►
From YouTube: Plan Commission Meeting 11/8/2017
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
A
A
A
A
C
Go
alright,
so
I'm
going
to
provide
a
little
bit
of
background
regarding
how
we
got
to
this
point
and
then
speak
more
generally
regarding
the
i2
district
itself.
So
earlier
this
year
during
the
summer,
Evanston
Township,
High,
School
or
HHS
applied
for
a
zoning
analysis
and
a
special
use
permit
in
order
to
operate
an
alternative
school
for
students
with
behavioral
and
emotional
needs
within
the
I
to
general
industrial
district,
specifically
at
12:33
Hartree.
C
When
zoning
the
staff
review
the
application,
they
looked
at
definitions
for
a
business
of
vocational
school
as
well
as
educational,
institutional,
public
and
determined
that
the
proposed
school
fell
under
educational
institution
public,
which
is
actually
not
permitted
in
the
i2
district.
So
subsequently,
the
application
for
a
special
use
was
rejected.
So
you
give
a
little
bit
more
detail
on
the
definitions
for
each
of
those
uses.
C
Business
over
vocational
school
is
defined
as
a
privately
owned
or
publicly
owned,
post-secondary
school
other
than
a
community
college,
or
four-year
college
university
institution
providing
occupational
or
job
skills
in
a
variety
of
technical
subjects
and
trades
for
specific
occupations.
The
educational
institution
public
is
defined
as
a
publicly
owned,
preschool
elementary
school
middle
school
or
high
school
or
facility
owned
by
a
public
school
district
containing
classrooms
and
libraries
offices
or
similar
support
facilities
for
one
or
more
of
the
following
district
purposes.
Educational
services
and
related
programs
for
faculty
and
staff
and
for
students.
C
Excuse
me
preschool
age,
children
and
their
families.
District,
administrative
staff
offices
and
the
zoning
lacked
developed
as
an
educational
institution
must
be
principally
used
for
classrooms
for
preschool
elementary
school
middle
school
or
high
school
students,
as
was
briefly
touched
upon
at
the
September
11th
meeting
with
City
Council
referred
the
for
the
potential
alternative
school
to
the
Planning
and
Development
Committee,
which,
in
turn
on
September
25th,
referred
the
item
to
this
commission
for
possible
zoning
ordinance
map
amendment
or
a
text
amendment
to
allow
the
proposed
use.
C
C
As
you
can
see
from
the
list
here,
there
are
variety
permitted
and
special
uses
which
is
actually
seen
within
the
building
itself,
but
there
definitely
are
uses
that
are
not
necessarily
seen
within
this
particular
district
there.
You
generally
speak
to
more
manufacturing
or
uses
that
are
kind
of
related
to
that
use.
C
Specifically,
the
site
which
is
outlined
in
red
is
one
very
large
building
that
has
a
number
of
uses
seen
to
the
right
of
the
map.
I'm,
including
temperance.
At
one
point,
Jan's
antiques
was
in
that
building.
Evanston
KinderCare
has
been
in
that
building
for
a
very
long
time.
Goldfish
Swim
School
have
dreams,
the
Erie,
Family,
Health,
Center,
a
prayer,
garden
ministries,
Rimland
Allegra
marketing
print
and
signs
tips,
unlimited
like
management
Samak,
which
is
a
kitchen
supply,
business,
Kerr,
concrete
designs
and
sugar
and
spice
extraordinary
Street
sweets,
rather,
which
is
I'm.
B
A
It's
here
that,
oh
there,
it
is
yeah.
No,
it's
okay,.
C
And
Hartree,
yes,
thank
you.
Yes,
so
that's
the
general
location
of
the
site
in
question
here
and
the
uses
in
that
particular
building,
taking
a
step
back
and
looking
citywide.
These
are
the
locations
where
there
is
I
to
zoning
currently
in
place.
There
are
four
different
locations.
This
larger
circle
here
is
where
the
proposed
school
would
be
located
and
that's
the
general
West
End
industrial
zoning.
C
A
D
C
D
A
D
D
A
F
Good
evening
my
name
is
Mary
Rodino
I'm,
the
chief
financial
officer
for
the
district,
been
with
the
district
for
11
years
and
was
with
the
city
of
Evanston
for
10
years
before
that
in
the
finance
department.
We
are
happy
to
present
to
you
tonight
regarding
a
project
that
we
really
believe
in
and
and
I
don't
know.
I
could
talk
all
night,
so
we
brought
some
I
won't,
but
we
brought
some
boards
that
we
would
love
to
show
you
just
kind
of
some
basic
ideas
of
what
we'd
like
to
do
with
the
space
but
I
think.
F
Most
importantly,
you
probably
want
to
know
why
this
particular
space
and
I
just
want
to
let
you
know
that
it's
not
the
first
space
we
looked
at.
We
did
look
at
two
other
prominent
spaces
in
the
community.
We
had
a
large
engineering
study
done
on
space
near
church
and
mccormick
that
was
previously
Shore
school.
My.
G
A
F
F
So,
as
I
was
saying,
we
we
have
looked
at
a
few
other
properties.
This
particular
property
had
been
often
on
our
radar
for
about
a
year
and
a
half,
so
I
just
want
you
to
know
that
it.
This
was
not
the
first
place
we
looked,
but
we
are
very
concerned
about
the
proximity
of
this
program
to
our
actual
campus,
so
just
a
little
background.
We
currently
have
about
90
students.
F
F
F
Students
can
spend
up
to
sixty
minutes
each
way
traveling
to
those
out
alternative
locations
outside
of
the
city,
so
we're
proposing
to
create
a
special
education
day
school
that
would
start
out
servicing
between
20
to
25
students.
It
would
never
the
maximum
capacity
would
would
never
exceed
40
students.
I
want
to
point
out
that
you
know
the
this
particular
location
is
three
blocks
from
our
campus.
So
currently
the
students
who
travel
outside
of
Evanston
are
very
limited
in
what
they
can
participate
in
when
their
day
program
ends.
F
F
In
addition,
a
lot
of
these
students
could
be
transitioned
back,
whether
partially
or
eventually,
fully
to
the
campus,
but
when
they're
located
in
Arlington,
Heights
or
Wilmette,
or
you
know,
Schaumburg
or
Highland
Park,
it's
much
more
difficult
to
have
an
integration
back
into
the
campus
for
a
few
periods
a
day
for
those
students.
Again,
this
location
is
three
blocks
away,
so
that
becomes
much
easier
to
incorporate
those
students
and
their
desires
to
participate
fully
in
our
campus.
F
This
particular
project
would
provide
between
12
and
18
jobs
in
the
community
that
currently
don't
exist.
Now
they
would
not
just
be
a
transfer
of
our
employees.
We
would
actually
be
you
know,
filling
new
positions
for
this
location
and
we
would
be
keeping
the
dollars
that
we
currently
send
outside
of
Evanston
within
Evanston
by
creating
those
jobs
to
service
those
children
and
our
programs
there.
There
is
no
request
or
proposal
that
there
would
be
any
loss
of
property
taxes,
because
we
are
renting
this
space.
F
You
know
we're
a
taxing
body
as
well
and
we
don't
really
have
an
interest
in
properties
that
come
off
the
tax
rolls
because
we're
just
like
the
city
of
taxing
body,
so
we
would
be
leasing
the
space.
There
is
not
only
our
share
of
the
property
taxes
in
that
rental
payment.
There
is
an
escalator
as
property
taxes
increase.
We
pay
our
fair
share
according
to
the
square
footage
of
the
building
for
that
space.
F
While
this
is
an
I
to
district
I,
just
want
to
point
out
that
Hartree,
a
venire
divider
between
the
i2
district
and
I'm.
Sorry,
I,
don't
remember
the
our
number,
but
it's
a
residential
district
on
the
west
side
of
Hartree.
So
you
know
we
have
students
who
live
towards
the
west
side
of
Hartree
between
Dempster
and
main
it's,
it's
primarily
housing.
So
we
have
other
students
who
come
to
our
building
everyday
who
are
travelling
walking.
However,
they
get
to
our
campus.
That
would
be
a
very
similar
neighborhood.
F
F
Well,
Hartree
is
partially
an
industrial
area,
so
we
want
to
make
sure
that
there's
you
know
safety
and
these
students,
for
the
most
part,
are
within
walking
distance
of
their
location,
but
certainly
some
of
them
would
be
bused
to
the
location
we
plan
to
have
to
on-site
security
guards
who
would
monitor
and
tree
and
exit
from
from
the
buses,
because
it's
a
small
number
of
students
that
wouldn't
really
create
a
traffic
flow
issue
would
be
one
bus
that
would
stop
before
and
after
school.
So,
like
I
said
we
do,
we
have
some
graphics
for
you.
F
We're
excited
about
the
programs
that
we
could
provide
in
the
space
we
have
here
with
us
tonight,
two
representatives
of
our
architectural
firm,
also
our
legal
counsel,
brian
crowley
and
our
director
of
special
education,
dr.
Lenny
walls.
So
certainly
she
can
speak
to
any
programmatic
questions,
but
but
we
really
believe
in
the
importance
of
the
proximate
of
the
location
to
our
campus.
We
are
completely
landlocked
and
we
just
we
don't
have
enough
practice
fields
right
now.
F
The
kinder
cares
that
have
dreams
which
serves
autistic
children
and
adults,
the
goldfish
Swim
School,
Erie,
Family,
Health
and
and
the
fact
that
it's
three
blocks
from
our
campus,
so
location
is
really
important
to
us,
and
but
we
did
not
take
that
lightly,
and
we
want
you
all
to
know
that,
so
we
do
have
other
people
signed
up
to
speak,
but
it
was
just
in
case
there
were
questions
that
involved
knowledge
outside
of
mine,
so
I'm
not
sure
what
we
do.
Next,
all
right,
yeah
sure
Frank
Connelly,
our
attorney.
H
Good
evening
my
name
is
Brian
Crowley
I'm,
the
attorney
for
the
school
district.
There
was
one
thing
I
just
wanted
to
add,
because
in
your
your
task
tonight,
beyond
our
unique
use
is
the
presidential
value
of
this,
because
when
we,
when
you
have
a
text,
amendment
that's
going
to
apply
to
other
future
uses
and-
and
the
one
thing
that
we
are
sensitive
to
aware
of
in
the
I
to
industrial
industrial
district
is
a
main
purpose
of
that
as
tax
base
and
and
beyond.
H
Mary's
strong
point
that
we're
leasing
this
property
so
in
this
very
use,
there's
not
a
tax
issue
if
you'll
notice,
in
the
definition
that
we
put
forth
any
if
district
65
comes
forward,
if
we
come
forward
again
and
want
to
purchase
a
piece
of
land
in
that
area
and
provide
for
a
similar
type
of
use
here,
it
states
in
there
that
we
have
to
pay
real
estate
taxes
and
cannot
seek
an
exemption.
So
we're
committed
to
that
I
know.
H
A
I
I
We're
considering
three
options
or
two
options:
there's
the
rezoning
the
text
amendment
the
letting
a
special
use
or
including
including
educational
public
education,
as
as
a
special
use
or
or
having
a
different
definition
added
as
a
special
use.
The
special
education
use.
That's
three
options
that
we're
considering.
C
A
J
J
A
Me,
let
me
try
a
question
to
the
to
the
school
you're
proposing
a
new
definition
is
part
of
the
problem
you're
trying
to
solve
by
offering
a
new
definition
the
fact
that
the
existing
definition
of
an
educational
institution
public
is
defined
as
a
publicly
owned
and
you're
proposing
to
use
a
leased
property.
Is
that
a
critical
difference.
A
See
I
think
I
think
Commissioner
Lewis.
It
looks
to
me
as
though
they're
only
two
options,
because
the
public,
if
this
is
the
case
and
then
educational
institution
public
you'd,
have
to
redefine
that
in
order
to
handle
least
property.
Would
you
not
well.
F
I'm,
certainly
not
the
attorney.
But
to
answer
your
question
from
my
point
of
view,
we
were
told
when
we
applied
for
the
special
use
permit,
that
we
were
denied
because
we
are
a
public
education
institution.
Whichever
way
that
wording
went
but
but
we
were
also
asked
to
specifically
define
the
use,
so
I
didn't
okay,
that
the
issue
would
be
who
owns
the
building,
because
we
would
own
the
I.
H
I
H
Have
a
we
have
a
very
specific
use
that
we
want
for
this
property
and
in
working
with
staff
in
the
city.
We
understand
the
sensitivity
about
the
i2,
and,
and
so
we
are
willing
to
listen
if
there
was
support
for
that
we'd
be
fine
with
that,
but
we've,
but
we're
also
understanding
of
the
fact
that
there's
a
tax
issue
and
that
we
want
it
with
that.
We're
willing
to
be
as
specific
as
possible,
there's
not
a
real
desire.
We
think,
on
the
city's
part,
to
have
a
broader
educational
use
in
that
area,
so
make.
F
So
we
felt
that
it
was
a
unique
enough
by
saying
public
education
institution,
but,
as
Brian
said,
we
also
wanted
to
be
sensitive
to
the
concerns
about
very
specific
use
for
the
space
that
really
fits
our
need,
and
also
the
property
tax
issue,
so
wanted
to
make
sure
that
what
we
were
proposing
would
not
allow
for
any
loss
of
property
tax
revenue
to
any
of
us.
Okay,.
I
So
so
my
second
question
was
the
staff
was,
what
would
be
the
downside
of
just
you
know.
I
mean
there.
There
is
daycare,
that's
allowed
within
this.
Within
this
zoning
district,
as
a
special
use,
I
mean
there's
very
similar
uses
that
are
non
industrial
within
it.
You
know.
So
what
is
would
be
the
take
the
downside
that
you
would
see
to
just
simply
adding
public
education
as
a
permitted
use
I
mean.
K
Scamming
and
planning
a
Zoning,
Administrator,
so
I
think
some
of
the
potential
concern
I,
think
we've
outlined
kind
of
the
comprehensive
plan
could
read
it.
Sort
of
both
ways
on
this
issue
would
be
allowing
additional
non
industrial
uses
within
the
i2
district,
where
the
purpose
of
the
district
is
industrial
type,
uses,
manufacturing,
job
creation,
property
tax,
yeah.
A
C
D
A
C
The
top
of
my
head
I,
don't
recall
what
the
area
Family
Health
Center
was
determined
to
be,
but
you
know
it
was
possibly
office,
but
some
of
the
other
uses
that
are
in
that
building
have
been
there
for
some
time
and
I
considered
legally
non-conforming.
So
in
1993,
when
we
did
the
overhaul
of
the
zoning
ordinance,
there
were
some
existing
uses
that
became
non-conforming
and
and
some
of
those
uses.
C
C
Was
it
was
still
considered
to
be
an
industrial
manufacturing
but
I
believe
that
was
a
little
bit
broader
in
interpretation,
so
it
may
have
allowed
uses
that
were
also
permitted
in
the
business
district
or
a
commercial
district.
But
with
the
overhaul
of
the
zoning
district
in
1993,
things
got
a
bit
more
restricted.
E
Put
that
aside,
my
question
I
want
to
get
back
to
the
tax
issue.
I
think
that's
something!
That's
ready
want
to
bet
if
we
were
to
instead
of
creating
the
new
use,
which
is
very
explicit
about
the
tax.
If
we
were
to
make
educational
public
sorry,
I
keep
messing
up
the
name
of
the
use,
but
the
does
would
that
potentially
open
the
loop?
We're
not
necessarily
this
case,
but
someone
else
to
be
like
I
want
to
do
it,
but
I
don't
want
to
pay
taxes,
because
it's
not
specifically
in
there.
A
E
I
I
yeah,
they
I
think
they
would
have
if
they
had
the
right
to
be
as
a
taxing
body.
You
know
not
pay
tax
than
they
would
have
it
in
any
zoning
district
that
they
would
go
into
so
so
III
just
want
to
make
one
other
question
is
I
mean
there.
This
is
very
limited
kind
of
district
right,
there's
some
railroad
tracks
where
the
CTA
has
their
yard.
There's
the
property
that's
over
near
the
shell
or
the
yachting
or
the
target
kind
of
area.
What?
What
exactly
is
in
that
area?
I
Do
you
know
the
businesses
there
and
then
there's
this
building
right?
It's
not
really!
It's
not
really
more
than
this
building
I
had
actually
thought
by
the
zoning
map
that
it
was
below
at
that
little
sliver.
It
gray
so
which
down
down
below
is
that
the
just
between
the
two
circles
is
that
is
that
gray
I
want.
D
J
I
C
I
That's
okay,
so
keep
going.
Can
we
ask
questions
of
the
absolutely
so
so
I'm
interested
more
now
in
what
alternative
locations
that
schools
saw
as
places
that
I
know
this
is
walking
distance,
but
but
the
difference,
the
argument
you
had
of
being
able
to
participate
in
sports
and
things
I
think
would
be
satisfied
by
anything
within
the
community
in
general.
I
So
so
what
other
spots
you
said
a
place
in
church
and
what
zoning
was
that,
where
some
of
the
you
said
to
other
alternative
locations
and
then
I'm
gonna
kind
of
try
to
try
to
be
a
little
sneaky
and
ask
about
the
property,
that's
actually
the
special
education
property,
that's
behind
the
the
the
stadium
that
has
some
open
land.
That's
et
HS
property
that
is
potentially
big
enough
to
build
eight
twenty
or
forty
student
facility
on,
but
so.
F
F
Actually,
the
open
land
that
we
own
there
consists
of
two
things:
one
is
a
practice
field
for
all
the
sports
that
play
on
our
football
lacrosse
field
and
then
the
second
piece
of
property
that
we
own.
There
is
actually
our
Nature
Center.
So,
even
though
it
might
kind
of
look
like
a
big
empty
space,
it's.
F
H
Just
just
one
thing
to
add
to
that,
as
far
as
when
a
school
district
builds
a
building,
they're
also
subject
to
a
referendum
for
every
run,
yeah,
so
any
building
yeah
for
school,
for
students
really
yeah.
If
we
were
just
building
an
administrative
building,
we
would
necessarily,
but
if
you're,
building
it
and
even
if
you're,
not
gonna,
even
if
you're,
not
using
a
taxpayer
dollars
for
it.
So.
F
We
own
a
house
that
is
on
Lamar
Avenue.
That
was
something
we
were
approached
to
buy
some
years
ago.
That
really
was
a
little
corner
piece
out
of
which
we
owned
the
rest
of
the
property
that
serves
as
two
things
right
now.
It
actually
is
our
transitional
house
for
older
students
until
they
age
out
of
the
special
education
program,
and
it
also
houses
a
Science
Nature
Center
classroom.
So
certainly
we
would
love
to
look
at
space
that
we
already
own,
but
I
do
think
that
you
know
our
our
enrollment
is
also
increasing.
F
F
Right,
correct
I
mean
just
our
campus
as
a
whole.
As
I
said,
we
don't
were
already
short.
If
you
were
to
speak
to
our
athletic
director,
he
has
trouble
juggling
the
spaces
that
we
have.
So
you
know
with
our
population
of
students.
Overall,
that's
increased
by
about
200
students
in
the
last
three
years,
probably
a
little
over
200.
We
certainly
don't
have
more
space
than
we
used
to
we're,
also
offering
a
larger
variety
of
programs.
So
we
certainly
have
have
thought
of
those
things.
F
No
I
would
guess
that
they're,
probably
both
residential
districts,
but
one
was
the
old
shore
school
at
church.
In
McCormick
we
did
a
large
engineering
study
on
that
property
and
it
would
cost
between
two
and
a
half
million
dollars
to
four
million
dollars
to
utilize
it,
and
the
problem
is
that
it's
also
a
space
that
we
wouldn't
own.
So
it's
much
bigger
than
a
rent
payment.
F
It's
a
much
bigger
commitment
than
we
plan
to
make
for
the
number
of
kids
who
would
be
educated
in
this
program
and
the
other
location
which
was
actually
before
my
time
as
CFO
was
under
Bill
Stafford
and
a
previous
director
of
special
education.
But
they
had
several
meetings
regarding
the
old
foster
school
location
and
there
were
a
lot
of
investments
that
would
have
to
be
made
in
that
location
as
well
as
existing
there
with
other
tenants
in
a
set
up
that
it's.
F
F
F
You
know
it's
designed
with
five
classrooms,
a
recreational
component
which
is
also
required
in
the
students
day
and
again,
I
realize
Evanston,
is
pretty
small
and
wise
as
far
as
having
kids
participate.
But,
as
you
know,
there
aren't
a
lot
of
open
properties
and
for
kids
who
in
some
cases,
will
be
walking
back
and
forth
to
be
able
to
try
to
get
some
programs
after
school
or
you
know
something
before
school.
It
literally
is
three
blocks
away.
Yeah.
J
L
My
name
is
Lenny
Wallace
I'm,
the
director
of
special
education
at
the
high
school
so
of
the
students
who
we
have
currently
out
placed.
We
look
at
who
may
be
potentially
ready
for
reintegration
and
because
all
of
our
students
are
on
individualized
education
plans
or
IEP
s
at
their
IEP
meetings.
We
start
talking
about
the
importance
of
bringing
them
closer
to
home
and
the
kids
who
demonstrate,
readiness
and
who
have
made
that
therapeutic
and
the
academic
progress
in
the
other
setting
is
how
we
prioritize.
L
So
it
would
align
with
the
programming
at
the
high
school.
All
the
curriculum
would
be
the
same.
What
we
would
be
controlling
for
more
so
than
anything
is
environment.
Many
of
our
kids
with
emotional
disabilities
specifically
struggle
in
the
large
high
school,
and
so
because
they
have
difficulty
navigating
the
space
we
they
aren't
successful
academically
and
then
that
causes
us
to
look
for
smaller
environments.
I
L
A
L
Some
students
come
back
to
the
main
building,
so
they
don't
need
that
intermediate
step.
We
have
about
15
kids
now
who
are
dually
enrolled,
so
they
spent
a
portion
of
their
day
at
the
private
day
school
and
then
a
portion
of
their
day
at
ETH
s,
and
we
have
three
students
for
a
semester
to
this
year.
Who
will
fully
reintegrate
so
they'll
come
back
to
the
high
school
full-time,
so
is
for
those
kids
who
may
need
a
longer
period
of
time
of
transition,
but
who
don't
need
to
leave
the
community
to
be
educated
and.
L
The
size
is
by
design,
we
don't
ever
want
to
be
at
90,
and
the
goal
is
to
get
closer
and
closer
to
have
more
kids
fully
participate
in
the
highest
school,
so
90
is
excessive.
The
state
target
for
a
popular
special
education
population
of
our
size
is
about
35
students
who
should
be
served
outside
of
the
district,
and
so
like
I,
said
we're
about
three
times
the
state
target,
and
so
our
goal
is
to
serve
more
kids
in
our
district.
So.
D
A
L
Who
train?
Who
transition
out
due
to
graduation?
We
have
kids
who
haven't
yet
been
identified
as
needing
special
education
service,
so
those
kids
create
another
population
of
kids
who
might
feed
the
public
day,
who
wouldn't
necessarily
need
to
leave
the
community
the
way?
The
other
kids,
because
we
didn't
have
an
an
alternative
or
an
option
for
them.
Yeah.
L
M
L
M
L
M
L
But
not
limited
to
after
school
participation.
The
proximity
also
allows
the
kids
to
take
more
academic
courses
during
the
school
day
at
the
main
building.
So
a
kid
could
start
at
the
public
day,
school
periods
one
two
and
three,
and
we
would
have
a
staggered
school
schedule
to
allow
them
enough
time
to
travel
to
the
main
building
to
be
in
place
for
period
four.
If
that's.
M
L
Question
so
the
majority
of
our
kids
are
walkers
right,
so
if
they
were
in
their
communities,
they
would
be
able
to
walk
to
school.
All
the
kids
who
are
currently
off
campus
receive
special
transportation
because
they
don't
go
to
school
in
Evanston,
so
we
need
to
transport
them
there.
The
only
time
I
see
us
needing
special
transportation
for
some
of
the
students
at
the
public.
H
D
A
F
So
so
currently,
as
I
mentioned
earlier,
we're
spending
about
forty
to
fifty
five
thousand
dollars
just
on
the
tuition
component,
plus
the
transportation
which
can
be
pretty
costly.
So
if
you
look
at
what
our
campus
cost
per
student
is
it's
about
twenty
three
thousand
dollars
so,
but
that
doesn't
mean
that
students
with
specialized
needs
won't
have
a
more
per
pupil
spending
than
that,
but
but
certainly
as
we've
run
projections,
we
want
to
make
sure
that
we
start
out
less
than
forty
so
that
we
can,
you
know,
do
this
the
right
way.
F
D
F
D
F
F
The
lease
is,
the
term
is
ten
years
and
I
do
want
to
say
just
kind
of
as
a
side
note
that
the
landlord
on
the
property
has
been
extremely
supportive.
He
believes
in
it
like
we
do.
We
all
thought
it
was
a
good
match
because
of
the
other
neighbors
in
in
the
facility
on
the
Dempster
Street
side.
He
is
couldn't
be
here
tonight
because
he's
out
of
town,
but
he
is
he's
worked
with
us.
You
know
we
didn't
realize
that
this
process
would
involve
what
it
does
and
so
he's
been
really
supportive.
I
F
It's
way
more
space
than
we
need,
and,
and
so
as
you
know,
you
ths
is
a
gigantic
place
anyway,
so
we're
trying
not
to
be
in
in
you
know
more
space
than
we
need.
We
did
have
a
pretty
extensive
engineering
study
done
because
actually
we
were
approached
to
see
if
we
had
interest
in
the
property
and,
like
I
said
it
was,
the
estimate
was
depending
on.
If
you
closed
off
part
of
it
only
use
part
of
it,
you
know
completely
demolished
it.
F
The
estimate
was
between
two
and
a
half
to
four
million
dollars,
so
that's
a
significant
capital
investment
for
servicing,
let's
say
an
average
of
25
to
28
students.
We
did
not
really
see
a
use
for
the
rest
of
the
space
for
us,
and
so
it
really
was
much
larger
and
I
back
to
Brian's
point.
If,
if
we
had
talked
to
MW
Rd
about
possibly
demolishing
the
building,
I,
don't
know
what
that
means
for
building
a
school
on
a
referendum,
but
it
was
just
a
really
large
space
and
it
there
were
some.
F
F
F
Very
little
to
no
cost,
but
the
the
least
cost
was
not
our
concern.
So
you
know
on
this
property.
You
know
ten
years
of
lease
payments
will
probably
cost
us
800
thousand
dollars
over
ten
years,
so
the
the
cost
that
we
were
looking
at
we're
significantly
different
and
again
it's
not
like
we're
looking
to
open
a
second
campus
for
the
freshman
class,
because
it's
so
big
it.
This
is
a
very
specialized
population
and
that's
a
really
large
building.
I
A
A
J
G
The
primary
again,
my
Ricciardo
assistant
city
attorney,
the
primary
difference
is
the
map
amendment
application
and
in
this
case,
where
you're,
you
are
all
evaluating
a
text
amendment.
In
that
case,
there
was
a
pretty
lengthy
opinion.
It
was
for
the
jdb
whatwhy
case
and
the
judge
found
in
favor
of
the
city
on
all
counts.
A
M
I
I
I
It
doesn't
you
know
the
the
things
that
I
find
kind
of.
Not
so
bothersome
are
one
that
that
this
is
not
that
extensive
of
a
district
that
that
I
can't
see
the
reality
of
of
it
being
being
abused.
You
know
if
we
were
to
allow
this
special
use
within
this
district.
I
see
very
little
risk
of
it
being
abused
within
more
than
a
few
thousand
square
feet
in
the
future.
Some
at
some
point,
but
it
is
kind
of
a
bothersome
precedent.
I
It's
a
limited
zoning
district,
there's
not
that
many
public
education
people
that
are
potential
users.
So
the
other
thing
that's
a
little.
You
know
a
little
bit
that
speaks
for
them.
Is
that
the
reality
of
this
building
and
this
district
is,
it
seems
to
be
peppered
with
non.
You
know
non
industrial
uses
anyway.
You
know
it's.
E
The
Commissioner
is
that
talked
to
something
that
I
have
difficulty.
Is
that
if
you
look
at
what
are
the
uses
that
are
allowed
in
an
I
to
versus,
what's
in
the
actual
building
right
now,
it's
just
very
few
that
match
and
it's
hard
to
and
and
looking
also
at
the
stain
there's,
the
second
one
on
the
list.
If
you
don't
consider,
what's
already
in
the
building,
it's
it's
the
existing.
Well,
it's
just
difficult
to
make
a
decision
based
on
a
building.
That's
got
a
bunch
of
non
confirming
is
legally
not
good
for
me
uses
and.
E
Thinking
more
of
the
general
purpose
of
the
building
I
was
struck
by
something
and
not
being
an
education
expert
whatsoever
that
the
fact
that
it
is
smaller
and
in
a
good
way
contain
is
actually
very
positive
for
the
population
and
we're
trying
to
serve
here
as
opposed
to
high
school.
That's
bigger
than
the
university
I
went
to
I.
E
E
J
I
J
A
J
I
B
Yeah
I
I.
I
think
this
text
amendment
is
written,
praying
the
arrow,
so
I
can't
see
that
there
would
be
a
lot
of
abuse
if
we
allowed
this
to
go
in
the
properties.
Gonna
stay
in
the
tax
rolls
I
think
this
is
what
communities
do
one
community
body
supports
another
community
body
they've
come
to
us
with
a
reasonable
solution
to
a
problem.
They
have
I
think
this
is
a
win-win
situation.
A
Thank
you,
I'm
I'm,
looking
for
I
thought,
I
I
want
to
go
back
to
this
question
of
vocational
and
technical,
because
I
thought
I
saw
somewhere
in
the
paperwork
that
there
was
to
be
an
emphasis
on
vocational
sorts
of
things
in
this
facility,
and
yet
you
have
told
us
I
think
that
you
were
looking
at
a
general
extension
of
the
high
school
curriculum.
It
appears
to
matter
which
of
what
are
we
talking
about
here?
L
So
our
high
school
curriculum
includes
an
extensive
career
and
technical
education
program,
and
some
of
the
programs
that
are
offered
within
the
high
school
provides
for
child
care
certificates.
Afterward.
We
have
a
chrome
Zone,
where
some
of
our
kids
are
working
on
getting
Google
certified
and
all
of
our
students
with
IEP
s
at
the
age
of
14
and
a
half
are
required
to
have
secondary
transition
plans
as
a
component
of
their
IPs
in
the
secondary
transition
plans.
L
A
L
E
M
A
M
Unfortunately,
the
definition
of
public
education
is
starting
to
get
a
little
bit
harder.
Did
fine,
because
public
dollars
now
flow
in
and
out
of
to
private
institutions
a
lot
more
easier
than
they
ever
did
so,
which,
which
kind
of
gives
me
you
know,
I,
want
to
help
Evanston
high
school
I
want
to
I
want
to
make
this
easy,
but
I'm
afraid
that
by
allowing
this
to
happen,
it
really
sets
up
a
bad
precedent
to
allow
all
kinds
of
different
types
of
schools.
Non
vocational
schools
to
come.
M
M
You
know
it's,
it
would
be
great
to
put
in
language
that
would
make
this
a
very
special
limited
case,
but
I'm
afraid
that
yeah
at
first
I
thought.
Commissioner
Lewis
found
a
very
good
way
to
do
that
with
public,
but
now
they
think
about
a
public.
Education
is
really
hard
harder
and
harder
to
define
I.
E
A
A
That
the
use
here,
I,
think
is,
is
defined
narrowly
enough.
That
the
likelihood
of
this
becoming
a
precedent
seems
to
me
to
be
kind
of
limited.
I
we
can
envision
all
kinds
of
slippery
slopes
of
the
slippery
slopes
that
we
have
had
to
face
on
this
commission.
This
strikes
me
as
one
of
the
lesser
ones
as
to
the
issue
of
the
other
uses
in
the
building.
A
A
I
E
Other
comment
I
would
ever
want
to
end
and
specifically
for
a
debt
building
and
I
am-
and
this
might
be
a
a
psychology
thing,
but
if
the
zone
was
called
something
else
than
I.
Let's
say
it
was
another
letter
that
doesn't
rhyme
an
industrial
wouldn't
be
so
bothered
by
the
fact
that
we
are
putting
education
in
an
industrial
zone.
That
happens
to
really
not
be
that
industrial
right
now.
A
I
I
wasn't
worried
about
mixing
industry
and
kids
myself.
I
was
more
interested
in
in
job
spaces
and
in
providing
space
for
entrepreneurship
and
things
that
are.
You
know
that
you
know:
we've
had
hydroponics
people
come,
we've
had
all
sorts
of
different.
You
know
businesses
come
and
wanting
to
keep
the
availability
of
property.
For
that
kind
of
you
know
jobs,
generation
and
things.
This
does
generate
jobs,
I
guess
so.
A
J
J
I'm,
a
part
of
the
reason
for
that
question
is
what
makes
public
special,
and
so
why
are
we
saying?
Why
are
we
considering
public
it
besides
the
specific
project?
Why
should
that
the
amendment
be
just
for
public?
What
is
the
difference
in
terms
of
Zoning?
How
are
they
treated
differently
if,
at
all,.
B
E
A
Seems
to
me,
if
we're
concerned
about
the
slippery
slope,
question
eliminating
the
public
ownership
aspect
of
this
amendment
and
then
adopting
it
would
really
open
it
up.
I
mean
at
that
point.
We
have
I,
don't
know
how
many
private
facilities
you
said
you
have
students
placed
in,
but
if
I
was
one
of
them
and
I
could
that
I
might
want
to
relocate
to
Evanston.
If
that's
where
my
student
base
was-
and
here
would
be
a
space
if
we
allowed
this
use
in
this
building,
I'm.
D
J
K
Thank
you
for
the
question.
Commissioner
I.
Don't
have
a
comprehensive
answer
to
it,
but
there
are
certainly
zoning
districts
that
are
more
restrictive
regarding
private
educational
institutions
and
they
are
for
public
there
at
least
some
and
take
a
little
bit
more
time
to
go
through
all
the
you
know,
30-ish
zoning
districts,
but
some
of
them
were
as
the
special
used
to
have
a
private
educational
institution
and
a
permitted
use
to
have
a
public
some.
A
Does
somebody
want
to
move
that
we
recommend
to
City
Council
to
the
Planning
and
Development
Committee
that
the
definition
of
special
education
institution
public,
which
has
been
offered
to
us
on
page
three
of
the
memo,
the
added
to
the
list
of
special
uses
allowed
within
the
i2
district,
so
motioned
Louis?
Is
there
a
second
Goddard.
A
A
D
D
H
A
A
Thank
you,
okay,
I
do
need
to
say
a
couple
things
about
schedule.
A
A
A
A
Zoning
committee
is
meeting
next
Wednesday.
If
the
zoning
committee
were
able
to
complete
its
deliberation
on
the
c1
a
district,
then
we
could
have
that
matter.
Come
to
us
on
the
sixth,
which
would
give
us
an
agenda
in
addition
to
the
election.
There's
the
possibility,
of
course,
that
we're
going
to
have
to
continue
the
601
Davis
proposal.
A
We
could
continue
it
to
the
sixth,
although
a
one
week,
continuation
doesn't
seem
to
do
anybody
any
good.
The
alternative
would
be
to
continue
it
to
the
January
meeting.
That,
from
my
standpoint,
makes
it
even
more
important
that
we
get
the
election
done
in
December,
because
otherwise
you
do
the
election
in
January.
A
At
a
point,
when
you
have
no
chair
or
no
vice-chair
and
from
a
parliamentary
standpoint,
that's
easy
to
do,
but
you
got
to
do
it
and
then
a
chair
has
to
take
on
the
second
half
of
the
6:01
Davis
proceeding
without
having
gone
through
all
the
staff
briefings.
So
it
would
be
really
helpful
if
the
zoning
committee
could
give
us
something
to
do
on
December
6th
and
that's
a
matter
of
whether
you
can
get
something
done
on
the
13th.
J
A
Good
well,
that
would
be
very
helpful
and
then
we
can
go
ahead,
meet
on
the
6th,
elect
a
new
chair
and
then
I
can
go
away
for
Minh
and
fret
over
its
worth.
My
term
as
a
commissioner
ends
on
the
12th,
so
the
the
13th
wouldn't
I
mean
the
13th.
You
have
no
chair.
You
would
still
have
a
vice
chair
because
Commissioner
Lewis
term,
as
vice
chair,
doesn't
end
until
the
31st.