And I you know what I thought about tonight was how to kind of summarize encapsulate for someone who's focused on this, you know, vote we're taking here tonight what's gone on for two years. And it's hard. We're not going to get it all in, but I thought there were a few key things that we could talk about. And and one of the big things is and one of the things that I think we're gonna um you know people are going to ask questions about is what is it that brought Glenidge to the top ahead of all the other places? Why is Glenidge if we've got a dollar to spend why is that the highest leverage place for us to be putting it in terms of educational outcomes? >> Yeah. >> And anyone can answer that. >> Sure. I can jump in there. So really through um the master plan process, that's kind of how Glenidge bubbled up to the top. Um when we look at just the statistics, right, Glenidge is a little bit older than than Marramac. Glenidge also has a few more challenges just from the infrastructure and utilities and is a little bit closer due in time for some of those long-term maintenance items. But I think the part that really stood out to me is when we did the Hawkins Lily appraisals.

Glenidge also has a few more challenges just from the infrastructure and utilities and is a little bit closer due in time for some of those long-term maintenance items. But I think the part that really stood out to me is when we did the Hawkins Lily appraisals. And what that is is to help that appraisal is to help assess older buildings that were in bygone eras and trying to compare them to the educational suitability of buildings today. And the score that came out of Glenidge was a 60 and Marramac was a 69. Another way to look at it was I'll say the the lower level of the scores. Glenidge had 60% of their scores were lower in that lower category and Marramac only had 40%. So those were the things that really I think helped bubble up Glenidge to the top of why that was I'll say more critical to get done earlier with hopefully Marramac right on its heels. And the reason Glenidge and Marramac are both pretty high up on that priority list. Amy, I appreciate it. You said the big idea. So that talk about the educational idea that whoever wants to do it. I don't know who the person is. The educational idea that is behind this remodeling of the elementary schools. That's what I'd like to get on the table here.

The educational idea that is behind this remodeling of the elementary schools. That's what I'd like to get on the table here. Well, I'll start and you all can jump in, but um via the workshops that we did with your educators and community members and students um and I think Nenah echoed a lot of them of the programmatic needs. So, it's it's good to hear that kind of backup information, too. Um programmatic uh items that bubbled to the top were um spaces to uh that supported the curriculum that you're already doing. all of those projectbased [snorts] hands-on things, those collaborative things that you're already doing that are hindered by solid walls, long hallways, um some lack of windows, things like that. Um that by reconfiguring your grade levels to work together collaboratively in these collaborative, and I'm calling them villages, pods, whatever. Um that have a variety of spaces to do all those things. Um including small group spaces where a pull out could happen with a with a a specialist um to work one-on-one with students while they're still visible and working with their classmates just to not feel separate, to feel part of of what's going on. Um to feel more inclusive in general. Um so that I think for in those first workshops the vision of being able to support the curriculum and your what you're already doing but what you're being hindered by your facilities to be able to do. So number one is those grade level pods.

Um so that I think for in those first workshops the vision of being able to support the curriculum and your what you're already doing but what you're being hindered by your facilities to be able to do. So number one is those grade level pods. Nina mentioned another one which um is the specials. The specials are kind of scattered all over the place right now in those buildings um with the exception of the gyms kind of in the middle and and it remains in the middle today. But in all of the um in all of the plans, we are colllocating the specials as best as possible so that it's they're they're in this central portion of the buildings. They're easy to access equitably across whatever grade level you're in. So it change it helps with transition times. Um again as Nina mentioned um performing arts and gym. Um just having a space for all school performances or grade level performances was a huge uh piece of the program driver but but using that larger gym that is again another program driver as kind of a multi-function space for that. um to be able to use it for community use um after school, before school, uh and on weekends um and be able to perform in front of all the parents at one time and not have to split that up. That was at across all the schools.

Um just having a space for all school performances or grade level performances was a huge uh piece of the program driver but but using that larger gym that is again another program driver as kind of a multi-function space for that. um to be able to use it for community use um after school, before school, uh and on weekends um and be able to perform in front of all the parents at one time and not have to split that up. That was at across all the schools. So, by combining a multi-purpose music space as the stage and the gym as the um kind of audience area, we're able to get everybody in a performance space and also use that space every day for for gym um and for orchestra program. So I want to go back to sort of the beginning of what you said and you talked about I I think the thing that took me a while to understand when we were talking about extended learning and future ready and all this we're talking about individualized and group small groupoup instruction which is a multi-deadsl long trend in education but it's not a hundredyear trend in education and it wasn't happening in the 20s and 30s when these buildings were built. So we're talking about and it's a continuing trend.