[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] #
[2:28:27] #
[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.