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B
A
A
Is
that
better?
Alright
I
can
yell,
but
maybe
that's
not
going
to
be
as
sustainable.
Okay.
So
welcome
welcome
to
the
seventh
meeting
of
the
middle
school
advisory
boundary
adjustment.
Advisory
Committee
I
want
to
announce
that
the
boundary
committee
meetings
are
being
live-streamed
to
the
district's
YouTube
channel.
A
link
is
posted
on
the
middle
school
boundary
adjustment
webpage
and
it
is
shared
on
the
district's,
Facebook
and
Twitter
feeds
the
advisory
committees.
Meetings
are
all
public
meetings
and
all
materials
are
made
available
through
the
posting
of
those
materials
on
the
district
web
page.
A
My
name
is
Steven
sparks
and
I'm.
The
administrator
for
long-range
planning
for
the
district
and
I
will
continue
to
be
leading
this
process.
We
do
have
staff
up
here
at
a
table.
We
have
Robert
the
crack
crack
in
to
my
left
and
Craig
beaver
to
my
right.
Mr.
beaver
is
the
administrator
for
the
transportation
department
and
that
we
were
going
to
be
having
a
I
hope.
A
robust
conversation
about
transportation
here
this
evening,
so
as
we
do
before
or
at
the
start
of
every
meeting,
I
want
to
go
through
the
meeting
expectations
for
this.
A
School
boundaries,
let
you
put
your
elementary
school
boundary,
the
yellow
card.
If
your
name
is
called,
you
will
be
the
one
providing
the
testimony,
we're
not
yielding
the
microphone
to
somebody
else.
If
you
as
an
audience
want
to
have
a
single
representative
speak,
then
we
are
expecting
that
there
will
be
a
single
yellow
card
from
that
attendance
area,
absent
that
each
person
who
wants
to
speak
will
have
an
equal
opportunity
to
have
their
name
called
expedite
the
public
testimony
here
this
evening.
A
We're
going
to
stop
taking
the
yellow
testimony
cars
in
ten
minutes,
so
call
it
655
when
we're
going
to
take
any
more
cards.
So
if
you
want
to,
please
fill
out
the
yellow
comment
and
turn
it
in
over
there,
where
you
walk
in
still
I
want
everyone
on
the
objectives
of
our
boundary
adjustment.
One
is
we're
in
a
new
boundary
for
the
timberland
area
school.
We
are
to
reducing
the
number
of
students
that
soar
to
approximately
9%
of
permanent
capacity.
A
3
we're
balancing
the
enrollments
at
the
other
middle
rules
and
for
possible
amendments
to
other
attendance
boundaries
is
allowed
to
be
considered
now
this
evening,
we're
moving
into
the
phase
of
the
project
where
we're
applying
a
lot
more
data
to
the
working
mass
and
so
I
have
up
on
the
screen.
Here.
The
factors
are
in
policy:
JC
our
board
policy
JC.
You
will
see
that
one
of
the
factors
of
student
body
composition-
this
factor
concerns
the
demographic
information
such
as
race,
ethnicity,
socio-economic
data,
which
also
includes
free
and
reduced
lunch
data.
A
This
is
about
having
a
student
body
that
is
representative
of
our
community
to
the
current
and
future
availability
of
space
in
the
school.
We've
been
talking
about
this
a
lot
in
Prior
meetings
about
building
capacity
and
our
ability
to
accommodate
future
enrollment
projections,
three
feeder
patterns
from
elementary
middle
to
high
school.
So
we
have
been
talking
about
this,
also
quite
a
bit
about
how
the
boundaries
will
feed
students
to
their
next
school
and,
lastly,
neighborhood
proximity
and
accessibility.
A
So
at
the
January
16th
meeting,
we,
the
committee
identified
two
maps
of
the
very
extensive
list
of
maps
that
we
were
looking
at
as
test
maps
and
maps.
8
and
9
were
selected
by
a
majority
of
the
committee
and
those
are
now
referenced
as
working
map.
A
and
working
map.
B
I'll
talk
about
each
map
here
in
a
moment,
but
I
also
want
to
talk
about.
There
is
a
3rd
working
map
called
map.
C
staff
prepared
this
map
in
response
to
the
committee
discussions
throughout
this
process
and
request
information
about
walkability.
A
C
A
A
A
At
the
end
of
the
meeting
here
this
evening
after
our
discussion,
I'm
going
to
be
looking
for
the
committee
to
do
provide
us
direction
on
how
they
want
to
proceed.
The
proceeding
could
be
about.
You
would
like
to
see
certain
to
the
three
maps
you
could
get
rid
of
a
map.
You
could
say
we'd
like
to
go
back
and
look
at
a
different
map.
The
only
thing
that
I'm
asking
all
of
you
is
that
this
is
going
to
be
a
committee
decision.
So
if
Mike
says
I
really
want
to
see
X
on
math
B.
A
A
A
beaver
I
want
to
walk
through
the
three
maps
here
pretty
high
and
you
can
see
the
the
capacity
data
and
the
feeder
data
up
there
on
the
screen
so
with
map
a
the
capacities
for
the
middle
schools
are
reasonably
well
met
in
2021
in
2025,
and
this
isn't
even
in
part
by
moving
Summa
out
of
Stoller
and
moving
Rachel
Carson
from
five
Oaks
to
Cedar
Park.
There
is
a
substantial
increase
in
free
reduced
lunch
at
Mountain
View,
which
is
almost
at
sixty
percent,
and
mr.
A
beaver
will
talk
about
the
transportation
issues
that
we
are
seeing
with
math
a
with
Matt
B
you'll
see
that
we
have
capacity
issues
at
Meadow,
Park
and
Whitford
in
2021,
and
we
will
have
bestie
issues
at
Stoller
in
2025.
Suma
is
in
four
schools
and
Rachel
Carson.
Four
schools,
including
Stoller
and
Timberland
and
Rachel
Carson,
has
been
moved
to
Cedar
Park.
A
There
is
a
good
good
balance
of
free
reduced
lunch
across
the
schools.
Cedar
Park
would
have
the
most
substantial
increase,
and
this
is
largely
in
part
to
the
wealthier
neighborhoods
north
of
26
that
currently
go
to
Cedar
Park,
going
to
largely
to
timberlands.
So
that's
what's
going
on
in
in
that
map,
there
are
some
difficult
middle
school
to
high
school
feeders
at
Meadow
and
Highland,
and
when
we
move
on
to
C
C,
as
I
said,
this
is
a
map
that
we
prepared
focusing
on
the
walk
zones
around
the
middle
schools.
A
The
capacities
are
reasonably
well
met
in
both
2225
Stoller
exceeds
its
permit
capacity
by
approximately
70
student
in
2025.
Four
schools
will
have
suma
in
this.
In
this
analysis,
that
includes
Stoller
and
Timberland,
and
then
Rachel
Carson
would
be
moved
to
Whitford.
In
this
case,
there
is
a
decent
balancing
free,
reduced
lunch
across
the
schools.
The
most
impactful
socio-economic
addition
to
Timberland
is
in
map.
C
and
Stoller
remains
about
the
same
in
the
socioeconomic
percentages.
A
There
is,
there
are
two
three
way
middle
school
to
high
school
splits,
so
at
Highland
there's
a
three-way
split
in
order
to
accommodate
the
hey,
l'm
Walker's
and
specifically,
that
is
this
area
right
here.
That
would
go
to
Beaverton
high
school,
but
they
could
walk
to
Highland
from
that
location.
The
other
splits
are
at
Meadow
and
I've
identified
those
in
our
on
staff
memorandum,
and
that
is
there
they're
highlighted
here
in
the
broad
or
the
boulder
lining,
but
you've
got
a
lower
boundary
over
here.
You
have
be
written
boundary
here
and
then
you
have.
A
Sunset
and
then
you
have
west
view,
so
we
did
identify
as
part
of
this
a
possibility
of,
and
it's
for
discussion
purposes
only
of
moving
the
high
school
boundaries
for
a
lo
of
Beaverton.
So
in
this
area,
moving
it
to
Murray
Boulevard
and
then
this
part
of
heart
or
Oak
Hills
rather
moving
it
entirely,
and
it
would
go
to
sunset
as
part
of
the
high
school
fee.
A
A
Here
are
the
percentages
for
capacity
in
the
three
maps.
You
can
see
that
we
do
exceed
in
a
few
areas
through
here
of
varying
degrees,
and
here
are
the
feeder
patterns
of
those
working
maps.
So,
at
this
point,
I'm
going
to
stop
talking
and
turn
it
over
to
mr.
beaver
to
walk
you
through
the
transportation
analysis
that
we
have
provided
you
this
evening
and
we're
going
to
start
with
the
the
page
that
looks
like
this
and
mr.
beaver.
Please
take
it
away.
D
All
right
thanks,
okay,
so
we'll
start
on
map
a
and
I'd.
Also
for
visual.
Have
you
take
a
look
at
the
transportation
analysis?
That's
got
the
you
know
call-outs
on
it,
that's
pretty
helpful
as
well.
Yeah.
It's
pretty
straightforward.
I
spoke
about
this
two
weeks
ago.
Briefly,
but
the
walkability
issue
is
is
a
tremendous
issue.
D
It's
questionable
and
man
the
reason
I
bring
that
up
and
start
with
that
is
in
map
a
as
you
can
see.
The
first
thing
that
leaves
out
of
us
is:
it
leads
how
this
is
the
Stoller
area.
It's
taking
a
sizable
portion
of
what
is
now
currently
a
safe
walkable
area
and
busing
those
students,
the
same
thing
at
Mountain
View,
again,
a
very
sizable
areal.
D
D
That
are
walking
out
of
869
like
Roberts
gonna
pull
up
something
up,
see
I,
don't
want
to
start
talking
about
something
that
you
can't
see,
but
anyway
there's
a
sizable
amount
of
kids,
both
the
Stoller
and
Mountain
View.
That
is
extremely
concerning
which
even
kids
that
already
have
it
are
already
walking
now
and
pushing
ahead,
make
putting
them
on
the
bus.
That's
gonna
call
for
more
resources
on
our
part.
Higher
cost
and
most
problematic
for
me
is
just
hiring
the
bodies
to
do
it.
D
To
fill
our
positions,
so
it's
a
very
real,
so
those
are
the
two
biggest
things
that
come
out.
Some
of
the
other
things
that
again,
that
are
very
you
know
that
that
are
problematic
for
us.
If
we
look
at
the
Timberland
area,
we
have
this
phone
that
metal
park
surrounds
and
it
happens
a
couple
other
places
too
driving
through
one
boundary
to
get
picking
up
kids
on
one
route,
where
we
pick
up
on
the
north
side,
and
then
we
have
to
drive
through
another
boundary
and
pick
up
kids
on
the
south
side.
D
It's
problematic
for
us.
It
doesn't
make
good
routing,
sensitive
it'd,
be
good
engineering
sense
we
are
routes
are
based
on
a
a
kind
of
spoke
method,
especially
up
north
well.
We
may
have
some
very
high
concentration
kids
in
a
single
stop
for
elementary
kid
I'm,
sorry
for
middle
school.
Our
guideline
is
about
sixty
about
two
and
half
kids
per
seat.
So
comes
up
to
about
sixty
two
sixty
three
kids
is
what
our
what
our
goal
is,
what
we
see
you
for
so
it's
very
possible.
We
can
pick
up
forty
kids
on
one
stop.
D
Some
of
those
stops
up
north,
and
so
we
have
to
travel
down
as
we're
coming
down,
trap
itself,
and
some
of
those
areas
are
not
quite
as
populated
a
little
bit
older.
They
don't
have
is
as
much
new
development
we
may
have
stops
only
have
two
or
three
kids
at
it,
so
we're
able
to
maximize
their
efficiency
on
those
routes
and
pick
up
those
stops
that
maybe
a
mile
or
two
away
as
we
drive
south
and
pick
those
up.
D
D
D
You
know
it
bites
open
the
doors,
stop,
look
lifted
and
quiet
everything,
and
it
takes
time
if
you've
ever
got
a
school
bus
crossing
TV
hi,
please
what
I'm
talking
about
like
yeah,
we
like
across
those
railroad
tracks
the
same
thing
but
those
major
road
map
baby,
isn't
real
good
sports
there
as
well,
and
then
potential
expense
of
walking
zones.
You
can
see
down
on
the
Conestoga
area
that
we
are
able
to
take
it
back
as
it's
been
published,
are
walking.
D
Guidelines
and
I
talked
about
on
the
last
time,
which
were
three
lanes
30
miles
per
hour,
four
lanes
35
miles
per
hour
and
five
lanes
of
35
miles
per
hour,
depending
with
crossing
doors,
and
all
that,
so
you
know
going
east
and
west
on
Murray
Murray's
a
40
mile
per
hour
street
we're
not
gonna
cross
Murray.
You
know
there's
several
streets
that
we're
not
gonna
cross
because
of
the
because
of
the
speed
limit
and
as
we'll
see
in
a
few
minutes
here
we
started
talking
about
a
couple
of
the
other
maps.
We've
got.
D
Allen
is
a
35
mile
per
hour
street
and
we
do
cross
outline
now
we
cross
that
one
with
elementary
kids,
we
controlled
intersection,
went
across
the
garden
were
able
to
do
that.
So
as
we'll
see
in
a
minute
a
few
minutes
around
another
map
will
be
a.
We
would
be
able
to
take
advantage
of
increasing
some
walk
tones,
but
again
happy
doesn't
give
us
that
so
at
that
point,
I
could
offer
any
questions
for
you
you're.
Looking
at
what
point
out,
is
you
look
at
it?
Number
of
routes
has
gone
down.
D
You
know,
that's
simply
a
matter
of
mathematics
were
you
know,
we're
dividing
by
nine
instead
of
dividing
by
eight
celebra
is
gonna
go
down,
so
we
go
from
99
rather
than
ninety
five
routes
numbers
going
down.
But
what
I'd
like
to
draw
your
attention
to
is
the
number
of
students
writing
we're
going
for
about
5,400
kids
now
mappy
puts
us
at
fifty
seven.
Fifty
four,
that's
a
tremendous
increase
and
a
big
impact
on
kids.
In
our
opinion,
that
isn't
the
right
thing
to
do.
Putting
more
kids
on
the
bus
is
not
the
right
thing.
D
They
do,
especially
when
we
have
these
walking
areas
that
we
can
take
advantage
of.
So
we
can
severely
reduce
that
and
then
you
can
see
the
operational
costs
as
well.
Again,
costs
go
down
slightly,
but,
as
you
can
see,
they
continue
to
fall,
but
that
you
know
put
excited
about
the
walking's.
All
this
is
the
biggest
thing
in
5700
kids
153
higher.
It
is
not
something
that
we
would
we
would
support.
Thank
you
questions
good
one.
D
D
D
While
it
looks
like
it's,
it's
definitely
that
area
down
there
from
marking
the
mountain
view
that
goes
into
Highland
Park.
That
definitely
is
we've
got
a
mile
and
a
half
there's
no
question,
but
we
can't
cross
Murray
and
that's
a
significant
amount
of
kids.
All
those
kids
that
live
there
now
currently
walk
to
metal,
Mountain
View.
That's
a
significant
hit
to
that
one.
D
We
did
gain
a
little
bit
on
north
impart
of
Highland
Park
there
above
Allen.
We
pick
up
some
area
there
that
we
can
cross
and
then
again
I
point
out
to
you
down
at
the
Conestoga
area.
We
have
an
area
potentially
down
there
that
we
could
tell
use,
for
we
could
add
to
a
local
walkability
area
as
well
as
far
as
the
mountain
view,
the
other
part
of
Mount
View.
D
However,
the
north-south-
that's
something
that's
that's
very
good
for
us,
175th
Street,
going
north
and
south
actually
in
most
cases,
is
a
lot
easier
for
us
in
the
newly
east
and
west.
It
really
is
I,
know
that
and
I'll
address
it
now,
with
respect
to
five
Oaks
and
solar,
making
the
the
north-south
travel
across
the
26
freeway.
D
D
It
doesn't
impact
us
now
and
we
don't
expect
it
to
have
any
impact
in
the
future
it.
The
most
I
would
say
that
it
might
make
a
20
minute
ride
a
22
minute
ride,
but
it's
not
a
significant
impact
and
that's
the
point.
I
want
to
make
I'm,
not
gonna,
say
it's
not
going
to
you
know:
driving
from
Springville
roads,
you,
five
Oaks,
isn't
a
longer
ride,
I'm,
not
going
to
sit
here
and
tell
you
that
what
I
will
tell
you,
though,
it's
not
a
significant
at
some
point.
D
We've
offered
up
the
data
and
I
think
our
overall
average
ride
is
about
25
minutes
23
to
25
minutes
the
data
that
I've.
Given
you,
we've
I've
pulled
out
our
what
the
children
have
fallen
like
the
mckinney-vento
Homeless
act,
we've
pulled
those
out
of
the
data
because
they
would
skew
it,
and
that
would
skew
that
we've
also
pulled
out
some
of
the
option.
Kids
as
well,
for
example,
young
retired,
must
spring
bill
kids.
We
have
sprinkled
kids
that
live
down
by
those
those
kids
traveled
a
long
time
on
the
bus,
but
that's
where
so.
D
D
So
the
other
thing
I
would
bring
you
to
is,
is
events
you
map
see
and
as
Steve
said,
this
is
by
no
means
any
kind
of
recommendation,
any
kind
of
any
kind
of
push
on
our
part.
But
we
wanted
to
see
what
does
it
look
like
if
we
maximize
the
walking
areas
that
we
currently
have
and
that's
kind
of
what
it
is
and
that's
what
you
get
as
you
can
see,
it's
a
obviously
to
get
dropped,
99
to
85
routes.
D
E
D
D
We
still
have
a
we're,
not
excited
about
the
peninsula
for
Stoller,
which
at
the
north
that
crosses
over
that
five
Oaks
again,
it's
the
same
thing,
the
specialty
way
up
there
at
the
top,
those
the
folks
that
live
up
in
that
area.
They
know
they're
we're
off
the
top
of
my
head.
There.
We
have
two
or
three
stops.
It's
one
stop
fills
up
the
bus
seriously,
there's
60
kids,
they
could
potentially
get
on
one
stop
up
there
and
it's
continuing
continuing
to
grow
so
we're
you
know
we're
gonna
be
adding
assets
to
that.
D
As
time
goes
on
and
again
that's
a
perfect
example
of
where
we
would
get
the
bus
at
3/4,
for
you
know
3/4
capacity
and
then
drop
down
and
pick
up
on
the
way
down
and
there's
some
very
good
north-south
veins
to
travel
there
35
miles
per
hour.
It
moves
really
well,
not
a
lot
of
signals.
So
that's
why
I
talked
about
moving
north
to
south,
so
personally,
I
would
like
to
see
something
I'd
rest
on
the
pence
they're
a
little
bit
more.
D
D
I'd
like
to
try
it
attention
down
to
Highland
Park,
and
this
one
actually
opens
up
a
walk
zone
above
Allen
Boulevard,
because
I
want
borough,
viboras
35
miles
per
hour
for
currently
that
doesn't
belong
to
Highland
Park,
that
area
we
could
move
to
get
in
there.
We
can
open
that
and
we
actually
increase
the
number
of
walkers
there
and
in
and
save
some
sense
of
money
as
well.
There
again
maintains
that
good
north
self.
D
What
so
many
fifth
up
there
and
again
we
get
175th
camera,
we're
all
that
all
that
is
integrated.
All
that
really.
We
needed
that
to
really
stay
at
the
same
school,
because
you
know
there's
more
to
turn
around
you've
gotta
go
and
if
you're
gonna
do
it,
you
need
to
keep
all
that
area
together,
because
you
have
to
go
and
then
free
to
for
us
to
be
able
to
go
down
and
turn
around
and
come
back.
D
We
can't
just
flip
in
because
a
lot
of
those
most
of
the
streets
that
I'll
shoot
off
of
that
are
dead
ends
and
things
like
that.
You
have
to
go
up
and
down
the
hill
and
the
other
thing
that
maintains
continuity
in
terms
of
inclement
weather
right
now,
we're
we
are
going
to
be
revisiting
or
inclement
weather
policy
and
to
where,
when
we
in
taking
a
look
I'm,
not
saying
we're
doing
this
yet,
but
taking
a
look
so
that
we
can
see
if
we
can
isolate
it
by
area.
D
So
if
Cooper
mountain
is
in
terrible
shape,
you
know,
maybe
we
don't
have
to
also
call
it
for
Thompson
Road
or
that
kind
of
area
up
in
the
North
Area.
So
right
now
we
don't
have
that
capability
or
we're
looking
to
work
on
that.
So
again,
it's
important
to
keep
those
areas
together
so
that
we're
not
affecting
more
than
one
school.
A
Yeah,
okay,
between
Craig
and
I,
we
have
taken
a
half
an
hour
of
a
meeting,
so
what
I
want
to
do
now
is
turn
it
over
to
the
committee
to
start
asking
questions
having
a
dialogue,
as
we
have
done
in
the
past
Monica
is
showing
us
how
put
your
name
tent
up
on
its
end.
So
we
know
who
to
call
on
so
Monica
kick
us
off.
F
Things
for
the
transportation
information,
it's
very
important.
One
thing
that
I
think
we
like
to
see
is
travel
time
for
all
of
these
scenarios.
That's
one
piece
that
I
think
we've
talked
about
throughout
the
process
and
how
these
changes
impact
travel
times
for
the
kids,
but
not
just
the
mean
travel
time.
I
think
we
should
look
at
some
sort
of
outlier
stuff
like
standard,
deviation
or
range,
or
something
so
that
we
understand,
like
the
kids
that
are
on
the
extremes,
how
we
can
best
adjust
for
those
guys,
the
ones
that
are
further
out.
F
D
With
these
with
these
brought
in
the
hours
and
numbers
everything
is
based
on
is
from
that
point
of
first
pickup
temp
delivery
at
the
school
and
point
up
delivery
of
the
school
to
the
last
pickup,
and
it
has
to
be
that
way
in
order
to
make
apples
to
apples
because
routing
depends
a
lot
of
it
depends
on.
Where
is
that
bus
coming
from?
D
So
what
elementary
school
is
that
that
bus
finish
that
in
order
to
go
to
start
the
next
round
and
without
routing,
essentially
without
rounding,
26,000,
kids
I
can't
accurately
answer
and
that's
why
and
I
wish
I
could,
but
it's
just
it's
a
we
spend
we've
started
working
on
our
fall
routing
right
now.
That
gives
you
any
idea.
D
Okay,
so
that's
a
great
idea:
I'd
love
to
do
it,
but
realistically
that's
not
something
we're
we're
going
to
be
able
to
do
because
it
it's
depending
on
so
many
other
things,
and
the
only
other
thing
I
throw
out
with
the
outliers
is
number
one,
especially
the
odds
in
schools
when
those
folks
sign
on
they.
Also,
they
sign
on
with
the
understanding
that
they
are
gonna,
probably
get
treated
a
little
differently
if
they
live
in
a
certain
area
and
and
then
the
students
that
qualify,
this
would
have
been
Kenny,
Kenny,
bento
law.
D
G
Gregg
I
want
to
thank
you
and
Stephen
Robert
for
assembling
all
of
this
data.
I
know
this
is
a
lot
of
work
and
Steve
and
I'm
been
in
continual
reminder
reminder
of
myself
of
your
opening
remarks.
Every
meeting
about
assuming
good
intentions.
I've
continually
tried
to
remind
myself
that
I
hope
that
comes
across
in
these
next
comments,
but
I'm
I
am
troubled
by
the
data
that's
being
provided
to
us.
The
data
is
not
being
provided
to
us
and
how
it
impacts.
G
G
Proximity,
it
doesn't
say
which
way
to
look
at
it
as
somebody
whose
Lobby
in
its
last
revision
to
have
it
clarified
and
been
disappointed
it
it
didn't
happen.
The
way
I
wanted,
yeah
I've
noticed
it
didn't
happen
in
either
direction,
and
yet
we
are
given
data
on
one
aspect
of
it.
I
mean
you
describe
yourselves
to
even
the
same.
G
We're
gonna
hear
about
walkability
we've
seen
a
whole
map
produced
specifically
about
walkability
calling
out
the
walkable
zones
where
there's
opportunities,
but
we
are
certainly
hearing
from
the
community
who's
also
worried
about
long
commutes
and
we're
not
calling
that
out.
You
know
I've
asked
for
the
start
from
just
different
ways:
we
can
just
calculate
basic
door-to-door
transportation
times.
We
don't
have
it
I,
don't
feel
like
we're.
We
can't
properly
evaluate
both
of
it.
I'll
note
that
in
the
revision
of
policy
JC
that
happened
since
the
high
school
boundary
I
leave.
G
Even
since
the
elementary
school
process
process,
transportation
costs
been
specifically
called
out
before,
as
a
secondary
factor
separate
from
proximity.
It's
no
longer
there
now
I
certainly
feel
personally,
it's
quite
reasonable
to
consider
it
as
part
of
an
aspect
of
proximity.
But
again
it's
it's
one
aspect
of
it.
G
Jen
this
goes
back
more
than
four
years
you'll
remember,
I,
advocated
for
a
number
of
different
assignments
as
part
of
the
high
school
process.
It
had
a
number
of
advantages
in
relations
policy
JC,
including
greatly
reduced
transportation
costs
they
weren't
taken
up.
Then
it's
been
four
years
since
then.
G
The
enrollment
numbers
have
made
them
increasingly
possible
because
we've
had
a
flat
and
expect
to
be
declining.
Enrollment
we've
had
eight
digit
budget
cuts
on
average
every
single
year
and
I
didn't
hear
the
same.
I've
never
heard
the
suggestion,
but
we've
got
to
go
back
and
revisit
that
because
we
need
to
save
every
dollar.
We
can
to
hear
it
now
and
hear
almost
it
to
this
committee
that
if
we
don't
adopt
a
focus
that
completely
accommodates
walkability,
there
were
response
for
those
cuts
seems
inconsistent
at
best.
G
It
would
make
a
ton
of
sense
if
the
district
had
a
policy
that
mandated
Esther
to
maximize
the
impact
of
the
transportation
budget.
We
don't
have
that
and
that's
that's
I
believe
where
that
fight
should
be
taking
we're
left
with
a
policy
that
requires
us
to
look
at
both
sides
of
it
and
find
a
balance.
This
the
map
see
I
I,
see
as
one
one
end
zone
since
we're
coming
up
in
the
Super
Bowl
means
back.
We
had
a
map,
for
that
was
nearly
at
the
other
end
of
the
end
zone.
G
My
belief
is
that,
given
the
diversity
of
opinion,
we
here
in
the
community
on
their
interest,
on
which
side
of
how
do
you,
how
do
you
interpret
proximity
and,
given
that
there's
nothing
prescriptive
in
the
policy,
we
need
to
find
something
in
the
middle
I
will
spirit
one
right
now
that
comes
I
have
similar
concerns
around
our
focus
on
middle
to
high
school
splits.
That
is
one
third
of
that
particular
factor.
G
C
C
H
Keep
it
away
so
we
currently
gram
kids.
We
also
have
a
do
a
language
program
of
about
a
hundred,
forty
kids
and
I
believe
Joe
Carson
has
about
80
kids.
It
makes
it
extremely
difficult
to
staff
ability
appropriately
depending
on
what
time
starts.
Are
it
was
like
what
pressure
a
little
bit
to
hear
three
different
groups
plus
regular
Whitford
bball
one
school
I
know
that
a
few
years
ago,
Park
evidence
one
of
three
different
programs,
and
it
was
it's
very
difficult
to
staff.
I
J
So
my
understanding
is
that,
as
we
look
at
the
boundary
changes
it's
a
capacity
problem
and
so
I.
My
understanding
is
that,
depending
on
how
many
students
come
from
other
schools
which
additional
elementary
schools
or
how
that's
all
done,
it's
about
whether
we
can
have
180
Rachel
Carson
students.
That
being
said
this
gorgeous
garden,
that
they
access
all
the
time
so
I
would
be
concerned
just
on
a
personal,
selfish
level.
K
Thanks
Steven
and
also
again
Thank
You,
Craig,
Steven
Robert
and
the
whole
staff
for
continuing
to
pull
together.
All
the
data
I
did
want
to
touch
on
three
four
points.
I
saw
in
the
comments
from
the
public
today
and
they
just
have
one
question.
I
just
wrote
very
briefly:
we
asked
about
walking
versus
splitting
an
elementary
school
what
the
community
would
prefer.
We
received
355
public
comments
today
from
the
from
the
past
couple
days.
It
looked
to
me
as
I.
Looked
through
them.
K
The
folks
from
Finley
preferred
primarily
to
stay
together
as
a
small
community,
rather
than
be
split
for
walkability.
If
I
had
to
give
my
sense
of
the
comments,
there
was
a
little
bit
both
ways,
but
that's
kind
of
what
I
saw.
Second,
a
lot
of
comments
about
transportation
cost
so
really
appreciate
the
insight
today.
Craig
and
I'll.
Just
refer
to
a
lot
of
Jason's
comments
in
terms
of
I.
Do
get
a
sense
that
they
should
not
be
our
primary
focus,
but
it
is
an
important
incredibly
important
focus
because
I
know
that
there
are
budget
constraints.
K
So
we
should
continue
to
think
about
that
and
then
a
lot
of
comments
about
the
similarities
of
8
and
9
versus
choosing
a
map
like
3,
so
I
just
sort
of
let
you
know
what
I
thought
about
that
choice.
I
wanted
to
really
get
focused
at
this
point.
So
I
chose
what
I
thought
were
the
very
best
2
maps
versus
2,
diverse
map,
so
to
pare
against
each
other.
K
So
I'm
hoping
at
this
point,
we
can
get
really
focused
on
two
very
similar
maps
and
I
think
are
getting
us
close
and
work
to
solve
the
problems
that
Craig
and
other
are
pointing
out
some
of
the
things
that
we
pointed
out.
That
might
be
news
stations
around
Terre,
Linda
and
Rock
Creek
that
are
different
now,
because
of
8
9
and
some
of
the
transportation
costs.
I
really
like
us
to
focus
on
8
9
and
really
look
to
see.
How
can
we
answer
some
of
the
outstanding
questions
based
on
very
similar
maps?
K
It's
like
community
that
the
committee
chose
and
since
we
do
have
map
C
in
our
hands,
I
will
ask
one
question
and
that
is
I
notice
that
you've
decided
to
split,
chose,
Heights
and
I.
Don't
know,
I
can't
figure
out
why
we
would
do
that,
particularly
because
it
looks
like
Highland.
Park
would
still
be
with
open
capacity,
as
would
kind
of
service
I'm,
not
sure
why
we
choose
the
special
sites.
A
I'm
trying
to
get
used
to
this
wireless
or
this
small
thing
will
help
my
foot
I'll
defer
to
mr.
beaver
here,
but
it
was
largely
chosen
because
of
bus
routing,
it's
easier
to
turn
right
on
south
of
Salisbury
Road
and
then
be
able
to
turn
left
at
the
signals
lune
and
getting
the
one
on
top
of
the
hill.
But
that's
that's
what
we
were
looking
at.
L
Don't
want
to
thank
you
too,
mr.
beaver,
for
putting
all
this
together.
I'm
sure
it
was
quite
a
bit
of
work.
So
thank
you
for
that,
and
really
just
to
echo
and
piggyback
on
the
comments
made
by
John
and
Jason.
I
do
think,
there's
more
data
that
we
need
to
see,
but
I
also
think.
As
a
committee,
we
haven't
really
come
together
to
decide
what
our
priorities
are
going
to
be
as
we
look
at
these
maps,
and
so
I
frankly
would
like
to
discuss
that
today.
A
A
G
M
Can
we
settle
on
the
number
of
assumed
of
programs
that
is
ideal?
I
know
we
seem
like
we've
seen
two
three
or
four
it
would
it
be
helpful.
It
would
be
helpful
if
we
knew
exactly
how
many
we
were
targeting
for
based
on
mr.
Strutt
Meyers
comments.
Last
week
it
sounds
to
me
like
three
to
get
the
right
number.
It
can
mean
and.
A
C
A
N
N
N
So
one
point
in
time
we
had
for
various
programs
assumed
throughout
the
district
we
started.
We
originated
about
15
years
ago.
They
were
located
at
with
ended
metal
park,
so
we
had
to
across
the
district,
read
in
North
location
in
a
South
location.
It
was
not
driven
based
on
where
students
lived
it
was
based
on.
We
had
a
number
and
students
from
bused
to
then,
whichever
school
they
were
allocated
to.
N
It
then
expanded
during
life
time
when
I
was
deputy,
superintendent
and
teaching
and
learning
and
we
expanded
it
was
then
expanded
to
Highland
at
Cedar,
Park
and
Stoller
Stoller
made
sense
simply
because
we
had
so
many
students
within
that
area.
So
we
had
five
actually
at
that
point
in
time.
Since
that
time
of
the
testing
changed
a
little
bit,
our
numbers
dropped.
So
it's
really
driven
by
numbers.
N
What
we're
seeing
is
an
incline
in
the
Summa
students
across
the
district
as
well
right
now,
so
you
can
say
three
or
you
can
say
four,
but
the
fact
of
the
matter
is
that
is
ultimately
a
decision
of
the
Department
of
teaching
and
learning
based
on
student
numbers
within
that
program.
So
but
you
can
say
if
you
want
to
land
at
three,
you
can
land
at
three,
but
it
will
be
driven
by
numbers
and
we're
in
the
process
of
testing
students.
M
E
The
same
comment:
thank
you,
mr.
beaver
for
all
the
transportation
data
when
I
look
at
that
all
three
maps
are
saving
cost
to
the
department
in
terms
of
transportation,
total
explanation
for
town
and
after
listening
to
the
analysis,
I
did
not
see
any
show,
stopper
ratio,
you
know
not
something
that
will
prevent
us
from
implementing
any
map.
Of
course,
there
are
more
problems
and
we
are.