2:22:10] anymore. This particular site

[2:22:11] and designated for a school

[2:22:17] site for. What's yours I don't

[2:22:21] realize not. Great history. I

[2:22:29] did not know that. Okay.

[2:22:29] >> And our final presentation

[2:22:30] the elementary school. It

[2:22:33] right ranch. Again. It's a

[2:22:34] prototype of the Artisan

[2:22:39] Lakes. Campus. It's going to

[2:22:41] be 969 2 stations. Again, 100

[2:22:47] and 22,555 Square Feet School.

[2:22:48] And again, we're getting ready

[2:22:50] start this in MARCH work on

[2:22:52] the gnp as we speak with

[2:22:54] skanska recall it being the

[2:22:55] architect looking forward to

[2:22:59] completing JUNE of 2026. I

[2:23:00] think this is an 18 acre site

[2:23:01] as well as spring.

[2:23:04] >> And how many I'm sorry.

[2:23:06] >> The Sun, 18 acre site that

[2:23:07] can understand her my family

[2:23:07] can get a little bit more

[2:23:10] site. The site's much more

[2:23:14] efficient, then. And took helm

[2:23:18] entry site the coast. We when

[2:23:20] we negotiated this contract,

[2:23:22] which the board just approved

[2:23:22] last Tuesday that forced him

[2:23:27] not to the contract. We deal

[2:23:30] with the developer were our

[2:23:31] storm. Water would not be on

[2:23:32] site. It would be in their

[2:23:35] master retention system. So

[2:23:39] storm water takes up. In

[2:23:42] general, probably about 15 to

[2:23:43] 20% of your site. So you

[2:23:45] notice here, there's no

[2:23:46] stalled on right? We even

[2:23:51] though we bought less land we

[2:23:53] have for you is potential for

[2:23:54] >> So on on the the map is

[2:23:58] that the what kind of bubble

[2:24:00] over on the left side of it is

[2:24:01] that where their their storm

[2:24:05] water is? Yes, ma'am, it ok.

[2:24:06] >> And then one of the cross

[2:24:11] streets Charlie Thank the gets

[2:24:15] a legacy preserve is the the

[2:24:16] one on the right side of the

[2:24:19] design.

[2:24:20] >> And the one on the north

[2:24:24] side is well over Leaf

[2:24:28] Cloverfield later, over

[2:24:29] something over something I'm

[2:24:31] looking for, but it's not even

[2:24:32] at think we probably right

[2:24:35] now. Think.

[2:24:39] >> for me, again, what you

[2:24:40] approved Tuesday was something

[2:24:45] that we negotiated the seller.

[2:24:46] >> They had a mask grating

[2:24:50] permit approved, which is we

[2:24:50] found to be very beneficial to

[2:24:55] us because that they started

[2:24:58] in good faith knowing that

[2:24:58] this deal was coming in us

[2:25:01] becoming blood brothers and

[2:25:03] say, I promise we'll do They

[2:25:03] started mass grading the site

[2:25:06] and they are since we don't

[2:25:09] have any retention, they are

[2:25:13] providing the film material

[2:25:13] and they're providing approx

[2:25:15] 145,000 cubic yards in grading

[2:25:16] it and that is occurring

[2:25:19] today. And when we close on

[2:25:22] this property, which would be

[2:25:26] by Mid-MARCH. They will have

[2:25:28] building area mass graded to

[2:25:29] the elevation that we need.

[2:25:30] And then the remaining part of

[2:25:32] the site, though, provide all

[2:25:33] that Fillon grating within 90

[2:25:37] days. So it was allowed us to

[2:25:39] get a jump on the construction

[2:25:40] schedule goes. That's going to

[2:25:44] save us to 3 months of time.

[2:25:47] Well, they've been amazing and

[2:25:47] supporting us through this

[2:25:48] taking the steps for us. We

[2:25:52] don't want

[2:25:53] >> that concludes my

[2:25:53] presentation. Thank you very

[2:25:57] much.

[2:25:58] >> MISTER Gough. So if you

[2:26:03] look at the price of the

[2:26:03] Artisan Lakes school and then

[2:26:04] the price of the bright red

[2:26:10] school. So number student 32.

[2:26:11] the day all the same. The

[2:26:12] number students are the same

[2:26:15] actually of it. This every but

[2:26:19] less land. So why is that's

[2:26:19] cool? Projected to be about

[2:26:20] million dollars more expensive

[2:26:22] than the and the other

[2:26:27] elementary school.

[2:26:29] >> You think here and want say

[2:26:33] market technical. That bills

[2:26:34] are.

[2:26:34] >> Yes. So the prize for the

[2:26:40] for start of the Lake schools.

[2:26:41] 67.2 million and right. But

[2:26:43] this is prevent schools 7, 0,

[2:26:44] I'm sorry to take them to

[2:26:44] given that that's that's

[2:26:47] that's not that's not

[2:26:47] accurate.

[2:26:51] >> And he's agree that should

[2:26:55] be 65. Yes, was much. I'm

[2:27:06] sorry. I just say it was

[2:27:07] 10 million dollars. My type

[2:27:10] the law should have been. So

[2:27:12] >> Actually going highlight it

[2:27:16] well and great catch. That's a

[2:27:18] huge correction. Thank you.

[2:27:23] No, thank It's just the power

[2:27:24] point. This is an so there's

[2:27:30] little different.

[2:27:31] >> Ok, Poppy, running up and

[2:27:32] move just one after the line

[2:27:34] okay with going at I guess my

[2:27:37] question do you want to stop

[2:27:39] in the middle of this

[2:27:41] potentially and have lunch

[2:27:44] board. Also giving. Talking to

[2:27:47] you all as well or would you

[2:27:50] rather do it now? So we have

[2:27:51] this or get through this tax

[2:27:52] act because the section you

[2:27:54] want to get through bison

[2:27:56] right take a lunch you like to

[2:27:57] that.

[2:27:57] >> I was originally thinking

[2:27:58] that we try to get through

[2:28:02] this before lunch, but board,

[2:28:04] if you if if you're ready for

[2:28:05] a we certainly do. And I don't

[2:28:06] care about taking a break this

[2:28:08] up, want to get you all. I

[2:28:12] want thank the sectional too.

[2:28:16] The looming question to go

[2:28:17] That's all I ever think. I

[2:28:22] it's 12, 30 one I. That's 30

[2:28:23] minute break. So we'll come

[2:28:26] back and won. You guys can all

[2:28:27] go cut your b#

[2:28:27] #

[2:28:27] of it? That

[2:28:30] I think we have food for

[2:28:30] everybody, though. That

[2:28:35] correct, MR. Chapman. Gun,

[2:28:36] Yeah. I thought you do. Not

[2:28:56] Good afternoon. And that's

[2:28:57] going get back contract think

[2:29:01] we are on Roman Numeral or

[2:29:06] we'll the analysis.

[2:29:07] >> Good afternoon going to do

[2:29:11] quick run through of the

[2:29:12] school capacity overview

[2:29:13] couple of terms we want to

[2:29:16] talk about first. The first is

[2:29:20] fish capacity. And fish than

[2:29:21] before Florida inventory of

[2:29:26] school houses. And we'll use

[2:29:27] that reference extensively

[2:29:28] throughout his capacity

[2:29:33] analysis fish is a method that

[2:29:39] dot uses to categorize track.

[2:29:40] And monitor the amount of

[2:29:41] physical spaces that we have

[2:29:45] on campus. And it's at the

[2:29:47] campus level is that building

[2:29:49] level and its actually at the

[2:29:50] classroom or space level as

[2:29:55] well. Fisher's actually first

[2:29:58] established for campus during

[2:30:01] the design phase. So we are

[2:30:03] identifying the types of

[2:30:04] classrooms. We identify all of

[2:30:08] the sport spaces and then we

[2:30:08] break it up into buildings.

[2:30:12] And then we report. To the

[2:30:14] Department of Education. That

[2:30:18] data and from there we track.

[2:30:22] For everything funding as well

[2:30:23] as if we do any modifications

[2:30:26] for the fa. So facilities,

[2:30:30] then they track using the fish

[2:30:33] as I say, it's a design code.

[2:30:37] It does not fully align.

[2:30:38] >> With the usage of the

[2:30:42] facilities, though, because

[2:30:45] it's identified so early in

[2:30:46] the process by the time we've

[2:30:49] occupied a new campus, we've

[2:30:51] identified the enrollment.

[2:30:54] Identified the programs. Then

[2:30:57] at that point, fish is

[2:31:01] probably about 80% correct.

[2:31:02] And what drives it from not

[2:31:03] being correct is, for

[2:31:07] instance, classrooms. If I've

[2:31:07] got to standard classroom,

[2:31:09] that's a primary classroom

[2:31:12] have 18 students stations. But

[2:31:15] if we use that classroom for

[2:31:17] any se program, it MAY only be

[2:31:20] 10 students stations. So

[2:31:22] immediately, yeah, we've got

[2:31:23] the fish capacity there. But

[2:31:25] when it comes to the way we

[2:31:26] utilize it, it does not align

[2:31:30] and that that happens kind of

[2:31:31] at every level at the middle

[2:31:33] school and the high school

[2:31:36] level. The oea does make an

[2:31:36] adjustment in our show how

[2:31:40] they do it in the charts. So

[2:31:41] it's closer to our actual

[2:31:44] usage at those 2 levels. But

[2:31:45] at the elementary level is

[2:31:47] where we always have a bit of

[2:31:50] a challenge. So what we've

[2:31:52] created is what's called

[2:31:54] program capacity and what I'll

[2:31:56] be doing over the next 3 weeks

[2:31:59] is surveying the principles to

[2:32:02] identify all of those spaces

[2:32:06] on their campus and work. The

[2:32:07] specific usage is so if we've

[2:32:09] got a classroom, that's an

[2:32:10] intermediate classroom for 22

[2:32:11] children. But we're using it

[2:32:13] for Pre-k then, you know, all

[2:32:14] know that the 22 isn't a

[2:32:18] portable. We'll have 10, 12

[2:32:20] students in that Pre-k

[2:32:21] classroom. So we'll work

[2:32:24] through that to make sure that

[2:32:25] we've got an understanding of

[2:32:28] what the actual program usage,

[2:32:30] but keep in mind, it's kind of

[2:32:33] snapshot in time and it MAY

[2:32:35] change over time, but it

[2:32:38] leaves it's a better

[2:32:39] representation of what the

[2:32:40] campuses are actually in the

[2:32:42] spaces are being used for.

[2:32:45] Then the fish capacity any

[2:32:46] questions on that. There's

[2:32:49] real When you from us to look

[2:32:52] at the beginning of this back.

[2:32:52] >> we're projecting our

[2:32:54] students and all of that in

[2:32:58] any of those projections. Ever

[2:33:03] consider what? I mean.

[2:33:08] Students are 8 and s e. Do you

[2:33:08] ever project what that

[2:33:10] population will be when we're

[2:33:15] doing this kinda analogy.

[2:33:17] Because for instance, if

[2:33:21] you've had 200 and I'm just

[2:33:22] get doing numbers, not

[2:33:26] factual. 200 second graders

[2:33:28] and ese. You're probably going

[2:33:30] to have 200 and 3rd grader

[2:33:35] ese. So do you project that as

[2:33:36] well? Yeah, it's it's included

[2:33:39] in that projection.

[2:33:41] >> Because you're you're going

[2:33:42] up with that overall number.

[2:33:42] And you're correct. Vice

[2:33:46] chair, you're then you're

[2:33:46] breaking it down by Reid

[2:33:47] levels because, of course, how

[2:33:50] you allocate elementary

[2:33:52] staffing resources is

[2:33:52] different from how you

[2:33:53] allocate middle and then

[2:33:59] separately. Our esc director,

[2:34:01] our early learning director

[2:34:03] and are sole director are at

[2:34:04] the table telling us what

[2:34:07] their staffing needs are based

[2:34:09] on coach rolling those

[2:34:10] students along with the

[2:34:12] system. So yes,

[2:34:13] >> that's part of the process.

[2:34:18] So there's gap trying. This

[2:34:20] capacity and program capacity.

[2:34:26] And right. And or members to

[2:34:29] talk to legislators could say

[2:34:33] we need to fix this gap. So we

[2:34:38] can better forecast. Property

[2:34:42] uses are. And what are

[2:34:43] population of these programs

[2:34:45] are going to What would you

[2:34:49] say if you? Prayer going to

[2:34:52] Tallahassee next month? This

[2:34:55] is what would be a good ask.

[2:34:56] Good question to ask them

[2:35:01] about this down. Think this is

[2:35:02] like first would be the

[2:35:03] wrecking recognition of the

[2:35:06] Pre-k programs and the the

[2:35:06] Pre-k programs because right

[2:35:10] now.

[2:35:12] >> In fish, is no Pre-k were

[2:35:14] forced to use one of the other

[2:35:15] designated classroom spaces

[2:35:19] for that. We care. Think it's

[2:35:20] and doing your poll.

[2:35:25] >> And yeah. I'm going

[2:35:27] >> So the main and the esc.

[2:35:28] >> Right? You're right.

[2:35:32] Because and again, I would

[2:35:34] want to I would want to. Lot

[2:35:38] of data for you so that you

[2:35:40] didn't so that you had, you

[2:35:40] know, the numbers to kind of

[2:35:44] back this up. But generally

[2:35:46] speaking, we were seeing

[2:35:47] larger percentage of students

[2:35:49] who are ending up in

[2:35:50] specialized programs, right?

[2:35:52] And so that changes room

[2:35:57] utilization when your mistress

[2:35:58] Rinaldi made the comment he's

[2:36:00] going to collect all of this.

[2:36:04] Food from principals and

[2:36:05] again, we we trust our

[2:36:07] principles to make those just

[2:36:07] so we don't sit up here and

[2:36:08] say you have to use this room

[2:36:11] for this grade level. There

[2:36:11] are some regulations and

[2:36:12] within those regulations we

[2:36:15] trust the principals to

[2:36:18] allocate rooms to grade levels

[2:36:18] everything else but will do

[2:36:22] this collection of data. So

[2:36:23] that we have more updated or

[2:36:27] are more realistic numbers.

[2:36:29] And MR. Hanson and his team

[2:36:32] are actually working on a

[2:36:35] longer term solution. So that

[2:36:37] every time a principal makes a

[2:36:39] room utilization change, we're

[2:36:40] actually going to be able to

[2:36:42] track that in real time

[2:36:45] because even impacts, you

[2:36:46] know, again, not not to get

[2:36:50] too into the weeds, but as

[2:36:53] we're watching school number

[2:36:53] sometimes we'll peers a school

[2:36:55] that for whatever reason has

[2:36:58] added 15 0rd graders. We need

[2:37:02] to send them in allocation. We

[2:37:02] then have to call the

[2:37:03] principal and say, do you have

[2:37:06] a room to put that teacher We

[2:37:07] want all of that data right in

[2:37:10] front of us in real time. So

[2:37:11] MISTER Hinson as actually

[2:37:12] building an interface so that

[2:37:15] principles. We'll be able to

[2:37:17] do those updates as they

[2:37:20] happen so that every year when

[2:37:22] we run, not every year when we

[2:37:24] run, this periodic analysis

[2:37:28] will have the most current

[2:37:30] data. I think once we

[2:37:31] establish that baseline, we're

[2:37:34] going to be able to do a

[2:37:35] better job of really

[2:37:39] understanding. What's the

[2:37:40] Riccio between program

[2:37:42] capacity and fish capacity at

[2:37:45] elementary, middle high and

[2:37:48] then it will also allow us to

[2:37:50] identify outliers within

[2:37:51] district. Right. So if you

[2:37:52] have a school where that ratio

[2:37:53] is much worse than all the

[2:37:56] other schools, them, you know,

[2:37:59] we might want to walk that

[2:38:01] school and see how spaces

[2:38:01] being utilized because maybe

[2:38:04] there's an efficiency. You

[2:38:04] know, that we can suggest to

[2:38:06] the principles. So it's just I

[2:38:11] think part of as our system

[2:38:13] growth rate our school

[2:38:13] district grows right, putting

[2:38:16] some of the systems in place

[2:38:17] so that we're, you know,

[2:38:17] making good efficient

[2:38:20] decisions.

[2:38:21] >> So when you do pull that,

[2:38:27] can you? Give me a percentage

[2:38:29] our population unc students

[2:38:30] are. And what percentage the

[2:38:33] Pre-k?

[2:38:36] >> Population us. Be very

[2:38:36] beneficial.

[2:38:37] >> What we can give you that

[2:38:39] data. Now, keep in mind the

[2:38:42] nuances that if you take your

[2:38:46] for example, if you take your

[2:38:47] students with disabilities

[2:38:48] population, right? Not a a

[2:38:50] percentage of those students

[2:38:53] are fully included, right?

[2:38:54] Meaning there. There's no

[2:38:55] extra space being used other

[2:38:57] than what you typically

[2:38:59] allocate, right. But then your

[2:39:00] it's really yourself contain

[2:39:02] your resource classrooms,

[2:39:03] right? That sometimes you end

[2:39:04] up having to add more of those

[2:39:06] at a school and then that's

[2:39:09] where you have. Your gap

[2:39:11] between fish capacity and

[2:39:12] program capacity, right?

[2:39:13] Because you're running so

[2:39:20] contained. Autism Spectrum

[2:39:22] disorder program in a

[2:39:22] classroom that was designed as

[2:39:24] a regular elementary

[2:39:28] classroom. So on paper, it

[2:39:32] supports 22 students, but its

[2:39:32] actual usage. It smacks Tim.

[2:39:33] And so that your Delta of 12

[2:39:37] seats, right? But

[2:39:39] >> and touring with you, I've

[2:39:40] that exact analogy. If you

[2:39:44] have a room. That's built for

[2:39:47] 22 students. But you do have.

[2:39:52] 15 hi special needs. You need

[2:39:54] that space. Absolutely.

[2:39:58] Because factors.

[2:40:00] >> That are associated with

[2:40:01] that particular So this would

[2:40:02] be very interesting for me.

[2:40:05] Just see. And it, you know, if

[2:40:06] you could even put it on this

[2:40:10] slide just a little thing just

[2:40:12] from it give it to me would be

[2:40:13] high.

[2:40:14] >> And then once that's done,

[2:40:14] you board members, you'll see

[2:40:16] the program capacity because

[2:40:17] will take the capacity charts

[2:40:19] and will actually add. That is

[2:40:21] Kyle So you'll have that for

[2:40:21] every school.

[2:40:24] >> That's perfect. I think,

[2:40:25] >> again, knowing that that

[2:40:26] number will change, We're

[2:40:27] going to take one step shot.

[2:40:28] We're going to go with that

[2:40:31] for this exercise. And then in

[2:40:31] the future, it will be easy to

[2:40:34] see the updates once we are

[2:40:34] done right.

[2:40:35] >> But I mean, like you say,

[2:40:37] you had to do it. Snapshot of

[2:40:39] OCTOBER. When you got the

[2:40:44] data, the second. Same thing.

[2:40:45] If you do the same thing

[2:40:45] without a second comment would

[2:40:51] be. Unless they throw out the

[2:40:52] 3rd. Then all of a sudden that

[2:40:54] changes. For this, it would

[2:40:59] be. At workshop particular.

[2:41:04] Timeline. MR. On a race point,

[2:41:08] which is excellent about.

[2:41:08] Bringing things to Tallahassee

[2:41:09] because site will be there

[2:41:14] with her so should be focused

[2:41:15] more on the vpk and the south

[2:41:17] contain.

[2:41:18] >> what we should be looking

[2:41:21] at in terms of.

[2:41:24] >> Of those. The those are the

[2:41:25] 2 elements that Robert Lee

[2:41:26] have, the biggest and they can

[2:41:27] on vs Euro Graham Johnson,

[2:41:31] thank you. And that To add on

[2:41:33] to that.

[2:41:36] >> Adding the bp It has been

[2:41:40] on chopper legislative

[2:41:41] platform for years. And it's

[2:41:45] just. This might. Their

[2:41:55] attention to this one

[2:41:56] >> Okay. Before we get into

[2:41:57] the charts, the big thing is

[2:41:59] on the charts. We're using

[2:42:03] fish capacity today will

[2:42:03] eventually evolve to have a

[2:42:04] column show program capacity

[2:42:05] probably the next time we

[2:42:09] meet. We've already kind of

[2:42:11] touched on this. You know,

[2:42:13] operating a school at 100%

[2:42:14] official capacity or above

[2:42:16] really impacts. This student

[2:42:22] experience. Dining. We touched

[2:42:22] on that a little bit. Our

[2:42:24] corridors for safety and

[2:42:26] security and one of the board

[2:42:27] members brought up the queuing

[2:42:29] of the parents as well. I

[2:42:32] mean, as you go, the queuing

[2:42:34] gets longer. So I mean that

[2:42:36] there are elements why you

[2:42:40] really don't want to be

[2:42:40] significantly over that 100%

[2:42:45] fish capacity. Typically, as I

[2:42:47] stated the program capacity at

[2:42:49] the elementary level will be

[2:42:51] significantly below the oea

[2:42:51] does a little manipulation of

[2:42:52] the numbers that are show you

[2:42:56] in the charts that that help

[2:42:57] at the middle and high school

[2:42:59] level. But typically they they

[2:43:00] still are below no matter how

[2:43:02] they've manipulated it. And

[2:43:03] then from the standpoint of

[2:43:05] the utilization of the

[2:43:11] portables, can use portables

[2:43:13] for capacity. Our average age

[2:43:16] for the portables. I think we

[2:43:17] say 35 plus I was generous and

[2:43:18] went back to the deal. We've

[2:43:21] found that it's 41 years at

[2:43:24] this point. Right the average

[2:43:25] age of a portable in Manatee

[2:43:28] County schools. So I they're

[2:43:31] they are kind of a maintenance

[2:43:33] burden. In addition to that,

[2:43:34] the utilization, if you have

[2:43:38] any adverse weather. All you

[2:43:41] know, circulation is exterior

[2:43:42] at that point so that there

[2:43:46] are a lot of reasons that.

[2:43:48] It's a good temporary

[2:43:51] resolution. However, from a

[2:43:51] long-term standpoint, the

[2:43:52] utilization of Portables

[2:43:55] probably is not the best way

[2:43:56] to address any capacity issues

[2:44:02] that you I just say. A

[2:44:04] teaching time the classroom

[2:44:05] and ahead, portable for 2

[2:44:05] years affect my favorite. But

[2:44:09] that's just me.

[2:44:10] >> you could feel only thing

[2:44:13] from a lot of teachers love it

[2:44:13] because it's a controlled

[2:44:14] environment. I I've heard that

[2:44:16] Medicaid of

[2:44:17] >> I was just curious if we

[2:44:17] had to buy a new one. You

[2:44:19] know, the cost of a new one

[2:44:21] appear to know. You don't

[2:44:26] know.

[2:44:26] >> you're probably right at

[2:44:30] least 100 and easy 50 to

[2:44:37] 200,000 Medicaid, one portable

[2:44:37] >> counting. Moving county

[2:44:41] moving graphite were.

[2:44:42] >> They bring elector to Libya

[2:44:46] all plumbing.

[2:44:46] >> Well, we could use the

[2:44:48] example down doughtery of what

[2:44:49] we did not enter at that was

[2:44:52] expensive. One of one of them

[2:44:57] was my classroom

[2:44:58] >> thank you for me. He's

[2:45:00] like, air-conditioning and I

[2:45:01] didn't have to walk all the

[2:45:01] way to the building. Thank

[2:45:06] you. Work for there go.

[2:45:07] >> Okay. So we'll go through

[2:45:12] the first chart here and are

[2:45:13] kind of go left to and go to

[2:45:17] the different columns. Live

[2:45:18] starting at the left. We've

[2:45:21] got the school name. We've got

[2:45:23] the year enrollment as 10th.

[2:45:25] So that survey too enrollment

[2:45:27] in for a nation. And then

[2:45:28] you've got the dia. We

[2:45:31] assigned to fish permanent

[2:45:32] stations there. And you can

[2:45:35] see for the take a look at

[2:45:39] able it's 5.77 and then

[2:45:42] permits to the capacity is

[2:45:43] 5.77 Again, the reason we show

[2:45:45] it twice is if it was a middle

[2:45:46] school, they would have

[2:45:49] discounted it by 90%. If it's

[2:45:50] a high school, they would have

[2:45:53] discounted by 95%. And I don't

[2:45:55] know where those numbers came

[2:45:58] from, that is just been the

[2:45:59] way that they kind of address

[2:46:02] the program issues that those

[2:46:04] 2 levels and then the next

[2:46:05] county column gives you

[2:46:09] whether you're over or under

[2:46:10] capacity and then the

[2:46:11] percentage of food fish

[2:46:15] capacity. And then the

[2:46:15] enrollment we called the

[2:46:18] capacity status. And we use

[2:46:21] occurring system here. Red is

[2:46:25] 100 over 100% capacity. Orange

[2:46:28] falling between 95 100. Yellow

[2:46:33] is 90 to 95 light green and is

[2:46:35] 90 to 95 and then dark dark

[2:46:39] green is 85 percent or below.

[2:46:42] And then we turn that over

[2:46:44] capacity approaching capacity

[2:46:47] near capacity and then below

[2:46:48] capacities. So that's kind of

[2:46:51] the coloring methodology that

[2:46:52] we've used here. And then we

[2:46:54] translate that into the next

[2:46:56] slide, which will be the

[2:46:57] mapping to show the locations

[2:46:59] of these campuses and what

[2:47:03] their status is. And then the

[2:47:09] blue section the numbers of

[2:47:10] portable portables. The to

[2:47:12] read sections are are campuses

[2:47:16] that are under construction.

[2:47:17] So we brought those portables.

[2:47:21] And so they're just dedicated

[2:47:22] for the construction project

[2:47:25] as a swing space as we do

[2:47:26] classroom buildings we move

[2:47:27] passes into the portables and

[2:47:30] out of the portables. You can

[2:47:32] see at the elementary level

[2:47:39] over wrong. At 85%. We've got

[2:47:41] 6 red campuses. Golan Harvey

[2:47:43] go up being at 140%. Harvey

[2:47:48] being at 157%. Mills. Is that

[2:47:50] 105 moody? Is that 105? So

[2:47:55] both of those are red and then

[2:47:56] Rodgers Garden and Williams at

[2:47:58] one on one and 103%. So all of

[2:48:02] those exceed that 100%. Been

[2:48:03] oranges. Bay. Sure, there are

[2:48:07] 96% and then raw in palms. You

[2:48:09] are yellow and they're right

[2:48:12] around 91% as well. So you can

[2:48:15] see the colors and you can see

[2:48:17] that now couple things to

[2:48:18] realize when you're looking at

[2:48:22] campuses that are maybe at 96%

[2:48:29] or 97% is the capacity. Entry.

[2:48:30] Schools is right around 705

[2:48:34] students stations. So just by

[2:48:35] one classroom space, which

[2:48:39] would be 21 to 22 students. On

[2:48:41] average, you would have a 3%

[2:48:43] swing. So even if you're

[2:48:43] sitting at 97% thinking you're

[2:48:47] in good shape, all of a sudden

[2:48:49] you get, you know, classroom

[2:48:53] of children that un role your

[2:48:54] and your over the 100% market.

[2:48:56] That point. So that that's

[2:48:57] something to keep in mind that

[2:49:01] you those that are kind of on

[2:49:02] the verge. Ken, in couple

[2:49:03] weeks time easily swing back

[2:49:08] and forth. Any yes, we do.

[2:49:11] Have we got a question expect?

[2:49:11] >> I just wanted to clarify

[2:49:14] your first yellow column. Per

[2:49:19] student station right? Is the

[2:49:19] number.

[2:49:20] >> That is the that is the

[2:49:21] fish number, correct? Second

[2:49:24] is our program program pass?

[2:49:27] No, no, no. The second is the

[2:49:28] fish number. The way that the

[2:49:31] or the fish capacity the way

[2:49:32] dia Week, how to calculate

[2:49:34] when to the middle and high,

[2:49:36] you'll see that that number

[2:49:38] changes. But for the

[2:49:39] elementary school be always

[2:49:42] says year fish. Past year.

[2:49:44] Fish in your fish capacity are

[2:49:47] both at 100%. So it's the same

[2:49:48] number. And when we go to

[2:49:50] middle and high, I'll show you

[2:49:51] where that swings current.

[2:49:54] Yeah, yeah, because I'm not

[2:49:56] connecting are the reason for

[2:49:57] the difference that you're

[2:49:57] going to see it middle and

[2:50:01] high schools because

[2:50:02] >> and middle and high school

[2:50:04] students change classes. So

[2:50:05] there's efficiency where as in

[2:50:05] elementary, pretty much in

[2:50:06] that class time.

[2:50:13] >> I'm more. I'm but don't let

[2:50:15] title of that call. Per

[2:50:19] student station. And then I

[2:50:21] mean, both of them say student

[2:50:23] station capacity so that the

[2:50:27] only difference

[2:50:30] >> Patients. You won't see a

[2:50:30] different different at the

[2:50:32] elementary when we get into

[2:50:33] ok, why you all right at it

[2:50:37] from I'm trying to because I'm

[2:50:41] they

[2:50:41] >> So from like, if I were

[2:50:42] just looking at this, not

[2:50:46] knowing. An outside

[2:50:46] consultant, I just grabbed

[2:50:48] this for the first time. I

[2:50:49] don't much about the county. I

[2:50:50] don't know much about the

[2:50:52] traffic just kind of looking

[2:50:53] at this big picture from

[2:50:55] business standpoint. On that

[2:50:59] on the call on the right side

[2:50:59] and Roma versus capacities

[2:51:05] yellow. Journey of school or

[2:51:09] below capacity. And then if

[2:51:11] and I made arbitrary number, I

[2:51:17] just look, that 75%. 1, 2, 3,

[2:51:21] 4, 6, 7, 8, 9, 10 schools are

[2:51:23] below 75%. And then on the

[2:51:26] other side and the blue

[2:51:27] percent of capacity, they're

[2:51:31] actually 1, 2, 3, 4, 7, 9, and

[2:51:31] of 12 schools that are

[2:51:33] capacity. I would say. Why are

[2:51:35] we building all these those

[2:51:38] schools win win? The big

[2:51:40] picture here is. We have a lot

[2:51:42] of schools that are capacity

[2:51:44] and you have Kenner which side

[2:51:48] you looked at Senator close

[2:51:48] schools that are actually

[2:51:50] below 75%. So and no. Is this

[2:51:54] a good time to? At least talk

[2:51:55] about although later on the

[2:51:58] conversation there. I saw some

[2:51:58] flood about traffic and we

[2:52:00] really can't move. Could the

[2:52:03] around camp it MAY be around.

[2:52:06] But just a big I'm just

[2:52:07] curious. But I think that when

[2:52:09] you think about a go to the

[2:52:10] next slide, if you go to where

[2:52:13] you begin to look to see.

[2:52:17] >> That a lot of it is driven

[2:52:18] by geography right now, which

[2:52:21] is east of 75 is where we have

[2:52:23] a reds like greens and yellows

[2:52:27] that which is West is where we

[2:52:30] have with the majority of the

[2:52:33] darker greens. So I mean that

[2:52:33] it's kind it's specific. We it

[2:52:40] it isn't. Consistent across.

[2:52:42] But when you begin to look at

[2:52:43] it, geographically that that's

[2:52:47] when you can see that you've

[2:52:48] got pockets of development,

[2:52:49] which will will talk about a

[2:52:50] little later later on that are

[2:52:55] driving the red that and are

[2:52:56] not driving the dark greens

[2:52:58] from the standpoint of growth.

[2:53:00] >> Do we the border?

[2:53:03] >> All of us want to open the

[2:53:06] can of worms that about

[2:53:10] closing speaking can work

[2:53:10] about closings have on this

[2:53:14] closing schools or not because

[2:53:15] from nose, the reality I know

[2:53:17] we did backflip Oso about what

[2:53:18] my point is is that later on

[2:53:19] are also going to see where

[2:53:22] say, you after we.

[2:53:23] >> There are 340 million

[2:53:25] dollar cops. We're kind out of

[2:53:28] borrowing capacity and, you

[2:53:30] know, I just want everyone to

[2:53:31] have it. We want to make those

[2:53:31] painful that might be do we

[2:53:32] want to make this part of that

[2:53:39] conversation? Or

[2:53:41] >> I you know, again, we

[2:53:42] showed that is one of the

[2:53:46] reasons why you attendance

[2:53:46] changes. It is very

[2:53:47] interesting because cheat, you

[2:53:50] know, MR. Tatum. You've got.

[2:53:51] Again, not from a program

[2:53:53] capacity, right from a fish

[2:53:55] capacity standpoint. You have

[2:53:58] 3400 open seats around the

[2:54:01] district, but about 2200. Of

[2:54:03] those 3400 are on just 8

[2:54:08] campuses right? So. Two-thirds

[2:54:11] of our open space is on

[2:54:12] quarter of our campuses.

[2:54:13] That's that's that's the

[2:54:18] fundamental problem right? The

[2:54:19] you when you talk about

[2:54:20] schools, were your under

[2:54:25] capacity? If you're really

[2:54:28] talking about the operating

[2:54:28] costs, right, word the word

[2:54:32] that general fund costs.

[2:54:33] Doesn't really impact cost of

[2:54:36] construction so I think that's

[2:54:38] always the struggle to to 2

[2:54:38] different. You know, 2

[2:54:41] different pots of money that

[2:54:44] are impacting the budget as

[2:54:45] whole, but the but if the

[2:54:46] board wanted to talk about

[2:54:53] that. This is the time not not

[2:54:55] necessarily But if you want to

[2:54:55] put that on the road map

[2:54:58] because obviously that impacts

[2:54:58] if we get to the point where

[2:55:00] we start drawing in the

[2:55:04] computer program right, the

[2:55:04] boards direction, their

[2:55:08] impacts. What we

[2:55:09] >> So but it would be to the

[2:55:12] right doctor was on the

[2:55:13] operating side. Would save

[2:55:13] some money by not having have

[2:55:16] a principal uncertain of

[2:55:17] spreading false utility that

[2:55:18] stuff. But then on the capital

[2:55:20] side to I mean, I don't again,

[2:55:22] I don't know what the savings,

[2:55:22] the millions or 10's of

[2:55:24] millions, but you know, to

[2:55:29] keep school open. Then

[2:55:29] eventually you do have to

[2:55:30] invest capital funds and

[2:55:34] replace the hvac systems n and

[2:55:35] we saw what was happening with

[2:55:35] our underline water heating

[2:55:39] systems. And so, you know,

[2:55:40] that there is capital

[2:55:41] expenditures that have to go

[2:55:42] along with maintaining as open

[2:55:45] and maintain them along some

[2:55:50] minimal operating

[2:55:57] >> 100%. I mean, 100% behind

[2:56:00] the reality is there's no way

[2:56:00] and I know we're not a

[2:56:01] business, but we would never

[2:56:04] run a business.

[2:56:05] >> And have a restaurant or a

[2:56:06] store in a location and really

[2:56:11] getting 50%. Of our of our of

[2:56:12] our sales and still haven't

[2:56:16] fully staffed. Knocking down

[2:56:18] and build a new I mean, it's

[2:56:20] it just it's not it's it's

[2:56:25] just. And this isn't y'all

[2:56:25] city here. This has been

[2:56:27] problem in this district for a

[2:56:31] long time. Right? And I'll be

[2:56:32] honest with you is the first

[2:56:34] time to someone's head cut.

[2:56:34] Does it appear do this

[2:56:35] presentation right? They can

[2:56:36] say we need to rezone. It's

[2:56:39] got to happen instead of doing

[2:56:43] something up. And so I this

[2:56:45] has been an issue for a long

[2:56:46] time and I get that the West

[2:56:49] Side is we've talked about is

[2:56:50] the issue from elementary,

[2:56:51] middle and high school. Maybe

[2:56:55] not want to do And at one

[2:56:56] elementary duty. But most of

[2:56:58] them, that is where the

[2:57:02] population. Issue is and I

[2:57:05] just I don't know the answer.

[2:57:06] If the closed the shutdown,

[2:57:06] whatever. Don't know that

[2:57:09] theater right to consolidate

[2:57:13] because you don't want ever

[2:57:16] get rid who who said I don't

[2:57:17] MR. Diamond Misspent. By the

[2:57:18] same way, I want to get rid

[2:57:21] of. The land and could. You

[2:57:24] never know what happens right

[2:57:25] but it's an interesting it's

[2:57:28] interesting. Id. I think I

[2:57:31] think it has to be. I think it

[2:57:35] has to talked about. Yeah,

[2:57:35] street today which won all

[2:57:37] that kind of craziness and go.

[2:57:40] Go bonkers here. But but I but

[2:57:40] I think it has to be, in my

[2:57:43] opinion. It has to be

[2:57:45] something that look at and

[2:57:47] just see is an option not

[2:57:50] going do it. Because the

[2:57:53] reality is. You would do it in

[2:57:57] any other venture.

[2:58:00] >> It's just not sustainable.

[2:58:01] This you are bound forever.

[2:58:05] You that. It's different.

[2:58:06] >> And looking at can Yeah,

[2:58:08] that's right. Thank you.

[2:58:13] Looking at this chart. And of

[2:58:15] course, going based on what

[2:58:17] you say. 100% fish is is over

[2:58:19] is basically with overcapacity

[2:58:19] for us.

[2:58:23] >> Because of allotments case

[2:58:23] everything else. What would

[2:58:30] be? Ideal? In terms of percent

[2:58:31] fish capacity at our school.

[2:58:32] What would you see as ideal?

[2:58:37] Would you want to that? 85%,

[2:58:40] 80%, 90%. Do we have an idea

[2:58:41] as to what would be ideal so

[2:58:43] that we can still have new

[2:58:47] students come in. To those

[2:58:47] schools without overburdening

[2:58:53] them.

[2:58:54] >> In previous rezonings that

[2:58:58] I've done, we tried to set the

[2:59:03] goal at around 90%. And then

[2:59:05] as we moved the lines, we if

[2:59:05] we got under 90%, we were

[2:59:10] happy. We went over recent. We

[2:59:14] kind of re-evaluated again. At

[2:59:17] 90% is what we set the goal.

[2:59:20] Now, what when we go through

[2:59:22] this survey with the

[2:59:24] principals to figure out where

[2:59:26] the program capacity that at

[2:59:26] that point we'll get a real

[2:59:30] good snapshot of, you know,

[2:59:34] who is we MAY see a lot of

[2:59:36] yellow and orange schools turn

[2:59:37] to red on because of the way

[2:59:39] that they're being required to

[2:59:44] utilize the facility. Just as

[2:59:45] general rule of farm and

[2:59:48] that's where it is. We're

[2:59:49] trying to work around a little

[2:59:53] bit under 90 around 90%.

[2:59:56] >> And I think that's a good

[2:59:57] benchmark. I think the other

[2:59:59] challenge is that it's hard to

[3:00:03] have a universal answer when

[3:00:07] you have a or new growth

[3:00:09] region and a hyper growth

[3:00:10] reaching right. In other

[3:00:11] words, if if when we see if we

[3:00:15] sit down and we draw. The

[3:00:18] right Ranch Elementary zone to

[3:00:21] immediately be at 90%

[3:00:23] capacity. We will be back 2

[3:00:23] years right in fixing that

[3:00:25] because we know it's hyper

[3:00:27] growth. So I think when we're

[3:00:30] growing, we're opening new

[3:00:30] schools.

[3:00:33] >> do.

[3:00:34] >> You probably want to be on

[3:00:36] the lower side of that. So

[3:00:37] that growing with the

[3:00:38] community as those schools

[3:00:42] open. The other variable is

[3:00:46] vpk from the perspective of we

[3:00:50] we MAY want to set up our

[3:00:51] schools to be able to

[3:00:54] accommodate more Vpk n when

[3:00:55] the time's right. We're going

[3:00:57] to bring you both some

[3:01:00] existing in some future

[3:01:02] possibilities. But obviously

[3:01:02] that will reduce that program

[3:01:07] capacity. You know, if, for

[3:01:12] example you know, if we

[3:01:13] decided that we wanted vpk at

[3:01:16] every available at every

[3:01:17] elementary school at x number

[3:01:21] of seats, right, that would

[3:01:27] universally reduce our program

[3:01:29] then when we going to look at

[3:01:30] the 10 and soon revisions, we

[3:01:30] would want all that factored

[3:01:34] in when we draw those right?

[3:01:35] >> But again, Mr, Rinaldi

[3:01:36] said, if you start with that

[3:01:38] assumption. Then you're

[3:01:43] already bringing those. Pieces

[3:01:43] down because, again, you're

[3:01:46] probably using full elementary

[3:01:46] classrooms and that are

[3:01:47] carrying on on the first

[3:01:50] floor, 18 seats. But you're

[3:01:52] probably not putting a team.

[3:01:57] Four-year-olds in those rooms.

[3:01:58] And certainly in the e p k

[3:01:58] units, you're definitely

[3:02:03] putting the And so I think

[3:02:05] that's part of it. Part of I

[3:02:06] think our work together board

[3:02:08] is you're going to give us

[3:02:11] some point some parameters.

[3:02:15] Some guardrails to. So that

[3:02:17] when going to the maps program

[3:02:19] and start figuring out what we

[3:02:22] can do. We're not bringing you

[3:02:23] back things that you already

[3:02:25] know or acceptable. Right? So,

[3:02:26] for example, if the board

[3:02:29] wanted to say, hey, we want to

[3:02:30] reserve 3 space is that every

[3:02:33] elementary school for Vpk,

[3:02:34] then we looked at it as a

[3:02:35] perimeter upfronts right. Take

[3:02:38] take 3 rooms out of the fish

[3:02:42] peace. And obviously that's

[3:02:45] going to at a school where you

[3:02:45] already have lower capacity

[3:02:46] based on the zone. It's not

[3:02:48] going to change or a much

[3:02:50] trying, but in our high growth

[3:02:53] areas, if we set aside 3

[3:02:54] classrooms, that zone sizes

[3:02:57] going to have to shrink. To

[3:02:58] make that vial right. So

[3:02:59] that's some of the kind of

[3:03:00] interplay that we'll have to

[3:03:05] have in the coming months.

[3:03:07] >> Good so then we're looking

[3:03:08] at this For example, the 2 new

[3:03:09] elementary schools coming

[3:03:12] online in the year and a half.

[3:03:13] We wouldn't want to put them

[3:03:15] in 90%. We want we want them

[3:03:17] to be at maybe 80%. So as

[3:03:19] continue with their growth

[3:03:21] because we know there's going

[3:03:21] to be more houses concert

[3:03:25] always more houses then that

[3:03:26] we were already prepared for

[3:03:30] that. When that happens night.

[3:03:31] >> correct. And that's where

[3:03:33] you know, again, you're trying

[3:03:34] to forecast your future, where

[3:03:37] you're going to be fight

[3:03:37] because

[3:03:38] >> if we go through this

[3:03:41] process, we we don't want to.

[3:03:42] We don't want to do this. Put

[3:03:44] people through put our

[3:03:45] community through this and

[3:03:48] then be back here in 24 months

[3:03:48] saying let's do it again

[3:03:49] writing, ideally, whatever

[3:03:52] decisions we make have some

[3:03:53] staying power big And so, you

[3:03:58] know. And again, that's where

[3:03:59] the forecasting becomes

[3:04:01] important, even though it's

[3:04:02] very difficult.

[3:04:02] >> Okay. So then when we then

[3:04:05] look at the schools that are

[3:04:09] below capacity

[3:04:09] >> and MR. Tatum who brought

[3:04:11] the point about possibly

[3:04:12] closing. But then when we look

[3:04:15] at, if you will you put them

[3:04:21] at least on The un. Now, Anna

[3:04:22] Maria is a very small schools

[3:04:24] out there on the island. But

[3:04:25] for we were to close that we

[3:04:26] have to bust all of those

[3:04:30] kids. In the town with 6 other

[3:04:34] resources and time and traffic

[3:04:34] and

[3:04:34] >> all of those other things

[3:04:38] as well. So yet this is this

[3:04:41] is this fun.

[3:04:43] >> But if you look at like

[3:04:45] bayshore in Moody, you've got

[3:04:49] red in orange there. But

[3:04:51] you've got solid green

[3:04:54] continual around So that.

[3:04:56] >> sure you've got the ability

[3:04:59] by adjusting those lines to

[3:05:03] bring in moody down and

[3:05:04] bringing others dark greens.

[3:05:05] So that's part of the

[3:05:07] manipulation that the map that

[3:05:09] it for I think okay.

[3:05:12] >> But to the original that

[3:05:14] number, the better one. I

[3:05:21] think you. What I have set

[3:05:23] first, one of the things I

[3:05:23] said when I first came on this

[3:05:25] board. If you look at Manatee

[3:05:33] l. O ne go. And Sam will set.

[3:05:34] The distance from Manatee

[3:05:36] Delta Saml set. Wright mileage

[3:05:41] Wise. But then 5 miles. If if

[3:05:47] I my math right? And 2. All 3

[3:05:49] of those schools below

[3:05:50] capacity. Alright,

[3:05:54] significant. Significantly.

[3:06:01] The manatee Capacities at 7.31

[3:06:04] They're only 4.52 Cracked.

[3:06:05] >> All 3 of those schools are

[3:06:08] near the so 100 mark capacity

[3:06:11] levels. But they're all he

[3:06:18] there for 500. 5, 7, day 4, So

[3:06:21] to your point. Dr my song,

[3:06:29] then it becomes.

[3:06:29] >> Basically maintain

[3:06:30] facilities that just Nico

[3:06:34] project. Did. Reallocated. I

[3:06:35] don't remember how many

[3:06:41] millions for. Manatee MISTER

[3:06:42] James White, sometimes you get

[3:06:43] a look at that kind of thing,

[3:06:48] too. For the future. How much?

[3:06:52] Capacity it's going drop. I

[3:06:52] mean, we we all talk about how

[3:06:54] much is going to go up. But do

[3:06:57] we ever look at the potential

[3:06:58] dropping capacity at some of

[3:07:04] these? Right to drop it,

[3:07:05] right? I'm sorry. Thank you.

[3:07:10] Drop in enrollment at these

[3:07:14] schools that are way the

[3:07:15] interiors. But, are looking

[3:07:17] because at that when you go to

[3:07:18] the staffing level, right,

[3:07:19] you're at an elementary

[3:07:20] school, your 5th grade classes

[3:07:23] leaving.

[3:07:24] >> The school. But you have a

[3:07:25] new group of kindergartners

[3:07:29] coming in. That that's always

[3:07:30] the unknown is your

[3:07:32] kindergarten. You were.

[3:07:37] Enrollment k and one meaning

[3:07:38] future one 2 is always going

[3:07:40] to be a better predictor. What

[3:07:43] came might look like in your

[3:07:44] 5th grade leaving. So that is

[3:07:45] one thing we're looking at

[3:07:46] because keep in mind, staffing

[3:07:50] is being adjusted. If the

[3:07:50] school's enrollment declining.

[3:07:52] First of all, from a

[3:07:53] application of teacher

[3:07:56] perspective, right? You're

[3:07:58] making those adjustments. But

[3:07:59] then our staffing model also

[3:08:03] has some bands of that related

[3:08:04] to school and how that

[3:08:07] generates non instructional

[3:08:08] support. Right? So how many

[3:08:10] people are working in the

[3:08:13] front office? How many reading

[3:08:14] para professionals are there?

[3:08:16] All of that formula driven. So

[3:08:18] yes, that is getting looked at

[3:08:19] on the operating side. You're

[3:08:21] making those adjustments down.

[3:08:25] When you see enrollment

[3:08:26] declines. I do think MISTER

[3:08:27] Tatum makes a good point about

[3:08:32] regardless of capacity. You

[3:08:34] have maintenance costs, for

[3:08:35] the better good. They're going

[3:08:38] into under enrolled campuses.

[3:08:40] In. So that is the tradeoff.

[3:08:45] >> at just like at Fowler.

[3:08:46] Bowers enrollment right now as

[3:08:51] that. Bring on the South end.

[3:08:57] And Rodgers is overcapacity.

[3:08:59] Am I this between those 2

[3:09:07] schools mileage rises. Not

[3:09:10] That's why we're doing this is

[3:09:10] why we're all right. So as we

[3:09:11] get deeper into this, that

[3:09:13] will be the question is okay.

[3:09:15] If you have that, if you have

[3:09:18] to if you have to adjacent

[3:09:18] attendance zone.

[3:09:19] >> that right? And one is over

[3:09:23] and the other is under. You

[3:09:24] move that lowing the computer

[3:09:26] will tell us what the impact

[3:09:27] is of the line And the

[3:09:30] question is, is that data? Do

[3:09:31] you believe that data will

[3:09:32] hold up 5 years from now? If

[3:09:35] you move that line a little

[3:09:36] bit.

[3:09:36] >> And then there's some

[3:09:38] change to the strip. In Lee's

[3:09:40] point in home sales, home

[3:09:44] values or whatever you could

[3:09:46] make that change and just end

[3:09:48] up slipping. The 2 schools

[3:09:49] capacity numbers rebel 2 years

[3:09:52] down the road because we don't

[3:09:54] control where people live or

[3:09:54] where they moved to were

[3:09:57] already have that right. So so

[3:10:00] that's why sometimes. If

[3:10:04] you've got to adjacent schools

[3:10:05] and they're not that apart

[3:10:05] from each other, it MAY be

[3:10:07] better leaving it alone.

[3:10:08] Because trying to make it

[3:10:11] perfect on paper. It's not

[3:10:13] it's not it's ever going to be

[3:10:15] perfect. That? So it's a

[3:10:15] question really of going

[3:10:18] through and figuring out. How

[3:10:21] do you make it better? And one

[3:10:23] of the things will look at is

[3:10:24] making it better. How many

[3:10:28] students are affected right?

[3:10:29] Because we might be able on a

[3:10:32] map to make it better. But you

[3:10:33] might decide that that impacts

[3:10:36] to many families. So that's

[3:10:37] why we have to. That's why we

[3:10:39] go through the process and and

[3:10:40] >> and part of this line of

[3:10:42] and my mind, pointing out some

[3:10:48] of these. And capacity levels

[3:10:53] is. To let families know

[3:10:55] things are going to have to

[3:10:57] change And it's just not out

[3:11:02] it's an. Most districts are

[3:11:03] going to have to have some

[3:11:05] kind of a change. Some MAY be

[3:11:09] a small little tweak. So maybe

[3:11:13] a shock. But I just I just

[3:11:17] want our families and

[3:11:20] community communities to

[3:11:21] understand that we have to

[3:11:21] look at this a long-term

[3:11:25] thing. That really got come up

[3:11:31] with. Okay. That's What's

[3:11:34] >> Your comments about like if

[3:11:36] we make changes now and we

[3:11:37] don't make good decisions and

[3:11:38] the kind of get it wrong can

[3:11:38] affect things obviously down

[3:11:41] the road. But you do have the

[3:11:42] capacity, right is the

[3:11:45] superintendent, let's say made

[3:11:46] a school zone change and it

[3:11:47] didn't work out the way we

[3:11:48] thought. I mean, kind of like

[3:11:50] what you're doing with go live

[3:11:51] in freedom and unit there,

[3:11:53] ones these Tuesday's you can

[3:11:55] the saws that later down the

[3:11:56] road, he have to make the best

[3:11:57] decisions with the information

[3:12:00] we have now You know, if we

[3:12:02] got it wrong here and there

[3:12:04] you can. Saw that little bit

[3:12:06] that not true, that authority.

[3:12:07] Yes. And, you know, I mean, we

[3:12:08] have other tools, right?

[3:12:11] Scoots school choice is one

[3:12:14] ultimately in the case of go

[3:12:15] at Harvey this But we we had

[3:12:17] to close to new enrollment.

[3:12:19] You've given me that authority

[3:12:20] and policy, although when I

[3:12:21] arrived here, that authority

[3:12:24] was not in policy, right, that

[3:12:24] that was.

[3:12:25] >> One the first things I did

[3:12:26] was go say, ok, with how are

[3:12:29] these 2 schools? And then we

[3:12:30] have that discussion. I think

[3:12:32] after my entry plan that there

[3:12:34] were some things that maybe

[3:12:36] we're missing and policy and

[3:12:36] is a good thing that we put

[3:12:40] that because I'm not sure what

[3:12:42] we would have done without the

[3:12:43] authority to close to new

[3:12:45] enrollment. So, yes, I mean,

[3:12:47] there are some things we we

[3:12:49] can do. You know, at the

[3:12:49] margins. But my point is

[3:12:53] simply You know, again, that

[3:12:55] step one in the process,

[3:12:58] certainly one of our goals is

[3:13:02] to do this, such that you

[3:13:04] don't end up with a student

[3:13:05] achievement student MAY have

[3:13:05] to change schools as a result

[3:13:06] of this process while they're

[3:13:09] in elementary. We would

[3:13:10] certainly hope they don't have

[3:13:13] to do it twice right we'll see

[3:13:17] what happens.

[3:13:18] >> That's my only point is

[3:13:19] obviously want to look at

[3:13:20] unintended consequences. But

[3:13:25] yet Do the best you can with

[3:13:26] the information you have now

[3:13:29] and then. Go to the future and

[3:13:31] use your tools that you have a

[3:13:33] future great things as you

[3:13:38] like them. Think.

[3:13:40] >> Okay. Now we've shown

[3:13:40] graphically through through

[3:13:41] the maps. The different

[3:13:46] colors. A highlight for you

[3:13:47] that the blue line that goes

[3:13:49] down through the middle left

[3:13:51] the county's future

[3:13:55] development area boundary. So

[3:13:57] that that's the line. I think

[3:14:00] been discussion at the county

[3:14:00] level recently, this kind of

[3:14:07] shows. Green darker green is

[3:14:09] less than 95. The light green

[3:14:14] is 85 to 90. And then you get

[3:14:15] into the yellows. But it

[3:14:16] begins to show graphically

[3:14:18] when we begin to look at the

[3:14:22] rezoning. If we've got. Space

[3:14:27] we've got red campuses, Amelia

[3:14:28] up the green. That gives us

[3:14:30] the opportunity to immediately

[3:14:31] try to give some relief to

[3:14:33] those that are overcapacity.

[3:14:35] My adjusting lines. 2 of the

[3:14:37] things that we've shown on

[3:14:39] here is up at the very top.

[3:14:40] That's the Harvey at North

[3:14:45] River Ranch.

[3:14:45] >> And

[3:14:49] >> Below right below Lake

[3:14:49] Manatee, we are for sure where

[3:14:51] the Lake Manatee k 8 is going

[3:14:53] to be as well. You can see

[3:14:55] that both of those are well

[3:14:57] ensconced in red

[3:14:58] >> We know will be able to get

[3:15:01] relieves that relief. There.

[3:15:02] >> And you said the blue line

[3:15:05] is the current deadline.

[3:15:07] >> That's the future

[3:15:08] development area. But with the

[3:15:09] county's boundary?

[3:15:12] >> Do we know what that also

[3:15:16] the county commissions, was in

[3:15:17] That is the.

[3:15:25] >> This doing okay. You have

[3:15:26] that real quick, I think the

[3:15:28] previous commission basically

[3:15:29] obliterated it. But didn't the

[3:15:30] newest commission to bring it

[3:15:31] back? Yeah, yeah. Doesn't seem

[3:15:35] bizarre reason. Your request.

[3:15:36] >> the future development area

[3:15:42] boundary line or that was

[3:15:43] established that establish and

[3:15:43] the comprehensive plan concept

[3:15:46] is. To hold growth west of

[3:15:53] that line. Previous commission

[3:15:54] allowed the comprehensive plan

[3:15:59] amendment to go in. That said.

[3:15:59] The developer could jump

[3:16:03] across the line. If well,

[3:16:05] under certain circumstances.

[3:16:06] Number one, they provide all

[3:16:08] the infrastructure necessary

[3:16:09] for the development. Several

[3:16:12] developers found that it's so

[3:16:14] profitable to build

[3:16:16] residential that it's worth

[3:16:16] them, providing all the

[3:16:17] infrastructure and extending

[3:16:23] that. Of the one of the other

[3:16:24] scenarios as had to be

[3:16:25] contiguous to another

[3:16:27] development already. So you

[3:16:30] couldn't just go to the to the

[3:16:31] line and say, ok, now, run

[3:16:32] jump. There had to be a

[3:16:34] development this side that

[3:16:40] already had infrastructure and

[3:16:41] prior commission was fairly

[3:16:43] liberal with that and improve

[3:16:45] the of developments that jump

[3:16:49] that line. This. Setting

[3:16:49] county commission seemed have

[3:16:51] a different opinion on on how

[3:16:54] growth will occur and probably

[3:16:55] will not be allowing that as

[3:16:59] much of already seen where

[3:17:02] staff is pushing back.

[3:17:02] Obviously under the direction

[3:17:03] of the the county Commission

[3:17:05] live pushed back on one

[3:17:05] development that was passed

[3:17:12] this line. Under those

[3:17:16] conditions. Under the previous

[3:17:17] commission, those approvals

[3:17:19] that were given, those are not

[3:17:21] being rescinded. Those are

[3:17:22] still those approvals are

[3:17:23] still in place. And my

[3:17:24] understanding is they have not

[3:17:25] responded in approval of this

[3:17:34] time. Thanks. Thanks for that.

[3:17:34] Ok, I'm done. I'm going jump

[3:17:37] to the future map.

[3:17:43] >> So with the future the

[3:17:43] white areas are the new campus

[3:17:47] is that we presently have in

[3:17:51] the 5 year capital plan. We've

[3:17:53] got the top is Artisan Lakes

[3:17:56] and that's opening of 26 27.

[3:17:57] And that will add additional

[3:18:02] 969. Student stations to the

[3:18:03] mix.

[3:18:05] >> Hari Elementary, North

[3:18:07] River Ranch.

[3:18:08] >> That's opening. 25 26. So

[3:18:10] that's 4 through 5th grade is

[3:18:12] what we're calculating there.

[3:18:15] And that's 508 additional

[3:18:19] student station. And then Lake

[3:18:22] Now we will eventually have

[3:18:23] 716 k through 5 students

[3:18:28] stations. And then the last

[3:18:29] one is Robin Wright River

[3:18:32] Ranch. That's the 9.69 So if

[3:18:36] you look at like between

[3:18:36] Harvey, Elementary Copper

[3:18:38] spoon and real country at

[3:18:41] North River Ranch. We have not

[3:18:45] recalculated any enrollment

[3:18:48] into North River Ranch side.

[3:18:52] So there's deficit of 4.86,

[3:18:54] but we're will eventually be

[3:18:56] bringing 508 students stations

[3:18:59] there. So you can see that we

[3:19:03] have the capacity to take care

[3:19:04] that deficit. And then with

[3:19:06] the lake manatee that will

[3:19:09] have approximately 7.16 k

[3:19:13] students stations in that will

[3:19:16] be giving relief to go. Who is

[3:19:17] now exceeds by 369 and I

[3:19:26] believe. The goal is for this

[3:19:27] year the k 5, the lake Manatee

[3:19:28] to be somewhere around 300

[3:19:31] students. They things there.

[3:19:35] Is that Rendered. So we have

[3:19:35] will able to give immediate

[3:19:39] relief soon. Is the elementary

[3:19:40] section MR. Gardner about

[3:19:45] opens up. Comes up there as

[3:19:46] >> Something I think I'd like

[3:19:48] to see on the board want to or

[3:19:49] not. So when you look at this

[3:19:54] at this site right here. And

[3:19:56] in the map, you showed the

[3:19:57] future tools. Pointed out to

[3:20:04] me I think it be. So in late

[3:20:05] credit, you're wrong. I don't

[3:20:08] think that's all it. Another

[3:20:09] student service areas that say

[3:20:10] he break that down in about

[3:20:12] what the future dwelling look

[3:20:15] like if we could get instead

[3:20:17] of this and they could be to

[3:20:21] start right? But it's going to

[3:20:22] be, you know, what could get

[3:20:24] it in ssa like her that it's a

[3:20:25] 1, 2, 3, because and I think

[3:20:29] what happens there is. It's

[3:20:31] easier. Look at those numbers,

[3:20:32] right to be like the schools

[3:20:33] and fsa. I think what has to

[3:20:36] save the life of the West

[3:20:37] side, you really like you'll

[3:20:39] be able to see the green, the

[3:20:41] yellows, the reds and oranges,

[3:20:45] all just as you do on the bat.

[3:20:46] But though going to be yeah,

[3:20:47] okay. Like the First 10 or

[3:20:50] ssa, the next addresses to,

[3:20:51] you know, in the district

[3:20:52] because obviously you back to

[3:20:54] day, we're going have keep go

[3:20:57] set for Lakewood Ranch out to

[3:21:01] form a price. Not about that.

[3:21:02] I think visually be able to

[3:21:04] see the number We can

[3:21:05] definitely slice it that way.

[3:21:06] One thing to keep in mind is

[3:21:08] that your residential

[3:21:09] attendance zones.

[3:21:11] >> For a school MAY not fall

[3:21:15] completely within one. Yeah,

[3:21:16] they set off camera. So you so

[3:21:19] we can tell you all the

[3:21:21] schools that are within the

[3:21:24] ssa. But each well-attended.

[3:21:26] So Krause or absolutely. That

[3:21:28] make sense. I just from a

[3:21:31] geographical standpoint with

[3:21:33] it being, you know, in in this

[3:21:34] this, you know, very America

[3:21:36] old cents instead of the the

[3:21:37] graph. I think we're just to

[3:21:41] have them clustered because

[3:21:42] you look at like, oh, look,

[3:21:43] Henry has got to be sick. You

[3:21:44] want give the artisan lakes to

[3:21:46] them while.

[3:21:47] >> Because got numbers are

[3:21:47] right there. You're not

[3:21:49] looking at going on the bat,

[3:21:50] even close each other unless

[3:21:56] there by boat. You feel like

[3:21:57] looking plus feel like I think

[3:21:58] people would be a visual to

[3:22:01] have a look at that. I agree.

[3:22:02] >> can do that. And that

[3:22:05] basically goes on that

[3:22:06] basically goes to what I was

[3:22:10] gonna because like my hand up

[3:22:17] like go live. I didn't. We

[3:22:18] don't know specifically what

[3:22:19] really we're getting by

[3:22:21] because they're all They're

[3:22:27] So. Is going really. Okay. Let

[3:22:29] me back up. And in my mind

[3:22:31] that I raise what you like.

[3:22:34] >> We're over.

[3:22:39] >> 369 at goal. It. Like

[3:22:43] manatees capacity as 7.16 So

[3:22:44] if I look at this, we're

[3:22:47] already populated. That

[3:22:52] overcapacity from got going to

[3:22:53] Lake Manatee by that 316. I

[3:22:54] know that's not. This is just

[3:22:58] an example. Right?

[3:22:58] >> Well, I did that. I mean,

[3:23:03] keep it. Keep in mind that.

[3:23:04] Yes, ultimately all of this

[3:23:08] will update. As as things, you

[3:23:12] know, continue to happen Lake

[3:23:16] Manatee is relieving goal that

[3:23:20] right. But there's also a lot

[3:23:22] of growth the end of the Ritz

[3:23:26] This is why we put MR. On

[3:23:28] assignment early right,

[3:23:29] because we've got lots of new

[3:23:30] families moving into even the

[3:23:35] small pa League on. That. We

[3:23:40] drew write to initially

[3:23:41] populate manatee that carved

[3:23:42] out a certain number of

[3:23:43] students from going. There are

[3:23:44] more families moving into

[3:23:46] that. Polly gone now. Wright,

[3:23:48] who are whose registrations

[3:23:51] are already cued up. We also

[3:23:53] have some families that we're

[3:23:57] at a charter school that are

[3:23:59] heading to the by virtue of

[3:24:00] living in it that Polly gone

[3:24:05] and so the exact number of

[3:24:07] students who end up at Lake

[3:24:10] Manatee and AUGUST of 25 is

[3:24:11] unknown because houses

[3:24:12] continue to sail to sell in

[3:24:17] that area. It. And so again,

[3:24:19] it's a little bit fluid, but

[3:24:23] ultimately, when when we go

[3:24:26] into the system should draw a

[3:24:26] true residential attendance

[3:24:30] zone. For Lee community.

[3:24:32] That's really going to tell us

[3:24:35] how many students. Are moving

[3:24:40] from the gullet? In the later.

[3:24:42] Right. Because it'll be larger

[3:24:43] than just the polygon that we

[3:24:48] drew. Right. And that.

[3:24:49] >> Exactly. And why I was

[3:24:52] looking at this. It's like,

[3:24:53] okay. Yeah. For some looked at

[3:24:54] this and said, oh, you're

[3:24:56] overcapacity 3.69, you're

[3:24:56] going to build the new school

[3:25:00] repopulate yet. For the

[3:25:05] public. They need to. It's

[3:25:06] more. It's not removing 3 on.

[3:25:08] I think students from one

[3:25:15] school to another. Work in

[3:25:17] progress, right, nor nor is

[3:25:19] Lake Manatee.

[3:25:24] >> The only way to relieve the

[3:25:27] overcapacity. Goal it right,

[3:25:31] because if you completely fill

[3:25:37] a brand new school. With only

[3:25:38] the relief from one attendance

[3:25:39] zone. And then you're going to

[3:25:42] need your next school faster.

[3:25:43] And that's what said earlier.

[3:25:43] We have to grow into these

[3:25:45] schools right?

[3:25:48] >> you multiple to help out,

[3:25:51] correct?

[3:25:53] >> Just real quick on the on

[3:25:56] the this chart, the current

[3:25:57] chart, we've got a hard

[3:25:59] because person, Herbie, North

[3:26:00] River Ranch capacity. And this

[3:26:04] is for the 4th and 5th grade.

[3:26:05] All right. Because we're not

[3:26:06] there 6th grade will be on the

[3:26:10] other turn. Middle Spokane. So

[3:26:11] if we're looking at their

[3:26:12] overcapacity right now for 46

[3:26:13] and they have a capacity of

[3:26:16] 508 with that put the joint

[3:26:19] Harvey at basically.

[3:26:22] Approaching capacity. It, you

[3:26:23] know, another very right,

[3:26:27] right. The second, would it be

[3:26:27] at approaching capacity based

[3:26:32] on that numbers? Another

[3:26:38] example what I talking You.

[3:26:39] >> The

[3:26:40] >> then that that probably

[3:26:43] still going to have to to work

[3:26:46] through the attendance law

[3:26:48] make sure the a good spot for

[3:26:48] only goes middle school the

[3:26:51] full numbers. I mean, I MISS

[3:26:51] The numbers have been lowered

[3:26:57] in. That's because that's

[3:26:58] where we think in the summer

[3:26:59] remember that. That's the

[3:27:00] genesis of this concept this

[3:27:02] was originally set up.

[3:27:05] >> Buffalo Creek was way

[3:27:07] overcrowded. Yeah. So it made

[3:27:08] sense to set up traditional

[3:27:10] sick street relief. But

[3:27:14] Buffalo creeks, not. Where it

[3:27:16] was when this decision was

[3:27:18] first made. That gives us the

[3:27:19] flexibility with 4, 5, But

[3:27:22] exactly what that. Exactly

[3:27:25] what all those attendance

[3:27:25] instead looking like is of

[3:27:28] mind, the other part of and

[3:27:32] this also impacts poll view is

[3:27:34] when we go to draw these

[3:27:35] zones, if you're if you're

[3:27:37] really trying to do a true kh

[3:27:39] ideally, you dry ones of that

[3:27:41] applies to both levels, but

[3:27:42] that there's some structural

[3:27:45] problems with that. Yeah. And

[3:27:47] again, we don't have all the

[3:27:50] answers today.

[3:27:52] >> we've got a lot of work to

[3:27:53] do it. If that the board

[3:27:58] authorize us moving forward

[3:28:00] but that obviously if if if if

[3:28:02] we draw the k zone that way,

[3:28:05] it will be more narrow that

[3:28:06] will have again, those

[3:28:06] cascading impacts.

[3:28:10] >> On the surroundings.

[3:28:11] >> a 3rd of that point. Then

[3:28:12] you because not only I mean,

[3:28:13] it's not just going to be the

[3:28:14] Harvey kids that are going to

[3:28:17] be going to the upper school.

[3:28:22] And we also have kids from

[3:28:24] Williamson and knows who MAY

[3:28:26] need to drift into the upper

[3:28:28] don't because they don't each

[3:28:29] have, of course, you know,

[3:28:30] write it all depends on what

[3:28:31] Mets end up looking like and

[3:28:37] again, in MAY.

[3:28:38] >> traffic constrained

[3:28:39] community, right? Because

[3:28:39] again.

[3:28:42] >> To an earlier discussion,

[3:28:43] there are a lot of tools in

[3:28:44] the school choice toolbox.

[3:28:45] They don't all work in this

[3:28:50] community. Thinking quick

[3:28:52] question Harvey. It looks

[3:28:58] like. You look future between

[3:29:03] the 45 Kay in 6 to 8, it's

[3:29:06] 1100 some odd around that

[3:29:06] capacity. I mean, give it

[3:29:11] right are we gonna have the

[3:29:11] flexibility inside that

[3:29:14] campus? To say, hey, we need

[3:29:16] to take more 5th graders

[3:29:18] because we have less 68 to be

[3:29:20] able to say this week was

[3:29:21] designed for 6, but now it's

[3:29:23] going to be fit. We at that.

[3:29:26] Capability.

[3:29:27] >> Yeah, I mean, and working

[3:29:29] with the architect really kind

[3:29:30] of designed some flexibility

[3:29:33] into it without knowing

[3:29:34] exactly what the room was

[3:29:35] going to be for the upper

[3:29:38] grade level. And one of the

[3:29:42] things I wanted to correct, I

[3:29:43] sit in the 5 year plan. It's

[3:29:44] really everything that we're

[3:29:45] showing in the future is the

[3:29:48] first 3 years of the 5 year

[3:29:49] plan. We know doesn't even

[3:29:50] Roman here. But when we get to

[3:29:51] the highs, we don't show the

[3:29:55] high school and in the

[3:30:00] So looking at the middle and

[3:30:07] high school. You can see at

[3:30:10] the middle school level and

[3:30:11] taking you across again spray

[3:30:16] you can see 4 permit students

[3:30:17] stations for Green River.

[3:30:23] Middle says 1003. 44 and then

[3:30:26] we discounted by 90% of as

[3:30:33] 1210. So that that's why

[3:30:33] column look strange on the

[3:30:34] elementary deprived applies to

[3:30:37] both the middle school and

[3:30:39] high school as well. Because

[3:30:39] there's a different way that

[3:30:40] they calculate capacity for

[3:30:43] those 2 levels. Where you can

[3:30:45] see at the middle school

[3:30:50] level. We've got Jane Jane and

[3:30:52] that are both in the yellow,

[3:30:56] which is in excess of 90%, but

[3:30:58] not quite coming up to 95%.

[3:31:01] And then Buffalo Creek isn't

[3:31:04] that 85 to 90% range as well.

[3:31:08] They're nearing capacity. And

[3:31:10] then at the high school level,

[3:31:13] you can send us your question.

[3:31:14] >> Do we know And that's about

[3:31:16] the slide? You know, when the

[3:31:18] last time district rezoned

[3:31:27] was. MR. Look at you have get

[3:31:29] I mean, the last time I

[3:31:30] remember was parish community

[3:31:33] highs. Yeah, yeah. That that

[3:31:34] would believe that Wright to

[3:31:34] go into the hole. We did, we

[3:31:36] did some redistricting of

[3:31:38] merman sales district got

[3:31:41] changed because there's a lot

[3:31:43] of kids being moved from. I

[3:31:44] have the right me to some of

[3:31:46] the high school get and maybe

[3:31:47] maneuver. But yeah, little

[3:31:47] here. And there like back

[3:31:52] under Dr Green, close early as

[3:31:53] a middle school every

[3:31:57] district. But you did ever

[3:31:59] listen. We we never took a

[3:32:00] whole district. Yeah occur.

[3:32:02] Even ss a wide look. Yeah.

[3:32:04] Only say that because like

[3:32:08] when you look at it, suddenly

[3:32:09] these zones, I mean, it's like

[3:32:12] Tetris your demeanor like

[3:32:13] inside that. That's just

[3:32:16] wonder like how long we let it

[3:32:17] be Tetris. Yeah, that that

[3:32:21] happened because most part.

[3:32:22] >> was I wasn't hardly when it

[3:32:23] closed a common. Our kids went

[3:32:25] from there to. Over to again

[3:32:25] King in public. We sent him

[3:32:30] everywhere. When they left a

[3:32:31] left us and put a pin in

[3:32:36] parish area going on the age

[3:32:38] of my children. I remembered

[3:32:39] zoning going on because they

[3:32:41] were looking at having

[3:32:43] Harrison Ranch. Kids go to

[3:32:44] Blackburn. So we drove past

[3:32:46] Mills Elementary School to go

[3:32:50] to Blackburn Elementary school

[3:32:52] 2 to balance that out. And

[3:33:00] that would have been. 2005. To

[3:33:05] 2000 that the 7,007.

[3:33:07] >> But holistically for whole

[3:33:09] lot of that is I don't think

[3:33:09] it's ever been done to this

[3:33:11] level. I my career.

[3:33:11] >> I've been here 28 years.

[3:33:15] It's never been done right?

[3:33:16] That I mean, redistricting

[3:33:17] that has occurred was because

[3:33:22] of addition of a school

[3:33:23] significant overpopulation or

[3:33:24] under population of the

[3:33:25] school. And they just had to

[3:33:25] make a change and that change

[3:33:28] one or 2 boundaries.

[3:33:29] >> And I mean, I just look at

[3:33:31] by, you know, so does here

[3:33:32] near capacity 95% to get that

[3:33:34] loan idea you look at the Met.

[3:33:38] I mean, there's a significant.

[3:33:39] Amount students they could go

[3:33:41] to either the case you needed.

[3:33:46] So I just wondered how long

[3:33:47] did and so does I think is

[3:33:50] that need do

[3:33:52] >> when we get further into

[3:33:53] the process and this is why we

[3:33:54] look at multiple maps, we we

[3:33:56] MAY get to the point.

[3:34:00] >> Where?

[3:34:02] >> We're we're bored. You say

[3:34:03] up gosh. Here's a version that

[3:34:07] would clean up a lot of stuff.

[3:34:08] But we just think it's too

[3:34:08] many families changing

[3:34:12] schools. So we have version

[3:34:12] right?

[3:34:15] >> And that's know, that's

[3:34:16] where you're We could end up

[3:34:16] with a process where there

[3:34:17] were several zones that don't

[3:34:18] change at all.

[3:34:21] >> Even though we took a look

[3:34:25] at them, I think I think I

[3:34:26] think one of the keys today is

[3:34:27] just to kind of illustrate we

[3:34:30] don't just have east. We're a

[3:34:31] north. We have some other

[3:34:33] things that we really need to

[3:34:37] address. Another example. You

[3:34:37] something that we will be

[3:34:40] taking a look at is, you know,

[3:34:42] if you take home the u 6

[3:34:44] through 8 enrollment sitting

[3:34:47] just over 200. This is where

[3:34:49] it's hard to have the same

[3:34:52] fish target for every school.

[3:34:53] There are some efficiencies

[3:34:55] that occur.

[3:34:58] >> with when you're at that

[3:34:59] number.

[3:35:00] >> For a bill So we might want

[3:35:02] to look at that. So to try you

[3:35:05] know, trying to make some

[3:35:07] adjustments so that our

[3:35:07] operating budget is more

[3:35:10] efficient. They are.

[3:35:12] >> So there's a lot of things

[3:35:12] to even to. That's a point

[3:35:18] like Lincoln. 45% capacity you

[3:35:19] got a k through 8 and we did

[3:35:20] that because there was a

[3:35:21] different situation for 5.

[3:35:26] Your mean So, yeah, I mean.

[3:35:32] >> going after Like on this.

[3:35:34] Particular one before this

[3:35:34] one.

[3:35:38] >> Parish community is. 110.

[3:35:41] It's over capacity. But that

[3:35:44] is that not counting our new

[3:35:45] building?

[3:35:46] >> serves thing. The next

[3:35:49] slide. I and I include okay,

[3:35:52] And the

[3:35:52] >> We we did that

[3:35:53] intentionally because we're

[3:35:54] again, we're trying to be very

[3:35:57] transparent about this is if

[3:35:57] we're using Tim, Tim. 24,

[3:36:02] let's use capacity from 10,

[3:36:03] 10. 25. Right. But we know

[3:36:03] there's a little bit of relief

[3:36:11] coming, right? Okay.

[3:36:12] >> Okay. Then looking at the

[3:36:14] maps, we've got the maps of

[3:36:17] the the middle school. So

[3:36:19] Jane, showing that they are in

[3:36:24] 92%. 95% respectively. We've

[3:36:25] got a lot of green around

[3:36:26] there that we can definitely

[3:36:28] look Justin boundaries to to

[3:36:32] help those 2 schools. And then

[3:36:33] at the high school level, you

[3:36:36] can see that you've got

[3:36:37] community and Lakewood Ranch

[3:36:40] are the. At this point right

[3:36:45] now.

[3:36:46] >> I have keep going of this,

[3:36:50] at such didn't we just 3 bill.

[3:37:00] That's cool. 95% near past

[3:37:06] from a previous charge.

[3:37:08] >> Both the project and I

[3:37:11] believe Palmetto High School

[3:37:15] project. We did not. And

[3:37:17] additional students stations

[3:37:19] her placement, they

[3:37:19] replacement pretty close to

[3:37:20] like for like for the number

[3:37:28] those students there.

[3:37:29] >> But for budgetary, I mean,

[3:37:31] I'm just talking numbers here

[3:37:31] budgetary standpoint, it's

[3:37:32] easier to move kids school

[3:37:35] like the a block move, a

[3:37:37] block, a line in people. And

[3:37:39] that's why. All right. You

[3:37:40] what street same as they were.

[3:37:41] The neighborhood knows when I

[3:37:42] go there full, there's got to

[3:37:44] be a line somewhere up. And

[3:37:46] I'm not talking about the

[3:37:47] emotional on the aspect of

[3:37:48] where you're going walk about

[3:37:49] budgetary. Just looking at

[3:37:51] numbers, much cheaper to move

[3:37:52] that line that kids go to

[3:37:55] lead. That is the building of

[3:37:56] the building. I know it's

[3:37:58] right line 7, right? So I

[3:37:58] mean, that's where we need to

[3:38:03] be able make a fraction know.

[3:38:04] >> So I just saw some of us.

[3:38:08] Can you go back district? So

[3:38:09] that little chunky yellow,

[3:38:09] that's all by itself with

[3:38:12] school does have too. Yeah.

[3:38:16] So.

[3:38:17] >> believe it. Little one.

[3:38:17] That's by the river. Yeah,

[3:38:18] believe that that's the part

[3:38:22] that goes Lakewood Ranch.

[3:38:25] Yeah, we've got the red for

[3:38:27] Lakewood. Yeah, that's kind of

[3:38:27] that's a little island in the

[3:38:30] green that that's that's just

[3:38:33] talking about for remember

[3:38:34] that. And then on the high

[3:38:36] school math that little island

[3:38:38] of red is like correct. They

[3:38:39] date that that neighborhood

[3:38:41] goes out to the current. It

[3:38:42] was to provide some diversity

[3:38:50] to the student body. Okay.

[3:38:51] >> Those are looking at high

[3:38:56] schools here. What are y'all's

[3:38:56] initial thoughts on building

[3:38:59] the news? I thought it's

[3:39:00] already in the eastern part of

[3:39:04] the county and we. We

[3:39:05] definitely needs another

[3:39:05] school somewhere, right? Some

[3:39:09] type of something too.

[3:39:10] >> And I think mistreatment,

[3:39:12] if you're waiting a few

[3:39:12] minutes, we're going to the

[3:39:15] future growth and then we've

[3:39:16] got a slight about because I

[3:39:16] think it's helpful to see the

[3:39:20] future growth numbers with the

[3:39:22] existing read right do with

[3:39:24] other good we That's

[3:39:25] definitely we're going to that

[3:39:30] decision from the board.

[3:39:31] >> So then this is the middle

[3:39:32] school and high school of the

[3:39:35] future. You can see Harvey.

[3:39:39] Middle the 6, 8, From North

[3:39:41] River Lake Manatee that their

[3:39:45] 6 a portion. We're not showing

[3:39:46] them giving anyone relief

[3:39:50] right now because we're still

[3:39:53] working through. Obviously,

[3:39:54] Harvey will open but it won't

[3:39:57] have the 7th 8th in it. And

[3:39:58] then the middle school doesn't

[3:40:01] open till next Lake Manatee.

[3:40:05] Middle School are the make

[3:40:05] make Manatee Kate, the middle

[3:40:10] school portion. And then you

[3:40:11] can see pair of community put

[3:40:11] that in wait because we did

[3:40:16] add. The additional capacity

[3:40:19] from a new classroom building

[3:40:20] that that we're doing there.

[3:40:22] And that brought that down

[3:40:27] from down to 93% were was over

[3:40:30] over 100% on the The middle

[3:40:33] school is now standing at

[3:40:35] around 65 overall. 65% in

[3:40:38] regards to capacity. The high

[3:40:42] school, it was up over 90% and

[3:40:44] 91% is reduced 89%. Just with

[3:40:51] that one edition. A parish to

[3:40:52] parish community high school.

[3:40:53] Parents, as a result of that

[3:40:54] edition, went from red to

[3:40:57] being orange. But it's a it's

[3:40:59] a kind of tentative orange.

[3:41:02] It's midpoint of the 90's. So

[3:41:03] could sneak into the red

[3:41:03] pretty quickly with the

[3:41:11] development going on there.

[3:41:15] >> And on that, you know, and

[3:41:16] I think right there when we

[3:41:17] look at to the right that the

[3:41:18] only school capacity,

[3:41:20] including we look able is that

[3:41:22] we believe so that school

[3:41:24] capacity, including relook a

[3:41:24] doubles, which I'm assuming is

[3:41:29] affordable rate. Yeah. That

[3:41:36] column we move down. Future.

[3:41:37] We believe that. So that

[3:41:40] number is that necessarily

[3:41:41] what we believe or do you

[3:41:43] believe it's going to be the

[3:41:45] future number of enrollment.

[3:41:48] So just like the first, you

[3:41:49] know, just look, I'm looking

[3:41:51] down more to high school. You

[3:41:52] know, so they sure it says 21,

[3:41:56] 1, 7, Does that mean that's

[3:41:58] the capacity or that's what we

[3:41:58] believe going to happen in the

[3:42:02] future. Is that they said, but

[3:42:06] I'm asking.

[3:42:06] >> know that. That's the

[3:42:07] survey to are talking about

[3:42:10] the enrollment has a

[3:42:11] >> tan tan? Feel like the

[3:42:12] enrollment as of 10, 10 like

[3:42:17] Bayshore is there 88. Visions.

[3:42:19] 21 53 that goes 2020. 45

[3:42:20] right? All right. You go all

[3:42:22] the way over the right hand

[3:42:24] column and the school capacity

[3:42:26] that that you say 21, 1, 7,

[3:42:27] that number just think that's

[3:42:30] what the capacity is in Chile,

[3:42:31] in the future, with the

[3:42:35] portables, if we did with So

[3:42:36] that's the max you could be

[3:42:38] with. 21 once not, that's not

[3:42:39] what we're saying to from a

[3:42:40] futuristic standpoint. That's

[3:42:43] what we believe is that Hap?

[3:42:45] >> Current. Okay. That that's

[3:42:46] just thing. That's just with

[3:42:47] the current portables that are

[3:42:50] there. What that number site,

[3:42:51] because the the port of like

[3:42:52] up is actually

[3:42:57] >> Decrease a little bit for

[3:43:00] 21. 53 or should 2045?

[3:43:01] Everybody thinks it's So it's

[3:43:04] the 90% of the full fish

[3:43:05] relocate a bill and that will

[3:43:09] be another perimeter board is

[3:43:10] with with the notion of of the

[3:43:15] aging portables. When we go to

[3:43:17] put parameters into the

[3:43:19] computer, do you want us to

[3:43:21] own with any 4 doubles in mind

[3:43:23] at all or do we start, you

[3:43:25] know, fresh with just the

[3:43:27] numbers to the left because

[3:43:31] obviously taking all the food,

[3:43:32] the bombing, the portables are

[3:43:35] how fighting right now at

[3:43:36] well, it Harvey, some of the

[3:43:40] other places. You know, when

[3:43:41] we start playing with the

[3:43:44] zoning, do we make an

[3:43:45] assumption that there are more

[3:43:46] or do you want us to put some

[3:43:48] of those him? Those will be

[3:43:49] some of the guardrails we talk

[3:43:53] about.

[3:43:55] >> I for one do a part

[3:43:57] >> Probably didn't pick Got to

[3:44:03] be better. Get. Okay. I think

[3:44:06] we've probably talk through.

[3:44:07] >> Pretty well. You know, on

[3:44:08] the findings which are

[3:44:11] Bayshore, though they're

[3:44:11] approaching nearing capacity,

[3:44:13] obviously we've got going

[3:44:15] Harvey Mills and Moody

[3:44:19] overcapacity. So these are all

[3:44:20] and how those geographically

[3:44:21] work with the contiguous

[3:44:21] campuses that are different

[3:44:24] levels of capacity will be

[3:44:27] working through but taken as a

[3:44:29] whole. It's it's it's not just

[3:44:32] an isolated area. We're

[3:44:33] looking at its its

[3:44:34] districtwide geographically.

[3:44:38] So as we go through. And they

[3:44:41] all kind of have, as we say,

[3:44:43] cascading effects as attempt

[3:44:44] to resolve one that

[3:44:45] overcapacity. It's going to

[3:44:48] bring and one that's maybe

[3:44:49] significantly under capacity

[3:44:50] And it's going to be a matter

[3:44:55] of balancing as we go through.

[3:44:56] From from the middle school

[3:44:59] side, Buffalo Creek is nearing

[3:45:01] capacity Mona Jane. And so

[3:45:02] both of those are yellow and

[3:45:03] that capacity and then the

[3:45:05] high schools, we kind of know,

[3:45:09] we discussed that Lakewood

[3:45:10] parish community are over

[3:45:14] capacity in both Meadow and

[3:45:16] Braden River coming close to

[3:45:18] capacity as well. So even at

[3:45:22] these 2 levels, it's

[3:45:24] definitely going to be

[3:45:27] snapshot geographic

[3:45:28] district-wide, not going to be

[3:45:34] isolated Finally use of

[3:45:35] facilities at 100%. We talked

[3:45:36] a little bit about the

[3:45:39] challenges with that. We're

[3:45:40] looking to maximize capacity

[3:45:45] through the rezoning. Part of

[3:45:46] the issue is also doing

[3:45:49] in-depth traffic density

[3:45:51] evaluation. Mean, it's not a

[3:45:54] matter. It's not not just a

[3:45:55] matter of saying even if

[3:45:55] you're contiguous that you're

[3:45:57] going to give released to

[3:46:00] another school that is

[3:46:01] approaching are near or over

[3:46:02] capacity. We're going to be

[3:46:05] taking a look at what. What

[3:46:06] the challenges are rover, that

[3:46:07] the traffic relative to

[3:46:11] natural Barrett Rivers and a

[3:46:11] barrier bridges and all that

[3:46:15] and interstates. So. And one

[3:46:17] of the challenges when we get

[3:46:18] into the school choice program

[3:46:20] is traffic negative impact on

[3:46:22] that? If we were to, you know,

[3:46:26] try to bring the student from

[3:46:29] the far west to the far turns

[3:46:30] into hour and a half drive

[3:46:33] which doesn't work, which a

[3:46:35] good student experience. In

[3:46:39] addition to that. Looking

[3:46:39] closely at our choice programs

[3:46:42] as well. And making sure that

[3:46:45] we keep the existing

[3:46:46] transportation in place and if

[3:46:49] not, are preferences to find

[3:46:51] ways to enhance that as well

[3:46:52] by the location some of those

[3:46:57] traits programs. So before we

[3:46:58] go next one. This can be

[3:47:01] addressed in the next.

[3:47:12] >> Let me know. I think with.

[3:47:15] I'm the Westport, feels not

[3:47:15] know if this have the

[3:47:16] capability of this is and how

[3:47:20] this works. But I I would

[3:47:26] like. I would like to see.

[3:47:26] Have my state is correctly

[3:47:30] with school choice. I I think

[3:47:38] interesting to see. If we were

[3:47:39] allowed to like with school

[3:47:44] choice, and you your eyes and

[3:47:48] throat Apd said later. What's

[3:47:49] the number of kids even school

[3:47:49] choice to make students? What

[3:47:53] are we to actually school

[3:47:54] choice write? You know, and

[3:47:56] it's in. And so that's the

[3:48:01] number 2. Where students,

[3:48:04] Joyce Eng to and from right.

[3:48:05] And so the thought process is

[3:48:06] and I know I'm gonna get a

[3:48:08] little bit later. This is what

[3:48:10] MR. Keita kind of idea

[3:48:11] question was about the new

[3:48:11] high school and different

[3:48:16] things like that. And if if my

[3:48:17] my my point in saying this is

[3:48:23] for choice. And there's always

[3:48:26] good a tune in. I get you

[3:48:27] know, if your choice from one

[3:48:29] school to another, you know,

[3:48:31] you've got to have space there

[3:48:32] to drop, but I know dri. So we

[3:48:33] talk about this. You're not

[3:48:39] personally is allowing. To

[3:48:40] help us somewhat with capacity

[3:48:43] choice. I know we're not

[3:48:45] providing transportation

[3:48:46] right, but if a student

[3:48:48] especially high school,

[3:48:49] driving parents want to take

[3:48:53] them except drop and they want

[3:48:55] a choice to other school for

[3:48:57] whatever reason. I've got a

[3:48:59] great orchestra. Student

[3:49:01] childhood and the one that

[3:49:03] another great orchestra

[3:49:04] teacher. But this other one

[3:49:06] doesn't want to drive them

[3:49:09] across the bridge across town.

[3:49:09] That's fine. Now Brady

[3:49:10] connects school holed up at

[3:49:15] the end it 110%. I get I would

[3:49:16] I just want to make sure as

[3:49:17] ever drawing as we're doing

[3:49:18] these things, we're not giving

[3:49:22] out school choice because I'm

[3:49:25] just making a number 100 kids

[3:49:25] from Lakewood Ranch. Wanted to

[3:49:29] leave to go Palm Meadows out

[3:49:32] these Bayshore manatee breaks

[3:49:32] up where obviously is less

[3:49:35] than they are. That's going

[3:49:37] reduce full number right now.

[3:49:37] That's not going to solve

[3:49:41] everything. But and sometimes

[3:49:42] you're not. If you're having

[3:49:42] kids choice in full, the full

[3:49:44] Acre Ranch fares. And that's

[3:49:45] where things. So I get all

[3:49:48] that. But I'd like to see like

[3:49:48] how many kids we just finished

[3:49:50] our choice application. How

[3:49:55] many kids choosing to go to

[3:49:56] school from a at capacity or

[3:50:00] overcapacity school under vice

[3:50:01] a versa. Get to see those

[3:50:01] numbers, right? But yeah, this

[3:50:04] not a good. You know, there's

[3:50:06] so many people trying Joyce

[3:50:07] the that it that's not going

[3:50:08] to work, but that's not going

[3:50:10] to solve any issues vice

[3:50:15] versa. Whatever so just I'll

[3:50:16] be that there be spread. I

[3:50:17] just so for choice. I think

[3:50:18] this is the discussion. The

[3:50:19] hat and I don't want to say

[3:50:24] recruit. I don't want to I

[3:50:29] don't want to Recruiting

[3:50:30] against each other inside of

[3:50:31] our own schools, the district.

[3:50:34] But the reality is is we have

[3:50:36] programs in some schools that

[3:50:37] you don't have another And

[3:50:40] that's the reality. And so if

[3:50:41] it from the educational

[3:50:44] standpoint, anything. Thank

[3:50:47] Want to make sure that that

[3:50:49] we're taking into the account.

[3:50:50] Number wise, what those word

[3:50:54] do they even help So we

[3:50:55] definitely can.

[3:50:57] >> Pull that data together. I

[3:50:58] know. Of course, MR. Chapman

[3:51:01] and MR. Clarke or in the back

[3:51:03] listening, we have more school

[3:51:04] choice applications this year

[3:51:08] than prior. So you know that

[3:51:09] and again, that could be for a

[3:51:10] number reasons. But it's, you

[3:51:13] know, it's all good we we do

[3:51:17] have church showing. Where

[3:51:18] students are attending versus

[3:51:22] where their zone and some of

[3:51:25] that is to help our principles

[3:51:27] understand how their schools

[3:51:29] are changing, where their

[3:51:30] students are coming from. We I

[3:51:31] also want our principles to

[3:51:33] know where they're losing.

[3:51:35] Students because to your

[3:51:37] point, CHAIRMAN, every school

[3:51:39] is competing against every

[3:51:44] other school.

[3:51:44] >> we want our principles to

[3:51:45] be aware, not just of their

[3:51:47] feeder patterns, but where

[3:51:50] they're attrition is

[3:51:51] happening. Where with it. So

[3:51:52] all of that is part of I think

[3:51:58] just a smarter approach. You

[3:51:59] know, too, to attracting

[3:52:01] students. Definitely provide

[3:52:03] the board with some of those

[3:52:04] tables. Just to just to give

[3:52:06] you an idea. You what that

[3:52:07] looks like. Keeping in mind

[3:52:12] that this year at the choice

[3:52:14] fair, we did have all schools

[3:52:17] even schools that are at or

[3:52:17] above capacity just to be able

[3:52:22] to answer community questions.

[3:52:23] But again, as a result of the

[3:52:26] work we MAY do over the next 6

[3:52:26] months. There MAY be some

[3:52:27] schools that haven't been

[3:52:30] available to choice to become

[3:52:31] available. And so, you know, I

[3:52:33] I think it's important to have

[3:52:34] all of our schools involved

[3:52:39] there.

[3:52:41] >> Through all of this summer,

[3:52:41] like we said, this is

[3:52:44] holistic. Do what we need to

[3:52:50] do. Rezoning. That includes.

[3:52:51] Yeah. Think about the

[3:52:56] transportation side. The bus

[3:52:56] and all of those things are

[3:52:59] going change. We move through

[3:53:03] this process. And to MISTER

[3:53:13] Shoats Point. Student is

[3:53:13] choice saying to manatee high

[3:53:19] football. Okay or a student is

[3:53:19] choice in the southeast

[3:53:23] because I'd be. I don't know

[3:53:25] what that doubt it. As at all.

[3:53:29] So I do hope that this.

[3:53:30] >> Well, we we can provide

[3:53:33] data on the students moving

[3:53:35] and we know with I b, for

[3:53:38] example, we know who those

[3:53:40] students are. We we do ask

[3:53:44] families why. They make the

[3:53:45] school choice pieces they do.

[3:53:46] And we have to be very careful

[3:53:48] with that wind picks because

[3:53:51] we do not recruit. And there

[3:53:53] are there are penalties for

[3:53:55] coaches who are caught

[3:53:56] recruiting Financial Civil

[3:53:59] Penalities sorts wasn't in an

[3:54:02] alley just make it really

[3:54:03] clear since where Russians

[3:54:05] were in the public domain But.

[3:54:08] >> But yes, all of I mean, we

[3:54:11] do have all of that data that

[3:54:13] that we can take a look at to

[3:54:17] your point about

[3:54:17] transportation again, MR.

[3:54:19] Clarke is the supervisor of

[3:54:22] Transportation they will be at

[3:54:24] the table with us because we

[3:54:26] MAY make some suggestions that

[3:54:29] look good on paper. And then

[3:54:31] when they go production

[3:54:32] filter, MR. Warrington MAY

[3:54:35] say, ok, that looks great on

[3:54:35] the map. And here's why.

[3:54:36] That's not actually going to

[3:54:37] work, right? And that will you

[3:54:41] know that. That data data,

[3:54:44] that's part of this process

[3:54:45] of. Here's a way to do it.

[3:54:47] That it's numerically perfect.

[3:54:48] But if he can't get the kids

[3:54:50] there it doesn't, it doesn't

[3:54:51] actually work. So that's

[3:54:53] that's another element to

[3:54:54] this. And of course, a few

[3:54:56] minutes we're going to talk

[3:54:58] about school start time

[3:55:00] changes that are running on a

[3:55:02] parallel track to this

[3:55:03] process. And that has huge

[3:55:05] transportation implications.

[3:55:06] So there's a lot of moving

[3:55:11] parts to right. Just not.

[3:55:12] Johnson. My right. That's 100%

[3:55:17] choice.

[3:55:19] >> No other questions for the

[3:55:22] second. It's been an hour and

[3:55:22] a Anybody need a 5 minute

[3:55:51] MR. We'll turn it over to

[3:55:51] MISTER Pendley of victims

[3:55:55] through residential growth.

[3:55:55] >> We can so. I anticipate

[3:55:59] getting through this in about

[3:56:05] 5 minutes. This going to be

[3:56:07] interesting. Rather scary.

[3:56:08] When you look at on hold. Need

[3:56:11] to talk through it. So let's

[3:56:16] focus on that projected

[3:56:17] residential growth that is

[3:56:17] coming we're going to look at

[3:56:22] it both county wide and on

[3:56:22] quadrant area. And those

[3:56:26] quadrants, I I think it was

[3:56:27] MR. Community that referred to

[3:56:29] them earlier, school service

[3:56:30] areas and that's exactly what

[3:56:31] they are. And we'll talk about

[3:56:36] where they are. So I'm going

[3:56:38] to present growth to you today

[3:56:39] that we anticipate in the near

[3:56:45] future. Manatee County is we

[3:56:46] talked about earlier. We've

[3:56:47] just an Preston. It

[3:56:48] residential growth over the

[3:56:50] last 4 or 5 years. There was

[3:56:56] some discussion about. Is it

[3:56:57] different than when you were

[3:56:59] here before MR. Kennedy, I can

[3:57:03] tell you about. Probably 5

[3:57:04] years ago we were seeing about

[3:57:08] 30. Between 3604,000. Well,

[3:57:12] onions a year that were

[3:57:15] impacting our schools. Right

[3:57:19] now we're seeing about 7,000

[3:57:19] dwelling units per The impact

[3:57:20] or schools and those are the

[3:57:22] ones that are getting

[3:57:22] certificates occupancy. We

[3:57:23] tracked that offer impact

[3:57:27] fees. So the growth is

[3:57:34] definitely ramped up. And you

[3:57:34] know, will continue at that

[3:57:36] level. I don't know my my

[3:57:39] crystal ball kind of gori

[3:57:40] right There's been some

[3:57:40] changes. Some of those

[3:57:43] occurred in NOVEMBER, both on

[3:57:45] the national level and the

[3:57:49] local level you know, we have

[3:57:50] a little bit of storm fatigue

[3:57:51] here in the state from last

[3:57:53] year. And we I don't know that

[3:57:54] we've seen the impacts of that

[3:57:57] yet. As to whether or not

[3:57:58] people are still willing to

[3:58:01] move here as much as they were

[3:58:02] before on a national level.

[3:58:05] Right now we're seeing tariffs

[3:58:06] go in place. We don't know

[3:58:07] what impact that will have on

[3:58:10] on growth. We don't know what

[3:58:11] interest rates will look like

[3:58:12] in the near future and all

[3:58:18] those things go into too. How

[3:58:20] gross proceeds on a local

[3:58:20] level. We had previous county

[3:58:22] commission that was very

[3:58:25] pro-growth. We talked about

[3:58:28] allowing developers jump over

[3:58:29] that future development area

[3:58:30] boundary line. They did that

[3:58:32] several different instances.

[3:58:35] The current county commission

[3:58:39] has certainly projected they

[3:58:40] don't have much interest in

[3:58:41] that that they want to curtail

[3:58:44] growth. And or at least

[3:58:48] control it and and have it the

[3:58:50] more normal fashion and maybe

[3:58:51] what we've seen past. So

[3:58:55] again, I can't tell you that.

[3:58:56] We will maintain that 7,000

[3:58:56] units a year that are

[3:59:00] impacting us right now. What I

[3:59:03] can tell you, though, is that

[3:59:04] you're going to see numbers

[3:59:04] today. That seems

[3:59:10] overwhelming. And but want

[3:59:10] keep in mind that as we look

[3:59:15] at culmination of these

[3:59:17] projected residential units,

[3:59:18] the market will only bear what

[3:59:21] the market bears. So you can

[3:59:22] have 100,000 units out there

[3:59:24] that are ready to be built.

[3:59:28] Market's not going to accept

[3:59:30] it we're going to take what it

[3:59:31] wants and to this point, it's

[3:59:32] been taken about 7,000 units

[3:59:36] year. We track this growth

[3:59:37] through tool. That's cold

[3:59:43] school concurrency. MR.

[3:59:43] Kennedy's probably aware of

[3:59:44] that. I think MR. Cho to where

[3:59:45] the been around long enough to

[3:59:48] probably heard us talk about

[3:59:49] that before. And that's 8 both

[3:59:50] the right foot or in a

[3:59:53] planning tool. Arise by

[3:59:57] Florida statute and it's been

[4:00:01] in place for. Different

[4:00:03] services for a number of

[4:00:04] years. The the concept behind

[4:00:08] school Concurrency is that

[4:00:09] public services we'll be in

[4:00:10] place to serve development as

[4:00:15] it Kurt occurs. In. You know,

[4:00:16] the services are everything

[4:00:18] from roads and water and sewer

[4:00:20] parks, other public services.

[4:00:23] But for us, schools now, not

[4:00:24] all school districts across

[4:00:26] the state. You school

[4:00:29] concurrency is something that

[4:00:30] a lot of districts have opted

[4:00:31] not to use, but we have used

[4:00:33] it. And that's that allows us

[4:00:39] to track the growth. We

[4:00:40] interlocal agreement that was

[4:00:42] developed under Florida

[4:00:45] Statute. Chapter one 63 in

[4:00:48] 2008 and that Inter local

[4:00:49] agreement involves knowing the

[4:00:50] school district, but it

[4:00:51] involves 5 local government

[4:00:55] agencies and the school

[4:00:55] concurrency management system

[4:00:57] was adopted through that

[4:01:01] through that agreement. So the

[4:01:05] agreement when we look at

[4:01:05] going back and say want to

[4:01:07] look at school concurrency.

[4:01:08] There's a number of factors

[4:01:08] that go into it. We look at

[4:01:09] call 50, which is. We're

[4:01:13] required to use. And we look

[4:01:15] at our student generation but

[4:01:17] rate based on the number of

[4:01:19] dwellings, they have been

[4:01:21] improved. Our student

[4:01:23] generation rate was updated

[4:01:24] last year and her impact. The

[4:01:26] study. The board adopted that

[4:01:28] under resolution. That's 4

[4:01:29] Manatee County that was

[4:01:30] implemented last SEPTEMBER. So

[4:01:34] new student generation rates

[4:01:35] and what that says is on a

[4:01:37] county wide bases. Typical

[4:01:41] dwelling unit. Puts 0.1, 8, 7

[4:01:45] students into our schools. And

[4:01:46] these these are just the

[4:01:47] traditional k 12 schools and

[4:01:48] some talk about charter

[4:01:52] schools. And then it breaks

[4:01:52] down to an elementary and

[4:01:55] middle high school. So we know

[4:01:56] we can use that number to

[4:01:57] project. And that's on the

[4:01:59] most current localized data

[4:02:04] that we have. So we've tracked

[4:02:06] this growth by Forest Service

[4:02:07] areas and those are shown on

[4:02:13] the next slide. These service

[4:02:15] Again, the redeveloped under

[4:02:18] the interlocal Agreement,

[4:02:20] school service area one or ssa

[4:02:20] one is in the northeast

[4:02:24] region. The county and the

[4:02:24] dividing line on that is

[4:02:27] basically the Manatee River as

[4:02:31] well as U.S. 301. And it goes

[4:02:33] down same road. So that

[4:02:35] includes a will a major part

[4:02:39] of felt a district and parish.

[4:02:42] And we have that's the second

[4:02:43] most highest growth school

[4:02:45] service area that we have.

[4:02:50] School service area, too. Is

[4:02:52] in the eastern portion Manatee

[4:02:54] County. And a lot of that is

[4:02:57] on the east side of the future

[4:02:57] development area boundary. So,

[4:03:01] you know, it's a huge area.

[4:03:01] Some there's not a lot of

[4:03:02] growth out in the extreme

[4:03:06] eastern portion of the county.

[4:03:09] The line for that is U.S. 301

[4:03:10] down to Fort Hamer road and

[4:03:11] jumps over I-75 and runs to

[4:03:16] down the University Parkway.

[4:03:17] School service area. 3 is in

[4:03:20] the south-central portion of

[4:03:22] the county and the dividing

[4:03:26] line on that I-75 and us. 41.

[4:03:30] And school service area for is

[4:03:32] in southwestern part of the

[4:03:32] county. It goes from us. 41

[4:03:36] over to the goal. So going to

[4:03:43] look at. Residential projected

[4:03:44] residential growth in each of

[4:03:45] the service areas. Now we're

[4:03:50] going to tell when the time so

[4:03:51] already service area. 2 is one

[4:03:52] where we have the most project

[4:03:55] residential growth. Service

[4:03:55] area. One has the second most

[4:03:58] projected growth. So on each

[4:04:00] of the slide, you're gonna see

[4:04:03] a graphic on your right hand

[4:04:07] side and its color the

[4:04:07] developments or they're

[4:04:08] they're coated by the size of

[4:04:10] units that or approved. But

[4:04:14] yet to be developed. And these

[4:04:17] are based on reservations. So

[4:04:19] let me explain what that

[4:04:20] means. Reserve units the way

[4:04:24] we track. It means that

[4:04:25] development is going through a

[4:04:28] number of development

[4:04:29] approval. Okay. They they

[4:04:30] might have a general

[4:04:31] development plan. I actually

[4:04:32] them I have a comprehensive

[4:04:33] plan and then they get changed

[4:04:35] in a result that they have the

[4:04:36] general development plan. Then

[4:04:38] they have a plenary site plan.

[4:04:40] Then they have construction

[4:04:40] final site plan. So there's

[4:04:44] all the stages of development.

[4:04:46] The ones that were talking

[4:04:48] about have gone through that

[4:04:49] approval process and reached a

[4:04:50] point where they could apply

[4:04:53] for building permits. Now.

[4:04:53] Okay. So there through the

[4:04:58] process. And and there at the

[4:05:00] time they can Smith for

[4:05:02] building permits. Most of

[4:05:03] these larger developments.

[4:05:06] Again, color coded here. So

[4:05:09] the red blue and purple or the

[4:05:10] ones that would have obviously

[4:05:13] a more significant impact.

[4:05:16] Most of those are faced. So

[4:05:17] there maybe 8 or 10 phases and

[4:05:18] some of these larger

[4:05:19] developments takes years to do

[4:05:23] that.

[4:05:24] >> quick question by

[4:05:28] Christmas. Not. On the left of

[4:05:30] the write up this. Chart, the

[4:05:34] dart. Black line that goes

[4:05:37] down through the years. The

[4:05:38] fdot, guessing. Yes, ma'am.

[4:05:39] Okay. So certain school

[4:05:41] service area one does not

[4:05:41] touch the.

[4:05:43] >> The gift area in the

[4:05:47] corner, a coroner that yeah.

[4:05:49] It's only school service area

[4:05:49] to that's really impacted by

[4:05:52] the future growth. Married.

[4:05:53] Okay.

[4:05:56] >> And then you're saying the

[4:05:59] purple 3,000 plus. Do well in

[4:06:01] units proved it is not this

[4:06:04] big. MISS Moore for the

[4:06:09] public. I think the big purple

[4:06:13] for the says just that frontal

[4:06:14] region problem.

[4:06:15] >> Probably right choice of

[4:06:19] colors on, you know, I right?

[4:06:19] >> Because when I first saw

[4:06:21] that on my I pretty sure

[4:06:24] there's probably you know many

[4:06:26] thousands of I noticed it

[4:06:27] after I looked at it about 5

[4:06:28] times of what somebody is

[4:06:31] going to say. Oh, that hole.

[4:06:34] >> All You knew somebody upset

[4:06:35] by what color could you use?

[4:06:37] That would have maybe yellow

[4:06:42] But yeah, I just. This is And

[4:06:45] again, I know I said before.

[4:06:48] And a little plane to look at

[4:06:50] what's going on out there. And

[4:06:55] just. Particular chart

[4:06:59] doesn't. Can you even give you

[4:07:01] real grasp? Almost have to see

[4:07:03] it from aerial even with a

[4:07:05] drone you couldn't imagine.

[4:07:12] It's so And some I went out.

[4:07:13] Someone that hasn't been out

[4:07:14] there a lot of times and they

[4:07:17] couldn't believe it. They were

[4:07:19] just like shocked How much

[4:07:20] we've been talking about we've

[4:07:22] been talking about so. Okay. I

[4:07:26] just wanted to clarify that

[4:07:27] chair.

[4:07:27] >> Okay. So the chart at the

[4:07:33] top. Shows the remaining

[4:07:34] dwelling units that are in the

[4:07:35] school service here. Again,

[4:07:36] these are the ones that have

[4:07:40] gone through development,

[4:07:40] approved processes to the

[4:07:42] stage to where they They could

[4:07:43] apply for a building permit.

[4:07:44] That doesn't mean they're all

[4:07:46] going to play right now it's

[4:07:47] it's just that's not how it

[4:07:50] works. But we have taken our

[4:07:54] student generation number. Stu

[4:07:57] generation, right number and

[4:07:58] projected out how many

[4:08:00] elementary middle and high

[4:08:01] school students we anticipate

[4:08:06] being generated from this

[4:08:06] remaining development and you

[4:08:10] see that we project 1518

[4:08:11] elementary students, 671

[4:08:15] middle school students and

[4:08:18] 1,1112 high school students.

[4:08:19] We also looked at how much

[4:08:23] capacity do we have remaining

[4:08:25] in that service area, which is

[4:08:25] something that MISTER Cho got

[4:08:29] to earlier say. Tell me what

[4:08:32] capacity we have. You know by

[4:08:33] service area. So in that

[4:08:35] school service area, we have

[4:08:42] capacity for. 1656 elementary

[4:08:43] students. Keep in mind that

[4:08:45] this is not going to existing

[4:08:45] schools, but it's what we're

[4:08:48] planning to build. Mrna

[4:08:51] already showed you on the the

[4:08:55] projected chart altogether. So

[4:08:56] for elementary, that would

[4:09:04] mean the the barber Harvey.

[4:09:06] North River Ranch 4th and 5th

[4:09:12] grades as well Artisan Lakes.

[4:09:14] And of it also includes some

[4:09:14] elementary Blackburn in

[4:09:19] Palmetto. And it includes a

[4:09:21] middle school past the

[4:09:24] Lincoln. When you compare that

[4:09:25] the remaining students be

[4:09:26] generated against what student

[4:09:30] past who we have. You see that

[4:09:31] there's enough capacity

[4:09:32] projected here. I'm sorry.

[4:09:36] There's an up capacity that

[4:09:40] either exist or were building

[4:09:42] to accommodate all past. Are

[4:09:43] all the students in this

[4:09:46] region. We're a service area.

[4:09:49] We'll have we project in

[4:09:51] excess of 138 elementary

[4:09:53] school students and 774 middle

[4:09:56] school student spaces. So

[4:09:57] we're we're actually in pretty

[4:10:01] decent shape there. The is on

[4:10:04] the high school capacity. We

[4:10:05] talked about the Forest

[4:10:09] service areas and that is how

[4:10:09] concurrency works for

[4:10:11] elementary and middle school.

[4:10:14] So compartmentalize it and we

[4:10:16] say, do you have enough

[4:10:18] capacity in the service area

[4:10:22] to serve the students and by

[4:10:23] state law? All if we don't,

[4:10:26] you have to go to the next

[4:10:26] service area and say can we

[4:10:30] borrow capacity from that? If

[4:10:32] you don't have enough there

[4:10:33] than you got a problem. But we

[4:10:35] do have So there's not issue

[4:10:39] here with high schools. The

[4:10:42] it's a district wide. It's one

[4:10:45] service area because high

[4:10:47] school students are much more

[4:10:48] mobile. Then then elementary

[4:10:48] and middle school students. I

[4:10:53] think doctor was on you he'll

[4:10:54] get you some of those choice

[4:10:56] chart and you can see their

[4:10:57] students are really moving

[4:10:59] around the district. We look

[4:11:00] at that on a more holistic

[4:11:04] view for for high schools. But

[4:11:06] we're providing it here for by

[4:11:08] service area so that you can

[4:11:10] see where the deficits are

[4:11:10] really boring, even though

[4:11:14] that's not how we track it for

[4:11:15] concurrent. That make sense

[4:11:21] you. Okay. To go to the next

[4:11:28] slide. Excuse The slide

[4:11:29] identifies where where the

[4:11:31] majority the impacts are.

[4:11:32] Again, it's the purple and the

[4:11:35] blue and the red that are your

[4:11:36] larger developments. And you

[4:11:38] can see that most of these are

[4:11:39] concentrated the half of the

[4:11:41] school service area. That's

[4:11:43] because the most the southern

[4:11:44] half of it is already

[4:11:46] developed. And what you're

[4:11:48] seeing down there is just into

[4:11:48] projects are for the most

[4:11:52] part, smaller projects. And

[4:11:53] has a mentioned a couple times

[4:11:54] already. This is our second

[4:11:56] most. Active school service

[4:12:00] area. One that's most

[4:12:01] activists school service area

[4:12:10] too. We're showing that we. We

[4:12:14] can find that there are 20,620

[4:12:14] dwelling units that are

[4:12:16] approved that are not yet

[4:12:17] built that are at the stage

[4:12:18] where they can apply for

[4:12:22] building permits again, don't

[4:12:23] panic. They're not all come

[4:12:23] that wants. The market just

[4:12:27] won't take it. We anticipate

[4:12:31] that those dwellings would

[4:12:36] result 1773 elementary

[4:12:38] students. 784 middle school

[4:12:38] students and 1299 high School

[4:12:41] students. When you look at our

[4:12:45] remaining student capacity and

[4:12:48] this area again, when we talk

[4:12:48] about the U.S. To capacity,

[4:12:51] we're adding in the school is

[4:12:52] that we're building, we're

[4:12:54] building like manatee pay. And

[4:12:56] we're building right ranch.

[4:12:59] They're both in the service

[4:13:01] area. So what you see is with

[4:13:07] capacity for 1993. It earned

[4:13:09] 9, 3 elementary students,

[4:13:11] 1949. Those school students

[4:13:13] and again, we we have a

[4:13:14] deficit here in high school

[4:13:17] already. So when you compare

[4:13:21] the and students to be

[4:13:23] generated to what's remaining.

[4:13:25] Once again. You see that we're

[4:13:29] going to be ok and elementary.

[4:13:31] Well, capacity to accommodate

[4:13:33] additional 220 students in

[4:13:34] additional 11 or 65 no

[4:13:38] schools, too. Got a problem

[4:13:40] again at the high school

[4:13:42] level. And when you look at

[4:13:44] that in conjunction with

[4:13:45] what's in ssa One now, we

[4:13:46] really have a problem because

[4:13:49] there I think we're down about

[4:13:54] 900 students almost all the

[4:13:55] capacity that we're showing

[4:13:59] out in the elementary middle

[4:14:02] schools is he's in the lake

[4:14:03] Manatee k and dry ranch. But

[4:14:06] hail and Braden River. Middle

[4:14:07] also have ample capacity.

[4:14:08] That's why you're showing a

[4:14:10] lot of no school capacity.

[4:14:11] Ability in this area, even

[4:14:15] with all this growth. The

[4:14:17] future high school site that's

[4:14:18] on our plan is within that

[4:14:22] school service area. And that

[4:14:26] is. That that's something

[4:14:27] that's been shown to work plan

[4:14:29] for several years. We didn't

[4:14:31] count capacity in here because

[4:14:33] it's not going to be in place

[4:14:35] by AUGUST. First of 2026,

[4:14:37] which is the cutoff line that

[4:14:38] we use for the charge that

[4:14:40] MISTER And all the show want

[4:14:41] you to know that past is not

[4:14:45] in there, but in a work plan

[4:14:53] shown in uk. Questions.

[4:14:54] Versatile, quit.

[4:14:54] >> When we talk about our

[4:14:55] capacity, look at these

[4:14:58] numbers that we're looking at

[4:14:59] total goings. This particular

[4:15:02] side rare for ss 8, 2, 20,000

[4:15:06] plus swellings. We believe

[4:15:07] it's going to create generate

[4:15:09] these many students. Yes. How

[4:15:10] are we coming up with that

[4:15:12] date?

[4:15:14] >> It is based off the student

[4:15:19] generation rate that. Happened

[4:15:21] to the number. It is a average

[4:15:24] number. It's census driven

[4:15:24] what we when we did the

[4:15:27] impact. The study last year of

[4:15:32] by looking at All the while

[4:15:34] wings and throwing them all

[4:15:35] into a pot. So will there be

[4:15:36] variations and the absolutely

[4:15:39] you're going to have you're

[4:15:40] going to have developments

[4:15:44] that are really focused on

[4:15:45] families maybe their lower

[4:15:46] price points. And but then

[4:15:47] you're gonna have development

[4:15:49] that, you know, the price

[4:15:53] points million plus, which,

[4:15:54] you know, at least from an

[4:15:54] elementary standpoint, you're

[4:15:58] you know, we'll get me now

[4:15:59] that because the parents

[4:16:00] generally can't afford to that

[4:16:03] point in their life. Yeah,

[4:16:04] that it's a way that the state

[4:16:07] does their date like.

[4:16:07] >> And then do some of the

[4:16:11] Roman comes from what the

[4:16:12] charter isn't about So the

[4:16:14] complete guessing game get

[4:16:17] ready are they using that same

[4:16:20] type of system to say here's

[4:16:23] what we think is going to to

[4:16:25] you know, they're using change

[4:16:26] data over.

[4:16:30] >> Period of time based on

[4:16:31] actual unruly.

[4:16:33] >> rates yeah, so I'll give

[4:16:33] you an example because I'm

[4:16:39] glad you asked I pulled up the

[4:16:40] coffee forecast and a printed

[4:16:44] it off and based on the actual

[4:16:49] numbers. And 23, 24. Projected

[4:16:53] to for 5 years to 28. 29. The

[4:16:54] state shows that we're going

[4:16:56] to gain 361, actually 362

[4:17:00] elementary students. That we

[4:17:02] will gain 371 middle school

[4:17:06] students and that we will lose

[4:17:07] 1940, not 41 high schools 5

[4:17:11] years and 5 years. So the

[4:17:13] state shows decreasing our

[4:17:14] student athletes just by 12 0

[4:17:18] a over 5 years. So I prefer

[4:17:22] not to use the state Rita,

[4:17:22] wreath all we've we've

[4:17:24] obviously seen they've been

[4:17:25] completely wrong.

[4:17:28] >> just want to I curiosity

[4:17:29] hasn't I mean bigger that big

[4:17:30] problem is what we're

[4:17:32] presenting right here.

[4:17:34] >> Is the state doesn't take

[4:17:35] into consideration that

[4:17:37] they're looking at birth rate.

[4:17:40] And I so what that it's a one

[4:17:41] line where we are. We know our

[4:17:44] line the burning

[4:17:46] >> not my job to defend the

[4:17:48] state. But I think part of

[4:17:49] what they're projecting in

[4:17:53] here is that more charters are

[4:17:55] probably going to come share

[4:17:56] and they look at that on a

[4:17:58] statewide basis. And it's a

[4:17:58] trend.

[4:18:03] >> I think there are. They're

[4:18:05] projecting that we will have

[4:18:06] some Charles and those numbers

[4:18:07] were for the district. They

[4:18:10] are 12

[4:18:11] >> Another last question that

[4:18:13] felt great pain are up.

[4:18:16] >> Do we indies pockets where

[4:18:19] we see developments like

[4:18:23] probably number of like the 55

[4:18:23] plus. Rethink that like

[4:18:24] Delaware. And we did not

[4:18:29] include year we didn't. But we

[4:18:33] love those because they they

[4:18:34] pay 41 the book. So we

[4:18:42] encourage we have couple the

[4:18:44] question. Sorry. Yes, and

[4:18:45] looking at just areas woman

[4:18:46] into where most of our growth

[4:18:49] is occurring in county.

[4:18:50] >> And the high school numbers

[4:18:53] we've got 2400 projected

[4:18:54] students 20 through, but do.

[4:18:59] We have. Idea as too. Well,

[4:19:02] know. What we're looking at in

[4:19:06] terms of length of time that

[4:19:08] this woman should be accruing

[4:19:08] the students. I mean, any

[4:19:09] time, know, that they haven't

[4:19:11] filed in the put in there

[4:19:13] there, you things to build yet

[4:19:14] stuff. But look at general

[4:19:19] idea. Of MR. Is going to show

[4:19:20] you the slide here in a couple

[4:19:24] minutes through his.

[4:19:25] >> And ok, how much time do we

[4:19:27] have before we have to

[4:19:29] >> what is What is going tell

[4:19:33] you is that? Through 44,000

[4:19:35] dwellings remain to be built

[4:19:39] again. If you look at kind of

[4:19:40] the worst case scenario as to

[4:19:42] where we are right now. 7,000

[4:19:44] new two-year, they're not all

[4:19:45] going in this district. There

[4:19:49] are being spread out across

[4:19:51] the county. So let's say you

[4:19:52] have 6 to 7 but that's growth.

[4:19:56] Maintains level which I I have

[4:20:08] my the mistake.

[4:20:10] >> confused about very

[4:20:10] beginning of all of this. We

[4:20:13] talked about. Overall

[4:20:17] students, including charter.

[4:20:18] But now diving into the s won.

[4:20:24] Is a 2. I looked at that high

[4:20:26] school population as well. And

[4:20:27] I think did the math right?

[4:20:32] Was 2,305. Additional high

[4:20:36] school students that are only

[4:20:44] >> traditional k right county

[4:20:48] well, we would. Anticipate for

[4:20:50] charter because there charters

[4:20:52] are still under us. No matter

[4:20:56] manages that there still. Our

[4:21:02] district. Enrollment. My

[4:21:07] correct?

[4:21:07] >> They're in the right. I

[4:21:09] mean, they're in the overall

[4:21:13] the bigger right, 50,000 loss,

[4:21:16] right? Right. But I mean,

[4:21:17] again, we're focused on the

[4:21:19] capacity of district operated

[4:21:20] schools, right? And the

[4:21:22] question of of, you know, how

[4:21:25] many we're playing 2 very

[4:21:27] different games, right? If

[4:21:28] you're a single charter

[4:21:31] school, you know what? You are

[4:21:33] enrollment cap And if you can

[4:21:34] fill all of those seats, then

[4:21:35] you're done and you put kids

[4:21:36] on a wait list right? We don't

[4:21:38] get to put anybody on a wet

[4:21:39] right. We have to guarantee a

[4:21:43] seat for everybody. And that's

[4:21:46] the you know, that's the other

[4:21:47] challenge of this. And it's

[4:21:50] it's part of the great in the

[4:21:51] crystal ball.

[4:21:53] >> Is I think what Mr really

[4:21:57] saying is those forecasts

[4:21:58] presume that charters continue

[4:22:01] to grow. Well. We we both in

[4:22:05] the past year.

[4:22:06] >> when you talk about high

[4:22:10] school.

[4:22:13] >> if you look at overall in

[4:22:13] Manatee County students in

[4:22:18] grades 9 through 12. The

[4:22:19] overwhelming majority are our

[4:22:20] schools, right? The market

[4:22:25] share. District operating

[4:22:26] versus charter operated as

[4:22:28] much everything I think it's

[4:22:29] near 90 10, right where his

[4:22:34] middle school is 70, 30.

[4:22:36] Right? So we're just I we have

[4:22:37] outstanding high schools.

[4:22:39] They're very, very competitive

[4:22:39] because and that's why that's

[4:22:43] why the red

[4:22:45] >> numbers all the way over on

[4:22:45] the right side of these

[4:22:46] efforts. Iran says too, is.

[4:22:50] Alarming.

[4:22:51] >> And that's why MISTER

[4:22:53] Pendley has a high school on

[4:22:53] the road map, right? And has

[4:23:06] for some All right. Stated So

[4:23:08] >> the 67 year answer that you

[4:23:10] give to built. What exactly

[4:23:11] was that again, that we won't

[4:23:13] need a high school for 6 or 7

[4:23:13] years of what? What What was

[4:23:17] answer to a question?

[4:23:22] >> We in my opinion, you are

[4:23:25] going to need a high school.

[4:23:26] Okay.

[4:23:26] >> But what the time frame for

[4:23:28] that thing is

[4:23:29] >> I think you need a very

[4:23:33] soon So all of what I'm going

[4:23:35] to see the and on the next

[4:23:36] couple slides is that you

[4:23:40] actually have. High school

[4:23:41] capacity that's just in the

[4:23:41] wrong place. Now, you don't

[4:23:47] have enough. Up to this point.

[4:23:48] We're showing enough so that

[4:23:52] you did the math that said 20

[4:23:53] 23 Why find? Yeah. So you have

[4:23:57] a lot of capacity Manatee High

[4:24:04] and Bayshore high. It's just

[4:24:04] you don't have the students

[4:24:08] going over there so Do you

[4:24:09] change that line? Don't know.

[4:24:12] That's way beyond my pay

[4:24:13] grade. In and again, I think

[4:24:14] the key pieces.

[4:24:20] >> That in a different type of

[4:24:21] community. We'll right if we

[4:24:25] had this problem. I could do

[4:24:26] some really cool stuff with

[4:24:28] school choice to address a lot

[4:24:31] of that. But if I can't get

[4:24:31] kids to the school in a

[4:24:34] reasonable amount of time, the

[4:24:35] school choice options become

[4:24:36] very unattractive right?

[4:24:37] Because really what you're

[4:24:40] talking about is, you know,

[4:24:41] designing some kind of new

[4:24:43] magnet program that's wildly

[4:24:45] popular. And you put hundreds

[4:24:48] of kids on buses right on the

[4:24:50] east side of the county and

[4:24:53] you put them on state road 70.

[4:24:54] All right. Then you move them

[4:24:59] way It's just not going right?

[4:25:00] And so that's our that's

[4:25:01] dilemma. In terms of another

[4:25:06] high school it's not just that

[4:25:08] we have capacity of the wrong

[4:25:11] place. It's that we don't have

[4:25:12] the infrastructure to really

[4:25:13] tap that capacity. So that's

[4:25:18] our. That source truck. First

[4:25:19] and the traffic situations is

[4:25:22] a barrier

[4:25:22] >> And that was just filling

[4:25:26] with Google Maps and it's only

[4:25:27] like 5 and half miles as the

[4:25:29] crow flies between Braden

[4:25:31] River, Porter ranch, and then

[4:25:32] over to our new property.

[4:25:34] Those pretty close right But I

[4:25:36] guess that is what I mean. You

[4:25:38] know, we thank you. Talked a

[4:25:40] little earlier about the fact

[4:25:41] goal at one time was, quote,

[4:25:45] unquote, out you know, we. We

[4:25:48] put a high school, you know.

[4:25:49] 10 miles east of Lakewood

[4:25:50] Ranch, quote-unquote, out

[4:25:53] middle of nowhere. Maybe in a

[4:25:53] few years. It wouldn't be out

[4:25:57] nowhere. I would just bring it

[4:25:58] up. It seems like those are

[4:25:59] really close. 5 high schools

[4:26:00] within 5 and a half mile

[4:26:04] distance from each other. But

[4:26:04] we bought the property where

[4:26:05] it is on the rain. It is what

[4:26:06] it is. Getting something

[4:26:08] farther out of these. Not

[4:26:12] probably. Option an option at

[4:26:13] this time feasible or not a

[4:26:16] good idea to her.

[4:26:19] >> The problem with something

[4:26:21] further out east is. I don't

[4:26:26] think there's. Much available

[4:26:26] inside the future development

[4:26:28] area boundary line. So now you

[4:26:34] jump the line. Which were very

[4:26:36] had that discussion. The

[4:26:37] county commission allow us to

[4:26:38] do that, we would be

[4:26:39] responsible for extending the

[4:26:43] water and sewer. And improving

[4:26:43] the roadways to get out to the

[4:26:46] site and that is that's a

[4:26:51] heavy lived there. Okay. Your

[4:26:57] your point is. Well, and if go

[4:26:59] back and you look at the

[4:27:02] proximity of Manatee high to

[4:27:03] Bayshore high to southeast to

[4:27:06] Palmetto High. There. Very

[4:27:09] close They really are.

[4:27:10] >> But as you get farther east

[4:27:10] of the county and I hear what

[4:27:12] you're saying probably not,

[4:27:12] you know, when weigh the pros

[4:27:16] and the cons changing the site

[4:27:16] for this high schools, the

[4:27:17] pros probably don't know where

[4:27:19] the cars, but we do have the

[4:27:19] transportation issues where

[4:27:24] we're driving. 2025 miles out

[4:27:25] in eastern part county where

[4:27:26] you don't have that problem in

[4:27:27] the western part of the

[4:27:27] county.

[4:27:30] >> You know. Dries up our

[4:27:30] transportation costs even just

[4:27:34] putting another school. You

[4:27:36] really that schools only like

[4:27:37] 3 miles Laker and the new

[4:27:38] flood. There's going to be

[4:27:40] driving 0. 25 miles for the

[4:27:41] hinterlands of the county

[4:27:42] getting these students are not

[4:27:45] really drives apart

[4:27:46] transportation costs, but I

[4:27:48] get pros and cons where the

[4:27:49] property is. The best place

[4:27:50] for it to one to have that

[4:27:57] Thank you.

[4:27:57] >> Where on the rain is for

[4:28:02] the property? I haven't.

[4:28:04] >> from a fort it is if work

[4:28:05] from your sports because it's

[4:28:07] directly to the west of that,

[4:28:11] it's bordered on the North by

[4:28:13] Range Land Park a Cane River

[4:28:16] and on the East Post Road.

[4:28:18] >> The only in the field out

[4:28:22] there. That and Lorain Road on

[4:28:23] West.

[4:28:23] >> will then have we

[4:28:24] considered any maybe little

[4:28:26] further north, like near the

[4:28:28] river either either MR. Or

[4:28:31] Light my boundaries just like.

[4:28:32] On the other side of the river

[4:28:36] area.

[4:28:37] >> just 100 acres laying

[4:28:42] around somewhere we can your

[4:28:44] going to fight at the future

[4:28:44] site really we're going to

[4:28:45] cover that use never mind. I

[4:28:51] was I want to. Okay 40 years.

[4:28:52] 40 acres. So we want to. Get

[4:28:59] to the next slide. So I

[4:29:00] mentioned future high school

[4:29:01] site was within that school

[4:29:06] service area what we have full

[4:29:07] map here. So here you can see

[4:29:13] that. Most of the large

[4:29:14] developments are in the

[4:29:19] western half of school service

[4:29:20] area, the yellow line which

[4:29:24] follows. I-75 Andrew One is

[4:29:26] the boundary and you see it's

[4:29:26] kind of squeeze between that

[4:29:32] and the f deadline you know,

[4:29:35] we we generally generally hope

[4:29:38] that there's not a lot of

[4:29:39] development that goes past the

[4:29:39] half because that creates

[4:29:43] issue for us. Because where we

[4:29:46] just don't have sites over

[4:29:47] there, we have to rely on

[4:29:50] developers and with rely on

[4:29:51] their timing, an example. That

[4:29:56] some more Taylor Ranch where?

[4:29:59] Know spray familiar with that

[4:30:04] We purchase that site. 2 years

[4:30:06] ago, contracted and we will

[4:30:10] close on it. Some time prior

[4:30:14] to the end of 2027. Why so

[4:30:15] long? Because there's no

[4:30:18] infrastructure to with rely on

[4:30:20] the developer to put it in all

[4:30:20] the roads, water, sewer to get

[4:30:21] to the site. Now, I think

[4:30:25] they're working on that now. I

[4:30:26] sent email to them a couple

[4:30:28] days ago asking for a status

[4:30:29] update. So I expect probably

[4:30:30] by the end of the year we'll

[4:30:36] have the site. But again, we

[4:30:37] have it's a different

[4:30:38] scenario. We can't just go buy

[4:30:38] a side out there and

[4:30:41] development because there's

[4:30:45] >> no, hope that those solar

[4:30:46] will develop correct

[4:30:47] infrastructure though its

[4:30:50] exact And that's what more

[4:30:52] about the timing of when we

[4:30:55] buy it. You know, yeah. You

[4:30:56] buy field, that's what you

[4:30:59] get. If you buy a field where

[4:31:03] the road and utilities. That's

[4:31:04] what you get. So that's kind

[4:31:05] of like the scenario you've

[4:31:08] got to go through and I'd

[4:31:09] rather go slow and get what we

[4:31:16] can from. Natural flow of

[4:31:19] things sent to right. And

[4:31:21] again, Lake Manatee and the

[4:31:21] right Ranch.

[4:31:25] >> Elementary School.

[4:31:26] >> Both within the service

[4:31:28] area. So that's a lot of

[4:31:32] passed, it see. So now we get

[4:31:33] into school service areas, 3,

[4:31:36] 4, And there certainly much

[4:31:38] less growth projected here.

[4:31:39] It's more more lausd and

[4:31:43] easier to accommodate. So in

[4:31:45] school service area 3, which

[4:31:46] is South central portion of

[4:31:49] the county. Once again, we're

[4:31:50] showing that there's 3205

[4:31:53] drawings and that area that

[4:31:56] are we project 276 elementary

[4:31:59] students, 122 middle school

[4:32:02] students and 202 high school

[4:32:03] students. We lots of student

[4:32:07] capacity available here. 1515

[4:32:12] elementary 193 metal and But

[4:32:16] as for 96 on high school. For

[4:32:21] a reason for high school, when

[4:32:22] we compare the 2 we show that

[4:32:27] have ample elementary space.

[4:32:30] 1239. We have enough. No

[4:32:31] school space. I-71 and we have

[4:32:33] enough high school space. But

[4:32:38] 284. So we we don't have any

[4:32:38] issues in this area when it

[4:32:43] comes to capacity. So most of

[4:32:47] the growth that you see and

[4:32:47] the slide, you know, infill

[4:32:50] projects. There's nothing the

[4:32:51] row significant size with the

[4:32:54] exception of. Of villages Linn

[4:32:55] Creek, which right across

[4:33:00] across from at ski, that big

[4:33:01] orange block. Just for a point

[4:33:02] of reference, the big orange

[4:33:03] walk on the right hand side of

[4:33:06] the Tara, I can tell you that

[4:33:09] again on the work for Manatee

[4:33:10] County back in the Mid 80's

[4:33:10] 90's. We're working on terror

[4:33:15] at that time. So. You know, I

[4:33:15] answer Ms Felton's question

[4:33:20] about how long we have. In it.

[4:33:22] You know, it's all smoke and

[4:33:24] mirrors because no one knows

[4:33:26] for certain. But some of these

[4:33:27] developments can take an

[4:33:27] extremely long time to

[4:33:32] develop. So the

[4:33:33] >> That's villages. Glenn

[4:33:38] Creek. Okay. That's the one

[4:33:40] directly across from at ski

[4:33:41] that used to be on Nixon.

[4:33:43] Proof arms property.

[4:33:44] >> Right. And they sold it

[4:33:46] maybe 7 or 8 years ago. But

[4:33:48] Johnson, yes, ma'am, this is a

[4:33:51] property by John says,

[4:33:55] >> All right. And the little

[4:33:55] shaded site right there at the

[4:33:59] Braden Little tiny, Green.

[4:34:09] What is not? Right on the

[4:34:12] river. Very top. Just. To the

[4:34:15] right of the red box.

[4:34:20] >> It what?

[4:34:25] >> actually have listed.

[4:34:26] >> Graphic here this one, not

[4:34:32] sure the other by. That's just

[4:34:34] north of It's not road from

[4:34:35] asking downriver. Wright not

[4:34:40] far from it over its, ok, my

[4:34:42] heart, all of that. And think

[4:34:43] right? Yeah, I can't think of

[4:34:46] the name of it. But the I

[4:34:47] mean, they've been building it

[4:34:49] for about a year and a half.

[4:34:49] That's not far from asking its

[4:34:55] back. 20th. Sorry. 26,000

[4:35:01] right? Up to drive up there

[4:35:04] into evidence. I just never

[4:35:09] drive that direction. And

[4:35:10] finally, we have school

[4:35:12] service area for again, one

[4:35:15] that has very normalized

[4:35:19] growth projections show 2657

[4:35:20] remained rolling units in that

[4:35:23] area. You can see that we

[4:35:27] have. Plenty of capacity here

[4:35:31] to accommodate 229 elementary

[4:35:34] students projected against

[4:35:38] 1400 remaining capacity 101.

[4:35:41] Middle school. Get 716 middle

[4:35:48] and 167 versus 1110, 56 high

[4:35:48] school you know, passed in.

[4:35:49] This is what talking about

[4:35:52] with your your high schools.

[4:35:53] You have you have capacity is

[4:35:57] just in this area. But what

[4:35:58] this clearly shows, I think is

[4:36:00] that you have a lot of unused

[4:36:02] capacity and not only the high

[4:36:03] school level, but having

[4:36:04] elementary middle level as

[4:36:07] well. Sos maybe areas want to

[4:36:14] focus on. MR. Khan has a

[4:36:16] question. My just for Looking

[4:36:19] at Lake Flores.

[4:36:20] >> flower excuse me. Yes.

[4:36:24] Okay. Like Lawrence. If I

[4:36:25] remember correctly, there was

[4:36:26] some conversation about some

[4:36:26] landing set aside and that

[4:36:28] development to build in

[4:36:29] elementary schools that now

[4:36:30] off the table.

[4:36:37] >> No, sir, that We did not. I

[4:36:39] don't recall probably buzzing

[4:36:44] a What I've consistently told

[4:36:45] this board in previous boards

[4:36:49] as I have a concern about.

[4:36:50] Divesting ourself of the

[4:36:51] property that is merely the

[4:36:55] Jason Bayshore high is the

[4:36:56] only piece of property that is

[4:36:58] not owned by them. That is any

[4:37:01] of these different size. And I

[4:37:05] look at it. And it as a safety

[4:37:07] valve for us. If we need to do

[4:37:08] something, there's about 28

[4:37:12] acres right there. It's the

[4:37:13] site of the old man to

[4:37:14] technical college it would be

[4:37:18] easy for us to develop. Right

[4:37:20] now. Our projections don't

[4:37:21] show that we need it certainly

[4:37:26] time soon. Depending what you

[4:37:28] do with redistricting. We

[4:37:31] could get to a point where we

[4:37:34] need it. Even though we're not

[4:37:34] showing a lot of growth here

[4:37:39] right now. There are 6500

[4:37:43] units approved in that. Yeah.

[4:37:46] What's the name again? They

[4:37:47] change Flower City or yeah, it

[4:37:51] was like for So they're 6500

[4:37:52] units overall prove they're

[4:37:52] they're just not a stage where

[4:37:55] they can build So if you know

[4:37:56] you're going to see more

[4:37:57] impacts in the future in that

[4:38:04] area. With all that MISTER

[4:38:05] Reno, he's going to present

[4:38:06] the next line. I just want to

[4:38:10] make a another comment about

[4:38:11] currency. One. As original

[4:38:11] been, just keep keep in mind,

[4:38:16] word that. Ssa for is where?

[4:38:20] Some of our highest.

[4:38:22] >> Meade schools are from

[4:38:23] economic perspective. And so

[4:38:25] when our title one schools.

[4:38:29] >> Were your?

[4:38:33] >> Offering more services?

[4:38:35] When we do those program

[4:38:37] capacity adjustments move free

[4:38:40] space is going to get smaller

[4:38:42] because of the number of

[4:38:42] different resource rooms that

[4:38:46] are running in those schools.

[4:38:50] That's also from the vpk

[4:38:51] perspective, right? Important

[4:38:52] target areas since we know

[4:38:54] that when we get kids into

[4:38:56] vpk, there were likely to be

[4:38:59] reading on grade level by

[4:39:00] grade 3. And so although on

[4:39:01] paper we've got lots of room

[4:39:05] there. That's a good thing.

[4:39:09] From the perspective of, you

[4:39:10] know, really concentrating on

[4:39:15] early learning.

[4:39:17] >> The this next slide, Mike

[4:39:19] talked about the top for

[4:39:23] groupings of the ssa. The new

[4:39:27] part here is bottom bottom

[4:39:29] group. And that has to do with

[4:39:32] totaling all of the everything

[4:39:36] that is in reservation right

[4:39:41] now. Re you can see gee,

[4:39:41] graphically ssa one as is say

[4:39:44] to at the high school level.

[4:39:48] Concerns. There are 2300 the

[4:39:52] other issue that I look at is

[4:39:53] that as they say one to the

[4:39:57] elementary level with 138.

[4:39:59] Student station capacity to

[4:40:05] me, that's that's about 8 or 9

[4:40:08] classrooms for ssa. One. And

[4:40:10] then for ssa to that's about

[4:40:11] 10 elementary classroom serve.

[4:40:15] You begin to. You know, once

[4:40:16] you look beyond the growth, if

[4:40:18] you begin to consider some in

[4:40:22] migration and all that, you

[4:40:22] can eat up that capacity as

[4:40:25] well in the exact same. And

[4:40:28] that's a 3 at the middle level

[4:40:29] with only 71. So that's

[4:40:31] basically 3 classrooms worth

[4:40:33] of space when it comes to the

[4:40:36] middle school level. But, you

[4:40:37] know, overall is Mike said

[4:40:42] we're at it. 44,000 little

[4:40:43] over 44,000 units and taking

[4:40:45] them down and roughly 7,000

[4:40:50] units. A year during that

[4:40:51] time, 7 to 8 year range at

[4:40:53] this point right now. And you

[4:40:59] can see overall. We are

[4:41:02] negative for 1000 for the high

[4:41:03] school. But keeping in mind as

[4:41:06] say one, and this is a 2. They

[4:41:08] they have positive because of

[4:41:11] what happens in 3, 4, So I

[4:41:15] mean, it's definitely

[4:41:16] geographic. It's definitely

[4:41:18] bit of a district-wide

[4:41:19] challenge that we that we're

[4:41:22] going to be facing. So like to

[4:41:25] talk a little bit more about

[4:41:25] Concurrency know Arnold is

[4:41:27] presented so.

[4:41:27] >> concurrence who was

[4:41:35] established? Again, it's a

[4:41:36] fail safe mechanism to

[4:41:39] regulatory tools. Growth gets

[4:41:42] too far ahead. There are

[4:41:44] mechanisms in place to. Try to

[4:41:49] right the ship for example, if

[4:41:50] you have a concurrency fellow

[4:41:54] year. You could ask the county

[4:42:00] commission to stop growth.

[4:42:04] Developers have the option.

[4:42:05] Basically to do proportionate

[4:42:05] share mitigation agreement

[4:42:09] where? They could come in and

[4:42:10] say, okay, we're going to

[4:42:12] build a classroom wing for you

[4:42:15] to accommodate our impacts or

[4:42:17] they MAY prepay all of their

[4:42:21] impact fees or they MAY a deal

[4:42:22] where they give you a school

[4:42:23] board site. Now that doesn't

[4:42:28] help with capacity, but it the

[4:42:29] concept is they will mitigate

[4:42:32] their impacts. One of the

[4:42:36] things that we did years

[4:42:40] because there is the freeze on

[4:42:41] impact these for years. We had

[4:42:41] discussion with the board

[4:42:46] that. We were. We were

[4:42:48] starting to experience some.

[4:42:53] Currency issues. And

[4:42:55] developers actually supported

[4:42:58] us on the impact fees. And

[4:42:59] that's because they want

[4:43:02] certainty when a developer.

[4:43:05] Goes to buy a piece of

[4:43:06] property and they invest

[4:43:07] millions of dollars into the

[4:43:10] planning and permitting of it.

[4:43:11] They want certainty. They want

[4:43:12] know that they can pay and go

[4:43:17] so they with the impact fees

[4:43:18] we use those impact fees for

[4:43:20] capacity related improve so

[4:43:22] they can you know, they pay

[4:43:23] that impact the and we go

[4:43:24] build an improvement. We put

[4:43:27] it on our five-year work plan.

[4:43:28] One sits on that plan. It gets

[4:43:31] counted. Were concurrence.

[4:43:32] Okay. Now we're not counting

[4:43:33] everything here. We didn't

[4:43:35] count the high school. This is

[4:43:36] a different exercise. This is

[4:43:40] a planning exercise today. We

[4:43:41] did not have a concurrent see

[4:43:45] for all your in this county.

[4:43:48] Elementary schools. The wake

[4:43:53] currency is set up is

[4:43:54] elementary schools would that

[4:43:56] have to be at 110% of capacity

[4:44:01] for there to be a failure? No

[4:44:02] schools will be at 105%

[4:44:05] capacity for failure. High

[4:44:10] schools will be at 100%.

[4:44:10] There's no high school being

[4:44:12] planned. Now we have courage

[4:44:16] to tell you. But with the one

[4:44:20] that and the work plan. Even

[4:44:21] though we're not counting

[4:44:22] here, you don't have a

[4:44:23] concurrency If that makes

[4:44:26] sense of So I just kind of

[4:44:29] want to lay that out there for

[4:44:30] you. So at least in

[4:44:31] elementary, middle were

[4:44:32] nowhere even close to a

[4:44:33] concurrency failure. But high

[4:44:37] school. Yeah, we that's

[4:44:38] something we're keeping an eye

[4:44:41] on.

[4:44:44] >> If I In layman terms, I

[4:44:47] just want put this into layman

[4:44:51] terms for some people. When

[4:44:51] you're talking about

[4:44:52] concurrency failure and stuff

[4:44:55] like that. Because we have a

[4:44:57] vision that were potentially

[4:44:58] going to have to put in a new

[4:45:01] high school. That keeps us

[4:45:07] within next. Concurrency. No

[4:45:09] different. Then your projected

[4:45:10] to spend $500 that are

[4:45:12] checking account. But you have

[4:45:15] a direct deposit coming So

[4:45:16] that's going to keep here in

[4:45:20] the plot. That's kind of like.

[4:45:24] People talk date, Anders I

[4:45:26] don't understand, didn't

[4:45:26] understand a lot of us until I

[4:45:27] went to the doctors are going

[4:45:28] over and over and over it down

[4:45:31] Pat. And look at definition

[4:45:36] actually doing that. So. You

[4:45:37] know, I'm a term. That's what

[4:45:39] that means. Am I correct in

[4:45:40] your that? In the counting

[4:45:41] system.

[4:45:43] >> All right. And that I can

[4:45:44] think of right. You want to

[4:45:50] say about

[4:45:52] >> In so I I think Mike, he's

[4:45:53] gone through most of moon. We

[4:45:54] know growth forecasts. A dent

[4:45:58] says they want to. We will

[4:46:02] need elementary and high

[4:46:04] school relief ssa One. And

[4:46:05] there is that as I say, 3, we

[4:46:07] MAY need some middle school

[4:46:10] relief as a for 3 in 4 has

[4:46:11] adequate capacity keeping our

[4:46:13] over. When you look at it

[4:46:16] overall is keeping it up. But

[4:46:18] geographically, as a says,

[4:46:18] it's a mismatch between

[4:46:19] location where we need the

[4:46:24] capacities right now. And then

[4:46:25] here's Peeps Mike and I up at

[4:46:28] night. The unknowns. How

[4:46:29] quickly will these remaining

[4:46:34] drilling units be constructed?

[4:46:34] That's something that that we

[4:46:38] watch. We try trend. You know,

[4:46:39] we we've got an idea of what's

[4:46:42] coming right now with the

[4:46:42] present conditions were

[4:46:44] percentages of students

[4:46:46] generated for the reigning

[4:46:47] Tuesday go to district

[4:46:52] schools. Innovation and school

[4:46:52] choice is expected to continue

[4:46:56] in Florida. We're committed to

[4:46:57] family focused approach in

[4:46:59] recruitment as well underway.

[4:47:03] We have the group with their

[4:47:06] MISTER Clark. And we must

[4:47:09] prevent the big point is we

[4:47:12] don't have the ability to say

[4:47:14] that we've reached capacity.

[4:47:14] Therefore, we put you on a

[4:47:17] waiting list. We We need to

[4:47:18] find a home for the students

[4:47:22] when they come in and will

[4:47:24] manatee continue to approve

[4:47:25] the residential developments

[4:47:25] at the rate we've seen over

[4:47:28] the past 5 years. And what is

[4:47:28] the outlook for the future

[4:47:29] boundary lines? So those are

[4:47:33] all. Elements to the pieces.

[4:47:36] As we're looking at the

[4:47:36] rezoning we're trying to, you

[4:47:40] know, figure out where where

[4:47:40] we're doing growth that was

[4:47:44] The mayor, anyone has any

[4:47:44] answer.

[4:47:50] >> throw into Boundary line

[4:47:51] can be determined every 2

[4:47:55] years. As the cycles go

[4:47:57] through. So. That's such a

[4:48:05] there.

[4:48:10] >> MISTER Clerk. Shows both

[4:48:12] future good afternoon board

[4:48:12] afternoon. So now we'll talk

[4:48:18] about future projects for 20

[4:48:19] 27 and beyond. Sounds like a

[4:48:21] as you heard about a lot of

[4:48:25] growth anticipated growth and

[4:48:26] s has a one in 2 regions, one

[4:48:28] So we have some projects that

[4:48:29] were planning to do in those

[4:48:30] areas. First up, we have.

[4:48:33] >> Lake Manatee k 8, as you

[4:48:34] know, that'll be finishing up

[4:48:36] this year. We're already

[4:48:39] talking about and to classroom

[4:48:41] building addition to that

[4:48:43] right? You'll see that we use

[4:48:45] the same architect, which is

[4:48:46] hks, do not have to see him

[4:48:50] yet. The funding source would

[4:48:56] be the propose cops 2026.

[4:48:57] Project budget would be up

[4:49:02] 17.5 million dollars. You can

[4:49:04] see the design start. We

[4:49:04] looked at the start. That

[4:49:07] design and MARCH of 2026. With

[4:49:10] the completion date of JULY.

[4:49:11] 27, which is the 27 28 school

[4:49:16] year. Approximately looking at

[4:49:17] about 32,000 Square feet and

[4:49:18] all out to be fleshed out

[4:49:22] through the design because

[4:49:24] quick lot, 18 classroom, 18

[4:49:25] classrooms, approximately 360

[4:49:27] students could be a. Some more

[4:49:35] depending on design. Next Is

[4:49:37] the barber Harvey North River

[4:49:38] Ranch. Real similar to Lake

[4:49:43] Manatee. We'll stay with a

[4:49:44] Saint. Harvard its architect

[4:49:44] of that building. So we'll

[4:49:48] stay with that company. Be a 2

[4:49:50] story classroom building

[4:49:53] addition, we look to use the

[4:49:56] cops proposed caps for 2026.

[4:50:00] Do not have acm for that yet.

[4:50:01] Project budget similar to Lake

[4:50:04] Manatee. Be 17.5 million time.

[4:50:07] I will similar. MARCH 2026.

[4:50:10] For the project. Design.

[4:50:11] Project proposed completion of

[4:50:16] the that JULY 27. 2027. Yes, I

[4:50:19] spent yeah. The first question

[4:50:20] going get out in the public

[4:50:21] this.

[4:50:26] >> Okay. Lake Manatee isn't

[4:50:32] even open yet. Adding on. A

[4:50:38] 17.5 million. Correct?

[4:50:39] Assessment?

[4:50:41] >> And to the incident. For

[4:50:42] the additional classroom

[4:50:45] space. The student growth that

[4:50:55] way when we Thought about.

[4:50:56] >> That's late. Manatee k

[4:50:57] through every thought about

[4:50:59] the k through 8. When was

[4:51:00] that? We started talking about

[4:51:03] it 2 years ago.

[4:51:04] >> Was it was a party, least

[4:51:05] when I got a

[4:51:10] >> did we not? Think We're

[4:51:10] going to have before even get

[4:51:13] a bill.

[4:51:16] >> Well, I mean, design wise,

[4:51:17] much like we do parish

[4:51:18] community where we did the

[4:51:20] addition.

[4:51:24] >> We we have the grating

[4:51:26] done. We've got the building

[4:51:26] pad ready, and we've got all

[4:51:33] the utilities said to tie into

[4:51:35] At that The keep in mind

[4:51:35] manatee, Kate was up over

[4:51:42] 100 million dollars. We did

[4:51:43] not have additional funding at

[4:51:47] that point to do it. When we

[4:51:47] say that it's going to be part

[4:51:51] of the cops 2026. So that's

[4:51:53] the 2 additions along with the

[4:51:56] high school possibly being

[4:51:58] part of that cops issuing 2026

[4:52:02] to do so. My.

[4:52:02] >> Response to constituents is

[4:52:06] going to be. It's not so much

[4:52:08] a planning problem. It's a

[4:52:09] funding.

[4:52:10] >> read in part funding. But

[4:52:13] we want to make sure that

[4:52:15] we've got to students to right

[4:52:16] i mean, right. So we feel into

[4:52:20] way up

[4:52:21] >> Basically is there you go.

[4:52:24] A new term grow as you and

[4:52:26] then, of course, the funding

[4:52:31] have to follow that, too. So

[4:52:32] when projected like the k

[4:52:36] through 8. We didn't know back

[4:52:41] let the growth would be and I

[4:52:46] can't even say what the cost

[4:52:47] it was going to be back then

[4:52:52] to what it is today. So that's

[4:52:56] huge kind of thing. What

[4:52:56] vice-chair. It's that. But

[4:52:58] it's also I mean, is as put

[4:52:59] the finishing touches on the

[4:53:02] parish addition right?

[4:53:04] >> The community is asked, why

[4:53:05] did it take so long to have

[4:53:07] this building? And it's like,

[4:53:08] because when that design was

[4:53:11] locked the growth was an

[4:53:17] accelerating the growth has

[4:53:18] slowed since these 2 new

[4:53:19] projects were kind of put in

[4:53:21] place. If anything, without

[4:53:27] the kind of creative. To

[4:53:27] campus solution would be. We'd

[4:53:28] be talking about another

[4:53:30] elementary school that.

[4:53:32] >> We'd be looking emergency

[4:53:32] building.

[4:53:36] >> Right. I mean, to relieve

[4:53:36] hard.

[4:53:37] >> Because really using what

[4:53:38] was going to be a middle

[4:53:39] school.

[4:53:44] >> To do that relief so the

[4:53:46] alternative because again,

[4:53:47] that there's in the board

[4:53:51] would have vote to do another

[4:53:52] cops issuance. The alternative

[4:53:54] to this is to not do those

[4:53:56] additions. It is the school

[4:53:58] fields. We put 4 doubles out.

[4:54:00] You know where those spots

[4:54:01] are. And we live in portables

[4:54:05] for a while. Right? And then

[4:54:06] and then we build the

[4:54:07] additions later. But then

[4:54:08] you're going to have the same

[4:54:09] questions of why did you plan

[4:54:11] for the super? Well, we're

[4:54:11] ready. It's just a question

[4:54:16] of. Does the board want to

[4:54:17] make that investment or do we

[4:54:18] want to let things ride for a

[4:54:19] while and see what happened?

[4:54:21] That's you know, that's really

[4:54:24] where we're at. You build it

[4:54:26] and growth slows and then you

[4:54:29] got to get the way and people

[4:54:29] are saying why do you have to

[4:54:32] swing parents students? So.

[4:54:33] >> And that no, basically why

[4:54:34] I wanted to spend that

[4:54:38] question. So you could explain

[4:54:40] through you're Next up, we

[4:54:42] have the triple a high school,

[4:54:44] my grandson, lot of that talk

[4:54:47] about that as we said, it's

[4:54:51] right next to premier And it's

[4:54:54] we're looking probably use a

[4:54:55] prototype that started it in

[4:54:57] play do not have an architect

[4:54:59] Rcm identified funding source

[4:55:00] once again propose cops 2026

[4:55:06] in need. Prior estimate.

[4:55:10] 200 million dollars. All

[4:55:11] right. I want to say that

[4:55:15] again, if shot. Schedule

[4:55:16] looking at take 6 to 9 months

[4:55:18] to design. About 2 years to

[4:55:21] build it out. So high schools

[4:55:25] take a long time. As you know,

[4:55:26] campus. As I said, it's on 100

[4:55:28] acre Parcel Lakewood Ranch

[4:55:29] area. And we already own that

[4:55:33] piece land. There quick

[4:55:38] question when you set.

[4:55:39] Potential prototype that we

[4:55:44] are. You have. Is that why

[4:55:45] other districts are building

[4:55:47] right now? Sarasota.

[4:55:48] >> As one under construction

[4:55:52] down in Venice and we visited

[4:55:55] one so already. So we would

[4:55:55] find one that the other

[4:55:57] districts are using that we

[4:55:59] can kick the tires and so,

[4:56:01] yeah, it works for us.

[4:56:04] >> Cut. And that would cost.

[4:56:09] That reduce cost architectural

[4:56:10] services, correct?

[4:56:12] >> Yes, like to design as

[4:56:12] well.

[4:56:14] >> If back off of their time,

[4:56:18] right? Yes, ma'am. Okay. And

[4:56:19] that could lower those

[4:56:21] projected estimate down. I

[4:56:24] $1000 or so.

[4:56:28] >> take

[4:56:29] >> There there are multiple

[4:56:30] districts right now that are

[4:56:32] building new high school. Some

[4:56:34] a lot of districts in Florida

[4:56:35] do have declining enrollment.

[4:56:36] But there are a few of us that

[4:56:37] are growing there were several

[4:56:40] districts right now in in

[4:56:42] design or construction for new

[4:56:43] high schools. So there there

[4:56:43] are multiple options out

[4:56:46] there.

[4:56:47] >> Okay. So you're saying the

[4:56:51] one that you visited is up and

[4:56:51] going.

[4:56:52] >> And are calling under

[4:56:55] construction right now. The

[4:56:58] Venice area. Well, and it will

[4:56:59] what it called Bowling Park.

[4:57:02] >> Willing to my heart.

[4:57:06] >> I think 40 that year. I

[4:57:07] think in the end I think

[4:57:07] they're going to be up for the

[4:57:11] next school 2 under right.

[4:57:12] >> So they're going to be open

[4:57:13] next year. There's building

[4:57:16] now still doing a finishing.

[4:57:19] Okay finish and MISS Them.

[4:57:20] >> On the map here for the

[4:57:25] projected aaa school what what

[4:57:26] are the buildings Joining the

[4:57:28] property?

[4:57:31] >> will see You mean to the

[4:57:36] south of the south? That is

[4:57:37] probably get the name wrong.

[4:57:38] But you'll get the idea. It's

[4:57:41] like what Range.

[4:57:44] >> Interim district, major

[4:57:48] facility and

[4:57:51] >> their post office right

[4:57:54] there. It's a post offices of

[4:57:57] directly south of the Got it.

[4:57:57] >> Nobody's going to complain

[4:58:00] about Friday night lights

[4:58:00] right?

[4:58:01] >> then there's fire station,

[4:58:05] right? The wrongs well.

[4:58:06] >> there's one, there's one

[4:58:09] property owner.

[4:58:12] >> a Tennessee, know, but

[4:58:16] little corner to the left of

[4:58:18] >> So within okay. 70 us here.

[4:58:18] And what is I'm sorry,

[4:58:21] raisins. Up top range

[4:58:24] Londoners range limit rain is.

[4:58:26] >> To the And the ride is

[4:58:31] called Mike. To the south is

[4:58:48] closed for a bank. 59 Avenue.

[4:58:51] All You have a question. I'm

[4:58:52] trying figure out where 44 get

[4:58:54] a bit of rain. Jump First.

[4:58:54] >> Everyone's minds working

[4:58:55] slower than everybody else is

[4:58:59] apparently finally got So

[4:59:00] stations with a couple of you,

[4:59:01] there are some other ideas

[4:59:04] about the school other than

[4:59:05] $200,000 to 1000 high school,

[4:59:08] right? We want to. Go down

[4:59:10] that road right is a good time

[4:59:13] just think it's the me you got

[4:59:15] 100 acre.

[4:59:16] >> There's some uniqueness to

[4:59:20] it. So I do think there are.

[4:59:23] Multiple options so could

[4:59:24] build on less than less than

[4:59:27] 100 acres so that you have a

[4:59:28] future small school site if

[4:59:32] you needed it. We've talked

[4:59:33] about the fact you as the

[4:59:37] district continues to grow

[4:59:39] this building is no longer the

[4:59:39] middle of the school district.

[4:59:46] Right? So you you know, you

[4:59:49] MAY want to carve out a few

[4:59:49] acres and build a small East

[4:59:50] County office. Right now we're

[4:59:52] reading some space in

[4:59:52] welcoming a lot of families

[4:59:54] there, which is great. But you

[4:59:58] could do that. I think there's

[5:00:01] some options for how you

[5:00:02] design and grew into the high

[5:00:04] you know, as well. We've

[5:00:05] talked about, you know, a

[5:00:09] multi phase project. So I

[5:00:10] think think there's just think

[5:00:12] multiple possibilities for

[5:00:14] this for the site.

[5:00:18] >> What when is the Have the

[5:00:19] discussion during further

[5:00:20] budget cuts later in the

[5:00:23] spring or or

[5:00:25] >> Well, I think think the

[5:00:27] first, you know, I think the

[5:00:33] first piece of it is the

[5:00:33] establishing the need to write

[5:00:37] the y and then, you know.

[5:00:38] Making sure that that we're

[5:00:40] headed in the right direction

[5:00:42] as a team with looking at

[5:00:44] design. And then I think it's

[5:00:47] getting architect of talking

[5:00:47] through, you know, the

[5:00:53] possibilities. But certainly

[5:00:54] if there are specific ideas

[5:00:54] about what else to do with the

[5:01:01] site. It's a good time for

[5:01:02] those conversations. I think

[5:01:03] get we've talked about We've

[5:01:04] talked about a number of

[5:01:10] ideas. So is this your best?

[5:01:11] >> I heard like the 6th or 12

[5:01:13] but based on what you've all

[5:01:14] talked about, is this your

[5:01:15] recommendation through is that

[5:01:18] we just go ahead with plan as

[5:01:19] planned or

[5:01:21] >> could You I think we've I 6

[5:01:22] through 12 is one of the

[5:01:25] things we've you know, have

[5:01:28] talked about it again. Just

[5:01:29] just hypothetical

[5:01:31] conversations around the

[5:01:32] table. I don't know that

[5:01:32] there's and I don't know that

[5:01:35] we see the need. This is Sarah

[5:01:36] Lee and data. But it is

[5:01:41] option. So, yes, I think

[5:01:42] there's any number things that

[5:01:44] can be done. I think certainly

[5:01:47] we could design a beautiful

[5:01:48] would the 100 acre high

[5:01:54] school? I I I just my my

[5:01:55] thought is I don't know that

[5:01:57] we're going to get 100 acres

[5:01:58] like this And so let's be sure

[5:02:05] the design phase that. We

[5:02:06] don't leak something out. And

[5:02:07] later go, we have done this a

[5:02:09] little more tightly right, we

[5:02:11] could have done something

[5:02:12] else. On the other hand, when

[5:02:12] you look at Lakewood Ranch,

[5:02:15] High School, right out of

[5:02:17] space, we do get questions

[5:02:19] about why wasn't that built a

[5:02:20] little bit larger? Well,

[5:02:22] because when it opens 20 years

[5:02:23] ago, people wondered why you

[5:02:26] needed ice out there right? So

[5:02:27] I think you know, it's just

[5:02:33] working through that process.

[5:02:33] >> So the choice will need its

[5:02:35] own stadium. I mean, is it

[5:02:39] feasible to share stadiums I

[5:02:40] know a high school like logo

[5:02:41] on there, but it is a feasible

[5:02:44] to sheriff stadiums and so

[5:02:45] says schools are somewhat

[5:02:49] close together. I don't that

[5:02:50] addition running track movie

[5:02:52] for a gym or something. But

[5:02:52] and then you have the premier

[5:02:54] sports campus is right there.

[5:02:57] I don't know he just ideas,

[5:03:01] but this is what he does.

[5:03:02] >> MR. Clarke's a former high

[5:03:04] school principal say he he

[5:03:05] could probably win. And I

[5:03:06] think that's what Dr Watson

[5:03:09] said. You you talk about

[5:03:10] Lakewood Ranch and they're not

[5:03:13] having baseball field or

[5:03:14] >> a softball field or sharing

[5:03:17] it with the county county that

[5:03:17] presents challenges. Man. I

[5:03:21] have the baseball field miles

[5:03:22] away from I don't have to. I

[5:03:25] talked to was on it. Hope we

[5:03:25] got to think about the future

[5:03:28] and try to keep that in mind.

[5:03:29] It is a challenge not having

[5:03:32] some of those things on campus

[5:03:33] for sure. I know there are

[5:03:34] other district down in Miami

[5:03:35] this stadiums and things. I'm

[5:03:39] sure that is a challenge but

[5:03:40] but for for me, you know,

[5:03:42] having high school having all

[5:03:43] those resources right there on

[5:03:46] campus is ideal. Those will be

[5:03:50] conversations for sure.

[5:03:54] >> 0 million you know,

[5:03:57] follow-up note my point,

[5:03:58] another trade up in life very

[5:03:58] up for principle to have all

[5:04:02] that stuff Save 20 million

[5:04:04] dollars. They something about.

[5:04:07] Thank have.

[5:04:11] >> All of that. You know, I'm

[5:04:12] not we do need do this today.

[5:04:13] All these thought, but I want

[5:04:14] to make sure that as we go

[5:04:19] this process. That we are

[5:04:20] looking at every single option

[5:04:24] right? Not only does face

[5:04:25] potentially that we're using

[5:04:31] for this, but I personally.

[5:04:32] Find it very hard to swallow

[5:04:34] 200,000 200 million dollars.

[5:04:39] One we've got. 3 schools. That

[5:04:40] are well that are under

[5:04:43] capacity. That in the future

[5:04:45] next 3 or 4 years are probably

[5:04:49] going to stay that way. On the

[5:04:52] West Side. High school degree.

[5:04:58] And I my son, we talked about

[5:04:58] it. Youve got Braden River.

[5:05:02] That's only it like 1800 kids.

[5:05:05] Inland. They could good

[5:05:07] nother, something he built

[5:05:10] there. Help like the range

[5:05:11] open up to where the new

[5:05:12] development here is gonna be

[5:05:13] able to be held at Lakewood

[5:05:19] Ranch I just want to make are

[5:05:20] looking at every single option

[5:05:24] that's out there. Because if

[5:05:28] not, going to get into what

[5:05:29] we're seeing. A lot of

[5:05:30] parliamentary schools in the

[5:05:34] west side of is half the

[5:05:34] schools.

[5:05:40] >> And in.

[5:05:41] >> I know the next 5 we're

[5:05:42] going to talk about today here

[5:05:46] in a minute. Know but there's

[5:05:47] there's there's still costs

[5:05:50] are running in campus.

[5:05:51] Hate-filled. It's time make

[5:05:52] sure we're looking at every

[5:05:57] single option we possibly can.

[5:05:59] That's a little that's All

[5:05:59] safe to down. Not going to get

[5:06:02] anything crazy

[5:06:07] >> CHAIRMAN, mean, if the As

[5:06:09] we have discussion, if there's

[5:06:14] discomfort. That 200 million

[5:06:20] dollar price tag. Obviously we

[5:06:24] would have to find a way. To

[5:06:25] accommodate the growth. And so

[5:06:26] I'm prepared to bring you a

[5:06:30] proposal. That doesn't call

[5:06:34] for that. A high school. But

[5:06:35] it will. But it'll be a pretty

[5:06:40] significant. Structural

[5:06:41] change. And so we just have to

[5:06:46] be prepared for. The effects

[5:06:48] of rolling that out as a

[5:06:49] public proposal because there

[5:06:52] is a way to do it. That it's

[5:06:57] significant. And so, you know,

[5:06:58] again, not ready to throw that

[5:06:59] on the table today, but if

[5:07:01] something that we want to

[5:07:05] schedule that will build

[5:07:05] concept out.

[5:07:06] >> but I think would I think

[5:07:10] it would raise some eyebrows.

[5:07:11] >> We'll get it get press

[5:07:12] worth a conversation or just

[5:07:14] to be sure. And like, no, we

[5:07:15] don't want write it out. I

[5:07:15] mean, I don't think this area.

[5:07:18] So there's necessarily

[5:07:20] >> get the growth all the

[5:07:20] different North South. And we

[5:07:21] are east west of the river

[5:07:24] involved in things like that.

[5:07:25] I do think we're Sarasota,

[5:07:27] different beyond us right here

[5:07:32] in this room, particularly

[5:07:32] make the decisions. You know,

[5:07:34] your path is.

[5:07:36] >> I think they.

[5:07:37] >> All of their high school

[5:07:41] except for one. 2500 kids,

[5:07:42] right? You've always said if

[5:07:44] you want high schools that

[5:07:45] big, you know, in high school

[5:07:45] that big right now, obviously

[5:07:47] with that direction, they went

[5:07:49] that direction and they added

[5:07:50] on or they build a new school.

[5:07:52] They made it bigger to

[5:07:53] accommodate that kind of

[5:07:55] stuff. Mean, we do that as

[5:07:55] well we could with a grant

[5:07:56] high school. There's no

[5:07:57] question that that was pretty

[5:07:58] much tapped out as county.

[5:08:01] Want to give us some of their

[5:08:02] fields right? And so I just

[5:08:04] want to make sure that that

[5:08:04] again, that we're looking at

[5:08:07] every option and those today

[5:08:09] and maybe that shocking like

[5:08:10] that. The one change, maybe

[5:08:10] it's like, no, that's not

[5:08:13] really worth it right but, you

[5:08:14] know, I think that I think

[5:08:17] it's. We've got to go through

[5:08:20] the whole due diligence.

[5:08:24] Rather than yeah, just let's

[5:08:25] just do. Cops are just, you

[5:08:28] know, 200 million dollars and

[5:08:29] MR. Pilley mentioned all of a

[5:08:30] sudden you tonight. I'm not

[5:08:30] saying it's going to happen at

[5:08:35] all. Who knows? But you get

[5:08:35] something like that. And all

[5:08:36] the sudden we've got these

[5:08:39] cops and you've got to pay.

[5:08:39] You know, we're not we don't

[5:08:40] have we don't have impact

[5:08:41] these come in. We don't have

[5:08:43] those things. The payback. So

[5:08:44] i think it's it's prudent for

[5:08:45] us to go through all of our

[5:08:48] due diligence. This talking

[5:08:50] about future project options,

[5:08:51] though. That's, you know, why

[5:08:52] bring up that can all be out

[5:08:58] right? The strike

[5:09:07] >> not just sticker shock One

[5:09:09] comment, MISTER Tatum. So was

[5:09:17] about. Building or you MAY be

[5:09:20] said, adding site for. Parents

[5:09:21] and student just serve the

[5:09:25] community. Some are what we do

[5:09:28] here and north of the river, I

[5:09:32] think would be good use. You

[5:09:32] know, if we go direction to

[5:09:37] build that. To even add to

[5:09:38] that.

[5:09:40] >> It could be a.

[5:09:45] >> Alternative source.

[5:09:47] >> aboard If we wanted to go

[5:09:50] remote to that area or

[5:09:51] whatever, that even be option

[5:09:53] to serve 5 of the kind of

[5:09:58] this. Who wants to drive. From

[5:10:00] all the way out the Lorain

[5:10:02] Road or even Myakka. To

[5:10:07] downtown Bradenton. And I said

[5:10:10] this a thing yesterday during

[5:10:12] a meeting where all about

[5:10:12] customer service, no matter

[5:10:18] what role we're As elected

[5:10:19] people here. That's what our

[5:10:23] role is. Just are. The

[5:10:24] district communities we move

[5:10:31] in represent so. District 5

[5:10:31] benefit from that kind of a

[5:10:35] building. I think it but work.

[5:10:36] But I don't know if it be

[5:10:43] included in 200 Million. That

[5:10:43] that's a lot. And then you

[5:10:45] have to think about

[5:10:49] >> servicing that debt. Than

[5:10:50] me.

[5:10:50] >> And I guess we're getting

[5:10:57] into that So. Awful lot. And

[5:10:58] you talked Mark, let me talk

[5:10:59] about maybe save a $5,000 and

[5:11:03] architectural design. Notice

[5:11:07] that their deal here you've

[5:11:08] already designed it. You've

[5:11:11] already built it. Only

[5:11:13] difference is this county that

[5:11:17] county and then going this is

[5:11:20] how and why. This is why. All

[5:11:26] of us should be advocating. As

[5:11:27] a school district can build

[5:11:29] schools at the same. Level as

[5:11:30] a charter school. He's allowed

[5:11:37] to build. You can go to any

[5:11:38] parish community.

[5:11:40] >> Charter built an addition.

[5:11:42] >> Or less, then what we

[5:11:46] built. So this is a good

[5:11:48] example of why we need to be

[5:11:48] advocating for us to have that

[5:11:50] same kind of GOD life. And we

[5:11:53] don't. I don't necessarily

[5:11:57] want to say charter schools.

[5:11:59] You've got to build up to our

[5:12:02] I say school districts. Let's

[5:12:04] all be on even playing field

[5:12:07] as county buildings. They have

[5:12:09] a code that they go by

[5:12:16] churches in whatever.

[5:12:19] Marketplaces. Can't we follow

[5:12:19] the same building codes? Why

[5:12:20] are understand we have a need

[5:12:23] for. Shelter capacities and

[5:12:25] all of that. But those are

[5:12:32] pretty much. Already in our

[5:12:33] building code for hurricane

[5:12:34] strength. Even our homes have

[5:12:35] to be at a certain code

[5:12:39] anymore. This is a perfect

[5:12:39] example for everyone to be

[5:12:44] advocating for us to same

[5:12:44] building codes as

[5:12:45] municipalities in county.

[5:12:48] Think of it. We're just held

[5:12:50] at a higher standard and it

[5:12:55] just baffles me that size

[5:12:58] rebar and county building for

[5:12:59] some the size of our rebar a

[5:13:02] school building. It's so much

[5:13:08] greater. Concrete, concrete.

[5:13:09] You know, the concrete we use

[5:13:10] in today's down here,

[5:13:17] especially. Can we stand?

[5:13:18] Storms that we coated? Just

[5:13:23] want their didn't blow or

[5:13:25] concrete building. That's for

[5:13:26] sure. If you are some funds,

[5:13:33] but MR. Tatum is that know

[5:13:34] >> I was going go into I know

[5:13:35] I've had this conversation

[5:13:37] doctor was on run all day long

[5:13:37] as respectful of your bins,

[5:13:39] Martin. Always since he's been

[5:13:43] doing this reporter years. But

[5:13:44] the school PRESIDENT, Billy

[5:13:45] prices, are getting out of

[5:13:48] hand. And we had we should all

[5:13:49] advocate for modification with

[5:13:49] called throughout the state

[5:13:52] requirements for funding

[5:13:53] statutes and at this

[5:13:55] conversation, when I was at

[5:13:56] the finance France last week

[5:13:58] and I brought this up and the

[5:14:00] new school board members you

[5:14:01] could some of them, at least

[5:14:02] you could just see the like go

[5:14:04] online. They come up to me

[5:14:07] afterwards, like I need to

[5:14:07] contact any thought about

[5:14:08] that. And this getting out of

[5:14:10] it. And I understand the idea

[5:14:11] that well, you know, we'll

[5:14:12] build a school that might last

[5:14:13] 60 years charter schools build

[5:14:16] school last 30 years. And

[5:14:17] >> that just to the pay me now

[5:14:18] or pay me later. But the

[5:14:20] reality is, is that. One of

[5:14:21] those straight up things

[5:14:22] right? Like we just can't

[5:14:23] afford these kind of building

[5:14:26] costs anymore. And, you know,

[5:14:26] charter school didn't blow

[5:14:27] down during the hurricane and

[5:14:28] there's a lot of the

[5:14:31] technology out there that goes

[5:14:34] along with things like talk to

[5:14:35] Bill is likely about this.

[5:14:35] There's drywall that's almost

[5:14:37] quote, unquote, almost as good

[5:14:39] as concrete for the interior

[5:14:39] of the buildings in the

[5:14:41] building's consistently. Tell

[5:14:42] me that the reason years goals

[5:14:45] cost like you look at 68

[5:14:48] almost 70 million dollars for

[5:14:49] 1000 seats. Yeah. And you go

[5:14:50] up to the parish school that

[5:14:51] was built. Their addition was

[5:14:53] a was 1000 seat to the cost

[5:14:55] and 21 million dollars, right?

[5:14:57] I'm sure there's some

[5:14:57] differences. And I've been

[5:15:01] asked by sir, how much more to

[5:15:02] make it a shelter and the guy

[5:15:03] or architect and the builder.

[5:15:04] Look each other, said about

[5:15:05] 3 Million. It's about

[5:15:06] 3 Million. Also, we have to

[5:15:09] make it a shelter. The point

[5:15:11] is, yeah, we need to be

[5:15:12] advocating for that because

[5:15:14] this is getting out we are and

[5:15:14] it's in priorities, right?

[5:15:18] When you up there keep.

[5:15:20] >> actually have conversation

[5:15:21] with DR. Why people he would

[5:15:24] not just conferencing

[5:15:25] Gainesville, the 67

[5:15:25] superintendents that should be

[5:15:26] advocating for this.

[5:15:27] >> It's up to them to decide

[5:15:29] whether they want

[5:15:32] >> We But I'm Gus recommended.

[5:15:33] Yes, 67 that I mean it all it

[5:15:38] impact every. District

[5:15:39] building too. Doesn't matter.

[5:15:44] Really does not matter.

[5:15:46] >> talking built literally of

[5:15:48] their money use the same

[5:15:50] building code as a charter

[5:15:50] schools. Good enough for those

[5:15:54] kids. You know, if we're

[5:15:55] worried about fire codes and

[5:15:59] stuff like that, I mean, it.

[5:16:00] To covid, you know, whatever,

[5:16:01] whatever is going charter

[5:16:03] schools, that will be good

[5:16:04] enough.

[5:16:06] >> And my point is, is just

[5:16:07] not charter school. In a

[5:16:08] building this bill in the

[5:16:08] county has to go through

[5:16:11] permitting. What a difference

[5:16:15] in, you know.

[5:16:18] >> be interested to know what.

[5:16:19] So just quick Google search up

[5:16:20] with this is that Lakewood

[5:16:23] Ranch Prep, right? They put in

[5:16:23] looks like they're up for a

[5:16:24] 500 seat over there. But they

[5:16:25] put in a weight room, a gym,

[5:16:26] black box, their football

[5:16:27] field to north and green space

[5:16:30] with artificial 3rd and then

[5:16:31] trucked the males go there

[5:16:32] asking what U.S. Build your

[5:16:35] upper campus and investing any

[5:16:35] way.

[5:16:37] >> And finish up on point

[5:16:42] about. Sharing green spaces

[5:16:45] whatever. Like that ran

[5:16:50] accuses County tennis court.

[5:16:52] >> Right. Softball. But all of

[5:16:55] it. It's just yeah, I adore

[5:16:57] them. It well, it does until

[5:17:00] it doesn't. That. And I've

[5:17:02] been out a match. Like, ranch

[5:17:07] where? There's been public

[5:17:08] people prior They're waiting

[5:17:09] your wonderment. Our match is

[5:17:11] going to get over weapon. You

[5:17:15] know, so and they're caught.

[5:17:16] You know, and that's not good

[5:17:17] for kids know to see that kind

[5:17:20] attitude from an adult cell. I

[5:17:24] say more supportive of. If

[5:17:25] they're going to do this. I

[5:17:25] don't like the 200 million

[5:17:27] dollar price. But I would work

[5:17:34] on that our 8. Advocate to get

[5:17:37] that. But I would also say

[5:17:37] need to have our if we're

[5:17:39] going to do that. We would

[5:17:40] have to include is that price

[5:17:44] include those kyree us? But

[5:17:44] ball. But it's all ok, ok,

[5:17:51] yeah. The thought of thinking

[5:17:52] of the aisle speakers. We do

[5:17:55] the next slide.

[5:17:56] >> So this next slide speaks.

[5:17:59] That slight speaks to Future

[5:18:02] site options. The land. We

[5:18:03] have 2 sites that are under

[5:18:06] negotiation. A new k 8 call it

[5:18:07] a a Buckeye Road and Pritchard

[5:18:12] Road. Approximately 39 acres.

[5:18:14] And at 3.6 million dollars

[5:18:18] that in a home. The Potato.

[5:18:20] Yeah. Yeah. Yeah.

[5:18:20] >> Then we have a new

[5:18:24] elementary site. State route

[5:18:25] 60 for us on Burnside

[5:18:28] Boulevard. Brayton. 20 acres

[5:18:36] and 1.8, million. 3 sites were

[5:18:37] just looking us to the growth

[5:18:41] as you know. So we're looking

[5:18:43] for elementary Yes, right. New

[5:18:44] elementary site, the new

[5:18:45] middle school, bb new high

[5:18:47] school bbb all in the parish

[5:18:50] area. You see the respective

[5:18:51] sizes. They're 20 acres for

[5:18:53] the new elementary. New middle

[5:18:57] will be 30 and then high

[5:18:57] schools are typically

[5:18:58] 100 Million. But if you do

[5:19:00] something, I mean 100 acres.

[5:19:02] But if you scale it do less.

[5:19:08] So those are projected sites.

[5:19:09] That's what reported last

[5:19:10] labor your future.

[5:19:16] >> By year, 10 years I'm not

[5:19:17] sure. I mean, with that all be

[5:19:17] based on growth, right? So

[5:19:18] we'll just be watching a

[5:19:19] monitor numbers to see what

[5:19:22] they look like.

[5:19:22] >> Henley. So we've 7,000

[5:19:24] dwellings, the years old.

[5:19:25] Thanks. We'll see a monitor

[5:19:31] see things go.

[5:19:31] >> I need to share something

[5:19:34] with on. Acquiring future

[5:19:38] sites. There is a house bill

[5:19:38] proposed by don't remember the

[5:19:43] number of it. And it it was

[5:19:45] proposed last year, not pass

[5:19:46] these bills generally take 2

[5:19:47] or 3 years before they gain of

[5:19:54] traction. A pass. This bill

[5:19:55] really discourages districts

[5:19:58] from buying property. 2 hold

[5:20:01] onto for future growth because

[5:20:02] The wording and it says that

[5:20:08] if if you lose give me some

[5:20:10] some leeway here because It's

[5:20:13] been a while since looked at

[5:20:14] it. It says if you have a

[5:20:22] reduction. And capacity. Not

[5:20:22] passed e and Roman by one

[5:20:27] percent. You have to offer up

[5:20:30] any property that you have to

[5:20:33] a charter school I think local

[5:20:37] government. What was it low

[5:20:43] income housing? Yes. So. You

[5:20:43] know, we're in a growth mode.

[5:20:45] But if you think about a one

[5:20:49] percent decrease. There could

[5:20:51] be one or 2 charter schools

[5:20:52] open and they could take that

[5:20:56] much in Roman Out of your

[5:20:59] system and you'd be forced to.

[5:20:59] To dispose of that property

[5:21:03] them. So. It's very

[5:21:07] discouraging. 2. You know,

[5:21:07] from my perspective to try to

[5:21:16] land bank in the property.

[5:21:21] It's right.

[5:21:22] >> Well, on to the funding of

[5:21:28] trips just this for. Art has

[5:21:30] been discussing here. So we

[5:21:33] all know that the 1.5 Levy, it

[5:21:35] can be used to pay debt

[5:21:37] service, which is interest

[5:21:41] payments. The 1.5 mill capital

[5:21:42] outlay for 24 25 fiscal year.

[5:21:44] The one run right now

[5:21:48] >> is expected to generate

[5:21:50] 113.3 million for this fiscal

[5:21:53] year. Now that as a reminder

[5:21:56] that set the 96% collection

[5:21:58] rate and then we have been

[5:22:03] advised out or told by our

[5:22:03] financial advisors that

[5:22:08] they've identified that best

[5:22:10] practice where they like to

[5:22:10] keep ca the district keep

[5:22:13] their total debt service

[5:22:16] payments at 50% of the 1.5, no

[5:22:22] levee. That would be about

[5:22:23] 56.6 million in your annual

[5:22:28] payments. So for the we've all

[5:22:30] been talking cops and I

[5:22:32] realize we have to make sure

[5:22:33] we have to define that. That's

[5:22:33] the certificates of

[5:22:38] participation. So cops for

[5:22:39] 2025 issue, which is for these

[5:22:42] 2 new elementary schools that

[5:22:46] will be opening in 2026. We'll

[5:22:48] bring that total debt service

[5:22:53] to be unexpected. 33.5 million

[5:22:54] And then this would still

[5:22:57] leave that district with room

[5:22:59] for approximately 340 million

[5:23:03] in additional projects before

[5:23:04] reaching that recommended

[5:23:07] total. That level service of

[5:23:14] 50% of the 1.5, no levee. We

[5:23:14] have to slide some of the move

[5:23:15] on to to the next one. Before

[5:23:20] we. Have any questions here.

[5:23:21] Now, the our financial

[5:23:26] advisors have indicated that

[5:23:27] justification like rise

[5:23:30] enrollment. That kind of the

[5:23:31] thing that district can

[5:23:32] increase, that annual debt

[5:23:35] service to the statutory

[5:23:40] maximum. 75% of the 1.5, no so

[5:23:43] for Manatee County School

[5:23:46] district. This means that have

[5:23:49] room for total of 745 million

[5:23:55] in additional projects. As a

[5:23:56] reminder as well to that

[5:23:57] school district, while there's

[5:23:59] the state law that has that

[5:24:01] service calculation, you know,

[5:24:06] using that 1.5 now that there

[5:24:08] is also to be able to pay for

[5:24:10] annual debt service. The

[5:24:11] impact fees in sales tax

[5:24:12] funding as well. So it's not

[5:24:14] just the cops that we've been

[5:24:15] talking about that pay for

[5:24:17] these future construction

[5:24:18] projects, including land

[5:24:22] purchases. Also as a reminder

[5:24:23] and that hasn't happened here

[5:24:26] in a while. Our figures, you

[5:24:27] when we talk about the debt

[5:24:29] service, this is not including

[5:24:31] the future possibility of

[5:24:32] refinancing. And that would

[5:24:35] also lower our annual debt

[5:24:36] service payments. Some of the

[5:24:42] current outstanding cops that

[5:24:43] we have is a result of those

[5:24:44] be financing of even older

[5:24:50] projects. So does anyone have

[5:24:50] any questions or requests? I

[5:24:52] know we've had a good lesson

[5:24:55] on it from the investors back.

[5:24:55] Really great for Trump. I do

[5:24:57] have a question moment,

[5:25:02] >> Why? You said are one mill

[5:25:07] capital collect that at 9, 6%,

[5:25:11] rate. And then your say on

[5:25:16] your second bullet point. That

[5:25:18] we're paying 56.6 million

[5:25:20] annual lease payments. That's

[5:25:24] the best practice. Got best

[5:25:27] practice to What are we

[5:25:31] paying? We're like 38%. So so

[5:25:32] right. And Mr Glover gave the

[5:25:34] left tackle where the 2020

[5:25:35] >> 5 cops would take a step

[5:25:38] in.

[5:25:42] >> Make it like 0.4, 4,

[5:25:44] >> Okay. So we're not at know

[5:25:48] we have. We have and the 4th

[5:25:49] bullet. Mates just how much

[5:25:51] room we have, right? Just in

[5:25:55] that best practice. Guess I'm

[5:25:56] getting the point. I want to

[5:25:59] get

[5:26:00] >> We're collecting at a 96%

[5:26:03] collection rate. How much are

[5:26:05] we paying in interest and

[5:26:09] everything else? You know, a

[5:26:13] thing. I guess. But I think

[5:26:15] what we currently paying

[5:26:15] record at. Yeah, I mean that

[5:26:16] we writers and my right here

[5:26:20] yet.

[5:26:22] >> But they are detailed in we

[5:26:23] actually have that when

[5:26:25] brought that back for it in

[5:26:27] SEPTEMBER. In one of the

[5:26:28] notes, the financial

[5:26:29] statements for the long-term

[5:26:33] debt. For cops. You see

[5:26:34] principal column and interest

[5:26:40] entrust Com.

[5:26:41] >> I'm I'm a look at because

[5:26:43] online, how much are we?

[5:26:45] Paying in interest if we're

[5:26:49] paying? Truth, you know, and I

[5:26:53] know we got a lot financial

[5:26:54] was there's way for Vance and

[5:26:57] I am. Just curious how curious

[5:27:00] to how much for if the

[5:27:01] collection rate versus the

[5:27:02] interest rate. You know, I'm

[5:27:11] saying. We're about. Marvin.

[5:27:12] >> I hear this might be, but I

[5:27:14] would mortgage calculators

[5:27:17] Putin, 340 million dollars. At

[5:27:22] a 4% interest rate. I I do

[5:27:24] away with all the property

[5:27:25] while kind of going at it on a

[5:27:26] 20 year term because that

[5:27:28] along our bonds are that about

[5:27:30] right. So those are our bonds.

[5:27:31] About 20 years of yes, yeah,

[5:27:36] >> So here your mortgage

[5:27:37] payment is about 2 million

[5:27:39] dollars a month, which would

[5:27:40] be about 24 million dollars a

[5:27:42] year ago. Switches. Something

[5:27:43] close to what we're doing

[5:27:46] anyway. It's your total

[5:27:46] interest paid over that loan

[5:27:48] would be 150 or 0.4, 7,

[5:27:54] 9 million dollars. I even more

[5:27:54] uncomfortable. I didn't want

[5:27:56] back to that for that

[5:27:57] >> But it's it's it's a big

[5:27:59] chunk it. Many millions of

[5:28:01] dollars interest. It goes back

[5:28:04] to what we have to reduce. A

[5:28:07] building. The school is are

[5:28:10] all the more we have? Rate you

[5:28:14] know, to be honest up. You

[5:28:15] know where where we draw these

[5:28:18] lines and

[5:28:19] >> where the school zones are

[5:28:20] and all of the technicalities

[5:28:23] that have gone along with this

[5:28:24] It's informative need to hear

[5:28:27] it and know what I think. It's

[5:28:28] a bore. For me, this is what

[5:28:32] i'm looking at. You know, This

[5:28:33] is my heart of financial part

[5:28:36] of it and make sure that Rick,

[5:28:36] I'm sure doctor was on his to

[5:28:37] do your right now you are.

[5:28:41] But, you know, but that you

[5:28:41] guys are the experts. And

[5:28:44] where did all these lines and

[5:28:44] how did the school capacity

[5:28:45] and school choice and all that

[5:28:48] kind of stuff. But, you know,

[5:28:49] this is what I'm looking

[5:28:53] trying to keep us fiscally

[5:28:54] sound and trying to take the

[5:28:57] burden off the There as much

[5:28:57] as

[5:28:57] >> Right does to my point

[5:29:00] detect bears. With a benefit,

[5:29:06] pay interest. Keep her debt

[5:29:07] down. I mean, keeping our debt

[5:29:14] down would be that 7, 6%,

[5:29:14] collect, generate. I'm not

[5:29:17] saying raise taxes. Do

[5:29:17] everybody all all out of an

[5:29:24] error. But I don't know what

[5:29:25] the difference would be if you

[5:29:26] did a nice 6.5% If that were

[5:29:30] get our debt down because?

[5:29:32] >> the I word just missed.

[5:29:35] What's going right? Is just a

[5:29:38] click, ok? All right, John,

[5:29:39] even made up time to that a

[5:29:40] person or on thinking felt.

[5:29:43] All right. I got I see Those

[5:29:46] could get it you don't. Yes,

[5:29:46] go.

[5:29:47] >> Would you please give us an

[5:29:48] estimate? Not right. This very

[5:29:52] moment. But what what what if

[5:29:53] we and 40 million dollars out

[5:29:53] about whatever you think

[5:29:54] interest rate is going to be

[5:29:58] 4% or whatever. What's going

[5:29:59] to cost and interest over 20

[5:30:00] years? The interest of number

[5:30:01] seems a 154 million without,

[5:30:05] but killer says. But 50, 60

[5:30:06] 70 million dollar range

[5:30:10] somewhere around there.

[5:30:11] >> think we have run the

[5:30:15] numbers Thank you.

[5:30:16] >> thank you, Rich, creamy the

[5:30:16] punch. I want to make that

[5:30:20] same point about. Not what the

[5:30:21] school, a new high school that

[5:30:21] costs us. 200 Million.

[5:30:28] Probably another. 8200 million

[5:30:31] something to pass 300 million

[5:30:32] school. There's another factor

[5:30:33] to that has been touched on.

[5:30:36] But I just want to come back

[5:30:36] to it. Like I agree, said at

[5:30:40] the beginning, you know, that.

[5:30:41] The interest rate environment

[5:30:42] we're if we'll see where these

[5:30:43] tariffs go, if they go

[5:30:44] anywhere, they might be gone

[5:30:47] next week. We don't know but

[5:30:48] we're already in a world of

[5:30:49] high interest rates, inflation

[5:30:51] and high interest rates.

[5:30:55] That's very scary. And then

[5:30:56] think I forget side it on. But

[5:30:57] it was that was a reference to

[5:31:02] the innovations in school

[5:31:02] vouchers and those 2 things

[5:31:04] happening there. The that's

[5:31:05] going to affect our district

[5:31:08] operated school's enrollment

[5:31:09] is that wasn't last year. The

[5:31:10] legislature removed the

[5:31:14] income. Cap. Yes, on the

[5:31:15] voucher program. So we're

[5:31:18] going to even work in 2 to

[5:31:19] private schools because they

[5:31:20] get a portion of that tuition

[5:31:24] can be paid charter enrollment

[5:31:26] just continues to rise here

[5:31:26] per year. So that's going to

[5:31:30] take more district kids waved.

[5:31:31] I mean, they're still kids.

[5:31:32] But we're gonna take member

[5:31:33] district controlled schools.

[5:31:37] So there's so many. There's so

[5:31:38] many variables that were kind

[5:31:39] of so many moving parts that

[5:31:41] like really this what we're

[5:31:42] doing today, not to this

[5:31:44] length and depth maybe, but

[5:31:44] like almost to meet requires

[5:31:47] like a quarterly check in like

[5:31:47] where are interest rates? What

[5:31:51] or maybe annual twice-a-year

[5:31:52] were interest rates right now.

[5:31:53] We'll turn role in numbers

[5:31:59] that because religion I had

[5:32:00] that the our financial

[5:32:02] advisors again, keep an eye on

[5:32:05] those rates currently. And and

[5:32:05] I just

[5:32:06] >> last week was discussing

[5:32:07] with them, they are still

[5:32:10] watching it. It is not time

[5:32:11] for others. It we can't

[5:32:11] refinance anything because the

[5:32:14] rates are higher than we.

[5:32:16] >> It then we bump issue to do

[5:32:18] that. But they are keeping

[5:32:19] that It's not just quarterly.

[5:32:22] They are keeping an eye on

[5:32:28] this on a regular It's not

[5:32:28] even monthly. It's more half

[5:32:29] of ocean said yeah, the free

[5:32:30] money days are gone for that.

[5:32:35] But I agree. I think this.

[5:32:36] >> Beyond the rezoning

[5:32:37] different things like that,

[5:32:38] like the future stuff. I think

[5:32:42] has to be looked at. Have the

[5:32:43] right like in the summertime

[5:32:43] will meet get our project, I

[5:32:47] guess, maybe a month or so.

[5:32:48] You gender rolled here. Going

[5:32:49] to be like you just never

[5:32:50] really know. And you won't

[5:32:51] know until school starts

[5:32:52] anyways. And so, yeah, I mean,

[5:32:55] I think this is all very own

[5:32:57] mean. I

[5:32:58] >> And I think this is, you

[5:33:02] know, to the earlier point.

[5:33:05] Why we're having it build more

[5:33:09] dashboards that are going to

[5:33:12] give us real-time information

[5:33:14] because at the cabinet level

[5:33:16] we're talking about all of

[5:33:18] this. If not weekly, certainly

[5:33:21] every other week we're looking

[5:33:25] at what's happening with these

[5:33:26] because and again, we're

[5:33:27] talking about the capital

[5:33:32] budget. More schools is more

[5:33:37] for right? More units of

[5:33:38] overhead. And so there's

[5:33:39] there's the operating impact,

[5:33:45] too.

[5:33:45] >> I don't No one knows that

[5:33:46] up to speak to me. Move on to

[5:33:51] the the next topic is. We've

[5:33:55] got the plumber.

[5:33:56] >> He said there and this

[5:33:56] won't take very long because

[5:33:57] obviously we ended up in some

[5:34:01] pretty deep. Conversation

[5:34:02] today. But just because the

[5:34:06] policy requires me. To do the

[5:34:06] periodic review and present

[5:34:08] you with the results of that

[5:34:09] review with kind of giving you

[5:34:10] all the inputs and all the

[5:34:12] data and so formally, these

[5:34:17] are are are my findings

[5:34:19] enrollment is continuing to

[5:34:19] climb even with increasing

[5:34:24] school choice options. Right

[5:34:25] now we have schools that are

[5:34:28] either nearing already over

[5:34:29] capacity. And again, they're

[5:34:30] spread throughout the

[5:34:31] district, not just the one

[5:34:32] area creating that kind of

[5:34:37] cascading effect. We don't

[5:34:40] believe that we can use school

[5:34:42] choice options to remedy the

[5:34:44] capacity concerns largely due

[5:34:45] to transportation limits

[5:34:47] traffic congestion. Distance

[5:34:52] between schools. Clearly

[5:34:53] future residential housing

[5:34:55] growth is going to further

[5:34:56] constrained capacity. Least 2

[5:34:59] of the school service areas.

[5:35:00] And finally, at a minimum, we

[5:35:02] have newly constructed

[5:35:04] facilities that necessitate

[5:35:05] the creation of new attendance

[5:35:09] zones and obviously that will

[5:35:10] also impact other current

[5:35:11] residential attendance zones.

[5:35:13] And so that the that is

[5:35:18] essentially the key points

[5:35:21] behind all of this study to

[5:35:22] and all these conversations

[5:35:23] that we've been having

[5:35:26] internally for months now. And

[5:35:28] so that, you know, kind of

[5:35:29] ends the periodic review

[5:35:32] that's required in policy. We

[5:35:33] are going jump to school

[5:35:39] Times. This is fish out of

[5:35:40] water topic. What do have to

[5:35:44] discuss it because

[5:35:45] >> again, our timelines are

[5:35:46] going to run parallel to each

[5:35:50] other. And so this complicated

[5:35:52] as a potential community-wide

[5:35:55] attendance zone adjustment.

[5:35:57] Sounds if we also have to move

[5:36:00] school start times. You

[5:36:02] introduce several more layers

[5:36:03] of complexity. And so we're

[5:36:04] not going to spend a ton of

[5:36:06] time on this today, but at

[5:36:08] least one MR. Johnson do walk

[5:36:09] you through what their

[5:36:10] requirements are and kind of

[5:36:13] where we're at because we do

[5:36:16] need to start having this

[5:36:17] conversation. Absolutely.

[5:36:18] Thank you, Doctor Weiss on so

[5:36:19] they introduce an additional

[5:36:20] layer of complexity and to

[5:36:21] make a

[5:36:23] >> MR. Clarke and

[5:36:24] Transportation truly busy this

[5:36:29] year House Bill 733. With back

[5:36:33] in 2023. Added some language

[5:36:34] around. So as requirements

[5:36:35] related to public school start

[5:36:38] times you can see them listed

[5:36:41] below, these would be required

[5:36:41] beginning with the 26 27

[5:36:43] school year select DR. Rice on

[5:36:45] set. Not this upcoming school

[5:36:48] year, but school year

[5:36:49] afterwards. 26 27 and kind of

[5:36:50] concurrent with the timeline

[5:36:55] for the rezoning. There are

[5:36:57] new requirement essentially be

[5:36:58] the middle schools cannot

[5:36:59] start before 8 high schools

[5:37:01] cannot start before 8.30, and

[5:37:02] there is no requirement placed

[5:37:05] on elementary schools. It the

[5:37:06] start? Obviously, no decisions

[5:37:07] have been made about this.

[5:37:10] This is a process we we get

[5:37:11] into as a leadership team. And

[5:37:14] as the board and detail over

[5:37:17] the next several months. As

[5:37:18] you kind of start doing the

[5:37:19] mental arithmetic around this

[5:37:21] right? You're either looking

[5:37:22] at having really early

[5:37:24] elementary start times,

[5:37:25] probably something like

[5:37:26] 07:30am, in the morning. In

[5:37:27] which case you elementary kids

[5:37:28] potentially waiting in the

[5:37:32] dark for school going to

[5:37:35] school early or extremely

[5:37:35] late, potentially elementary

[5:37:38] or middle start times. Said

[5:37:40] introduces a level of

[5:37:42] complexity. If you can think

[5:37:43] of the impact it would have on

[5:37:45] things like sports and other

[5:37:46] extracurriculars at the high

[5:37:48] school level as well as

[5:37:49] students ability to work

[5:37:53] either before or after school.

[5:37:55] There's just a lot of

[5:37:56] complexity around one. How how

[5:38:00] this impacts, you know. How

[5:38:01] are schools operate? But also

[5:38:02] how our families and the

[5:38:04] community operate. And so as

[5:38:08] we think about, school zones

[5:38:10] and under new schools and all

[5:38:12] of the changes associated with

[5:38:13] that. We simultaneously have

[5:38:16] to be thinking about this.

[5:38:18] There has been repeal

[5:38:18] legislation filed in both

[5:38:21] chambers this session, but

[5:38:22] obviously don't know what the

[5:38:25] future that is going to be.

[5:38:26] And we're just going to have

[5:38:28] to, you know, continue keep

[5:38:31] the board updated plan

[5:38:31] internally around operation

[5:38:34] allies in this planning as it

[5:38:35] will, you know, as it's going

[5:38:38] happen unless during

[5:38:39] legislative session, something

[5:38:43] changes. And of course, we'll

[5:38:44] be working not just with our

[5:38:47] with our schools, teachers,

[5:38:48] administrators and the board

[5:38:51] will be working with families

[5:38:51] getting feedback from all of

[5:38:52] our community stakeholders as

[5:39:01] well. Wow. MR. Finn. The Jets

[5:39:02] and thank you, Thank you very

[5:39:04] much that information. So.

[5:39:05] >> On the consortium called

[5:39:07] the Central Florida School

[5:39:08] board. Source from call. It

[5:39:09] was on Monday. And maybe you

[5:39:11] guys are aware of this because

[5:39:12] usually it further ahead than

[5:39:13] I am on this kind of stuff.

[5:39:16] But one of the one of the

[5:39:17] counties on there that came up

[5:39:18] as a topic and one of the

[5:39:19] county has already kind of bit

[5:39:22] the bullet he's just done it.

[5:39:23] And the comments from the

[5:39:24] school board member war. It

[5:39:30] was painful. We're making it

[5:39:31] work. I don't know that you

[5:39:34] know, you know, I'm talking

[5:39:35] about her. Are be that, you

[5:39:37] rather reinvent the wheel, you

[5:39:37] might over there at least talk

[5:39:39] to say, hey, what he has done,

[5:39:43] what you know. My point Lou,

[5:39:43] there were several counties

[5:39:46] that when this requirement.

[5:39:50] >> was, you know. Went into

[5:39:52] effect. They just didn't get

[5:39:53] the bullet right away and

[5:39:54] decided to use Maybe it was

[5:39:56] something they'd already been

[5:39:57] thinking about. But they made

[5:39:59] that transition you know, I

[5:40:05] think. Like you said, there

[5:40:06] was probably a lot of pain

[5:40:08] associated with it. But also I

[5:40:10] think not all communities

[5:40:10] across the state probably have

[5:40:11] the same appetite for that for

[5:40:14] that change rain, different

[5:40:15] working conditions in

[5:40:20] different counties. Different

[5:40:21] structures, socio economic

[5:40:24] needs. And so I think really

[5:40:24] engaging with our community is

[5:40:27] going to be pivotal for this

[5:40:29] Obviously, we will learn from

[5:40:30] the ones who've already done

[5:40:32] it. But I think there's going

[5:40:33] to be some nuances here

[5:40:34] manatee you know, counties

[5:40:36] maybe didn't have to face.

[5:40:38] >> Okay, great. And the county

[5:40:38] that was speaking I don't

[5:40:40] think was like a rural county

[5:40:42] with 1200 students or

[5:40:43] something. You know, something

[5:40:46] remembers from bottom line is

[5:40:47] this county. So are like

[5:40:48] Osceola, I could go back and

[5:40:51] figure out who it was. You

[5:40:54] know, that's I already done it

[5:40:55] and they would be the pain and

[5:40:56] overall it's working out well

[5:40:57] for them.

[5:40:59] >> We will absolutely be

[5:40:59] learning from anyone who's

[5:41:04] going the phone just.

[5:41:09] >> I so light wishy-washy on

[5:41:10] how I feel about this, like

[5:41:10] it's maybe back and forth is

[5:41:13] not what you Just right word.

[5:41:14] Having taught high school

[5:41:15] having kids sleep through

[5:41:16] first period class because

[5:41:18] they're so tired and they

[5:41:19] don't. Their biology just

[5:41:19] doesn't function that early in

[5:41:23] the morning. But also knowing

[5:41:26] that so many of our kids were

[5:41:26] working and helping spur their

[5:41:29] families as well as that other

[5:41:30] consideration. That's not even

[5:41:31] including, you know what after

[5:41:31] school activities and things

[5:41:35] like that is just.

[5:41:36] >> I'm very interested black

[5:41:37] were going out to the

[5:41:38] community. Very interested to

[5:41:40] hear what what

[5:41:41] >> they have to say about

[5:41:45] suspect our country.

[5:41:47] >> Yeah, no, I've been on the

[5:41:48] soapbox before. As long as

[5:41:49] this has come up, all jump on

[5:41:51] and I am a huge proponent of

[5:41:54] the start school later The

[5:41:56] brain science is very clear

[5:41:58] and I took a run at this years

[5:42:03] ago and heard. What's brought

[5:42:06] jobs. Good sports,

[5:42:08] transportation, but not just

[5:42:09] in Florida but around the

[5:42:11] country. There are hundreds of

[5:42:11] districts that have made this

[5:42:14] change for the benefit kids.

[5:42:14] Large.

[5:42:17] >> Small role urban.

[5:42:17] >> Like there are so many

[5:42:18] districts we can go look at

[5:42:20] sea. How did your a great with

[5:42:22] the geography of our county

[5:42:23] and we have a giant river

[5:42:23] running through the middle of

[5:42:27] the sun, too. Few bridges. We

[5:42:27] have a unique situation,

[5:42:29] especially when it comes to

[5:42:34] transportation And honestly, I

[5:42:35] think this is probably going

[5:42:36] to repealed anyway. So this is

[5:42:36] probably moot point for us.

[5:42:40] But put this idea out there,

[5:42:41] we could always just shift the

[5:42:45] entire school day. So like.

[5:42:45] High school starts at 8.30,

[5:42:49] instead of 7.30 Elementary

[5:42:50] starts at 9.25 that a 25

[5:42:53] middle school start to 10, 20

[5:42:55] 7. I-20 now you'll hear some

[5:42:57] people that's let's put that

[5:43:01] one out with feedback. But but

[5:43:01] it's just especially when it

[5:43:02] comes to adolescents. You know

[5:43:05] what, what's that second wave

[5:43:07] of brain activity in brain

[5:43:08] development. It started about

[5:43:11] 13 years old it's just so

[5:43:13] important for whole rhythm

[5:43:15] changes. They had a liscense

[5:43:17] that's why kids are sleeping

[5:43:19] first That was in middle

[5:43:20] school that didn't have to go

[5:43:23] to school 10. Think about MAY

[5:43:25] think about to do a couple

[5:43:26] hours.

[5:43:29] >> I think about what we're

[5:43:30] the rush hour. Traffic pull

[5:43:31] all those school buses hit

[5:43:34] road during, you know, we did

[5:43:35] morning rush hour in afternoon

[5:43:36] our legislative priority of

[5:43:38] like having flexibility. I

[5:43:39] think that's ability. I the

[5:43:39] flexibility is key and not

[5:43:43] not. I don't I don't disagree

[5:43:45] with the start. Time being a

[5:43:46] high school teacher. And

[5:43:48] having kids. I all adults

[5:43:50] start their day at 7.30, with

[5:43:53] 3,000 or whatever. Brutal,

[5:43:57] right? So so I agree with

[5:43:57] that. It remove it. But I

[5:43:58] think that that we we talked

[5:43:59] about is the board just the

[5:44:03] flexibility so that the hard

[5:44:05] you can't start this or that

[5:44:05] having something to flick. It

[5:44:06] looking into it. Maybe we'll

[5:44:07] be here for operations. You

[5:44:11] like you say. It didn't

[5:44:12] legislation. So this could be

[5:44:16] a 0.2 months right? But it's

[5:44:16] it's I'm glad you guys have on

[5:44:18] the radar for doing this as

[5:44:19] well. It's because it is going

[5:44:23] to take everything. So do you

[5:44:24] think that this bill would

[5:44:27] it's going to your bill? I

[5:44:29] don't like But just know that

[5:44:30] route from this and looking at

[5:44:31] who's the Education

[5:44:32] subcommittee for this

[5:44:35] sponsored and stuff. I don't

[5:44:38] know who

[5:44:42] >> But I know is on this

[5:44:43] subcommittee, at least 2 a

[5:44:48] week so anything, it's going

[5:44:48] to be interest and their next

[5:44:51] meetings. The 20 s so I want

[5:44:59] to recap here, representative.

[5:45:00] >> All right. So board members

[5:45:05] from last appreciate it was a

[5:45:07] very long workshop. We debated

[5:45:09] splitting it up. But I think

[5:45:11] that to we just had to get

[5:45:14] through all of the

[5:45:15] conversation rolling. So my

[5:45:18] intention to board members is

[5:45:19] to bring a recommendation to

[5:45:23] the 2/25/2025 school board

[5:45:25] meeting and the recommendation

[5:45:27] will be free to authorize me

[5:45:28] to initiate the residential

[5:45:32] attendance revision process as

[5:45:35] outlined in 5, 1, 2, 0, 0, 2,

[5:45:37] The policy requires that my

[5:45:40] recommendation incluidas

[5:45:42] adjusted timeline and

[5:45:43] communication so that will be

[5:45:47] part of the board agenda if

[5:45:48] the board approves the

[5:45:51] recommendation on FEBRUARY,

[5:45:55] 25th, the policy requires that

[5:45:57] we hold at least one initial

[5:46:00] public meeting for the purpose

[5:46:01] of explaining the rezoning

[5:46:03] process going through the

[5:46:05] criteria that we use for

[5:46:07] establishing attendance zones

[5:46:11] and providing public input. I

[5:46:12] will tell you board members

[5:46:17] that given the potential

[5:46:18] larger impact of we are

[5:46:19] working toward offering as

[5:46:21] many as 5 public meetings, one

[5:46:24] in each geographic area of the

[5:46:25] county will use our high

[5:46:28] schools to boost those. Again.

[5:46:31] The policy just requires one,

[5:46:33] but we want to be very

[5:46:36] transparent about this

[5:46:37] process. And so we're tracking

[5:46:38] toward holding 5 of those

[5:46:42] meetings policy indicates that

[5:46:44] after considering public

[5:46:48] input, superintendent will

[5:46:49] develop a minimum of 3

[5:46:50] rezoning plans that would then

[5:46:51] be presented to the public at

[5:46:53] a second public meeting for

[5:46:57] review and input. It will take

[5:46:59] us some time to develop those

[5:47:00] plans and likely need to have

[5:47:01] at least one additional

[5:47:03] workshop to talk through some

[5:47:04] of the pieces that you all

[5:47:09] asked for today. And the

[5:47:09] notion is we would develop at

[5:47:11] least 3 of those plans go back

[5:47:15] to those public meetings, get

[5:47:18] more input in the process. Is

[5:47:22] that my team and I take all of

[5:47:28] that input then either come to

[5:47:29] the board with a reputation to

[5:47:31] advertise one of those 3 plans

[5:47:37] or to revise continue to

[5:47:38] iterate process. And so again,

[5:47:41] we don't envision this being

[5:47:46] anything that gets done I will

[5:47:47] say that does approve the

[5:47:49] recommendation to initiate the

[5:47:53] the revision on the 25th, we

[5:47:54] will go live with a new web

[5:47:57] page on the Web site that will

[5:48:00] be central repository for all

[5:48:00] of the available resources on

[5:48:04] rezoning include policy

[5:48:06] language documents, id or

[5:48:06] develop timelines. The draft

[5:48:09] plans when available how the

[5:48:11] public can provide input. We

[5:48:16] will use Let's talk interface.

[5:48:20] That right is on

[5:48:21] Transportation se and

[5:48:21] Superintendent Office of

[5:48:22] pages. We intend to invade

[5:48:24] that right into the rezoning

[5:48:25] page again so that people can

[5:48:28] give us input any time. They

[5:48:29] like. We have a couple of

[5:48:32] different models for how this

[5:48:35] plays out. We foresee a 48

[5:48:39] month process just ending

[5:48:40] scoop complexity, iteration

[5:48:42] all of those public meetings

[5:48:46] and obviously of we would

[5:48:47] bringing you regular updates.

[5:48:49] That word meetings and

[5:48:53] workshops and again, love.

[5:48:55] Finish up where we started.

[5:48:56] Nothing that we do here would

[5:48:58] take effect until 26. 27 were

[5:49:02] later. So 25 26 were were set

[5:49:05] up and ready to in. The other

[5:49:09] question that's commonly asked

[5:49:10] when communities go through

[5:49:12] this process you know, whose

[5:49:13] exempt who's not exempt. All

[5:49:16] of that already in policy that

[5:49:17] the board updated last fall.

[5:49:19] So again, with it. Well, you

[5:49:20] know, when we get to this

[5:49:22] public meetings will be able

[5:49:27] to explain who by policy is

[5:49:30] exempt. You know, with school

[5:49:32] choice and controlled open

[5:49:34] enrollment, even after the

[5:49:35] process is done, there MAY

[5:49:36] still be an opportunity for a

[5:49:39] family get where they want to

[5:49:42] go. But that's the purpose of

[5:49:43] this initial public meetings

[5:49:44] to go through all those

[5:49:48] processes and perimeters. I

[5:49:48] believe that is the end of our

[5:49:53] presentation, MR. Which back

[5:49:56] to request actually. And that

[5:49:57] is when you come up with your

[5:50:00] at least 3 plan.

[5:50:01] >> It's not too much trouble

[5:50:05] be helpful for me, at least to

[5:50:06] 3 to 5 pros and cons like

[5:50:07] these are up 3 to 5 rows on

[5:50:11] plan only for the 3 to 5 funds

[5:50:14] of this That would be helpful

[5:50:17] to me and with plan won't just

[5:50:18] come about it, you know,

[5:50:21] they'll be all the data, all

[5:50:23] the parameters. So it, you

[5:50:24] know, it's again with with all

[5:50:27] of the technology that's

[5:50:28] available now.

[5:50:29] >> There are a lot of

[5:50:29] different data layers that we

[5:50:30] can apply for analysis

[5:50:34] purposes.

[5:50:35] >> you

[5:50:35] >> want to do it or not, but

[5:50:36] again, I'm thinking back my

[5:50:37] military days is that. Kozar

[5:50:40] what these are courses of

[5:50:42] action. You know, the matter

[5:50:43] is they give me 3 a victim the

[5:50:45] one you recommend that might

[5:50:47] be interesting to hear. You

[5:50:47] know, which one you got

[5:50:48] overall think is the one that

[5:50:49] will best suit to the needs

[5:50:51] what we have. It. Lot of that

[5:50:52] data that that you're going to

[5:50:58] shows. You guys understand all

[5:51:00] of that for me to be able to

[5:51:00] decipher through this counting

[5:51:02] on you all the experts give me

[5:51:07] the pros and the cons. That

[5:51:08] really looking those that it

[5:51:11] You some of that data. But in

[5:51:12] the pros and the cons and then

[5:51:12] what would your record if

[5:51:16] you're working? You know?

[5:51:19] Which kind of you under on

[5:51:19] report What would you would

[5:51:22] you do?

[5:51:28] >> thank you thank Brent. What

[5:51:29] would be helpful for me. As we

[5:51:31] go through this process.

[5:51:33] >> Just from what we already

[5:51:37] know. The rezoning is coming.

[5:51:42] Probably it. With a lower dew

[5:51:43] mold because they're capacity

[5:51:48] at some of our schools. Start

[5:51:49] this process and I had this

[5:51:53] conversation with you. I just

[5:51:54] want rest of board members to

[5:51:55] know. I want to see the

[5:51:59] program of how it works this

[5:52:02] goes market today. When you

[5:52:05] did the rezoning for parish.

[5:52:06] Did you see the program?

[5:52:08] Because I remember watching.

[5:52:13] And the gallery, whenever you

[5:52:15] are moving online and you

[5:52:16] could pull a street over

[5:52:17] whatever guys have control or

[5:52:23] did you have? Not from dia?

[5:52:23] >> That was that was really

[5:52:24] every step is really fun to

[5:52:26] do, By the way. But that was

[5:52:31] the that was our boundaries

[5:52:34] political districts. I doing.

[5:52:36] >> I know. But with when he

[5:52:37] when we were doing a rezoning,

[5:52:38] I know that there were people

[5:52:42] in the gallery that were

[5:52:44] saying, please included

[5:52:46] specific street and you are

[5:52:47] referring open right? Which I

[5:52:48] school. They dropped. They

[5:52:55] were going to go to I am

[5:52:56] distinctively. Remember, do

[5:53:01] the Well, removing here. This

[5:53:03] would add this many more

[5:53:04] students. So that I didn't

[5:53:07] know if you access to the

[5:53:08] program or if you are just

[5:53:11] looking at Google map, for

[5:53:11] instance or something, know,

[5:53:14] the year just real

[5:53:15] >> What we're doing now is a

[5:53:15] totally different process from

[5:53:18] then And so that when that was

[5:53:23] only school specific. And

[5:53:24] that's the nature of question.

[5:53:26] I want to ask about the foot.

[5:53:27] So the superintendent at that

[5:53:30] time put together 3 committees

[5:53:33] for each school it MAY come up

[5:53:34] with idea. Team be coming off

[5:53:36] of And then team a b and c got

[5:53:38] to come here in this room.

[5:53:40] They set these goals and they

[5:53:42] started, you know, pointing to

[5:53:43] things in neighborhood which I

[5:53:43] think is what you remember.

[5:53:47] But the record me or any of

[5:53:47] the board member did so we

[5:53:52] didn't have at this. Last

[5:53:52] year.

[5:53:54] >> bought our year. Care

[5:53:57] program. For this specific

[5:54:02] things. To help. It's very

[5:54:06] elaborate and expensive tool

[5:54:13] to help with That will That

[5:54:14] will project.

[5:54:14] >> Yeah, does to So to your

[5:54:17] point, I think that would be.

[5:54:18] And if the board supports this

[5:54:19] idea, I think that would be a

[5:54:19] beneficial part of this

[5:54:24] process is whomever, as we're

[5:54:24] discussing this, if we had a

[5:54:30] live map. And in one its top

[5:54:31] program, right? Is my point?

[5:54:32] If the if the if the public

[5:54:35] can see moving lines and then

[5:54:36] adjusting and then when you

[5:54:37] move the line of the just home

[5:54:38] and numbers, I think we really

[5:54:39] beneficial for the public. If

[5:54:40] we if we can make that happen

[5:54:42] and in order.

[5:54:46] >> All of it and I a I spoke

[5:54:47] to DR. Why something about

[5:54:48] having a workshop that the

[5:54:52] board could actually?

[5:54:53] >> See the program, how it

[5:54:55] operates and see how they're

[5:54:58] athletes doing this. Because I

[5:55:01] don't I know that 3 different

[5:55:02] ideas and you recommend the

[5:55:07] best one. What I'd like to see

[5:55:07] the program.

[5:55:12] >> Cubs So.

[5:55:13] >> We do require mapping

[5:55:19] software program. We're all

[5:55:22] learning the program now,

[5:55:26] right? Certainly. Once we

[5:55:27] fully understand its features

[5:55:29] in the vendor has made the

[5:55:30] customizations that we've

[5:55:32] requested.

[5:55:33] >> Certainly I if individual

[5:55:35] board members want a demo of

[5:55:37] the software, I think we

[5:55:39] arrange that. I don't know

[5:55:41] whether live in the boardroom

[5:55:46] adjustments. Will be

[5:55:48] technically possible. I would

[5:55:51] counsel that. I don't think

[5:55:54] it's advisable Nord nor be as

[5:55:55] diplomatic as I can. Nor do. I

[5:55:56] think individual board members

[5:55:57] should be drawing maps and the

[5:56:02] software respectfully. If on

[5:56:03] the mean, if we get to the

[5:56:05] point where we get to a

[5:56:05] recommended map.

[5:56:08] >> And the board says, ok,

[5:56:09] we've got this public input

[5:56:11] and we'd like to see these 3

[5:56:14] variants that we can go back

[5:56:16] program. The variants right

[5:56:22] and provide all of that data.

[5:56:25] >> But I just want to be sure

[5:56:26] to see that maybe worker bees.

[5:56:27] We can do a I think we could

[5:56:28] see. But Icu's right. Do think

[5:56:28] though.

[5:56:34] >> Live. Maneuvering is

[5:56:34] probably give you more

[5:56:35] difficult and active

[5:56:38] redistricting zoning rival.

[5:56:39] Yeah, I think that that maybe

[5:56:41] have some kind of no-fly q

[5:56:42] laptop. You can do it. I don't

[5:56:44] even know this is a

[5:56:45] >> So but I do think bickal

[5:56:47] ignite for us to see just a

[5:56:50] quick demo. Hey, here's not

[5:56:51] working. Not a saying that we

[5:56:53] do get to do it better than

[5:56:53] absolutely. But just to see a

[5:56:55] demo to see. But it looks like

[5:56:58] absolutely. Yeah.

[5:57:02] >> I ask is that workshop

[5:57:03] sometime between now and want

[5:57:06] to make it to that point

[5:57:07] boundaries that do. We have

[5:57:09] that. Luxury of seeing what?

[5:57:14] We bought? And what what it

[5:57:16] actually does. I mean it with

[5:57:18] every program. There's tweaks

[5:57:19] and that sounds like that's

[5:57:21] what you're doing. That

[5:57:23] program is probably a read us

[5:57:26] a generic. It's a program that

[5:57:29] can be modified. 2 specific

[5:57:33] districts. I'm guessing based

[5:57:36] on what art that it is. So it

[5:57:39] can project. And so it define

[5:57:42] different regions. What we're

[5:57:43] doing here. All right. You

[5:57:49] have to certainly have Half of

[5:57:50] the boundaries that are in

[5:57:50] there now. So you can know.

[5:57:54] We're going to go here in the

[5:57:56] future. So I'm sure it's been

[5:57:56] modified the generic program

[5:57:58] and I'm not demeaning the

[5:58:05] program itself. Can modified

[5:58:05] to our district, airing in a

[5:58:06] desert, be honest.

[5:58:11] >> All of them. All right.

[5:58:12] Currently owns.

[5:58:14] >> maps, regenerated today,

[5:58:17] the earlier map summer came

[5:58:18] out of the program. So they're

[5:58:20] pretty close to establishing

[5:58:24] our baseline. We do have some

[5:58:26] hiccups that the middle school

[5:58:27] the important thing and why

[5:58:31] would?

[5:58:32] >> Caution not to do in a

[5:58:33] public meeting is there is a

[5:58:35] lot of student data associated

[5:58:38] with that. When we move lines,

[5:58:39] we are immediately able to run

[5:58:41] reports to student accounts

[5:58:42] and things like that. And

[5:58:46] that's probably east. Student

[5:58:49] that that's not appropriate to

[5:58:51] be displayed in a public

[5:58:54] meeting. As Doctor Weiss on so

[5:58:54] that it MAY be best sit down

[5:58:59] we can show you. Works. During

[5:59:01] one on ones. There is it's

[5:59:04] it's a fairly robust tool.

[5:59:06] Gives a lot of information

[5:59:07] about the students we move

[5:59:11] them. And we want to make sure

[5:59:12] that the integrity and the

[5:59:15] privacy remains the way should

[5:59:16] be.

[5:59:16] >> I get that point to do

[5:59:24] that. Also. I also think

[5:59:25] collectively it's such a rest

[5:59:26] of board members bought. We

[5:59:32] could do a shade. Meeting on

[5:59:33] the program. As just the the I

[5:59:34] don't think we're the good

[5:59:36] thing about

[5:59:37] >> I think I think I think for

[5:59:39] the sake of time, right? I

[5:59:40] think we could discuss this

[5:59:43] for sure who get quarters 8

[5:59:44] months on this. But I I do

[5:59:45] agree that I want to see i

[5:59:47] every night to see it. And no,

[5:59:48] this is a program that's

[5:59:50] working. You know, it said

[5:59:50] rep.

[5:59:51] >> The offender as a generic

[5:59:53] version. That could be

[5:59:56] presented to the board. I

[5:59:57] believe. Oh, you mean like

[5:59:59] that doesn't ever just want to

[5:59:59] say didn't air. It begins

[6:00:04] right now. I they had to come

[6:00:06] to you our go through

[6:00:07] purchasing show you what the

[6:00:09] program correct. Yes, it it

[6:00:11] probably had their generic

[6:00:16] data. Every student name with

[6:00:19] I don't See what I'm saying.

[6:00:23] There should be a way. That

[6:00:24] program can be presented not

[6:00:26] only to the board it to the

[6:00:31] public without disclosing You

[6:00:31] student information are

[6:00:35] arriving out. We are bigger,

[6:00:40] but really thing.

[6:00:41] >> By the way, I did not mean

[6:00:41] to imply that board members

[6:00:46] should be. Creating attendance

[6:00:48] zones. Said, no huge. And I I

[6:00:49] just want clear that that, you

[6:00:54] know, again, it's a I think

[6:00:55] it's better for us to take

[6:00:57] that on and that we have the

[6:00:58] board meet with the work. You

[6:00:59] reject it and give us new

[6:01:00] direction and will go back

[6:01:01] complete when you when you

[6:01:02] what you want. No, I just I

[6:01:05] brought that up so you're

[6:01:06] right. Like as soon I said

[6:01:07] that I thought about even if

[6:01:11] we're just looking at. Dots on

[6:01:12] a map where kids are, that's

[6:01:13] probably a violation right

[6:01:15] Even if it was just numbers.

[6:01:19] But what I wanted just one

[6:01:20] final piece before we go into

[6:01:23] the how do you plan to frame

[6:01:26] this to the public? Because

[6:01:26] what that from the last time

[6:01:28] around the If residents

[6:01:31] remember that it was we're

[6:01:33] only doing this for this new

[6:01:34] school and then the feeders

[6:01:35] that will be affected more

[6:01:37] boundaries around it or will

[6:01:38] this be more of global county

[6:01:40] wide? We're going to make.

[6:01:42] Little fixes here and there.

[6:01:45] So I'm just wondering how. Is

[6:01:47] this a more global approach or

[6:01:48] we're going to do this? More

[6:01:49] focused on the new

[6:01:51] construction and things like I

[6:01:56] think we certainly Be more

[6:02:00] narrow in scope. We we would.

[6:02:01] >> would be easier on the team

[6:02:04] to do that. The problem is if

[6:02:04] we don't address some of the

[6:02:10] other. Issues that you saw.

[6:02:14] >> Then I think missing an

[6:02:15] opportunity to make the

[6:02:18] student experience a little

[6:02:19] bit better.

[6:02:19] >> totally agree. I think

[6:02:22] should be a global looking as

[6:02:23] long as we're doing this.

[6:02:25] Let's do it big. Let's do it

[6:02:26] right, right. And in and

[6:02:29] having said that again to

[6:02:30] MISTER Tatum's earlier point

[6:02:30] about pros and cons, right? We

[6:02:33] MAY. We MAY bring a map that

[6:02:34] says, look, we were able to

[6:02:38] fix everything. But you MAY

[6:02:39] look at the number of families

[6:02:43] affected and say. No way go

[6:02:43] back to the drawing board and

[6:02:45] then we MAY come back and say

[6:02:47] there's a different map that

[6:02:48] doesn't fix all the issues

[6:02:49] that affect a lot fewer

[6:02:54] people. And I think that's

[6:02:56] that's why when we rework the

[6:02:57] policy, we didn't say we're

[6:02:59] just going to bring you one

[6:03:00] map and you can either adopt

[6:03:03] or reject it right? Because

[6:03:04] there are going to be so many

[6:03:07] variables for us to look at.

[6:03:08] Right. And that's why you

[6:03:09] started with several options

[6:03:11] and you kind of narrow down.

[6:03:12] And then when you get down to

[6:03:14] that last it really is. And

[6:03:15] this is where the public input

[6:03:16] is going to be so important.

[6:03:20] It might be a parent saying,

[6:03:21] hey, you're you know that your

[6:03:22] software showing this. But

[6:03:24] actually the way this line

[6:03:26] brought, you just split a

[6:03:29] cul-de-sac rain and then we're

[6:03:30] going to get cars and drive go

[6:03:31] your right. We've got a shovel

[6:03:34] that a little bit because you

[6:03:34] want to get that right for

[6:03:39] family? Last right? So that

[6:03:40] that's we're again, that's

[6:03:43] kind that filtering process.

[6:03:44] But but again, we MAY get to a

[6:03:45] point where we bring you

[6:03:47] something that's more

[6:03:48] comprehensive and you just say

[6:03:50] no, that's too much

[6:03:53] disruption. Let's but let's be

[6:03:55] more surgical. They will go in

[6:03:56] that direction. But but again,

[6:03:58] I think we're looking to bring

[6:04:00] in multiple options support

[6:04:00] full comprehensive approach

[6:04:03] for

[6:04:04] >> And and to add on to that,

[6:04:07] I just want public. Every

[6:04:10] parent out there, every anyone

[6:04:12] that's got a student our

[6:04:14] district. Not going to affect

[6:04:19] all of but it's going affect.

[6:04:22] Our community r student

[6:04:25] population is going up that I

[6:04:26] mean, we just can't get around

[6:04:28] it. And I let the holistic

[6:04:30] approach. I mean, we're going

[6:04:32] to do it. Do it right. Go big.

[6:04:33] Go home for they say. But I

[6:04:35] think that this is. I don't

[6:04:41] have to got I There's 2 things

[6:04:50] when Decided Do this for Get

[6:04:51] in your superintendent, Dan

[6:04:54] and the rezoning. I knew both

[6:04:56] of those were going to be on.

[6:05:00] The boards plate. This is one

[6:05:01] of those things all have

[6:05:04] sleepless nights over. Because

[6:05:06] it's that important to me that

[6:05:09] we get it right. You know, it

[6:05:12] MAY not be perfect. But in my

[6:05:17] heart feel comfortable that I

[6:05:19] did the right Yeah. And that's

[6:05:25] where I'm I'm at with it all.

[6:05:25] It's going to be hard

[6:05:29] communicating to I remember

[6:05:31] now MISTER Kennedy, the 3

[6:05:33] different groups and they all

[6:05:35] came in did a presentation not

[6:05:37] that he's each school. Oh,

[6:05:40] yeah. So companies. But this.

[6:05:43] It's too big for something

[6:05:43] like that. So we've all rely

[6:05:47] on expertise there community

[6:05:51] input as well. So hopefully

[6:05:53] the convention center will be

[6:05:59] done a but so so good. Get

[6:06:03] that one moment. Sorry. I was

[6:06:06] just want to first.

[6:06:08] >> Second, pretty much what

[6:06:09] everybody said. I totally

[6:06:10] agree with MR. Taylor about

[6:06:11] bringing us some pros and

[6:06:11] cons. I really would like to

[6:06:13] see what you know, so we can

[6:06:18] help weigh And I just want to

[6:06:19] thank all of you for being

[6:06:20] here and doing the 7 hour

[6:06:24] marathon with us today going

[6:06:26] through all of it. I

[6:06:27] appreciate doing it all to

[6:06:27] break it off and keep it

[6:06:30] together in our or and then I

[6:06:33] just want ask our our

[6:06:34] community to please be patient

[6:06:37] with us. Everything that comes

[6:06:39] out is not going to be set in

[6:06:40] stone. So please don't attack

[6:06:43] us with emails and phone calls

[6:06:46] right away say, oh, my

[6:06:47] destroyed where where my kids

[6:06:48] are going to go. Please,

[6:06:48] please be patient with us.

[6:06:50] Please be patient with the

[6:06:51] staff. They're doing their

[6:06:55] best is going to be hard. But

[6:06:56] we will. We will do our

[6:06:58] absolute best for our our

[6:06:59] students and our families and

[6:07:02] the to you. Please keep that

[6:07:02] in mind that we're doing the

[6:07:08] best we Thank you board to

[6:07:09] very Thank I know the good a

[6:07:10] long weekend.

[6:07:10] >> Happy Valentine's Day.

[6:07:14] We're adjourned.

School Board Workshop

Transcript