Request for Modifications to the Level of Service and School Concurrency Service Areas for School Concurrency — No Funding Required

1:27:00into R thirty five. Request for modification for level of service to the School of Currency Service in Euros. County. Thank you, Chair. I'd like to bring up Chris Williams.

1:27:10or to be a brief presentation on the site.

1:27:16Morning, Mr. Chairman Mariano And honorable commissioners. Funny.

1:27:23Art uh How are you? And uh attorney Goldstein. Good morning and thank you, Mishorim, also for inviting myself and Liam to join in your recognition of Community Planning Month. Appreciate that. Um Here to talk about uh school concurrency. And as you may recall, school concurrency goes back to two thousand eight. That's why it was implemented. Here at Pasco and since that time school concurrency has not been updated.

1:27:55Also since that time the landscape has significantly changed. And in conjunction with the county's update of the comprehensive plan. We have been working with all stakeholders, uh, Elizabeth Blair with the County Attorney's Office to update and hide silly. Um to update school concurrency. Here is our um Request? And what our proposed changes are. for school concurrency. Remember one to reduce the

1:28:25level of service. From a hundred and fifteen percent to a hundred percent for elementary and middle schools. Also to reduce the level of service from 105% to 100%. For high schools? Increase the number of concurrency service areas or CSAs. From two to five for each school up.

1:28:49These changes reflect the use of updated enrollment and capacity. Conditions to align the concurrency system. With our current, with atoms. Which has significantly changed since two thousand and eight. The existing school concurrency framework. as well as all the adjacency provisions. Playing in full of that. I'll just point out that no one Has ever failed school concurrency in Pasco since

1:29:182008? We don't anticipate that happening anytime in the near future.

1:29:25So school concurrency and Just to give you

1:29:28a couple of notes on why now. uh traditional school enrollment has shifted from significant growth. that we have had for the past twenty years. to actually project a decline over the next several years.

1:29:46Districts. Our school district's historical backlog of school capacity has significantly been addressed and Almost completely, you know. Um taking care of it. Also, our current projections show that we have substantial available. Oh, capacity under the proposed framework. Good job. Since school concurrency is in the county's comprehensive plan. It makes sense to revisit

1:30:16that now and update school concurrency. In conjunction with the county's

1:30:21comprehensive plan I think.

1:30:25So school concurrency

1:30:27Um two thousand and eight. We had high growth trajectory. Back in two thousand eight. Three percent to five percent for huge. So we were growing anywhere from 1,500 to 3,000 students per year. Uh we as a school district was not able to build sufficient capacity to keep up with the growth. And so because of that we had backlog of capacity projects. And as a result, that's where we set our school

1:30:57control currency. to be uh two CSAs for all school levels. And the level of service was set to 115% for

1:31:05elementary and middle and 105% for high schools.

1:31:13And then um Traditional school enrollment.

1:31:17Again, it's Right now we are projected to decline approximately two to three percent per year over the next few years. And that translates to about two thousand students per year.

1:31:31Thanks to you, Supician. Sufficient school impact fee as well as the penny for Pasco. The school district has been able to build sufficient capacity. um to keep up with growth. And again, as I mentioned, that capacity backlog has all but been erased. Uh again, we're our proposal is for five school five CSAs, concurrency surface areas. and set the level of service to be a hundred percent for all school levels.

1:32:01This gives you just a picture of what exists today. uh with concurrency service areas. We had two for elementary schools. And then what the proposal is for uh And the proposed plan. We can get

1:32:16to the next slide, please.

1:32:23There's the uh concurrency trick series, five

1:32:25of them. They're pretty much focused around high school feeder patterns. And then again

1:32:31for middle schools.

1:32:37Two C S A S. Um And then for

1:32:41middle schools where our proposal is. Similar to what you just saw. Five concurrency service areas for middle schools. And then our current CSAs for high school. I guess two of them. Does this one actually work? North itself. And then our proposal, again, similar to what you've already seen, five concurrency service areas. So again, our current level of service, 115%. For elementary and metal.

1:33:12High school 105%. And our proposed is a hundred percent across the board. I think this uh next slide is uh important to take a look at. So back in two thousand ten, two thousand and eleven. Are Permanent capacity, as you can see for elementaries, was about 30,681 permanent capacity. That does not include portables. And our projected enrollment. was actually thirty-three

1:33:43thousand nine hundred and seventy for elementary school. So we we were operating at 111%. Of permanent capacity. and our projection for elementary schools across the board. was for thirteen hundred and fourteen seats available. In two thousand ten, two thousand eleven. If you look at what exists today. Our uh 2029 permanent capacity is 49,000 seats again. Thanks to all those things I've already talked about,

1:34:13we've been able to build a lot of capacity. To meet the demand that was coming. Our projected enrollment for 28-29 for elementary schools is just under $39,000. Still that's In traditional schools. That means we're operating at around seventy-nine percent of capacity. And so if you look at the veiled seats. Um we're talking almost ten times the amount of available seats. And that's with a permanent Um a level

1:34:43surface of a hundred percent. Oh. Permanent capacity. So ten thousand available seats were projecting. or twenty eight, twenty nine versus thirteen hundred available seats back in two thousand ten, two thousand five.

1:35:01Not as drastic in middle school, but certainly a similar story. So back in uh 2010, 2011, we were operating in 103% of capacity. Again, our level of service back then we set to be 115, so we had 1,900 available seats. Uh for middle school. And if you look today, we're operating at around eighty two percent of capacity and in twenty-eight, twenty-nine. We are anticipating having over forty six hundred Available seats.

1:35:32And then again, not as drastic drastic as elementary, but if you look at high school. High school. We were projected across the board to be actually operating in with negative seats, negative 284 are operating at 107% in capacity. Currently, we're projecting 28-29 to be operating at 81% of capacity. or actually have over six thousand available seats. Um in twenty eight, twenty

1:36:03nine.

1:36:05So again Uh just to conclude. This presentation and school concurrency remains in place. And will continue to be a tool. Ah, that is for the school district to provide a backstop for the school district to meet our capacity demands. uh capacity will continue to be evaluated as we do each and every year. as part of the development review process as new development comes in. We will continue to monitor monitor again as we always do

1:36:36enrollment and capacity. Attendance boundary shifts. Will remain a school board function and a tool available to us. to uh help provide capacity as needed. And our future school capacity needs will continue to be addressed through our capacity, through our capital planning process.

1:36:58And then the school court. Respectfully requests. the approval of the amendments to school concurrency. That is established a level of service standard of 100% across the board for elementary, middle, and high school. and also establish five concurrency service areas for each school. And I'm happy to answer any questions that you might have.

1:37:20Right.

1:37:23Thank you.

1:37:25This This is an important presentation to have since we're going for a company, but also But we just board a future board and

1:37:33it's decision making on manage items. And you know, our decisions are are

1:37:40largely predicated by the The walls have been coming out of Tallahassee the last number of years were Tension and dealing with mighty. The decisions that this board may or may not be forced to make depending on legislation. that we don't conflict our decisions don't They're playing.

1:38:02And then like The stage. You know, depending on what type of land use walls are are passed. With With three engine. I don't want to level. That's all. All of those uh the components aligned and this board then not potentially find itself in a uh a paperwork may or may not be able to approve Um Uh an item. based upon potential litigious consequences

1:38:32of the decision. And um so I just I guess from County Attorney or Apollo Ms. Williamson. The confirmable director, yeah.

1:38:41This

1:38:42plan does not. It is Add any vulnerabilities or the unnecessary The three matters. Um

1:38:52Based on The zoning application.

1:39:00Mr. Wings a question now to answer your question at short. Pardon. Curse, I wasn't not showing any productive failure. Based on their passing numbers, but Hypothetically for once the failure Is it your understanding under state law that the developer knows the right to pay portion of share? Basically by the way out of the problem. Is that accurate? That's accurate

1:39:24and may I add. But also keep in mind that adjacency uh plays into school concurrency. And what that means is if there's a failure in one particular concurrency area. Then before we even get to that step, we are looking to adjacent concurrency service areas to see if there's Available capacity and if so, we are making Reservations. in those uh adjacent concurrency service areas.

1:39:54Now if all of those concurrency service areas are full. And then there's a failure, yes, then and usually the easiest thing to do would be based on how many students they're over, they would pay perhaps one option. would be to pay impact fees up front for that amount they're over and then they would continue on. But

1:40:15do you have any reason to believe currently the proportionate share would exceed the impact fee? No. So I guess to answer your question, that ultimately the developers The worst case scenarios are effectively paying their impact fee. Maybe in advance it's still paying the same dollar now. I think the likelihood of any location results in would be Sword the round. Because it at the end of fact the developers are still just Definitely any more than the impact fee. Is this

1:40:45this might be a different answer? Is this we had an aspect that this will impact fee? Great. This score has been pretty good though. Increasing school impact fee to Keep open their thoughts. In some jurisdictions that's not the case, and then their concurrency proportion is shared as well in excess. So the impact fee. I I don't think that's the case here though because They're in fact them.

1:41:12But because we're limited on when and how much we can modify impact fee. Just want to make sure that. It that's true, it could come, but you still can update them every four years. And we'll just rep at least recently and has been updating them periodically to keep off the costs. So as long as that trend continues As Mr. Waynes to verify this. extremely enlightened in any proportion to exceed the impact fee. So

1:41:43as long as that's not happening the developer is not really an advertisement affected, even if it was a failure and I realized there may not be one For all the reasons of this for volume. Fine. But even in a worst case scenario. If there is a failure, the developer can Henry, do you speak law to your point about management? The much bigger chain concurrency. From ten years ago to make it. The developers decay in there. So This developers went to pay and go,

1:42:14they pay back pay and go. I don't think they're gonna be hard running. Um I'm less concerned with the Developers portion. First it's the

1:42:23board and w whichever decision it makes. And brakes are put on. Hypothetically put on the project. that this board and taxpayers disco by a developer. Because

1:42:37it can flip the Yeah, they're playing our comp coming in. legal issues that come

1:42:44out of the Saddle NC. So I'm looking. I'm just looking for confirmation here. Whether it be this board or future boards and county commissioners. over the next through the twenty fifty count plane that we don't unintentionally. Put the past tax payment at risk. For getting into negation. Yeah. Right.

1:43:01I think that's the basic question. If there's any litigation associated with the Peter Language decision, I don't think it'll be because of

1:43:08this. Right.

1:43:11Any

1:43:14Of Chris, I appreciate the presentation.

1:43:17When you do your f your final slides over there. You s you showing from eleven. Right. Ten eleven. In 28, 29. Twenty eight, twenty nine, you get that, you kind of grew up where you're gonna be. Well why would you show the comparison starting at like twenty ten just applied to now to bear So twenty eight, twenty nine.

1:43:38The reason I did that is because when we uh implemented school concurrency in 2008. We're looking three years out. And so I wanted to do similar. Um so 2008, 2010, 2011 was three years out. And um 28-29 is two years out from this current year. So that's why I did the comparison between those two points in time.

1:44:03That's my and I'm glad to see that uh talked to Connor yesterday with my in my briefing and And I and I wanted to make sure that the building association was going to be working because they've been a direct partner. Yeah, that is really touched. Uh the one time they were going against it, but uh got the right vote on that. But pretty much I wanna make sure they were You know, cognizant of it and if they had any concerns with that, they should be addressed, which is part of the stakeholder process we go through. So glad to see this I want to hear from it then. Well, I mean. We met

1:44:34with them two different times and and went through this with them. Yes. We appreciate that. Sure. So when I when I look at what's changing the county on the west side is we just find you get you most of your reductions coming through. Um and I think there's an opportunity that actually brought up to Metal Foods who pretend Lakes Doing a great job. Yeah, everyone there is They uh taco smoke will come out in the future and One of the things about the West Side is it's it's the affordability issue that everybody talks about. And

1:45:04one of the things I'd like to see if the school would take a look at before you're going to be shut down of school if you're running at like 78% or 71%. You get a bunch of classrooms that are probably sitting open. And you we got a bunch of families that could probably use some really child care. Very expensive, very set up. As part of maybe the reason people are leaving the school system going to charge school or small school. Which will entice them more. taking it back to our public school system and using the capacity that's already been built, especially on

1:45:34the website. Then maybe we should start to this rule we should take a look a little bit closer to What can we do to work with like early learning coalitions? Metropolitan ministries takes kids from a year old. They're five years old. I mean, kids are Like it down on this roads.

1:45:52they have a place for them to go. It doesn't take up a lot of space, but it could help a lot of our citizens to be able to get better use of the school facilities already paid for. And try to work with that. And then you can make extra obviously revenue from it, but I think it would make it more enticing to them come back to the school says we're coming to the school system knowing they can get this benefit that could all. No lie. Sure. Look at that true. Started many years ago. Um, I think that's one of the concerns. How do we take care of our children? And

1:46:22if we again on the west side have Affordability issue number one. Number two, if you get capacity, that could be a great opportunity. Have you guys looked about that or talked about that?

1:46:33We have. We continue to to evaluate those opportunities so we have very healthy pre-K opportunities across the district. Um and continue to evaluate those. at a variety of schools. Um when we shut down Mini Block, we actually converted it to uh or of that type of use for a couple of years, but did not get a huge response. Um and I think I think part of the reason Yeah, we we couldn't even

1:47:03get to a a hundred. Kids really. So I think part of the reason is trying to have it more at whenever school maybe they have siblings at. So again, try to enhance those pre-K and early childhood opportunities as much as we can at at those schools. And we will continue to So that's a good point. We will continue to evaluate those opportunities.

1:47:26Yeah, yeah. would have looked at a little bit differently by taking up what's there. You've got parents and I think it's good to keep the school is open if you can fill them one way or the other. Because once you have several It's better for everybody. And if you have a chance where, you know, maybe it's Yeah, someone who's just elementary or middle school, whatever if there's the youngest younger student uh younger student Uh you know your child, so it's home still. You don't have a place where you can have something. It it doesn't have to be the full rule, et cetera. But if you

1:47:56had some type of child care that's available there, that mother's bringing the person to that one school. they have the opportunity to go rather than going to a separate location, bring it in for. I'm just trying to look to maximize the open space that's there, the open classrooms are there to try to work with those because now you're gonna give them a chance to to take care of that younger sibling. in a different school, but they can be dropped off to go. pre gonna pre g so think if you if it's your normal Twisted look will

1:48:26look different. It may work better than just having a separate location.

1:48:31Well that's Kind of what we learned from the Mini Block experiment was people didn't really want to go to a separate

1:48:39situation.

1:48:42They're doing a phenomenal job down here. That's where people have a hope. I'll get them some gold yes because they're both both. Family comes with the kids and being taken care of, makes me even go to work. and then maybe some economic development help that we could even give if we're trying to make some

1:48:58Compassion.

1:49:00Um And I see our H R director. Back there. So we had uh a few years ago talked to you guys about Um hey. They improved we wanted to do a daycare for county And we looked at it. using part of Mili P Lan, but you guys had said it was all full. With the voluntary I think it's voluntary quick. And then there's something there was something else in the other half coming in. So what's happening there now?

1:49:27So we have our um our elementary alternative education center there. Um And then also we have some other offices there currently. Okay, so so it's all being used. For the most part, and keep in mind that a lot of those buildings are older. Um,

1:49:47dad was on the school board. My dad was on the school board when that was spelled. So um Yeah, so it's For the most because of the alternative education, there are very few students per class, and so they consume a lot of that.

1:50:02So vegetables have special weeds. School or

1:50:06in students who are not functioning within a traditional school environment. So we're happy to separate them from Um

1:50:16the other populations to try to do our best to educate them. But they require s a lot of A lot of uh One on one, one on smaller bathrooms, et cetera. Yes.

1:50:31'Cause I d I drive that route all the time and I wondered if you still needed these. Speed sign, but I guess you do the sign.

1:50:38Yes.

1:50:39That's it for me. I I'm off 40.

1:50:43Mm-hmm.

1:50:44Don't you have real?

1:50:47Aye, they're both. First, thank you very much. Appreciate it. Thank you very much. We'll be full of break for lunch. We have hours thirty-six.

1:50:57Not