Attendence Boundary Committee - Regular Meeting

to Dr. Lewis and then, of course, Dr. Douglas.

Okay. Well, thank you there, Ms. Abner. Good afternoon, everyone.

Good afternoon.

And let me also echo my appreciation for everything that you guys do, not only just for today, but for the whole entire year and for many of the patients that I see sitting here as well. It's been many years, right? Not only serving on the ABC committee, but also I recall when I went into the community meetings, I saw many of the familiar faces that I see here today as well. Like I said, the last time we met, these are changing times, and I'm so happy that we have people that's committed to what's in the best interest of our students. And as it relates to today, I personally want to thank each and every one of you for the flexibility that you have provided us by adjusting your personal schedule to be here as well. Unfortunately, we have a situation are able to be here as well. And thank you, and the work continues. Hopefully this is one of many times we will see each other again. And from the bottom of my heart, once again, thank you for your time, which is the most precious commodity that you have to offer.

Thank you. And now our favorite superintendent.

So I can't start with thanking you. I have to first apologize to you. The schedule today was very difficult. And what the last thing I wanted to do was cancel this meeting. So I tried really hard to adjust it. And so it's a shame that some folks were not able to make it. So I. Apologies. I just did not want to actually commit to your time, not had to cancel and leave it for another day. So I hope you understand, um, it's rare that this happens, but I got caught being out of town. And then flight schedules are a mess right now. They are a mess. But I was able to get here. So at first, 1 o'clock. Then I said, no, I can get there earlier at 11 o'clock. So 1 o'clock it is. So thank you. And I cannot echo more than what Tracy and Dr. Lewis say. We really are fortunate to have all of you be part of the ABC boundary. especially individuals that know the school district well, that have been around and have been supporting us, and also living through this evolution of working with schools and impacting communities, that we have to do it so carefully and so sensitively. And without your voice, we can't do that. We cannot operate in a vacuum and think that our decisions are the right ones Because I'm gonna be really, really honest with you. Not everyone, not every school district is approaching this work in the same manner. And trust me when I say that. Sometimes, I may be criticized for maybe not being fast enough, but to me it has never been about numbers. and throwing out a number that may look apparently good to do. It's about making decisions and making the right ones. And it's never been about saving money. That's not why we consolidate schools and we make these decisions. We make them first and foremost to make sure the schools are properly resourced. for the children. And then at the same time, it gives us great opportunity to be more and more innovative, right? ABC used to be only about enrollment and numbers and you made decisions. Now you're in this new world along with us where it's enrollment. Are we probably resourcing schools? And then jointly we're working and discussing innovation in some schools. So thank you very much because there's also a great level of trust in many of you and all of you as you go into your communities and help explain and together jointly do this. This is really a remarkable world that we're entering and every year it gets a little bit deeper. I'm always concerned about the storylines in other school districts, apparently creating a sense that we have to do the same. And then we have to throw numbers out there. I will never operate that way. And I don't think we should. I remember last time we had an ABC meeting, the wonderful Ms. Regina Davis mentioned, are we educating and speaking to parents with more ample time? And guess what we did? We adjusted those timelines. And we're going out earlier because these time bumps did not work in the past. Or they did, but in many cases were they fully open and flexible to the community? Maybe not. But I believe we've come a long way as a result of your direct recommendations and actions that we have to take. to listen to a very long list. This is a banner here. This is the banner here for changes and consolidations, innovations that we're doing. So I'm really looking forward to hearing from the region superintendents. And listen, I can never thank them enough and the directors that are here from the region because it is very complicated work. I REMEMBER WHEN I SAT THERE AS A REGENT SUPERINTENDENT, I WAS PRETTY NERVOUS. BUT THESE SUPERINTENDENTS HAVE REALLY DONE A REMARKABLE JOB OF LOOKING AT SCHOOLS BEYOND THE ENROLLMENT NUMBERS, BUT REALLY LOOKING AT COMMUNITIES. LIKE WHEN I WAS A REGENT SUPERINTENDENT, IT WAS ABOUT NUMBERS AND ENROLLMENT. THE NUMBERS AND ENROLLMENT. WE DID A K-8 HERE AND THERE. But Ms. Aponte, Ms. Swain, and Mr. Villalobos, I think, in my opinion, they're top-notch region superintendents, the best we've had in the school district for many, many years. And they take vision to heart, and they have really an incredible sense of commitment to each of the communities that they represent. So with that.

OK. have the committee introduce themselves. This committee has attended over 20 community meetings this year, which is a first for us. And so we want to just start by letting you know who's in the room.

I am Jeffrey Cadayo, representing the superintendent.

I am Krista Dotson-Dean, also representing the superintendent. George Garcia, representing the superintendent.

I'm Muriel Seymour, representing the superintendent.

REGINA DAVIS, REPRESENT THE HONORABLE DOCTOR.

GOOD AFTERNOON, REPRESENTING ROBERT ALONZO DISTRICT FOUR.

BRENDIS SWING, CENTRAL REGENT SUPERINTENDENT.

YASENIA PONTE, NORTH REGENT SUPERINTENDENT.

ERNIE MARTINEZ, THE ESC SECTION OF THE ALTERNATE. Jude Bruno, representing the Educational Opportunity Access Advisory Committee.

Amor Reyes, representing the superintendent on the alternate for the dean.

Earlene Funes, Administrative Assistant of Office of School Leadership and Performance. Good afternoon, everyone. Carlos Cejas, Associate General Counsel.

John I. Belize, Associate General Counsel. Good.

Oh, sorry. We know you. You spoke already. Liz. Good afternoon. Liz Gonzalez, North Region Office.

Good afternoon, Leonard Torres, North Region Office. Good afternoon, Manny Garcia, Central Region Office.

Good afternoon, Robin Atkins, South Region Office. Good afternoon, Tracy Cruz, Enrollment Officer.

Good afternoon, Daniel Oladeco, District Demographer.

Good afternoon, everyone. Good afternoon, everyone except Kelly Hunter, Exceptional Student Education.

Good afternoon, everyone.

Okay, so at this time, we're going to turn the presentation over to Dr. Aponte, so you can begin with the Parkway presentation.

Good afternoon, Dr. Dolchis. Through the Chair, it's my pleasure to be here this morning representing the North Region Office, and I'd like to also extend an appreciation to my amazing team, Mr. Leonard Torres, Administrative Director, and Ms. Liz Gonzalez, who have assisted me throughout this process. The North Region Office held five community meetings throughout the month of January, two for targeted schools and three for advised schools. During each of these meetings, we had meaningful dialogue and addressed many valid concerns. At this time, I'd like to present the North Region recommendations. The North Region Office held a community meeting for Parkway Elementary and Northern Elementary on January 7th. It was well attended. It is important to note that Parkway Elementary was advised status school during the 24-25 school year. Last school year, we held a community meeting for this school on January 8th, which had about 36 attendees. During that meeting, the community was notified of their advised status and the importance to increase student enrollment. This slide highlights Parkway Elementary's attendance boundary. And the little dots are the elementary age students that live within this boundary. As of December 2025, Parkway Elementary's boundary consists of 321 elementary age students. However, only 129 attend Parkway Elementary, which is equivalent to 40%. And about 9%, which is 28 students, attend Northern Elementary from this boundary. So where are the students that live within this boundary attending? An analysis of Parkway Elementary school boundary reveals that a majority of students opt to attend other public schools within our district. This trend is driven largely by Miami-Dade County Public School being a choice district, which empowers families to select programs that best align with their individual preferences outside of their home zone schools. This slide highlights the Norland Elementary boundary. As of December 2025, Norland Elementary's boundary consists of 892 elementary age students. 352 students attend Norland Elementary School, and only five students from Norland choose to attend Parkway Elementary. This data point serves as the primary catalyst for the North Region's recommendation. Furthermore, it highlights a clear trend. Families within the Norland boundaries show little interest in selecting Parkway as their school of choice. Over the past five years, Parkway Elementary has seen a steady decline in enrollment. dropping from 258 students in the 2019-2020 school year to about 142 students as of August 26, 2025. This trend is underscored by the data in the right-hand chart, which highlights a significant gap between the incoming and the exiting cohorts. While the school saw 26 fifth graders move on, it only enrolled 15 new kindergartners. falling short of the annual goal to match or exceed the size of the exiting class. It's essential to recognize and commend the school for its proactive efforts to boost enrollment and respond to the community feedback. Despite their efforts, student enrollment trends continue to reflect a decline. Therefore, due to a declining enrollment and the ability to conduct a viable educational program, the following recommendations are being proposed by the North Region. To solve the current boundary of Parkway Elementary School, combine the boundaries of Norlin Elementary School and Parkway Elementary School and establish new boundaries for Norlin Elementary School. It is important to note that Norlin Elementary is only about one point miles away from Parkway, but the entire Parkway boundary is within the two miles from Norlin. This map Shows both boundaries. Area A represents Parkway Elementary's boundary and area B reflects the current boundary for Northern. Areas A and B are the proposed new boundaries for Northern Elementary. These are the current address boundaries for Parkway Elementary. These are the current boundaries, address boundaries for Norland Elementary. And these are the recommended address boundaries for the proposed boundary for Norland Elementary School. The effects. The effects would be that new boundaries would be established for Norland Elementary School to include Parkway Elementary School, which is boundary A. northern elementary will be the new boundary for students in k through five residing in area a approximately 106 rising first through fifth grade students currently attending parkway elementary and residing in area a will be able to attend norland elementary and nine residing in first through fifth grade students attending parkway elementary for residing outside of the school boundary will have the option to also attend northern elementary school Also, the utilization for Northern Elementary will increase from 68% to 84%. Northern Elementary will have new boundaries, yet the middle and the high school boundaries will not change. The North Region also held community meetings for Rainbow Park Elementary, Bunch Park, and Dr. Ingram on January 13th. It was well attended. It's also important to note that Rainbow Park Elementary was also an advised status school during the 24-25 school year. last school year we held two community meetings at that school on august 7 2024 and on january 9 2025 during those meetings the community was notified of the school's advice status and the importance to continue to increase enrollment This slide highlights the Rainbow Park Elementary attendance boundary. As of December 2025, Rainbow Park Elementary's boundary consists of 298 elementary age students. However, only 105 students, which equals to 35% of students living within the boundary, attend Rainbow Park. An analysis of the Rainbow Park Elementary's attendance boundary reveals that the majority of local students opt for other public schools within our district. As previously noted, this trend is largely driven by Miami-Dade County's being a choice district, which allows families to select programs outside of their home zone. Specifically, the data shows that a portion of student population has shifted to neighboring schools. 19 students are currently attending Dr. Ingram, and about 14 students, which is about 5%, already attend Bunch Park Elementary. These findings are the primary influence behind the forthcoming region recommendation. Over the past five years, Rainbow Park has experienced a consistent downward trend in enrollment, decreasing from 254 students in 2019-2020 school year to 138 as of August 26, 2025. As illustrated in this slide, this decline is driven by a significant cohort gap. where incoming classes are not large enough to replace the graduating class. For example, while 26 fifth graders exited, only 19 new kindergarten students were enrolled, failing to meet the annual goal of matching or exceeding the size of departing class. Dr. Robert Ingram building, which is the entire Rainbow Park Elementary boundary, is less than two miles from both the Bunch Park Elementary building and the dr robert ingram elementary this map outlines the boundaries for all three schools a b represents the current boundary for rainbow park elementary area c represents the current boundary for bunch park elementary area d represents the current boundary for ray robert b ingram elementary areas a and d are the proposed new boundaries for Dr. Robert B. Ingram and area B and C are the proposed new boundaries for Bunch Park Elementary. These are the current boundaries of Rainbow Park by address. These are the current boundaries of Bunch Park Elementary by address. These are the current boundaries of Dr. Robert B. Ingram Elementary by address. These are the recommended boundaries, the proposed boundaries for Bunch Park Elementary now. And the next one are the recommended boundaries, the proposed boundaries for Dr. B. Ingram Elementary School. Let me go back to the impact. The impact, due to that declining enrollment, the ability to conduct a viable education program The following recommendations are being proposed. Dissolve the current boundary for Rainbow Park Elementary. Divide the Rainbow Park Elementary boundary between Bunch Park Elementary and Dr. Robert B. Ingram Elementary using Northwest 27th Avenue as a dividing line. And establish new boundaries for Bunch Park Elementary and Dr. Robert B. Ingram. The effects. Beginning with the 26-27 school year, new boundaries will be established for Dr. Robert B. Ingram Elementary to include the west portion of Rainbow Park Elementary School boundary. Dr. Robert B. Ingram Elementary new boundaries will have students that are assigned to that area A. Approximately 28 rising first through fifth grade students currently attending Rainbow Park Elementary and residing in that area will be able to attend Dr. Robert B. Ingram Elementary School. The Dance Magnet Program will be moved to Dr. Robert B. Ingram Elementary. Approximately 18 rising first through fifth grade students are currently participating in that dance magnet 11 are within the boundary and seven are outside of the boundary also new boundaries will be established for bunch park elementary which include the east portion of the rainbow park elementary boundary area b all k through five grade students residing in area b will have the option to attend bunch park elementary Approximately 63 rising first to fifth grade students currently attending Rainbow Park Elementary and residing in Area B will have the option or the ability to attend Bunch Park Elementary School. 16 rising first to fifth grade students attending Rainbow Park Elementary but residing outside of the assigned school boundary will have the choice option to attend Bunch Park Elementary. Dr. Robert B. Ingram or any previously school that they choose. It is important to note that as a result of these effects, Bunch Park Elementary utilization would reach 84%, while Dr. Robert B. Ingram will grow from 38% to a 41% utilization. middle and high school boundaries will remain the same. To support a smooth and seamless transition, the North Region Office working in collaboration with all affected schools will host a series of open houses. These events will provide families with the opportunity to visit the new Boundary Home School, meet the staff, and learn firsthand about the available programs, extracurricular activities, and clubs. At this time, this concludes the North Region Recommendation.

Is it my turn now?

Your will, your way. No, no, no, no.

So, Dr. Avonte, let's go through a couple of points that I just wanted to ask about, right? We did Parkway first, right? So the chart here with the enrollment is, I just want to make sure that it reflects. So currently at Parkway, what is the enrollment?

As of December of 2025 is when we pulled the data and we will update the data once we go present to the board as well. Dr. Dolch, but as of December 2025, there was 129 students.

Okay, so this is my point, right?

That comes from that number, yes.

That needs to be reflected because there was a significant decrease from 2425 to 2526. Yes. 178 is very different from 109. Yes. So maybe that's consistent. We will update that chart. Right. That would be important. And then, you know, in all of this, we have to be telling a story of what we're doing, right? Because it carries a story. When you look at Rainbow Park, I'm sorry, when you look, sorry, I have the prior one. When you're looking at Parkway and Rowland Elementary, are we improving the facility experience for the children that were moving from Parkway? Is it a better building? Is it a better facility? Yes.

Norland Elementary has done for an entire GOV project. So the facility itself is better. The school is a tier one watch school. We anticipated exiting already for the support. It has grown to be a strong academic school. It was only an ETO for two years. good and um i don't i think it's only going to offer more there's much more activities we did have the principal dr spence come into that community of parkway and highlight all the programs she has to offer so we are providing a lieu of additional programs and clubs that the students will be able to participate so i'm hoping that we can maybe add that as a point here so that we stop this only about enrollment and facility you know

There are other things that you're doing. Look at the incredible explanation that you gave, right? A better facility, the additional programming. I don't know whether it goes under impact or effects. But that's an important storyline of what we're doing in this particular case. So that's my recommendation there. Then in Rainbow Park, I think it's the same thing. In Rainbow Park, when you look at the numbers, in terms of enrollment, right? I see 105, but 24, 25, 172. So is the current enrollment at Rainbow Park 105?

It's about a little higher right now, if you look at it maybe.

105?

Yeah, just a tiny bit, but it's much more significant lower than 172. So I'm gonna update that chart.

Okay, that would be important. You know, sometimes when you see 172 or 178, it's kind of like a healthy number. Very different from 109, 110. And I think it just validates what we're trying to act on. The other thing is one thing that I do like about this particular, this particular move is the fact that I guess we've had a dance magnet program and Rainbow Park that no matter what we've been doing, it hasn't been generating students to it. So by moving a magnet program, I don't think we're used to doing that. In this school district, you place a magnet in one school and you never hear about why can't we just take it elsewhere that maybe more students are participating And so now you're putting them in Robert Ingram, which has three times the size of the kids. Probably students within Robert Ingram will not participate in the magnet. And now you're opening it to a wider number of students presiding. So I know you reference it.

That's exactly why I was choosing Ingram, to help it grow.

Right. So you reference it here, but I think if you phrase it

I think last year we moved Country Club's magnet to Lawton Child, and it went well.

But the students also, but in this case, is there actually, so Lawton Child did not have a magnet program?

They did. They had another strand. Now we added an additional strand.

Does Robert Ingram have a magnet?

No.

So that's another benefit to Ingram. Right, and I think as an impact, I think we should recognize it as such. I think this is the first time that we do a magnet to a non-magnet tool. I may be wrong, but this is a good move. This is a really good move in my opinion. So those were my two observations regarding that. Okay, thank you so much, Dr. Aponga.

Thank you, Mr. Tamari.

Good afternoon, everyone. I'll be presenting the attendance boundary recommendations for the Central Region Office. However, first, I'd like to thank the entire ABC Committee for all of your dedication and your support to the process. I'd also like to thank Mr. Manny Garcia, who is our administrative director, and Daronia Phillips, who was our CRO support for the great work they've done on our proposals. First, we'll start with Georgia Jones Ayers and Lenora B. Smith. So due to the decline in enrollment over the past five years, we will be dissolving the middle school boundary and also combining Georgia Jones-Airs Middle and Lenora B. Smith as a K-8 center. Here you will see the current boundaries for Lenora B. Smith. Here's the current boundaries for Georgia Jones-Airs by address. Here you will see the boundary analysis for Lenora B. Smith. Please note that there are 474 students residing in this boundary in grades pre-K through five. However, only 44%, which is approximately 210 students actually attend Lenora B. Smith. I think it's also important to mention that 97 families have chosen other MDCPS schools. Here is the recommended boundary. As you can see, Lenora B. Smith sits directly in the middle of Georgia Jones-Ayer's boundary, which is the Lenora B. Smith and Georgia Jones current boundaries are shown in area A. And for any of the parents that make their choice to go to a middle school, they could look at area B, which will be Brownsville Middle School, and area C, which will be Jose de Diego Middle School. The effects, beginning the 26-27 school year, combine Georgia Jones Ayers Middle and Lenora B. Smith as a K-8 center, which means we'll be dissolving the middle school boundary. All students residing in the current boundary and attending the Georgia Jones Ayers and Lenora B. Smith will be assigned to the K-8 Center, may attend the K-8 Center. A recommendation came from the community meeting that we keep both names, Lenora B. Smith and Georgia Jones Ayers, to be placed as the name of the K-8 Center. Our current fifth through seventh grade students residing in the combined boundaries of Lenora B. Smith and Georgia Jones Ayers can attend Brownsville Middle or Jose de Diego as a middle school option. The second presentation for the Central Region Office will focus on Phyllis Wheatley Elementary, Frederick Douglass Elementary, and Dunbar K-8. Due to the declining enrollment and the ability to conduct a viable educational program It is our recommendation to combine a portion of the boundary for Phyllis Wheatley Elementary with the current Frederick Douglass boundary and combine a portion of the Phyllis Wheatley Elementary boundary with the current Dunbar K-8 boundary. Here are the current boundaries for Phyllis Wheatley Elementary by address. Here are the current boundaries for Frederick Douglas Elementary by address. Here are the current boundaries for Dunbar K-8 by address. And here is a boundary analysis for Phyllis Wheatley. There are 837 students in grades pre-K, through fifth grade residing in Phyllis Wheatley's boundary. However, only 15.77% of the students, which is 132 students, attend Phyllis Wheatley. I think it's important to mention that 211 families have also chosen another Miami-Dade County Public School option. Here is the recommended boundary. The current Phillis Wheatley Elementary boundary is in the dark gray area, the B and D. The current Dunbar K-8 boundary is area A. Area B is the proposed extension boundary for Dunbar K-8. The current Frederick Douglass boundary is seen in area C, And area D is the proposed extension boundary for Frederick Douglas Elementary. Here is the recommended boundaries by address for Frederick Douglas Elementary. Here is the recommended boundary for Paul Dunbar K-8 by address. And here are the effects. Beginning the 26-27 school year, new boundaries will be established for Frederick Douglass and Dunbar K-8. In area B, 11 students in grades kinder through fourth grade currently residing in the boundary of Phillis Wheatley may attend Paul Dunbar K-8. In area D, 102 students in grades kindergarten through fourth grade residing in the boundary of Phillis Wheatley may attend Frederick Douglas Elementary. All students residing in the combined boundaries of Phyllis Wheatley, Frederick Douglas, and Dunbar may attend Jose de Diego Middle School. The final presentation for the Central Regent Office will address Miami Springs Middle School and Miami Springs Senior High School. The impact. Since we will be dissolving due to the declining enrollment in Miami Springs Middle and Miami Springs Senior High School over the past six years, both schools have a building utilization of under 55%. The recommendation is to dissolve the middle school boundary and combine Miami Springs Middle and Miami Springs Senior High into MSSH Preparatory Academy, which will be a six through 12 configuration. Here are the current boundaries for Miami Springs Middle. Here are the current boundaries for Brownsville Middle School. Here are the current boundaries for Kinloch Park Middle School. And the current boundaries for Henry Fodler Middle School. Here you will see the boundary analysis. There are over 1600 students in grades six through eight that reside in the Miami Springs boundary. However, 27% of them attend Miami Springs Middle School. That's 441 students. Even though there are some recommendations, I'm sorry, there are some observations that 151 families still have chosen other MD-CPS middle schools. Here's the recommended boundary for the parents choosing the middle school. Area A is the current Brownsville middle school boundary. Area B is the proposed extension boundary for Brownsville. Area C is the current boundary for Kinloch Middle School. Area D is the proposed extension boundary for Kinloch Middle School. Area E is the current boundary for Henry Filer Middle School. And area F is the proposed boundary extension for Filer Middle School. Here's the recommended boundaries by address for Brownsville Middle. The recommended boundary for Kinloch Park by address. And the recommended boundaries for Filer Middle School by address. The effects are, beginning the 26-27 school year, dissolving the boundary of Miami Springs Middle School, therefore combining Miami Springs Middle and Miami Springs Senior High as the first 6-12 academy in District 5. The research shows that there are some great benefits, which include a smoother transition into high school, building stronger and positive relationships, earlier access to career and college readiness pathways. There's also extended academic and athletic opportunities for all students. All incoming sixth through eighth grade students residing in the Miami Springs boundary area may attend Brownsville Middle, Kinloch Park Middle, or Phylum Middle as their middle school option. That concludes the presentation for the Central Region Office.

Thank you, Ms. Wayne. So just a couple of questions or maybe recommendations. Yes, sir. I should take these like one-on-one. I have to like group them, so I hope I don't forget. Okay, so Lenora B. Smith. Right, so 210 students, correct?

Yes.

They're only enrolled there.

Yes, that's correct.

And so now we're combining, we're creating a K-8 environment, right, as we combine. Correct. All right. from elementary to middle school. What's interesting in this one, and tell me if I'm right or not, typically the K-8s grow from elementary and then they grow and become middle school. Is this one of the first examples where we're taking the middle school and then bringing in a K-8 component to it?

Yes, the middle school Georgia Jones heirs is considered to be a lot more healthier than the elementary school, which we're bringing over.

So it's really, it's kind of like we're reversing the process, which again, it's this innovative thinking differently approach that is important. So now you're bringing in the elementary side into a middle school building. Yes. In terms of facilities, tell me about both buildings.

Currently, Lenora B. Smith has about 278 students, and Georgia Jones Ayers has about 458 students. So if we were to look at them and the building utilization for GJAMS, which is Georgia Jones Ayers. Did you already say GJAMS? Yes. is 1,154 students. So if we were combining them together, that would give us a little bit over 700 students, which gives us about 64% building utilization, which grows it.

So now we're actually saying we have a building now utilizing it better, right?

Yes.

This is a narrative that's important for the community to hear that we're not just combining, but actually there's benefits to students in the new building and utilizing that building more effectively. In terms of the difference between the two facilities, is the middle school a better facility?

Hands down, sir. Tell me why, please. I mean, the building, the fact that also too that it was built nine years later as well, but it's a more solid building, if you will, kids will have the access to And G-GEMS has that style of the auditorium that they have there. The kids will get the opportunity to be able to go in and experience the auditorium the way that it's made up. I think it's the community, the school sites actually back up against each other. So there's a large plot of land that's there as well that they will be able to utilize also.

If I may start, let me also include. a band program that exists currently over at the middle school but even beyond that as you know because you've actually provided some additional dollars they also have the culinary over at gjam as well and so from a programmatic standpoint it allows us to start enhancing the experience of the kids from the north east smith right as they so i'm very familiar with it and um the community itself um one of the things that they were so intrigued about is the mere fact that both women who are the schools are actually named after uh matriarchs in that area and the mere fact that the request that came from the community And so Ms. Swain and her team was able to incorporate that when it came down to the re-editioning of Georgia Jones Heirs Middle School.

That was extremely important to the community. That was something that came out.

Again, it's not only numbers and enrollment. There's a sense of community that you have to honor. Right. So that's great.

And also the middle school also have the science weeks. really doing, we're providing a better opportunity for our kids because we're really putting them in a facility that can truly support teaching and learning.

And that's going to benefit their overall development. Thank you. So Phyllis Wheatley is a school that is really close to my heart. Let me see what I can say about the Phyllis Wheatley combination, right? This is a school, by the way, the principal there is retiring this year and she's been incredible. What an incredible lady Ms. Wiggins is. She knows her kids like on a first name basis. You walk to school with her and she'll tell you the name of every student. Phyllis Wheatley has a very transient population. And a lot of the students there are many are homeless. So she has to constantly struggle with keeping the students at her site for the longest period of time possible, because if not, the parents tend to move them from shelter to shelter. And so, you know, this is a school that has great leadership. has teachers that are working hard. I mean, there's a fourth grade teacher there that does like a hot dog lunch like every Friday. Things of that nature. However, but because of the small number of students, the academic grading of that school can go down in a second. They have a pocket of what's called lowest 25%, and if you don't have a set number of students, then your accountability of your school grade suffers. And this school year after year, it's amazing. We're like one or two students that we have to keep in the school in order for the school not to become a D or an F just because of the numbers, just because of the numbers. So we're actually now, and they're going to great facilities. Frederick Douglas is a wonderful facility. a great academic trajectory there. And I think it'll provide finally an opportunity for us to place students in a new setting that before we had to struggle with, right? And then what happens here, and it's, you know, one thing that we also have to consider, and that's why as a committee, you've done a great job with this is Sometimes when you have a facility with so little number of students, then capital dollars go to larger sites. When this site you know, is not being utilized completely. So again, this is a solid recommendation. I'm glad Ms. Williams is also retiring as we do consolidation. But again, this is a principle that I just love what she does there for those kids. It's just amazing. It's just amazing. So I think this is a really, really good one, in my opinion. So thank you very much. What can I say about Miami Springs Middle School? Everything that you highlighted is important. I think one thing maybe you want to add is that we're entering there the competition, creating a competitive 6-12 academy model for that community, right? And if you see the parental choices on the breakdown. You know, one thing that was, you know, I have to commend also the committee, right? One thing that we're doing now, we always used to look at enrollment and patterns of enrollment. Well, now your first data piece is becoming students that reside in that area. And then you make decisions after that. So I think that's very powerful also in a way that we analyze the data. But to me, Miami Springs, I think you need to add a point there that we're being very competitive for for enrollment there because we look at the choices that parents have been making and they've been going elsewhere. So I think it's a real strong competitive piece in Miami Springs, not a 612 configuration. And again, that school has a terrific principal. He's making a name for the high school. The parents will naturally, I think because of the reputation of the school and everything that he's done, the aviation program, health sciences that are occurring, medical sciences in the high school, and the culture in that high school is just amazing. It's just amazing. So I think this will be a really great one as well. Mr. Garcia.

If I may, sir, as an alumni, We shared the conversation. I think it also has to extend all the way down. It's a wonderful community and we need to communicate to the parents at the elementary level and the parents that are now beginning to bring students to the world that we have a pre-k 12 option within a singular community that they didn't have before and that's a key factor and i'll put a period there because i was there in the middle school when transition changed there you go excellent

And Mr. Garcia, we started those community meetings with each of the elementary schools that are actually feeding into them. We started those as well so that they're very much aware. And they've been well attended.

You know, to add to that, our 612 configuration schools right now tend to be the most Successful and really parent desired. And now we're doing it jointly with ABC, bringing it to a community. Miami Springs.

Same thing. Remember? One of the top 10.

That's right. So the only recommendation, Brenda, if you can, it says the first school in District 5. I get it. But it really is for that community. Okay. It's the first 612. model school for the Miami Springs community. You need to keep it within the community.

Gotcha.

That's my recommendation. Okay. Thank you, sir. Okay. Great job. Great job. Really encouraged.

And now we're going to take you to the Deep South. All right.

Good afternoon, Dr. Doltris. Good afternoon, committee members. I'd just like to extend another thank you to all the committee members who attended all of our community meetings, especially coming to the Deep South. We really appreciate you coming over. And then I also want to extend a great, great thank you to my administrative director, Ms. Robin Atkins, for all her support and help through this process. Now, the proposed attendance boundary recommendations for the South region, first one on the list is Air Base K-8 Center. And if you look at Air Base K-8 Center, the attendance boundary changes would affect Irving Beatriz Pesco K-8, Leisure City K-8, and Mandarin Lakes K-8 Center. Air Base K-8 is a unique district-wide magnet program that leaves over 700 applications on the table every year. And the community really wants more opportunity into Air Base. They currently sit at 1,143 students and at 97% utilization. Now, they can't grow more than that because they only have a capacity of 1,172 students. but Mandarin Lakes K-8 has a capacity of 1,500 students, and their current utilization is at 37%. Hence, the reason we are here today to propose that Air Base K-8 Center go to Mandarin Lakes K-8 Center, and then the students at Mandarin K-8 would then be distributed among the attendance boundary changes of Irving Beatriz Pesco and Leisure City K-8 Center, which is approximately 555 students. The impact that it would make would be increasing enrollment to the Air Base K-8 Center, additional student seats to accommodate the community demand for the academic programs offered at Air Base K-8, provide more extracurricular and academic opportunities for Mandarin Legs K-8 students at those boundary change schools that they would be attending, and of course the efficient use of the physical infrastructure of Mandarin Lakes K-8, increasing the utilization that is currently at 37%. The current boundaries, as you can see on the screen, are as follows. A is the current boundary for Leisure City K-8, B is the current boundary for IB PESCO K-8, and C is the current boundary for Mandarin Lakes K-8. When you look at the total students within the Mandarin Lakes K-8 boundary, it's 2,891 students, K through eight, that live in that boundary that could go to Mandarin Lakes. But only of those 478 go to Mandarin Lakes. And as you can see, 198 go to Air Base K-8, Leisure City 120, and IB PESCO 94. So it is distributed pretty healthy among those schools as well, although we do have some charter schools in the vicinity also. These are the current boundaries by street address for Air Base K8, Mandarin Lakes K8, and IB PESCO. The recommended boundary are as follows. If you look at the illustration, A, D, and E would be combined, and this would be the proposed new boundary for Leisure City K-8, incorporating Area D, reassigned from Mandarin Lakes to Leisure City K-8, and area e reassigned from ib pesco k8 to leisure city k8 and then when you look at b and c now the proposed new boundary for ib pesco k8 combines its remaining boundary with the area currently assigned to mandarin lakes now IB PESCO currently has a student enrollment of 681 students, which would have enough room in their school to occupy those incoming students. And if you look at Leisure City, they're currently at 1,037 students, and they would also have room in their current seats to address the incoming Mandarin Lakes K-8 students that would fall within those boundaries. On the screen, you'll find the recommended boundaries for Leisure City K-8 and Ivy Pesco as follows, which is A, D, and E by street address. The following is the same by street address, recommended boundaries for B and C. And then we have the effects. Strengthen school resources by expanding enrollment at Leisure City K-8 and Irving Beatriz Pesco K-8 while allowing for enhanced academic programs and more student resources. Beginning in the 26-27 school year, all Mandarin Lakes K-8 students will transition to either Leisure City K-8 or IB Pesco K-8 according to the proposed boundary changes. And they can do that, and they also have schools of choice, or they can also make a determination of one of our other great schools as well. Beginning in the 26-27 school year, all Air Base K-8 students will relocate to the current Mandarin Lakes K-8 facility. Those are the effects for the proposed changes for Air Base, IB Pesco, Mandarin Lakes, and Leisure City. The next school for the South region is Robert Rusa Moton Elementary. The impact in this school is due to declining enrollment and the ability to conduct a viable educational program. The following recommendations are proposed. This school only has 123 students and has seen an increasing decline over the years. and has not been able to get out of that decline. So the idea here is to dissolve the current boundary for Robert Russo Elementary School, combine the boundaries of Robert Russo Elementary and Pine Lake Elementary School, and establish new boundaries for Robert Russo Elementary. And you see here the current boundaries. A is the assigned boundary for Pine Lake Elementary. B is the assigned boundary for Dr. Henry Perrine Elementary. C is the, oh, I said that already. And D is the assigned boundary for Robert R. Moten Elementary. E is the assigned boundary for Dr. Henry Perrine. And F is the assigned boundary for Robert R. Moten. The current boundaries show an interesting pattern here. So currently, we have 316 students in this boundary, K to five students. This community has aged out to a great degree. There aren't a lot of kids in this boundary, but of that 316 students, 103 students are attending Robert Russo Moulton Elementary. Another 31 attend Henry Perrine. 28 already attend Pine Lake. 16 attend Johnny M. Paris. 13 attend Frank C. Martin. Another 13, Gulf Stream. Another nine, Gloria Floyd. Eight, Charter. Eight, Bel Air. And seven, Whispering Pine. So you can see the great majority of the students here that are not attending Robert Russo are attending our Miami-Dade County Public Schools, but choosing not to go to RR Molton. These are the current boundaries by street address for Pine Lake Elementary. This is the current boundary by address for Dr. Henry Perrine Elementary. And this is the current boundary for Robert Russo Moten Elementary by address. And these are the proposed changes to the boundary. A, C, D, E, and F in the graph here. would be the proposed boundary for R. R. Moten areas D and F would be reassigned to Pine Lake Elementary. And furthermore, area E currently assigned to Dr. Henry Perrine would be reassigned to Pine Lake Elementary as well. This would create one unified boundary, and this would be on the west side of US 1. That way students would not have to cross US 1 if they have to walk, especially that that US 1 intersection is extremely, extremely busy. And this would unify them on that side. Not a lot of students would be available for transportation. So we are working with transportation to have a shuttle bus, take them from our own to Pine Lake Elementary. I know that that was one of the concerns that was brought up in one of our community meetings. And we are currently addressing that as well. The recommended boundaries are as follows by street for Pine Lake Elementary. Dr. Henry Perrine Elementary, here are the current boundaries recommended by street address. And then the effects. Beginning with the 26-27 school year, dissolve the current boundary for R.R. Moten Elementary. Combine boundaries of Pine Lake Elementary and R.R. Moten. Establish new boundaries for Henry Perrine and Pine Lake. By repurposing our Armonin and dissolving its boundaries, students will have increased access to academic programs and resources that currently they may be lacking. particularly when they have itinerant art teachers, itinerant music teachers, and some teachers can't departmentalize because one teacher may be teaching multiple grade levels and really hindering the academic process there. And sir, I know you brought up a good point earlier, and we also lost an area for accountability because of the shortage, the lowest 25%. So that is another example. Pine Lake Elementary would become a new home for students that live in the current boundaries for R. R. Moten Elementary. An existing portion of Dr. Henry Perrine Elementary's boundary west of US 1 that splits R. R. Moten Elementary's current boundary would be dissolved and future students would attend Pine Lake Elementary. but those students that are currently at henry perein would be grandfathered in they would not have to attend pine lake if they're currently at henry perein and they have transportation or they're taken by their parents they can continue to do that so that would not have an effect on those students or those families The next recommendation from the South region is Arthur and Polly Mays Conservatory of the Arts, which is currently a 612 and Pine Villa Elementary. so due to declining student enrollment at pineville elementary school arthur and polly mays conservatory of the arts and pineville elementary school will merge to create a k-12 experience for students and families the first of its kind in the south region and that said it would be a complete uh the the six through twelve would still be a district-wide magnet school but the pine villa elementary school would be the lower academy upper academy would be arthur and polly mays lower academy would be pine villa and those students would have access to the arts and uh you know have a foot in so to speak in in all the things that arthur and polly mays does already so that really would strengthen that school and even enhance the opportunity for more students to want to create that school as a choice for elementary as well while growing the high school. So current boundaries for Arthur and Polly May 6-12 does not have, as I said, it's a district-wide magnet. Current boundary for Pineville Elementary would not be adjusted. They would stay the same. And here you have the street addresses on the examples on the screen. And then you can see it here in the map, Pineville in yellow. All of those students attend Pineville. But who are those students? When you look at Pine Villa, we currently have 390 students that live in the attendance boundary area, another community that has aged out. And you can tell here that Pine Villa, of those 390, they only have 93 students attending. Somerset has 61, and other charters have a few. Goulds has 23, Gulfstream has 15, Caribbean has 10, and so on and so forth. But there is a large influx of some charter schools that are impacting Pine Villa as well. The recommended boundaries is, again, to merge Pine Villa and Arthur and Polly Mays into a K-12. and that will result in no boundary changes for Pine Villa. The effects, beginning with the 26-27 school year, again, combine the Arthur and Polly Mays Conservatory of the Arts upper academy, K-12 school, with a lower academy concept at Pineville Elementary, and students will explore the various areas of the arts before declaring their interest at the secondary level, exposing them to the arts. Next school from the South region, we're looking at Richmond Heights Middle and Biotech 9 through 12. Biotech is a district-wide magnet. Richmond Heights has a boundary. We are not, again, affecting the boundary of Richmond Heights, but we are creating a 612 concept that will add programs like the ones currently at Biotech that would actually enhance the curriculum and give those students an opportunity to be a part of that school's curriculums, a successful curriculum at that. So these are the current boundaries for Richmond Heights Middle School. On the left there, you can see it kind of green, bottom quadrant, left quadrant. And this is due to the decline in enrollment at Richmond Heights Middle School. If you look at the current attendance boundary for Richmond Heights Middle, there are 1,265 students that live within this boundary, but only 203 of that 1,265 choose to go to Richmond Heights. They do currently have Herbert Ammons, which takes about 116. Arvida, 105. You have some charter schools there that also impact that, but the majority are MTCPS schools. Southwood with 74, Macanosa with 69, Devon Air with 65, Frank C. Martin with 51, and Palmetto with 41. And the current boundaries by address for biotech, again, they don't have any because they are a district-wide magnet. And then the recommended boundaries are to merge biotech and Richmond Heights Middle, and it will not result in any boundary changes. What are the effects? Richmond Heights Middle and biotech will merge to become biotech at Richmond Heights, six through 12, strengthen the school resources and enhance academic programs, provide students access to hands-on field experiences, as well as environmental partners, project-based learning, Middle school students will have the opportunity to experience the various areas of conservatory of the arts and biology. So those are the effects that are on the screen as well. And the next school for the South region is Miami Southridge Senior High School and South Dade Senior High School. The impact is to decrease the overcrowding that is currently occurring at South Dade Senior High School. South Dade has currently 3,482 students. And it's projected to grow into 3,700 students in the next two years. And there is a boom in construction in that area. And parents are moving in that direction. So in order to decrease that enrollment, it is recommended to take a piece of the South Dade boundary as you will see here and give it to Southridge Senior High School. And as you see on the screen in green, that is the Southridge Senior High attendance boundary. And if you look at the Miami Southridge Senior High boundary analysis, 6,367 students in grades nine through 12 live within the Miami-Southridge seniors boundaries. Of that 1639, 1,639 students attend Southridge. 985 attend Coral Reef, 560 attended Robert Morgan, 447 Palmetto Senior, 339 Cutler Bay Senior, 242 John A. Ferguson, and 176 Varela. As a whole, a lot of those students attend our schools, and it's pretty healthy in that respect. So Southridge Senior High School is currently at 2,101 students, and they do have capacity to take on the influx of new students on this boundary change, proposed boundary change. These are the current boundaries for Southridge Senior High School. by address. And if you see the graph there on the screen and in your presentation, that quadrant that is in red just adds to the South Ridge and it goes west. So that would create students to go into South Ridge Senior High School from South Dade Senior High School. And these are the recommended boundary changes by address. The effects, beginning with the 26-27 school year, decrease the overcrowding occurring at South Dade Senior High School, and have those students attend South Ridge Senior High. And that is the presentation for the South Region. I thank you for your time and being here today and participating.

Is there yellows? Is there yellows so you get the trophy? Yes, sir. I believe so, sir. The courage, right? The courage. Okay, so a couple of just thoughts or questions that I have. They're very innovative, some great ideas. Okay, explain to me a little bit about the Richmond Heights at biotech so you have these two facilities yes sir visualize for me the consolidation because that's when I read it here.

So, Richmond Heights, although it has a building that separates Richmond Heights from biotech, there is a hallway that actually connects. That will actually allow those students to actually have a vertical alignment into the biotech courses and the opportunity to apply to the magnet schools. But it's important to actually note that It starts at Pine Lake Elementary. So when we look at our modern, you know, taking those students into Pine Lake, though, Pine Lake has a very strong zoo magnet. That zoo magnet then carries on into Richmond Heights Middle School. But then there's kind of like a disconnect between the Richmond Heights and the biotech at some point. We would then programmatically add more programs that would actually facilitate those students to increase the enrollment at biotech as well. And that also increasing, you know, their opportunities for future jobs in the biotech industry.

So explain this to me. So you have so you have the middle school, right? Richmond Heights, and you have biotech.

Yes, sir. Two separate buildings? They're two separate buildings, but they're right there on the same plot. So there's a hallway that actually connects them.

So the consolidation, right? So I now create a 612, right? Facilities-wise, right now we have two. We have two separate locations. Correct. Will that become one location, period?

Yes. It'll be one location under one MSID number. One MSID. The use of both facilities? Yes, sir.

Fully or partially or how?

It would be fully and looking to increase more enrollment now because with this concept, we should be able to have space to increase more enrollment. Excellent.

I was not sure about that. So I think that's really good. Okay, the Arthur and Polly Mays Conservatory, the K-12, right? Yes, sir. So there's a complex nature to this one. You have the 612 magnet, and then you have the non-magnet at Pine Villa, correct? Yes, sir. Okay.

How are we naming the campus, for lack of another word? So under the MSID number, it would be Arthur and Polly Mays Conservatory of the Arts, K-12. Okay. But when you look at Arthur and Polly Mays in the building, we can actually have Arthur and Polly Mays Upper Academy and Pine Villa Elementary Lower Academy.

So the name is going to be, because what I saw here kind of threw me off. I'm sorry, I'm flipping through this. I guess what you did is you just did it to... Like, I guess, name it, right? Arthur and Polly Mays Conservatory of the Arts, 612 in Pineville Elementary. That's not the title that we're going to use, correct?

No, the title that we would use would be the Arthur and Polly Mays Conservatory of the Arts K-12.

With a lower and upper academy.

With a lower and upper academy.

Where the upper is magnet and the lower is not. Correct. But eventually...

But they will be exposed to programs that the high school has and they'd be able to make that connection, sir.

okay that's great well if i didn't it'll be the first of its kind okay is it listed here no sir i think you should add it here again a storytelling piece absolutely you've developed something really special okay so whether impact or effect i don't know where it belongs but that's to the credit of all the work that's been done right yes sir i think the first is important right okay okay rr molten See that way since I think it says I can't do it. I have to go back. Page 70 is where it starts. It's going to be an easy one here. This is my question. Okay, a couple of questions that I have about it to clarify it. We're not repurposing our mountain. We are consolidating it, correct? That is correct. So there's a drastic distinction there. We're not repurposing that school. So instead of by repurposing, I think you should say by consolidating, right, the school.

Am I correct?

We will make that change. I think it clarifies it. Now, the last disclosure that you have here, and I hope the committee can maybe help me through this or see if you agree. I don't think we are longer in the business of grandfathering and making students eligible if we really are a choice-driven school district. You see what I'm saying?

Yeah.

So kind of saying that we're going to grandfather you in We're going to make you eligible. There's an unnatural, it's inconsistent with what we're trying to do in this district. So I would just say current students will remain. I mean, I don't know whether we even need this or not. So think about that, right? At the end of the day, we're not boxing them in like we used to. You're eligible for here. Now you're basically eligible if there's availability everywhere you go. So I think this statement kind of brings us back and that shows the forward movement. Make sense? Agreed. But this is another, they're excellent, Ralph. Thank you. They really are. Now, my concern is this one, okay? My concern is this one. And I need help in understanding because all these recommendations, by the way, I believe they've been exceptional. The one that I enter with a little bit of trepidation, okay, is the airbase in Mandarin Lakes. Okay? And so... So a couple of things, right? So a couple of things. Let me see where I start. Let me see where I start. So we have an exceptional magnet school at Air Base, right, that has a waiting list of over 700 students. And we have to be able to capture every student out there for our exceptional programs. And we continue to provide better educational models than many of the other non-public, non-MDCPS schools. So I know this is a critical, a critical step, right? You have 700 on the waiting list when Mandarin Lakes only has what, 500 students? 555, sir. 500 students. So I just want to make sure that the students that will be moving, because this is really the only school that will have children moving out, right? The only one that's going to have children moving out that we clearly establish that where they're going, the schools that they're going to, are going to be richer in options and richer educationally for them. Okay? Now, I know two things. I know PESCO and Leisure City, they have two principals, and these schools are distinguished. They received the Tax Watch Award. Do you folks know? Everybody knows? No. Okay. So the tax watch award is schools that are measured in terms of how many dollars are invested in the school and what the academic gains are of those children. Both of these principles, and this is not an easy award to yet. Walter Hall, and I forget the name of the principal. Sierra Hernandez. Sierra Hernandez. Both have won tax watch awards. most improved awards in the state yes meaning that those these two schools are outpacing similar schools with demographics in terms of how their students are achieving okay so they're going to schools where the achievement level of those students are outpacing schools that are similar so i'm really glad that at least we can say that right we can say that now if i have my son in mandarin lakes and i have to take him to pesco or i have to take him to luxury city what can i what will my son participate in that mandarin lakes cannot provide i need to understand that

Bender and Lake's, uh, So when you look at Leisure City, for example, Leisure City has the mariachi program that Mandarin Lakes does not have. They have athletic programs after school. They have a robust amount of activities after school as well. IB PESCO does have some of those, not the mariachi program that's exclusive to Leisure City, but they do also have clubs and they do also have activities after school. Not to say that Mandarin Lakes doesn't have some, but not as robust as those schools.

Does PESCO have any magnet programs?

PESCO does not have any magnet programs. But you have the additional after school? Yes.

The majority of the students, are they going to PESCO or Leisure City?

Majority of the students are going to PESCO.

PESCO, okay. Okay, so that's going to be important. I think we need to do some really extra steps, honestly, right? A lot of extra steps. in the work that we do with the families and the parents that will be exiting Mandarin Lakes. This is not all the other configurations. I think they're automatic pluses, but this one I think will require more handholding, more invitations, come and see the schools so that they're acclimated before we enter the new school year.

Yes, at the community meeting, sir, we had the principals, both of them there, and they did say that they are open to start doing the tours and we will start expressing that via, these are the dates, come and join us, tour our school, be a part of our activities, come by on a Saturday so you can actually see all of the things that we've got for your student, your child, so that'll be proposed as well.

To me, Ralph, if we do this early enough, If we do this early enough, then they say, you know what, they care about what we feel, what we see, but there has to be an action in place for that transition. And not that it occurs in June or in August. So, you know, that's my only ask of this particular site that will require a lot of parental invitation and parental welcoming into these schools that they may not be aware of. But otherwise, I think it's solid. Thank you, sir. We'll make that happen.

Can I say something? I don't think it's a parental hand-holding. I think it's offering them what they're leaving the school. They're leaving behind something really important. And maybe we can get this other school to have what they have. To be held by hand and then find out that I'm not getting the same kind of stuff. It's not going to make me happy.

Well, what I'm hearing here, to me, hand-holding of parents is really important. Because I did it when we had to transition Highland Oaks Middle School. To me, hand-holding is like, you know, like welcoming them, making sure that they feel welcome. So what I heard, Ralph, is that Mandarin Lakes has less programming, right? Less programming than PESCO. and Leisure City. So we have to highlight that for sure. Highlight more and more. But that invitation, we went through that with Highland Oaks Middle and the Annex. And the parents refused the Annex. When I was a Regent Superintendent in the North, Dr. Karp was the board member. And Dr. Karp and I, we would be there. We did evening after evening. And finally, guess what? The parents started to, they loved the building. They understood that it was only for sixth graders. And we got them on board. By the time we opened the school year, not one complaint. But it took all that previewing. I guess I was looking for that. So that to me is the only concern. And that's not really a concern. I know you folks will do a great job, but listen, congratulations, I think. All of these plans are very much in place. The level of innovation, the creativity, and the support of the ABC Committee, I really want to thank you. And on behalf of the Board, I think when the Board sees this as well, they'll be really impressed with so many different angles that the Regents have taken here. So thank you again.

and we definitely want to thank you for your time and being able to provide this input and feedback because we see this as a dress rehearsal for the board meeting which will take place on april 22nd um downstairs at 10 a.m please make sure you're in attendance for that session we'll make the tweaks and adjustments that we just heard to make sure that our presentation is very clear and transparent and once again thank you to the entire committee for everything that you've done and sacrificed time wise with you attending these meetings on a regular i can't tell you how i mean i feel like this is the number one superintendent's advisory committee Okay, I think you do have time, sir, because I see one question. Sure.

No, listen, I had another engagement downstairs. I said, No, I already changed the time on this committee. So you have me here as long as you need.

I would like to just make a comment. That is superintendent. We have to recognize you assist your regional superintendents and their associates for all that they have done and continue to do because there's so many parents or citizens that will come into these meetings and don't really understand what is taking place or recognize what is being said to them because they hear but not listen. These folks are very professional and they really are patient and take the time to listen, observe and share. And I think really we need to really recognize them as the attendance boundary committee we need to recognize them for their professionalism and i agree with you so much because we're going through the most difficult not difficult

the greatest evolution in the landscape of schools that we've ever, ever have gone through. And I said at the beginning when I started, I think this is, these three regional superintendents are the best, I think, that we've had in the school district in a long, long time. And I do mean it, and I was one of them. I was one of them.

But these folks are outstanding. And they have associates that stand with them as well. Stand with them.

Okay.

We did something recently that we have not done before. And getting architect engineers and contractors for Papa and Polly Maze, we invited the principal to sit with us and share in things she would like to see in the buildings and how we could connect the elementary with the middle of the high. And it was a really good experience.

Thank you so much.

Very good.

Anything else?

The more we collaborate, the more we're connected, the better off we will be in the long run.

OK. Well, it doesn't seem as though there are any more pressing questions or comments. So we want to thank you once again. Everyone, please avail yourselves of that.

Oh, did we thank Tracy?

Oh. Have a great afternoon, everyone. Take snacks.