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FANTASTIC.[I. 9:00 AM Call to Order: Board of Supervisors and School Board Members]
VERY GOOD MORNING.WELCOME TO THE BOARD OF SUPERVISORS.
THE SCHOOL BOARD MEMBERS JOINED WORK SESSION.
IT IS MY HONOR AND PRIVILEGE TO CALL TO ORDER EACH COUNTY BOARD OF SUPERVISORS.
AND I'LL TURN IT OVER TO THEM THIS AFTERNOON.
AND GOOD MORNING, EVERYONE CALLED THE SCHOOL BOARD TO ORDER, UH, WITH THAT, UH, I WAS MISSED THIS MORNING IS A LOT ABOUT THE SCHOOLS, SO I'LL TURN IT OVER TO DR.
THANK YOU, MR. NEWMAN, AND GOOD MORNING
[1. Covid Grants]
TO YOU.UH, IT'S GOOD TO BE BACK IN THIS SETTING TO BE ABLE TO ROLL OUR SLEEVES UP AND HAVE SOME CONVERSATION AND GET SOME GOOD WORK DONE TODAY TO BENEFIT OUR COMMUNITY.
UM, WE HAVE THREE AGENDA ITEMS ON OUR AGENDA FOR TODAY.
AND SO THE FIRST THING IS RELATED TO SCHOOL DIVISIONS, USE OF FEDERAL DOLLARS.
AS WE KNOW, SCHOOL DIVISIONS ACROSS THE COUNTRY HAVE BEEN THE BENEFICIARY OF ADDITIONAL FEDERAL REVENUE AND MANY COMMUNITIES ARE, ARE ASKING QUESTIONS REGARDING HOW THOSE FUNDS ARE BEING USED.
AND MY GOAL FOR THIS AGENDA ITEM IS TO SHARE THAT WITH YOU.
UH, ULTIMATELY WE CAN PROVIDE YOU WITH LISTS OF NUMBERS AND CATEGORIES AND SAY, THIS IS HOW THE SCHOOL DIVISION'S USING THOSE FUNDS.
BUT I THINK BEFORE WE GET TO THAT POINT IN TIME, IT'S REALLY IMPORTANT TO UNDERSTAND WHY WE ARE USING THE FUNDS IN THE WAY THAT THE SCHOOL BOARD HAS AUTHORIZED USE OF THOSE DOLLARS.
AND BEHIND THOSE DOLLARS, AS WE KNOW, THERE ARE SOME STORIES.
AND SO I HINTED AT THIS LAST WEEK WHEN I PRESENTED TO YOU ABOUT SOME OF THE CHALLENGES THAT OUR SCHOOL DIVISION HAS FACED THROUGHOUT THE COURSE OF THE PANDEMIC.
AND ALTHOUGH WE ARE A VERY STRONG AND SUCCESSFUL SCHOOL DIVISION, THERE HAVE BEEN SOME IMPACTS THAT THE PANDEMIC HAS PRESENTED TO US SPECIFICALLY RELATED TO THE NEEDS OF OUR STUDENTS THAT ARE METAL AND INVISIBLE HEALTH, THEIR ACADEMIC PERFORMANCE.
AND ULTIMATELY THOSE IMPACTS HAVE AT, UH, PLAYED A ROLE IN OUR EMPLOYEES ARE EXPERIENCING.
SO WE HELP HELP TO HELP YOU HAVE A BETTER UNDERSTANDING OF SOME OF THAT TODAY.
AND THEN ULTIMATELY, HOW ARE YOU USING THOSE FEDERAL RESOURCES TO MEET THE NEEDS THAT HAVE BEEN IDENTIFIED AS A RESULT OF THAT? SO WE'RE WANTING TO DO A TAG TEAM APPROACH HERE TODAY.
THIS IS WHY IT'S GOING TO PLAY A ROLE IN THIS.
GEIER OUR ASSISTANT SUPERINTENDENT FOR INSTRUCTION IS GOING TO PLAY A ROLE AS WELL AS DR.
ARMSTRONG, OUR ASSISTANT SUPERINTENDENT WORK ADMINISTRATION.
UH, SO ONE OF THE FIRST THINGS I WANTED TO DIVE INTO A LITTLE BIT IS TRULY HOW THE PANDEMIC HAS IMPACTED OUR STUDENTS.
AND I'VE SAID IN PUBLIC AND PRIVATE SETTINGS, THAT THE PANDEMIC HAS NOT BEEN VERY KIND AT ALL STUDENTS AND IT'S NOBODY'S FAULT AT THIS POINT IN TIME, IT IS JUST THE RESULT OF WHAT WE HAVE GONE THROUGH.
AND OUR STUDENTS ARE NOT IMMUNE FROM WHAT STUDENTS NATIONWIDE ARE EXPERIENCING.
AND SO THIS IS ONE REPORT THAT WAS ISSUED IN DECEMBER OF THIS PAST YEAR.
AND IT JUST REFERENCES HOW THE NEEDS OF STUDENTS HAVE CHANGED ACROSS OUR COUNTRY.
AND THERE WERE CERTAINLY MENTAL HEALTH CONCERNS AMONGST OUR STUDENTS PRIOR TO THE PANDEMIC WITH THE PANDEMIC HAS EXACERBATED SOME OF THE CHALLENGES THAT WE'RE SEEING WITH YOUTH IN OUR SOCIETY TODAY.
SO THAT'S JUST A RESOURCE THAT IS SHOWING A NATIONAL TREND.
SO WHAT DOES THE PANDEMIC REALLY MEANT FOR OUR STUDENTS? AND IT'S MEANT DISRUPTION IN THEIR LIVES.
UNFORTUNATELY, EVEN AS STRONG AS WE HAVE BEEN AS A SCHOOL DIVISION WITH PROVIDING IN-PERSON INSTRUCTION TO A GREAT EXTENT, THERE STILL HAVE BEEN SOME IMPACTS AND SOME DISRUPTIONS, BIRTHDAY PARTIES, SPECIAL EVENTS.
WE HAVE STUDENTS WHO HAVE EXPERIENCED DEATH IN THEIR LIVES, AS WELL AS ALL OF THE PANDEMIC.
AND IT HAS NOT BEEN BUSINESS AS USUAL.
AND SO THERE CERTAINLY HAS BEEN A CHALLENGE TO THE EXPERIENCES THAT OUR STUDENTS HAVE HAD.
AND THAT CHALLENGE TOO, HAS TRANSLATED TO WHAT OUR TEACHERS ARE EXPERIENCING.
QUITE HONESTLY, THEY HAVE BEEN ASKED TO DO A LOT MORE DURING THE PANDEMIC THAN THEY HAVE IN THE PAST.
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I DARE SAY THE WORK OF A TEACHER, IS IT DIFFERENT JOB ALTOGETHER NOW THAN IT WAS PRIOR TO THE PANDEMIC, AS A RESULT OF SOME OF THE ISSUES THAT WE'RE GOING TO SHARE WITH YOU HERE TODAY IN OUR, OUR STAFF AND ALL HAS RISEN TO THE CHALLENGE, IT HAS DONE AN EXCEPTIONAL JOB OF MEETING THE NEEDS OF OUR STUDENTS.UH, BUT YOU KNOW, STUDENTS HAVE HAD SOME CHALLENGES AND OUR STAFF ARE WORKING TO ACCOMMODATE THAT, BUT IT HAS CHANGED WORK THAT OUR STAFF DOES ON A DAILY BASIS AND THEN THEIR OWN PERSONAL LIVES TOO, AND WHAT THEY HAVE EXPERIENCED AS A RESULT OF THE PANDEMIC.
SO WHAT DOES THIS REALLY MEAN? AND SO WE, WE ASSESS A LOT OF DIFFERENT THINGS.
AS YOU CAN IMAGINE, WE ARE A DATA-DRIVEN ORGANIZATION AND USE DATA, MAKE VERY SOUND DECISIONS.
AND SO THIS GRAPH INDICATES SOME OF THE THINGS THAT WE MONITOR, UH, IN RED, YOU CAN SEE THE NUMBER OF SUICIDE RISK ASSESSMENTS THAT WE HAVE CONDUCTED THIS YEAR.
UH, THIS IS THROUGH THE FIRST HALF OF THE YEAR, THE FIRST SEMESTER, WHICH ENDED IN DECEMBER.
AND SO YOU SEE THAT RED AND YES, WE HAVE CONDUCTED SOME SUICIDE RISK ASSESSMENTS WHERE OUR STUDENTS WHO ARE ELEMENTARY AGED, YOU CAN SEE THE MIDDLE AND HIGH SCHOOL NUMBERS THERE.
AND THEN IN YELLOW, YOU SEE THE NUMBER OF KNOWN PSYCHIATRIC HOSPITALIZATIONS THAT WE ARE AWARE OF AND MAYBE SOME MORE THAN WE JUST DON'T KNOW ABOUT, BUT THIS IS WHAT WE'RE AWARE OF.
AND YOU CAN SEE THAT THE HOSPITAL STUDENTS HAVE HAD A GREATER IMPACT THERE.
AND THEN NO OF RE-ENTRY MEETINGS THAT WE HAVE HAD, WHETHER STUDENTS ARE COMING BACK FROM A HOSPITAL SETTING OR COMING BACK FROM A DISCIPLINE SITUATION, OR THEY'VE BEEN OUT OF OUR SCHOOL DIVISION FOR SOME REASON, AND THEY'RE COMING BACK AND WE'RE MEETING WITH THEM TO PROVIDE A NICE, SMOOTH TRANSITION.
AND THEN YOU CAN SEE IN THE FAR RIGHT BLUE SECTION THERE, THE NUMBER OF THREAT ASSESSMENTS THAT WE HAVE CONDUCTED THROUGH THE FIRST HALF OF THIS SCHOOL YEAR.
SO THREAT ASSESSMENT IS CONDUCTED IN CONJUNCTION WITH OUR SCHOOL STAFF LAW ENFORCEMENT, UH, WHEN SOMEONE IS THREATENING THEMSELVES OR HARMING OTHERS.
AND SO THIS IS DATA THAT WE MONITOR.
AND SO WHAT WE DID IS WE SAID, OKAY, SO WHAT DOES THAT DATA MEAN? AND SO WHAT WE HAVE SEEN JUST THROUGH THE FIRST HALF OF THIS YEAR, WHEN WE COMPARE IT TO THE ENTIRE 2019, 2020 SCHOOL YEAR, SO WE'VE SEEN A SIGNIFICANT UPTICK IN THE NUMBER OF SUICIDE RISK ASSESSMENTS THAT WE HAVE CONDUCTED WITH OUR STUDENTS AS MUCH AS 46% INCREASE JUST IN THE FIRST HALF THIS YEAR, COMPARED TO AN ENTIRE YEAR OF 1920 FOR OUR MIDDLE SCHOOL STUDENTS.
AND THEN A REALLY SIGNIFICANT INCREASE IN OUR HIGH SCHOOL, 220% INCREASE IN SUICIDE RISK ASSESSMENTS FOR JUST THIS FIRST HALF OF THE YEAR COMPARED TO THE ENTIRE 2019 SCHOOL YEAR.
SO ANOTHER DATA POINT TO CUT IN THE GATES, SOME OF THE THINGS THAT OUR STUDENTS ARE GOING THROUGH, UH, IS, IS THAT ARE MADE TO OUR CHILD STUDY TEAM.
THE CHILD STUDY TEAM IS A GROUP OF PROFESSIONALS THAT GET TOGETHER AND CONVENE TALK ABOUT THE ACADEMIC CHALLENGES THAT STUDENTS ARE EXPERIENCING IN DETERMINING WHETHER OR NOT A STUDENT SHOULD BE TESTED TO SEE IF THEY QUALIFY FOR A DISABILITY.
AND SO THAT DOCUMENT, THAT DATA IS IN RED AND THEN YELLOW.
YOU SEE HOW MANY STUDENTS WHO HAVE GONE THROUGH THAT INITIAL CHILD STUDY PROCESS THAT BEEN RECOMMENDED FOR FURTHER EVALUATION AND TESTING TO DETERMINE WHETHER OR NOT THEY DO IN FACT HAVE A DISABILITY.
SO REALLY THIS IS A DATA POINT THAT TALKS ABOUT NEED.
AND SO ON THE LEFT HAND SIDE THERE, YOU CAN SEE THE NUMBER OF CHILD STUDIES AND THE NUMBER OF REFERRALS FOR EVALUATION, UH, DURING THE 1920 SCHOOL YEAR AND THE 2021 SCHOOL YEAR.
AND YOU CAN SEE JUST DURING THE FIRST SEMESTER, THAT THIRD BANK OF DATA FROM THE RIGHT, JUST DURING THE FIRST SEMESTER, THE NUMBER OF CHILD STUDY REFERRALS AND EVALUATIONS PRETTY MUCH MATCHED WHAT WE HAD SEEN IN AN ENTIRE YEAR, IN THE PAST.
SO ON THE FAR RIGHT HERE, WE'RE PROJECTING WHAT WE EXPECT, THE NUMBER OF REFERRALS TO BE FOR THIS ENTIRE YEAR TO SEE THAT IT FAR OUTPACES, WHAT WOULD HAVE SEEN IN THE PAST AND JUST KIND OF SET THE GROUND RULES TO HANDLE QUESTIONS WE PAUSE OR HAVING TO GO, OR DO YOU WANT ME TO THE END, IT'S THE WORK SESSION? SO I THINK IT'S JUST INTERACTIVE IN MY OPINION.
SO WHAT'S A SUICIDE, UH, US RISK ASSESSMENT.
WHAT DOES THAT MEAN? WHEN A CHILD LETS US KNOW THAT THEY ARE POTENTIALLY GOING TO HARM THEMSELVES, UH, WHETHER WE GET A CALL FROM A PARENT OR A STUDENT COMES IN AND IS NIBBLING SIGNS AND SYMPTOMS OF POTENTIALLY ARMING THEMSELVES, GO THROUGH A PROTOCOL WITH OUR MENTAL HEALTH STAFF AND DETERMINE THE LEVEL OF RISK OF, SO WOULD YOU MIND GOING BACK TO THAT SPOT? SO, OKAY, SO YOU'RE SAYING, I SAID, THIS IS THE, THIS IS THE, YEAH.
THE FIRST SEMESTER OF CURRENT SCHOOL YEAR.
HOW DOES THAT COMPARE? THAT'S THE SEC NEXT SLIDE.
SO THIS IS JUST THIS FIRST SEMESTER WE'VE SEEN A 220% INCREASE COMPARED TO AN ENTIRE SCHOOL
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YEAR IN 1920.I STILL LIKE IN ELEMENTARY, YOU WENT FROM LIKE FIVE TO 10.
WELL, WE DON'T HAVE 2000, 19, 2020 DATA FOR ELEMENTARY ON ASSUMING THAT THERE IS ZERO 46% INCREASE FOR OUR MIDDLE SCHOOL STUDENTS COMPARED TO THE 1920 SCHOOL YEAR AND THEN 220% INCREASE FOR OUR HIGH SCHOOL STUDENTS WITH, OKAY.
SO THE 20, 21 YEAR, 21 YEARS, APPROXIMATELY 30, LET'S SAY ON THE METAL GIVE OR TAKE CLOSE TO 30, I CAN'T TELL WHERE THAT LINE IS.
YEAH, SO THAT, I MEAN, LET'S, LET'S CALL THAT 30 FOR HIGH SCHOOL STUDENTS FOR THE FIRST HALF OF THIS YEAR.
SO DURING THE 1920 SCHOOL YEAR, YOU KNOW, WE WERE PROBABLY DOWN IN 20, 19, 20 20.
WE WERE PROBABLY DOWN THE, HERE, HERE THE LAST FULL YEAR BEFORE NEARLY FULL SCHOOL.
RIGHT? THE LAST YEAR HIS DAD WAS, WELL, I MEAN, 200.
AND I MEAN OVER THE 20 YEARS, 19 AND 20, WE DON'T HAVE LAST YEAR.
BUT WE WOULD HAVE HAD LIKE 14 OR 15 REFERRALS DOWN 14 IN THE HIGH SCHOOL, WE'RE UP TO THE YELLOW BAR NEXT TO IT, JUST THE RED, RED BORDERS.
WE JUST WANTED TO HIGHLIGHT AS A REGULAR DATA POINT.
WE HAVE ALL OF THAT LONGITUDINALLY HISTORICALLY BECAUSE 1% APPROXIMATELY 1% OF THE STUDENTS, WELL, SO WITHIN THE SPEAKERS, I DON'T WANT TO JUMP AHEAD OR STEAL YOUR THUNDER IF YOU'VE GOT THIS GOING FORWARD.
BUT FOR ME, YOU'RE BASICALLY HERE SOUNDING A BIT OF AN ALARM HERE AND SAYING, THERE'S AN ISSUE.
LET'S DRAW SOME ATTENTION TO IT, UNDERSTAND IT AND SO FORTH.
KNOWING WHAT WE KNOW NOW, WOULD WE HAVE DONE ANYTHING DIFFERENTLY? THAT'S ONE.
AND THEN SECOND THING IS WHAT CAN WE DO TO GOING FORWARD AND LOWER THESE FIRES KNOW EARLIER ON IF IT'S FRAGILENESS.
I MEAN, HOW CAN WE MAKE THINGS LESS FRAGILE? I MEAN, YOU SEE WHERE I'M GOING WITH THIS.
I THINK HOW YOU GET PERMIT PREEMPTIVE OR LESSONS LEARNED TO GREAT, GREAT POINT.
I'M WANTING TO GET THERE BECAUSE THERE ARE THINGS THAT THIS COMMUNITY HAS DONE ALREADY, AND I'M PROUD OF WHAT OUR COMMUNITY HAS DONE, UH, FOR A SMALL RURAL SCHOOL DIVISION TO BE PREVENTATIVE IN NATURE.
UH, AND ULTIMATELY WE'RE SPENDING SOME OF OUR FEDERAL DOLLARS AND ONE-TIME DOLLARS TO HOPEFULLY INFUSE SOME RESOURCES TO MITIGATE THIS AT THIS POINT IN TIME.
AND THAT'S ULTIMATELY WHY I BROUGHT THIS FORWARD JUST AS A, AS A DATA POINT, BECAUSE IT ULTIMATELY INFORMS HOW WE'RE SPENDING SOME OF THOSE ONE-TIME FEDERAL RESOURCES.
YOU HAVE AN IDEA OF WHERE WE STAY AT.
WE'RE ABOUT 1% OF THE STUDENTS, STUDENT BODY, UH, AND THIS NEW ISSUE, BUT WHERE DO WE STAND? I MEAN, STATEWIDE OR NATIONALLY, WHAT WOULD HAVE THE NUMBERS YOU HAVE ANY IDEA? HAVE YOU GOT ANY THAT, THAT I DON'T HAVE ANY OF THAT DATA? ALL I HAVE IS THAT INITIAL DECEMBER REPORT THAT TALKS ABOUT THE NATIONAL TRENDS WITHOUT I DON'T HAVE ANYTHING MORE REGIONAL OR STATE.
SO, UH, ULTIMATELY THE TAKEAWAY IS OUR STUDENTS ARE EXPERIENCING ISSUES THAT MAYBE THEY HAD BEFORE AND WE NEED TO BE PREPARED TO MEET THEIR NEEDS AND SUPPORT THEM.
UH, AND IT REALLY, WHAT IT HAS DONE IS, HAS CHANGED THE ROLE OF OUR SCHOOL COUNSELOR.
QUITE HONESTLY, DURING THIS TIME AS SCHOOL COUNSELOR IN THE BEST OF SETTINGS, YOU KNOW, THEY'RE GOING CLASSROOM LESSONS ARE PROVIDING CAREER COUNSELING, PROVIDING INDIVIDUAL COUNSELING.
THEY ARE DOING SOME RISK ASSESSMENTS OF STUDENTS ALONG THE WAY, BUT WORK THAT THEY'RE DOING IS MORE BROAD IN A TYPICAL YEAR THAN IT HAS BEEN.
AND JUST A REMINDER THAT OUR SCHOOL COUNSELORS HAVE A CASELOAD OF ABOUT 300 STUDENTS.
WHEN YOU THINK ABOUT MEETING THE NEEDS OF 300 STUDENTS, AND SOME CHALLENGING TIMES, IT JUST CREATES A, YOU KNOW, AN ADDITIONAL BURDEN ON OUR STAFF, REALLY, WHAT IS TRANSITIONS RIGHT NOW? THEY'RE JUST BEING REACTIVE RATHER THAN PROACTIVE.
AND THAT'S JUST BEEN THE NATURE OF WHAT WE HAVE EXPERIENCED MANY TIMES, I WOULD SAY PROACTIVE THAN THE COUNSELORS, AS WELL AS THE ENTIRE MENTAL HEALTH AND THE COUNTY HEALTHY.
YOU'RE THE, UM, A LOT OF PROGRAMS THAT COULD BE DONE THROUGH MEETINGS, UM, AND WHERE WE HAD SOME EXPERTS.
AND WE HAD SOME OF OUR, OUR FOLKS BRINGING MATERIAL INFORMATION TO PARENTS, UM, TO INFORM THEM WHAT TO LOOK OUT FOR LIKE SIGNS OF SUICIDE.
UM, BUT ALSO JUST SOME GENERAL TYPE PROGRAMS THAT ARE GOING.
SO FAMILIES CAN CONTINUE TO REFERENCE THOSE BEYOND
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WHAT THE COUNSELOR DID BEFORE WITH BRINGING OUT MATERIAL.NOW, THERE'S THIS WHOLE OTHER PLATFORM THAT EVERYBODY'S COMFORTABLE WITH.
IT'S BRINGING A LOT OF GREAT INFORMATION.
SO AGAIN, I'M PROUD OF WHAT WE HAVE DONE IN THE PAST.
AND THIS IS JUST A LIST OF SOME OF THE THINGS THAT WE HAD DONE.
WE HAD DEDICATED SOME PERSONNEL RESOURCES TO SUPPORT OUR STUDENTS.
WE'VE DONE SOME TRAINING, WE'VE ENGAGED WITH OUR FAMILIES.
UH, WE HAVE WORKED WITH OUR COMMUNITY PARTNERS AND COMMUNITY SERVICES, BOARD AND DEPARTMENT OF SOCIAL SERVICES.
WE WORK TOGETHER TO CREATE A PRETTY GOOD SAFETY NET FOR OUR STUDENTS, AND WE REALLY WORK TO BE PROACTIVE, BUT ULTIMATELY THAT HAS TAKEN OPERATIONAL DOLLARS.
AND WE WANT TO USE SOME OF OUR ONE-TIME FEDERAL RESOURCES TO SUPPORT THAT, UM, DIVE INTO THE EXACT SPECIFICITY, THE SPECIFICS OF THAT HERE SHORTLY.
BUT ANYWAY, THIS IS WHAT WE HAVE, CAUSE I'VE BEEN ASKED RECENTLY, LIKE, WHAT ARE YOU DOING TO SUPPORT STUDENTS? AND I CAN PROVIDE A LAUNDRY LIST OF THINGS THAT WE HAVE DONE FOR A SMALL RURAL SCHOOL DIVISION.
AND I'M QUITE PROUD OF THE WORK OF OUR MENTAL HEALTH TEAM, QUITE HONESTLY, THAT'S IT REALLY JUST TO GET A FOLLOW THROUGH ON THAT, UM, THERE'S KIND OF TREATING SYMPTOMS AND THEN THERE'S EFFORTS TO MITIGATE OR AVOID THE PROBLEMS TO BEGIN WITH.
I MEAN, THERE'S, THERE'S, YOU KNOW, PUTTING OUT A FIRE AND THEN THERE'S, YOU KNOW, MAKING SURE THE FIRESTONE START KINDA RIGHT.
SO IF YOU CAN TOUCH ON THAT AS YOU GO, IF YOU'RE GOING TO SAY, YOU KNOW, THIS THING IS ROLLING AS OPPOSED TO RESPONDING AND REACTIVE TO CAUSE I, I, I APPRECIATE EVERYTHING YOU'RE DOING WHEN IT'S IN THERE.
YOU PUT OUT THE FIRE TO GET THAT UP.
SO, BUT I ASSUMED IT WOULDN'T BE A FIVE AND I WOULD SAY 95% OF OUR EFFORTS THAT WE ARE BUILDING RELATIONSHIPS WITH STUDENTS.
WE'RE WORKING WITH FAMILIES THAT WE'RE INTERVENING PRIOR TO A CRISIS SITUATION THAT WE ARE AWARE OF OUR STUDENTS IN THEIR NEEDS.
AND WE'RE DEDICATING RESOURCES TO THEM PRIOR TO A CRISIS.
WE ULTIMATELY DO NOT WANT A CRISIS OR ANY CATASTROPHE IN OUR COMMUNITY.
AND WE UNFORTUNATELY HAVE HAD TO OVER THE COURSE OF THE PAST TWO YEARS AND, YOU KNOW, ULTIMATELY THAT THEY ARE TRAGEDIES AND IN ONES, SITUATIONS THAT WE'RE ALL VERY SYMPATHETIC OF, BUT, UM, WE WANT TO PREVENT THOSE CERTAINLY, UH, IN, IN LARGELY WE DO.
UH, SO WE'VE DEDICATED SIGNIFICANT RESOURCES TO SUPPORT STUDENTS THAT ARE IN THESE, THESE POSTED ON TIME.
SO THAT CAPTURES SOME OF THE MENTAL HEALTH, UH, CHALLENGES THAT OUR STUDENTS ARE EXPERIENCING.
UH ONE-ON-ONE TO DO THIS TRANSITION NOW TO SOME OF THE ACADEMIC CHALLENGES THAT OUR STUDENTS ARE EXPERIENCING.
DRYER GAVE A LITTLE BIT OF SOME INSIGHT TO THIS THE BEFORE LAST NIGHT.
UH, BUT EVEN WITH THE BEST OF EFFORTS RIGHT NOW, OUR STUDENTS ARE EXPERIENCING SOME ACADEMIC DEFICITS AND WE JUST WANT TO BE TRANSPARENT.
SOME OF THOSE CHALLENGES THAT WE'RE EXPERIENCING RIGHT NOW, SINCE WE'RE TALKING SPECIFICALLY ABOUT GRANTS AND HOW TO GRANT FUNDING, DO YOU KNOW FOR THAT SESSION ABOUT HOW MUCH, HOW MANY DOLLARS WERE INVESTED, GRANT DOLLARS ARE INVESTED IN THESE PROGRAMS? OKAY.
SO BOARD MEMBERS, I'M TASKED WITH TRYING TO IN A CONCISE WAY, TELL A LITTLE BIT OF THE STORY AROUND THE ACADEMIC IMPACT.
UM, DON'T GET A LOT OF OPPORTUNITY WITH THIS GROUP, BUT I DO WANT TO SAY AS A RESIDENT, YOU ALL HEARD IT BEFORE, BUT I'LL BE THE FIRST TODAY.
THEY SAY A NICEST TO HAVE A COMMUNITY WHERE THE BOARDS COME TOGETHER IN THIS WAY AND DO THE WORK OF THE COMMUNITY RESIDENTS.
SO THANK YOU FOR EVERYTHING YOU DO.
AND, AND LIKELY BEFORE WE HAVE ALWAYS CONFRONTED THE DATA, WHETHER IT TELLS THE STORY THAT WE'RE EXCITED ABOUT TELLING OR WHETHER IT REALLY ILLUMINATES SOME CHALLENGES.
AND THIS IS CERTAINLY, UM, MORE OF THE LATTER IN TERMS OF THE, THE IMPACT OF THE, AND I'LL READ THIS TO YOU.
YOU ALL PROBABLY READ PLENTY OF HEADLINES AND NEWS ARTICLES, BUT SUFFICE IT TO SAY, THERE'S LOTS OF INFORMATION OUT THERE THAT DESCRIBES WHAT'S HAPPENING ACROSS THE COUNTRY AND REALLY ACROSS THE WORLD IN TERMS OF THE IMPACT ON STUDENT LEARNING FROM THE LAST TWO YEARS.
AND SO THIS IS FROM THE U S DOE IT'S FROM THE NEW YORK TIMES.
AND REALLY WHAT WE KNOW IS THAT IT'S HAD A NEGATIVE IMPACT ON STUDENT LEARNING SPECIFICALLY, UM, ACROSS THE BOARD WITH ALL STUDENTS, BUT IT'S STUDENTS THAT HAVE BEEN NEGATIVELY IMPACTED IN OTHER WAYS, AND MAYBE STRUGGLE ACADEMICALLY.
UM, IT'S BEEN EXACERBATED BY, BY THE PANDEMIC AND THAT'S REALLY WHAT THE DATA TELLS US ACROSS THE U S THIS IS OUR DATA.
UM, THIS DATA SHOWS RESULTS FROM WHAT'S CALLED THE FINAL LOGICAL AWARENESS LITERACY SCREEN.
THIS IS A SCREEN THAT'S GIVEN ACROSS THE STATE OF VIRGINIA TO ALL STUDENTS IN THE PRIMARY GRADES.
SO THIS IS KINDERGARTEN FIRST AND SECOND GRADE DATA.
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IS A TREND OVER THE LAST THREE YEARS, 2019, 20 AND 21.UM, AND THIS IS DATA WE GET DIRECTLY FROM THE STATE THAT, UH, TELLS US WHICH STUDENTS ARE AT HIGH RISK, MEDIUM RISK AND LOW RISK FOR LITERACY SUCCESS IN SCHOOL.
AND SO AT THE EARLIEST GRADES, WE KNOW NOTHING'S MORE IMPORTANT THAN THOSE FOUNDATIONAL SKILLS RELATED TO LITERACY.
UM, AND WHAT WE'RE ACCUSTOMED TO REALLY STRETCHING BACK AND FORTH 2019 IS THAT OUR HIGH-RISK IDENTIFICATION RATE TYPICALLY HOVERS AROUND 15 TO 16%.
UM, AND SO WHAT YOU SEE THE TREND, UNFORTUNATELY, OVER THE LAST THREE YEARS IS THAT RED PIECE OF THE PIE IS GROWING IN THAT GREEN PIECE OF THE PIE IS SHRINKING.
UM, AND AGAIN, THIS IS REFLECTIVE VIRGINIA, OUR RESULTS.
YOU'LL SEE SOME OTHER RESULTS.
OUR RESULTS CONTINUE TO BE A LITTLE BIT STRONGER IN MOST AREAS OF THE, IN THE STATE OF VIRGINIA, BUT THE SAME DECLINES, THE SAME TRENDS ARE AFFECTING YOUTH, SOME STUDENTS AS THEY ARE STUDENTS ACROSS VIRGINIA.
SO WE SEE THAT TREND IN THE EARLY GRADES.
I'M GOING TO SHARE SOME DATA THAT GETS INTO THE UPPER ELEMENTARY GRADES, MIDDLE SCHOOL AND HIGH SCHOOL.
UM, AND YOU'LL SEE SOME OF THE SAME KINDS OF, UM, IMPACTS I'M GOING TO START WITH STUDENT GROWTH.
AND SO I WON'T GET INTO THE WEEDS, BUT WE TALK A LOT ABOUT THE DIFFERENCE BETWEEN GROWTH AND ACHIEVEMENT, THIS GROWTH MEASURE.
IF YOU THINK IN TERMS OF WHERE A STUDENT STARTS AT THE BEGINNING OF THE SCHOOL YEAR, REGARDLESS OF WHETHER THEY'RE ON GRADE LEVEL BELOW GRADE LEVEL, FAR EXCEEDING GRADE LEVEL, HOW FAR DO THEY PROGRESS FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR? SO IF YOU THINK ABOUT A RACE, HOW MUCH GROUND DID THEY TRAVEL OVER THE COURSE OF THE SCHOOL YEAR? THAT'S THAT'S WHAT THIS REPRESENTS VERSUS A TYPICAL ACHIEVEMENT MEASURE WOULD BE.
WE THINK THE STATE THINKS ALL THIRD GRADERS SHOULD KNOW THIS BODY OF KNOWLEDGE.
AND AT THE END OF THE YEAR, DO THEY, HAVE THEY MASTERED THAT BODY OF KNOWLEDGE, A DIFFERENT MEASURE THAN HOW MUCH GROUND HAD BEEN COVERED OVER THE COURSE OF THE SCHOOL YEAR? SO WE USE THE MAP ASSESSMENT AND YOU PROBABLY HAVE HEARD US TALK ABOUT MATT BEFORE MAP STANDS FOR MEASURES OF ACADEMIC PROGRESS.
UM, IT IS COMPUTER ADAPTIVE IN NATURE.
SO IF MR. NEWMAN AND I SIT DOWN AT THE SAME TIME, UM, TO TAKE THE TEST, MR. NEWMAN GETS THE FIRST FIVE QUESTIONS, RIGHT? I GET THE FIRST FIVE QUESTIONS WRONG.
AND QUESTION NUMBER SIX FOR MR. NEWMAN IS DIFFERENT THAN QUESTION NUMBER SIX FOR ME AND THE TEST ADAPTS THROUGHOUT THE TEST ADMINISTRATION TO REALLY HONE IN ON WHERE EXACTLY WHERE A STUDENT IS IN BOTH READING AND MATH.
UM, AND THEN WHEN WE SIT DOWN SIX MONTHS LATER TO TAKE THE TEST, AGAIN, IT PICKS RIGHT UP WHERE MR. NEWMAN LEFT OFF THE LAST TIME HE TOOK THE TEST AND WHERE I LEFT OFF THE LAST TIME I TOOK THE TEST.
SO TOTALLY DIFFERENT THAN AN ACHIEVEMENT MEASURE IS A TRULY MEASURES, THE INDIVIDUAL PROGRESS OF EVERY TEST TAKER AND WHAT WE HAVE FOUND.
WE'VE BEEN GIVING THIS ASSESSMENT FOR NINE YEARS, WHAT WE HAVE FOUND, AND I'VE DONE THIS WITH A COUPLE OF THESE DATA POINTS IS TO SUMMARIZE OUR PREVIOUS FIVE-YEAR ANNUAL AVERAGE, KIND OF PRIOR TO THE DISRUPTION OF THE PANDEMIC.
AND THEN WHAT WE HAVE SEEN SINCE THE DISRUPTION OF A PANDEMIC AND HISTORICALLY OUR STUDENTS PERFORM 13 PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE.
THIS IS A NATIONALLY NORMED ASSESSMENT.
UM, 13 PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE IN READING 17 PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE IN MATH, AFTER THE PREVIOUS FIVE-YEAR AVERAGE, THAT'S CONSISTENT WITH REALLY THE NINE-YEAR AVERAGE SINCE WE'VE BEEN GIVING THE ASSESSMENT UP UNTIL THE DISRUPTION OF THE PANDEMIC.
AND FOR THE FIRST TIME EVER, WE HAVE SEEN RESULTS THAT ARE BELOW NATIONAL AVERAGES AND READING THAT'S FOUR PERCENTAGE POINTS BELOW NATIONAL AVERAGES IN MATH, TWO PERCENTAGE POINTS.
SO THE, AGAIN, NOT BASED ON GRADE LEVEL STANDARDS, BUT BASED ON STUDENTS MAKING A YEAR'S WORTH OF GROWTH DURING THAT ACADEMIC YEAR.
AND THAT'S WHAT THE TITLE CAPTURES.
SO AGAIN, TAKING MR. NEWMAN AND I, AS AN EXAMPLES OF STREAM IS PERFORMING WAY ABOVE GRADE LEVEL, DR.
YARA IS PERFORMING BELOW GRADE LEVEL.
IT'S NOT WHETHER OR NOT WE GOT TO GRADE LEVEL.
INSTEAD I MAKE A YEAR'S WORTH OF PROGRESS DURING THAT ACADEMIC YEAR.
DID MR. NEWMAN MAKE A YEAR'S WORTH OF PROGRESS DURING THAT ACADEMIC YEAR AND HISTORICALLY FAR EXCEEDING NATIONAL AVERAGE AS WELL? WHAT I WOULD SAY, I SAID THIS LAST NIGHT AT THE SCHOOL BOARD MEETING, THERE'S NOT NOTHING SPECIAL IN THE DRINKING WATER IN HOUSTON THAT MAKES OUR STUDENTS BRIGHTER OR LESS CAPABLE THAN ANY OTHER STUDENTS ACROSS THE COUNTRY.
IT'S THE IMPACT OF THE INSTRUCTION THAT HAPPENS IN OUR CLASSROOMS, WHY THOSE GREEN BARS HISTORICALLY ARE WHAT THEY HAVE BEEN.
UM, AND UNFORTUNATELY THE DISRUPTION IN THE LAST TWO YEARS HAS RESULTED IN FOR THE FIRST TIME OUR STUDENTS ACTUALLY NOT MAKING THE GROWTH THAT WE ARE ACCUSTOMED TO SEE.
SO MR. PETERSON YESTERDAY, UM, I UNDERSTAND WHERE WE'RE TRYING TO ISOLATE THE IMPACT OF THE PANDEMIC, DO PRE PANDEMIC POST.
THIS ASSUMES ALL ELSE BEING EQUAL.
SO I'M GOING TO ASSUME, I WANT TO CHECK IF WE'RE SPENDING THE SAME AMOUNT OF TIME, EFFORT, ENERGY, AND FOCUS ON THESE TWO SUBJECTS THAT WE HAVE BEEN IN
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THE PAST.SO IT IS ALL ELSE BEING EQUAL AND THERE'S NO SHIFT IN EMPHASIS OR FOCUS IN TITLE ENERGY.
WE'LL TALK ABOUT THAT IN JUST A SECOND, ABOUT SOME OF WHAT IS HAPPENING NOW, THAT IS DIFFERENT THAN WHAT WE HAVE DONE IN RESPONSE TO THIS KIND OF DATA WE'RE GETTING INTO THAT.
HE'S ASKING NO RESPONSE TO THIS, BUT WE'RE STILL SPENDING THE SAME AMOUNT OF CROWDS OR IS CORRECT TEACHING, READING, AND STILL SPENDING THE SAME AMOUNT OF HOURS TEACHING MATH THAT WE DID PREVIOUSLY.
SO THEN WE CAN TRY TO START TO ATTRIBUTE THIS ALL I WAS THINKING IF WE CAN ATTRIBUTE TO THE SPECIFIC, OH, NO, WE ALL KNOW THE PANDEMIC CAUSED OFF.
SO WHAT ARE WE DOING ABOUT IT? NO, BUT OBVIOUSLY MORE THAN OTHER PLACES, BECAUSE NOW WE'RE BELOW THE ACTUAL NO, NO, WE'RE BETTER THAN MANY OTHER ACCOUNTS.
TO THE NATIONAL, WHAT IS RICHMOND? WHAT IS HIM? RIGHT.
THEY'RE MORE THAN MINE IS FOR MY STUDENTS, OUR AREA, BUT NATIONALLY, IT WOULD BE LOWER.
AND AGAIN, THEY DIDN'T FALL AS MUCH AS WE DID.
AND RICHMOND HAD WORST RESULTS IN GROUPS.
YOU COMPARE WHAT YOU DID TO START WITH RICHMOND.
IT'S GOING TO BE MORE THAN MINUS FOUR.
MY STATE, I THINK, I DON'T THINK WE DISAGREE WITH THAT.
I THINK IT'S ABOUT, WE WERE, WE WERE WAY UP THERE AND NOW WE'RE DOWN HERE.
WHAT ARE WE DOING TO HELP OUR BUCKETS? LIKE, AND WE'LL GET TO THAT.
I, I, I KNOW I IT'S SELF-EVIDENT THAT THERE HAS BEEN A DISRUPTION AND THERE'S BEEN AN IMPACT.
I JUST, I THINK IT'S IMPORTANT TO PUT SOME CONTEXT TO, AND THIS IS NOT EVERYBODY ADMINISTERS THE MAP ASSESSMENT.
SO IT IS ONE OF THE, IT'S THE ONLY MEASURE REALLY THAT WE HAVE CHOSEN TO USE, ENGAGE THEM.
IT GIVES US A NATIONAL COMPARISON.
WE HAVE A LOT OF WAYS TO MEASURE OUR STUDENT PERFORMANCE AGAINST THE STATE.
AND WE'LL GET INTO THAT IN JUST A SECOND.
BUT IN TERMS OF INDIVIDUAL STUDENT GROWTH AND LOOKING AT NATIONAL TRENDS, THIS IS THE ASSESSMENT THAT RICHMOND DOESN'T GIVE THE, THE MAP ASSESSMENT.
THERE ARE OTHER DIVISIONS AND RECOLLECT, AND THEN IT GIVES THEM A MAP ASSESSMENT.
UM, BUT OBVIOUSLY THIS IS PRETTY ILLUMINATING.
SO THAT, THAT STUDENT GROWTH, WHEN WE GET TO STUDENT ACHIEVEMENT, THIS IS MORE WHAT PROBABLY EVERYBODY IN THE ROOM IS ACCUSTOMED TO THINKING ABOUT IN TERMS OF STUDENT OUTCOMES.
THIS IS BASED ON THE STATE AS WELL TEST.
SO REQUIRED ASSESSMENT ACROSS THE STATE OF VIRGINIA APPLES TO APPLES COMPARISON.
UM, WHAT I WILL, I'LL MAKE A DIFFERENTIATION WHEN I GET TO THE 2021 FALL RESULTS, BECAUSE AS YOU MAY KNOW, THE STATE HAS CHANGED THE WAY THEY GIVE THE STATE TESTS USED TO BE ONLY AT THE END OF THE SCHOOL YEAR.
IT WAS A SUMMIT OF ASSESSMENT, UM, AND NOTHING MORE.
AND WE SOMETIMES TALK ABOUT IT AS AN AUTOPSY.
WE GIVE THIS ASSESSMENT RIGHT AT THE END OF THE YEAR, AND THEN WE KNOW HOW OUR STUDENTS HAVE DONE AND COMPARED TO GRADE LEVEL STANDARDS.
UM, THAT'S WHAT WE'VE BEEN ACCUSTOMED TO.
AND THESE ARE SCORES THAT WERE USED TO MID EIGHTIES TO UPPER EIGHTIES, SOMETIMES IN THE LOW NINETIES, UM, PASS RATES BASED ON STATE TESTS.
WE, YOU ALL HAVE SEEN SOME OF THAT DATA BEFORE FAR EXCEED OUR NEIGHBORS IN REGION AND SUPER PROUD OF OUR STUDENTS AND OUR TEACHERS FOR THE RESULTS THAT THEY GET.
UM, OBVIOUSLY PRE PANDEMIC IS IMPORTANT TO KNOW.
WE STILL DID HAVE STUDENTS THAT WERE NOT MEETING GRADE LEVEL STANDARDS.
UM, AND THAT'S ONE THING THAT WE TALKED ABOUT AT LAST NIGHT'S BOARD MEETING IS, UM, YES, THE PANDEMIC HAS HAD A NEGATIVE IMPACT, BUT WE CAN'T LOSE SIGHT OF THE FACT THAT WE STILL HAD STUDENTS THAT WEREN'T WHERE THEY NEEDED TO BE PRIOR TO THE PANDEMIC.
SO THIS IS THE FIVE-YEAR PREVIOUS FIVE-YEAR AVERAGE.
THIS IS, UM, THESE ARE THE FALL RESULTS FOR THIS SCHOOL YEAR.
AND WHAT'S IMPORTANT TO KNOW IS THE STATE TEST.
NOW ISN'T JUST AT THE END OF THE SCHOOL YEAR, THEY NOW GIVE AN SOL TEST IN THE FALL AND AN SOL TEST IN THE SPRING NEXT YEAR, THEY WILL GIVE AN SOL TEST IN THE FALL AND THE WINTER AND THE SPRING.
AND WHAT THE STATE IS TRYING TO MIRROR IS WHAT THE MATH ASSESSMENT THAT I MENTIONED BEFORE, WHICH IS TO MEASURE STUDENT PROGRESS DURING THE YEAR.
UM, THEY'RE NOT THERE YET IN TERMS OF HOW EFFECTIVELY THEY'VE DESIGNED THEIR SYSTEM, BUT THEIR FALL RESULTS.
WHAT TH WHAT REPORTS WE DID GET, TELL US WHAT STUDENTS ARE READY FOR GRADE LEVEL STANDARDS AND WHAT STUDENTS ARE NOT READY FOR GRADE LEVEL STANDARDS.
SO FOR THE FIRST TIME EVER, WE GOT THAT TYPE OF DATA THIS FALL.
SO IF YOU'RE WILLING TO KIND OF MAKE THAT LEAP, AND I THINK IT'S REASONABLE TO SAY THE, THE SUMMIT OF ASSESSMENT IN YEARS PAST THIS CALLS STUDENTS BEING ON GRADE LEVEL OR OFF GRADE LEVEL, THE FALL ASSESSMENT, READY FOR GRADE LEVEL STANDARDS, NOT READY FOR GRADE LEVEL STANDARDS.
AND WHEN YOU COMPARE THE TWO, AND AGAIN, IF YOU CAN'T DO APPLES TO APPLES, BECAUSE THE SCHOOL YEAR HASN'T FINISHED YET WHEN WE FINISH THE SCHOOL YEAR, WE'LL HAVE THE APPLES TO APPLES COMPARISON.
[00:30:01]
IF WE USE THE FALL DATA, IT TELLS, IT TELLS US OUR STUDENTS ARE MORE STUDENTS ARE OFF GRADE LEVEL STARTING THE SCHOOL YEAR THAN THEY TYPICALLY HAVE BEEN.SO AGAIN, WE'LL CERTAINLY UPDATE THIS ONE, GIVEN THE END OF THE YEAR SOL TEST, BUT BECAUSE THEY'RE BOTH STATE TESTS, THEY'RE BOTH ACHIEVEMENT MEASURES.
UM, I THINK THIS IS A FAIR ANALYSIS OF KIND OF WHERE WE ARE FROM AN ACHIEVEMENT STANDPOINT.
YOU'RE SHOWING THE FIVE-YEAR AVERAGE, THEREFORE, THE PREVIOUS FIVE YEARS, WHAT ARE THE TRENDS AND SHOW THAT THIS IS COMING UP NEXT? OKAY.
HERE'S THE TRENDS? SO QUICK ENOUGH, THIS IS, UH, THIS IS READING.
I'LL GO THROUGH A COUPLE OF THE ACADEMIC AREAS.
UM, AND THIS IS DATA THAT WE SHOW EVERY YEAR IN THE FALL.
UM, AND SO WHAT YOU'LL SEE HERE ARE GOOSE AND RESULTS IN A RED STATE AVERAGES IN BLUE.
AND YOU'LL SEE THIS SLIDE AFTER SLIDE, WHICH IS, WE GENERALLY ARE PERCENTAGE POINTS ABOVE THE STATE AVERAGE.
UM, TYPICALLY ONE OF THE TOP TWO OR THREE PERFORMING SCHOOL DIVISIONS IN THE REGION IN TERMS OF SOL RESULTS.
UM, SO WE'RE STAYING REALLY FOR THE MOST PART WITH THAT SAME GAP.
IN SOME CASES, YOU'LL SEE OUR RESULTS, ACTUALLY THE GASH WIDE WE'RE ACTUALLY HIGHER THAN THE STATE AVERAGE, UNFORTUNATELY, WELL, THE GAP.
SO THE GAP IS SAME HERE, BUT IN SOME INSTANCES, WHILE THE GAPS EXPANDED, WE'VE SEEN THE SHARP DECLINE, OBVIOUSLY SINCE THE PANDEMIC.
AND SO THE RESULTS AT THE BOTTOM, A MULTIPLE YEAR TREND, THERE WAS OBVIOUSLY NO TESTS FOR THE 2019 20 SCHOOL YEAR.
SO WE KIND OF JUMPED OVER THAT FROM 1819 TO 2021.
UM, THESE ARE READING RESULTS.
AND SO THESE ARE STUDENTS IN GRADES THREE THROUGH 12 HERE, THE MATH RESULTS PRETTY SIMILAR AND PRETTY CLEAR AGAIN, BLUE LINE IS THE STATE AVERAGE BREADLINE IS GOOCHLAND HERE, THE SCIENCE RESULTS.
AGAIN, THIS WAS, THIS IS ONE THAT SIMILAR TO WHAT I MENTIONED BEFORE, WE ACTUALLY SEE NOW A SIX OR SEVEN POINT DISCREPANCY BETWEEN OUR AVERAGE AND THE STATE AVERAGE, BUT IT DROPPED FROM 83% PASS RATE TO A 66% PASS RATE.
THESE ARE THE SCIENCE RESULTS.
THAT'S THE LARGEST ENTIRE SCHOOL TO NATION THIRD THROUGH 12TH GRADE.
YEAH, THE ELEMENTARY, MIDDLE AND HIGH.
I MEAN, IT'S ONE WORST, LIKE, FOR EXAMPLE, IT'S THE ELEMENTARY WORSE OR WE HAVE, WE HAVE ALL THAT.
I GOT INCLUDED IN THIS PRESENTATION, BUT WE HAVE, UH, NOW THOUGHT, MAN, IT'S PRETTY, PRETTY CONSISTENT DROP ACROSS ALL ACADEMIC AREAS OF LEVELS ELEMENTARY, MIDDLE HIGH.
AND SO AGAIN, I COULD TALK ALL DAY ABOUT OUR RESPONSE.
I'LL JUST TALK FOR A MINUTE ABOUT ONE OF THE MOST KIND OF PROFOUND CHANGES THAT WE'VE MADE THIS YEAR, UH, THAT I TALKED WITH THE SCHOOL BOARD ABOUT FOR OVER AN HOUR LAST NIGHT, OUR, THE MULTI-TIERED, UH, OUR APPROACH TO MULTI-TIERED SYSTEM OF SUPPORT.
AND THIS IS REALLY FORMALIZING PROCESSES.
THAT'S BEEN IN PLACE IN SCHOOLS FOR YEARS.
AND PART OF THE TIE IN IS OBVIOUSLY THE RESOURCES, THE FINANCIAL RESOURCES BEHIND ALLOWING US TO DO THIS.
AND WHAT I WILL LIKE IN THIS TOO, UM, IS THE MEDICAL MODEL.
WHEN YOU GO IN FOR A PHYSICAL AND THEY IDENTIFY STRENGTHS AND WEAKNESSES FROM A HEALTH STANDPOINT, DESIGN A PLAN TO TRY TO GET YOU WHERE YOU NEED TO BE FROM A HEALTH STANDPOINT AND GET YOU ON YOUR WAY.
AND THAT MAY INCLUDE NUTRITION, EXERCISE, MEDICINE, SURGERY, WHATEVER IT MIGHT INCLUDE, VERY SIMILAR TO WHAT'S HAPPENING IN SCHOOLS RIGHT NOW FROM A DIAGNOSTIC STANDPOINT, AND THEN PRESCRIBING WHAT INDIVIDUAL STUDENTS NEED.
AND SO I WON'T READ ALL THIS TO YOU, BUT THERE ARE THREE MAIN COMPONENTS TO THE MTSS SYSTEM.
THAT'S, THAT'S MORE THAN THAT, YOUR ACRONYMS AND EDUCATION IDENTIFYING THE STUDENTS THAT NEED ACADEMIC SUPPORT.
OBVIOUSLY ALL THAT DATA THAT I SHARED BEFORE HELPS US DO THAT.
UM, WE'RE ACTUALLY WAY MORE IN THE WEEDS WITH INDIVIDUAL DATA TO IDENTIFY STUDENT NEEDS THAN THE DATA I SHARE.
THAT'S BIG PICTURE DATA WHERE DOWN TO THE STUDENT LEVEL AND DOWN TO THE SKILL LEVEL.
SO IDENTIFY THOSE STUDENT NEEDS DEVELOP A PERSONALIZED ACTION PLAN TO SUPPORT STUDENTS AS THEY WORK TO ACHIEVE SUCCESS.
AND THEN CONTINUING TO MONITOR PROGRESS, TO DETERMINE PROGRESS THAT STUDENTS MAKE, WHICH STUDENTS THEN CAN COME OUT OF THAT INTENSIVE SUPPORT, WHICH STUDENTS MAYBE NEED TO GO BACK INTO THAT INTENSIVE SUPPORT.
SO THAT'S MTSS THE UPSIDE DOWN TRIANGLE IS TYPICALLY WHAT IS SHOWN TO KIND OF CAPTURE WHAT THAT LOOKS LIKE.
TIER ONE SUPPORT IS THE REGULAR INSTRUCTIONAL PROGRAM.
EVERY STUDENT'S CLASSROOM EXPERIENCE, THE INSTRUCTION THAT OUR TEACHERS PROVIDE.
THAT'S TIER ONE, A HUNDRED PERCENT OF STUDENTS BENEFIT FROM THAT TIER TWO SUPPLEMENTAL PROGRAM THAT WOULD BE STUDENTS RECEIVING ADDITIONAL INSTRUCTION, SMALL GROUP ONE TIME A WEEK, TWO TIMES A WEEK, THREE TIMES A WEEK FROM ADDITIONAL STAFF MEMBERS BEYOND OFTENTIMES OUR CLASSROOM TEACHERS.
AND THEN TIER THREE WOULD BE OUR MOST INTENSIVE SUPPORT
[00:35:01]
ONE-ON-ONE INSTRUCTION, MAYBE SMALL GROUP, FIVE DAYS A WEEK, WORKING WITH, UM, INDIVIDUAL EXPERTS IN OUR SCHOOL SCHOOLS TO PROVIDE SUPPORT FOR DEFICIENCIES THAT MAY, MAY OR MAY NOT BE FORMALLY IDENTIFIED THROUGH AN INDIVIDUALIZED EDUCATION PLAN AND THROUGH SPECIAL EDUCATION.SO THIS IS IDEALLY WHERE YOU WANT TO BE WHEN YOU HAVE A SYSTEM LIKE THIS, ABOUT FIVE TO 15% OF YOUR STUDENT POPULATION INVOLVED IN TIER TWO AND ONE TO 5% OF YOUR POPULATION INVOLVEMENT, TIER THREE.
SO THE TIE IN, AGAIN, WE HAVE BEEN DOING THIS IN SCHOOLS FOR A LONG, LONG TIME, BUT WE HAVE A FORMALIZED PROCESS AND PROGRAM TO ATTACK MTSS AND OF THIS YEAR IN A WAY THAT WE'VE NEVER HAD BEFORE.
AND OBVIOUSLY A BIG PART OF THAT IS HAVING THE RESOURCES TO DO IT.
AND SO WHEN I TRY TO CASH IT HERE, I'M USING THAT SAME MODEL IS WE ALL KNOW THAT WHEN WE INCREASE THE NUMBER OF CLASSROOM TEACHERS THAT DRIVES CLASS SIZE DOWN, WE'VE BEEN FORTUNATE, THANKS TO YOUR ALL SUPPORT FOR MANY YEARS, TO HAVE RELATIVELY SMALL CLASS SIZES.
AND THAT OUR STUDENTS BENEFIT FROM THAT.
I WOULD SAY THAT'S ONE OF THE BIGGEST REASONS WHY HISTORICALLY OUR SCORES HAVE BEEN WHAT THEY HAVE BEEN.
UM, AND THEN WE THINK ABOUT ADMINISTRATORS, ASSISTANT PRINCIPALS, PRINCIPALS, CENTRAL OFFICE TEAM MEMBERS, FOLKS THAT ARE IN THIS ROOM TODAY, BUT WE DON'T TALK A LOT ABOUT THESE ADDITIONAL TEAM MEMBERS IN SCHOOLS THAT REALLY WE RELY ON TO PROVIDE THAT INTENSIVE SUPPORT THAT I MENTIONED BEFORE.
AND THIS IS IN MY 25 YEARS IN EDUCATION, A SHIFT THAT I'VE SEEN PRETTY SIGNIFICANTLY INVESTMENTS IN THIS LAYER OF SUPPORT FOR STUDENTS.
AND I'VE LISTED SOME OF THOSE, UM, TEAM MEMBERS FOR THE LEFT, WITH THE NUMBERS THAT WE HAVE IN GOOCHLAND.
AND OBVIOUSLY MY PIECE OF MY PRESENTATION IS FOCUSED ON ACADEMIC SUPPORT, BUT YOU GOT FOLKS THAT ARE SUPPORTING STUDENTS' SOCIAL, EMOTIONAL HEALTH AS WELL.
SO IT'S IMPORTANT TO NOTE THAT WHO THOSE FOLKS ARE AND THE WORK THAT THEY DO IS REALLY TIED TO THAT MTSS SYSTEM THAT I MENTIONED BEFORE SPECIFICALLY, WE'VE NEVER HAD ACADEMIC INTERVENTIONS UNTIL THIS YEAR AND THE FEDERAL FUNDING HAS ALLOWED US TO DO THAT.
UM, WE HAD ADDITIONAL READING SPECIALIST AT BURT ELEMENTARY SCHOOL BECAUSE THEY QUALIFY FOR TITLE ONE FUNDING.
SO AGAIN, JUST WANTED TO KNOW, WE ALL KNOW WHAT CLASSROOM TEACHERS DO.
WE KNOW WHAT ADMINISTRATORS DO A LOT OF TIMES THIS IS THAT LAYER IN SCHOOLS THAT WE DON'T TALK A WHOLE LOT ABOUT.
AND THOSE FOLKS ARE REALLY PROVIDING THAT SUPPORT TO OUR STUDENTS TO WRAP UP.
UM, I DID THINK IT WAS IMPORTANT TO LET YOU HEAR DIRECTLY FROM OUR TEACHERS IN THE MOST EFFICIENT WAY WE COULD.
THIRD GRADE TEACHER RAN OFF ELEMENTARY SCHOOL, ONE OF OUR STRONGEST, UM, AMAZING RESULTS EVERY YEAR IN HER CLASSROOM.
UM, BUT SHE HAS TALKED QUITE A BIT, AS MANY OF OUR TEACHERS HAVE ABOUT THE IMPACT OF THE LAST TWO YEARS AND HOW IT'S MANIFESTED ITSELF IN THE SKILLS THAT SHE SEES STUDENTS IN HER CLASSROOM NOT HAVE THAT SHE'S ACCUSTOMED TO SEEING STUDENTS HAVE WHEN THEY ENTER HER THIRD GRADE CLASSROOM.
SO THAT IS SHELLY RANDOLPH ELEMENTARY SCHOOL.
YOU MAY OR MAY NOT KNOW SHELLY, ERIN PATTON.
YOU PROBABLY KNOW AARON, YOU PROBABLY HAVE BEEN HER CLASSROOM BEFORE.
UM, AND THIS IS THE QUOTE THAT AARON SHARE THAT, UM, THAT ASSUMING THAT IT WAS BEING PART OF THIS PRESENTATION, BUT THAT'S, THAT'S BEEN HER EXPERIENCE THIS YEAR, FINDING THAT SHE NEEDS TO UTILIZE BEFORE SCHOOL, AFTER SCHOOL, UM, BULLDOG BLOCK TO, TO, TO WORK WITH STUDENTS IN A WAY THAT SHE'S NEVER REALLY HAD TO BEFORE.
UM, SO IT'S DEFINITELY IMPACTING OUR FOLKS.
AND WOULD THAT PROBABLY A GREAT TRANSITION, I THINK, TO THE NEXT PART OF OUR DISCUSSION TODAY? ANY QUESTIONS? COMMENTS? NO, THANK YOU FOR DIVING IN, AT THAT SHIRT OFF.
CAUSE I THINK STARTING OUT AT THE GIRL, LIKE VERMONT, DIG INTO THE DATA, HELPFUL, PARTICULARLY THE MTSS, THOSE PERCENTAGES YOU SHOWED OF THE DIFFERENT, THE TIER THREE TIERS, YOU SAID THAT'S WHERE YOU WANT TO BE.
I THOUGHT MAYBE YOU CAN TELL US WHERE WE ARE.
IN LAST NIGHT'S PRESENTATION, I WAS TRYING TO BE AS CONCISE AS POSSIBLE.
WE ARE EXCEEDING THOSE, UH, PERCENTAGES WE HAVE ABOUT, IF I REMEMBER RIGHT Y'ALL CAN CHECK ME.
IT'S 25% OF OUR STUDENTS ARE RECEIVING SUPPORT READING CURRENTLY IN 17% OF OUR STUDENTS ARE RECEIVING SUPPORT IN MATH, IN THAT TIER TWO OR TIER THREE, WHICH PUTS US ABOVE REALLY THAT IDEAL TARGET.
AND SO WHAT THAT MEANS, AND THE BOARD ASKED OUR TEACHERS LEAD, JOINED ME LAST NIGHT.
UM, ARE THERE STUDENTS THAT NEED SUPPORT THAT AREN'T GETTING IT, AREN'T GETTING IT THROUGH THE MTSS SYSTEM.
IS THAT WHERE WE'RE HAVING TO MAKE STRATEGIC DECISIONS ABOUT WHO GOES INTO TIER TWO AND WHO WAITS UNTIL THESE KIDS COME OUT? SO THIS NEXT GROUP CAN COME IN.
SO EVEN THOUGH WE HAVE ADDITIONAL RESOURCES, IT'S STILL REALLY NOT QUITE ENOUGH FOR US TO HIT THAT TARGET OVER, TALKING IN A NEGATIVE.
[00:40:01]
BETWEEN FIVE AND 15% OF OUR STUDENTS IN THERE IN AN IDEAL SITUATION, RIGHT.BUT WE'RE HAVING 25% OF OUR STUDENTS WHO NEED THAT.
AND WE'RE TRYING TO SQUEEZE THEM THROUGH THAT SAME FUNNEL.
WHAT IS, WHAT IS THE ULTIMATE OBJECTIVE OF ALL THIS? I MEAN, THIS GETS A LITTLE PHILOSOPHICAL, BUT, UM, BUT THESE ARE THE KINDS OF DISCUSSIONS THAT I REALLY LOVED HAVING, YOU KNOW, WHAT YOU TALKED ABOUT NINE YEARS AGO, WE STARTED SHIFTING FROM ACHIEVEMENT TO GROWTH OR AT LEAST, YOU KNOW, BOTH, IT'S LIKE, YOU KNOW, YES, I REMEMBER THOSE EXCITING TIMES.
SO I THINK WE'RE NOW AT ANOTHER PLACE IN THIS PROCESS.
AND SO I, I THINK TO ME, MAYBE NOT FULL DEEP DIVE TODAY, BUT I WOULD LOVE IF I WAS ON THE SCHOOL BOARD, THIS IS WHAT I WOULD BE THINKING.
LET'S HAVE A PHILOSOPHICAL, BUT FOR THE HEAT, IT MIGHT BE THE QUESTION.
AND LET ME TAKE A STEP BACK, DR.
RILEY, YOU SAID IT'S NOBODY'S FAULT HOW WE ENDED UP HERE.
WE DON'T WANT TO DRILL INTO ALL THIS QUAGMIRE, BUT THERE IS A CAUSE IT IS.
SO IN MY POINT WOULD BE WHEN YOU CLOSE SCHOOLS AND SEND KIDS HOME AND PUT A CLOTH ON YOUR FACE AND SIT IN FRONT OF A COMPUTER, THAT'S YOU CLASSIC.
SO I THINK THE BOARD HAS TO BE AWARE THAT WE DON'T, WE WANT TO RESIST ANY OUTSIDE FORCE PUTTING US THROUGH THIS AGAIN, THERE'S AN ELEMENT OF THAT.
THAT CERTAINLY, I DON'T THINK WE SHOULD IGNORE IT.
SO LET'S TALK ABOUT, YOU KNOW, LET'S AT LEAST UNDERSTAND WHAT THE CAUSE WAS.
WE DID THIS AND, AND SO, SO NOW WE'VE LOST A YEAR AND A HALF OR WHATEVER IT IS.
SO NOW I'M THINKING, YOU KNOW WHAT? AND THIS IS ALWAYS WHEN I WAS ON THE BOARD, THIS WAS ALWAYS A CHALLENGE FOR ME.
THE GRADUATION RATE, LIKE YOU MEAN, WE GOT A SUPER HIGH GRADUATION RATE.
WELL, YOU KNOW, SOMETIMES MAYBE PEOPLE AREN'T READY.
I MEAN, YOU NEED TO GET PEOPLE OUT WHEN THEY'RE READY.
SO NOW YOU'RE LOOKING AT, UH, YOU KNOW, PEOPLE THAT HANG UP, HE, BECAUSE READY AS WE WANT THEM TO BE.
SO IS THIS GOAL TO SCRAMBLE IS SO YOU NEED AN INFUSION NOW TO SCRAMBLE, GET PEOPLE BACK UP SO WE CAN GET BACK TO THE WAY WE WORKED.
SO I KNOW WE'RE HAVING A CONVERSATION.
AND I KNOW ULTIMATELY THE AGENDA ITEM IS HOW ARE WE SPENDING THE FEDERAL RESOURCES REALLY WANTED TO LET YOU KNOW THAT THIS IS WHERE WE ARE AT THIS POINT IN TIME.
IT'S A RESULT OF WHAT WE HAVE GONE THROUGH OVER THE COURSE OF THE PAST FEW YEARS, THERE ARE DEFICITS.
WE CONTINUALLY A STRONG SCHOOL SYSTEM, BUT THERE ARE NEEDS.
WE WANT TO IDENTIFY THOSE CAUSE THAT THAT IMPACTS WILDLY ARE SPENDING.
THERE WERE $7 MILLION IN FEDERAL RESOURCES.
SO I FELT INSTEAD OF PUTTING JUST A BUNCH OF NUMBERS ON A SCREEN, IT WAS IMPORTANT TO UNDERSTAND WHY WE WERE SPENDING THOSE RESOURCES THE WAY WE ARE.
ULTIMATELY, WE WANT TO USE THIS INFUSION OF CASH SHORT TERM, GET US BACK TO WHERE WE WERE FROM A METRIC STANDPOINT, SO THAT ULTIMATELY WE CAN GET RID OF THOSE FEDERAL DOLLARS AND GET BACK TO OUR NORMAL OPERATIONAL PATTERN.
THAT'S REALLY THE EMPHASIS FOR THIS CONVERSATION TODAY.
WELL, AND, AND, BUT I CAN HELP LET AGAIN USING IT AT THIS POINT, LIKE I SAID, I'M ON THE GO, WE'RE AT A POINT IN TIME THAT WE NEED TO KIND OF RELOOK AT THE WHAT'S THE PURPOSE OF EDUCATION, BECAUSE WE TALKED ABOUT IT BEFORE, WHEN I WAS IN SCHOOL, WHERE WE LOOKED AT SOME OF THOSE OLD FILMS, IF YOU KNOW THIS, THIS IS STILL AN AGRARIAN, THIS IS ROOTED IN THE WAY IT WAS 50, 60 YEARS AGO.
AND THIS IS A SENSE OF MIND IS THAT WE'RE GOING TO GO FROM CRISIS TO CRISIS.
YOU KNOW, THE PANDEMIC IS WINDING DOWN, BUT NOW THERE'S OTHER CRISES.
SO I'M HAVING DISCUSSIONS WITH MY CHILDREN WHO ARE IN THEIR TWENTIES AND THIRTIES NOW.
AND MY DAUGHTER FROM SAN DIEGO CALLS UP AND SHE SAYS, YOU KNOW, YOU DON'T FACETIME IT.
SHE'D SAY, HEY, DAD, IS THERE GOING TO BE NUCLEAR WAR? AND SHE'S, SHE'S 28 YEARS OLD.
THAT'S THE CONVERSATION STARTER, BUT IT'S NOT IN A VACUUM.
SHE'S TALKING TO HER, HER PEERS AND OTHERS AROUND HER.
SO THAT'S WHAT THE 20 SOMETHINGS ARE LOOKING AROUND AND WHAT'S HAPPENING.
SO THIS GOES, THIS IS THE TIME WHEN WE TALK ABOUT THE SUPPORT WE NEED TO BUILD IT.
WE ALWAYS TALKED ABOUT NUMERACY AND LITERACY.
THAT'S THAT'S FUNDAMENTAL, BUT I THINK MORE AND MORE IN THIS ENVIRONMENT, WE HAVE TO BUILD SOME, SOME STRONG, EMOTIONAL AND MENTAL PIECES.
AND SO I LOVE, I LOVE THE IDEA OF IDENTIFYING THIS EARLIER AND ADDRESSING IT.
AND I'M JUST, I'M AFRAID, SADLY, THAT THIS IS GOING TO BE MORE AND MORE CRITICAL.
I MEAN, YOUR, YOUR NUMBERS IN YOUR FIRST SLIDES SHOWED AND WE CAN SAY, OH, WELL, THAT'S THE PANDEMIC.
NOW WE'RE PAST THAT BOAT, SETTLE DOWN.
LET'S TAKE CARE OF THESE KIDS.
I JUST THINK WE HAVE TO BE READY TO TAKE CARE OF THE NEXT CRISIS BECAUSE I THINK SOME OF THE THINGS ARE GOING ON IN THE WORLD, BUT THAT'S, I THINK THERE'S A, IT EVIL IN THE WORLD THAT WOULD ALLOW US TO BE IN THE CRISIS ALL THE TIME.
AND I DID HAVE TO, I FORGOT WHAT I HAD TO PUT SLIDES AGREE, CERTAINLY WITH EVERYTHING YOU SAID, MR. LUMPKINS, UM, JUST QUICK SIGNS OF HOPE.
WE OBVIOUSLY HAVE NOT FINISHED THE SCHOOL YEAR YET.
SO WHEN WE FINISHED THE SCHOOL YEAR AND HAVE OUR TYPICAL END OF THE YEAR ASSESSMENTS, WE'LL BE ABLE TO DO MORE OF THAT YEAR OVER YEAR COMPARISON.
UM, THIS IS GOING BACK TO THAT PHONOLOGICAL AWARENESS LITERACY SCREENING.
AND I MENTIONED A FEW SLIDES AGO.
[00:45:01]
YOU SEE OUR RESULTS IN BLUE.THIS IS THE PERCENTAGE OF STUDENTS THAT MEET OR EXCEED THE STATE BENCHMARK.
AND AGAIN, THAT'S WHAT WORKOUTS WE'LL DO.
WE'RE ACCUSTOMED TO HOVERING IN THE HIGH EIGHTIES, LOW NINETIES, UM, IMPACTED THE PANDEMIC.
THE STATE AVERAGES ARE SHOWN ON THE DOTTED LINE TO THE LEFT.
WE DON'T HAVE STATE AVERAGES YET FOR THE FALL RESULTS, BUT IT'S NICE TO SEE THAT WE'RE MAYBE STARTING TO HEAD BACK UP THE HILL.
UM, EVEN THOUGH IT'S FALL RESULTS.
THE PALS ASSESSMENT IS GIVEN IN AFTER ABOUT THE FIRST NINE WEEKS OF INSTRUCTION.
SO THIS IS GETTING KIDS BACK INTO REGULAR ROUTINES, REGULAR CLASSROOM INSTRUCTION.
WE'RE STARTING TO SEE THOSE NUMBERS CREEP UP.
SO THAT'S A SMALL SIGN, BUT THE POSITIVE SIDE WE'LL HAVE A WHOLE LOT MORE DATA AT THE END OF THE YEAR.
THE OTHER THING THAT YOU MENTIONED, GRADUATION RATE, MR. LUMPKIN.
SO I THINK IS IMPORTANT FOR US TO KNOW, UM, A LOT OF SCHOOL DIVISIONS EXPERIENCE A STEEP DECLINE IN GRADUATION RATES BECAUSE OF THE PANDEMIC AND JUST KIDS THAT DIDN'T COME BACK, UM, LOSING TOUCH WITH KIDS, STUDENTS THAT DIDN'T MEET THE GRADUATION REQUIREMENTS.
SO I THINK IT'S IMPORTANT TO KNOW, NOT ONLY HAVE WE HAVE PRECIPITOUS INCREASE IN GRADUATION RATE OVER TIME, IT'S REALLY HELPED HELD STRONG AND HIGH NINETIES DESPITE THE CHALLENGES OF THE LAST COUPLE OF YEARS.
SO AGAIN, THAT'S ONE OF THE FEW THINGS THAT WE CAN POINT TO THAT HAS HAPPENED.
WE WILL HAVE A WHOLE LOT MORE DATA AT THE END OF THIS YEAR IN TERMS OF APPLES TO APPLES COMPARISONS.
BUT I THOUGHT THAT WAS A GOOD THING TO MENTION AS WELL.
SO THIS IS WHERE I GET VERY CONFUSED.
SO BEFORE WE SHOWED 15, 16% OF STUDENTS WERE NOT MEETING THE STANDARDS, YOU KNOW, GRADUATING ALL THE 3% STAY DIPLOMA REQUIREMENTS.
THAT'S A GREAT POINT, BUT STATE THE DIPLOMA REQUIREMENTS, AS LONG AS THEY MEET THEIR GRADUATION REQUIREMENTS, THEY CAN GRADUATE.
IT GOES TO SHOW THAT THEY'RE GETTING THERE OVER TIME, OVER THE COURSE OF A 13 YEAR ACADEMIC YEAR, WE'RE CLOSING THOSE GAPS, HITTING THAT THRESHOLD GRADUATION, WHICH IS WHY WE WANT TO TALK ABOUT ADVANCED DIPLOMAS AND PUT SOME REAL MEANING TO THAT.
SO THAT EMPLOYERS AND COLLEGE ADMISSIONS FOLKS KNOW IF YOU GRADUATE WITH AN ADVANCED OR, OR CERTIFICATES OR WHATEVER WE CAN ATTACH TO IT, THAT ACTUALLY YOU'VE DONE EXTRA WORK IN LATIN AND THAT'S, THAT'S CORRECT.
AND WE PRESENT THAT EVERY FALL, REALLY STRONG RESULTS.
SO ANYWAY, INDICATE INDICATOR SUCCESS.
I MEAN, WE GOT IN THE FALL AND THEY'LL BE DONE AGAIN.
SO THESE ARE WHAT YOU SEE PRIOR TO THIS.
AGAIN, THIS IS WHY THIS IS DIFFICULT TO DO IS BECAUSE THESE ARE SUMMIT AND END OF THE YEAR RESULTS THIS YEAR HASN'T FINISHED YET.
SO THEY'RE GIVEN IN THE FALL AND THE SPRING.
SO THESE ARE THE SPRING RESULTS FROM HERE TO THE LEFT.
THESE ARE JUST THE FALL RESULTS BECAUSE OBVIOUSLY WE HAVEN'T GIVEN THE SPRING ASSESSMENT YET, WHICH IS WHY WE DON'T HAVE STATE AVERAGES.
RIGHT? SO THIS, SO THE 20, 21 THAT'S THE FAULT, THE 71% IS THE FALL.
AND THEN THEY'LL DO IT AGAIN IN THE SPRING.
AND AT THE END OF THE YEAR, THAT'LL BE, THAT'LL BE NICE.
THIS SPRING RESULTS WILL BE THE END OF THE YEAR.
ONCE WE HAVE THE SPRING RESULTS, THEN IT BECOMES AN APPLES TO APPLES COMPARISON TO THESE ARTICLES TH THE FALL THEN THAT'S WHEN THEY WERE STILL MAST, RIGHT? YES IT IS.
SO YOU SHOULD SEE, I WOULD THINK WE'D SEE A BIG IMPROVEMENT HE HAS TAKEN THE MASK OFF.
SHE'D MAKE A HUGE DIFFERENCE, ESPECIALLY THAT EARLY LITERACY STILL.
ARMS STRUGGLES WANT TO SPEND A MINUTE OR A ONE, THE IMPACT TO OUR EMPLOYEES AND HOW WE'RE ULTIMATELY GOING TO TRANSITION INTO THE USE OF RESOURCES FOR OUR OPERATIONAL BUDGET AND FEDERAL FUNDS, UH, HINTED AT SOME OF THIS LAST TUESDAY AND WE'RE TOGETHER.
ARMSTRONG WANTED TO DIG INTO THIS.
WELL, THANK YOU BOARD MEMBERS.
THIS IS GREAT TO HAVE THIS OPPORTUNITY BECAUSE TIFFANY, I'M TALKING ABOUT DIGITAL SIGNS WHERE BUS STOP OR THE CAMERA'S MORE IN MY WHEELHOUSE.
SO I'VE BEEN TASKED TODAY WITH REALLY, I REALIZE WE'RE TALKING A LOT ABOUT NUMBERS AND MY JOB TODAY IS TO HOPEFULLY PUT A FACE TO THOSE NUMBERS BECAUSE I APPRECIATE MR. LUMPKIN'S COMMENTS.
WE HAVE BECOME A DIVISION OF DISTINCTION IN THIS COMMONWEALTH AND THIS NATION BECAUSE WE CHALLENGE ASSUMPTIONS HERE.
AND ALSO YOUR COMMENT ABOUT YOUR DAUGHTER BEING 28 YEAR OLD IN SAN DIEGO, HAVING THE SAME THOUGHTS AND QUESTIONS, METHOD, WORLD.
THOSE ARE OUR EMPLOYEES, THAT'S OUR WORKFORCE.
SO I WANT TO PUT A FACE TO THOSE NUMBERS.
WE'VE TALKED A LOT ABOUT OUR BUDGET AND WITH SALARIES.
I'M GOING TO TRY TO PERSONALIZE THAT A LITTLE BIT.
WE PUT THIS INTO POLICY A FEW YEARS AGO.
WE'RE ONE OF THE, PROBABLY THE SMALLEST DIVISION AREA THAT HAS MADE IT PART OF OUR POLICY TO HAVE A COMPENSATION PLAN WHERE OUR STATED GOAL WAS TO BE THE LEADER IN OVERALL COMPENSATION IN
[00:50:01]
RICHMOND METRO REGION.AND TO DO THAT THIS YEAR, YOU'VE HEARD ALREADY ABOUT OUR SALARY IMPROVEMENTS.
OUR PROVISION STAR SCALES OUR HEALTH INSURANCE PREMIUMS, AS WELL AS SOME OF OUR EXTRA DUTY STIPENDS.
DRAGON, A GREAT JOB AT REALLY HELPING TO TEE THIS UP ABOUT HOW THE LANDSCAPE HAS CHANGED AND HOW THE JOB HAS CHANGED AND HOW THE COMPLEXITY IS DIFFERENT NOW THAN IT WAS TWO YEARS AGO.
AND SO MY JOB IS THE PERSON WHO OVERSEES THE RESOURCES TO THINK ABOUT HOW DO WE KEEP THE PEOPLE THE 491 EMPLOYEES WE HAVE WHO MAKE THIS HAPPEN FOR OUR STUDENTS EVERY DAY? HOW DO WE KEEP THEM ENGAGED? AND HOW DO WE ADAPT TO MAKE SURE THAT WE'RE MEETING THE NEEDS? THIS LANDSCAPE IS PUTTING IN FRONT OF US, WHICH HAS BEEN REALLY NOT OF OUR OWN DOING AS WE'VE SAID.
SO HOW CAN WE HONOR THAT WORK? HOW CAN WE RETAIN OUR EMPLOYEES THAT WE HAVE NOW, THE TALENT THAT WE HAVE AND HAVE TO RECRUIT THOSE, REPLACE THOSE WHO HEAD OUT AND HAVE TO MAKE IT MORE COMPLICATED? YES.
MA'AM Y JUST FOR FILLING OUT IT, WHY DO WE WANT TO BE THE LEADER IN COMPENSATION? SO OUR BOARD AND 2019, WE, WE DISCUSS THIS.
THIS WAS A POINT OF CONVERSATION.
I REMEMBER WHEN WE MADE THIS SPACE AND WE FEEL THAT IN ORDER FOR US TO DELIVER THE EXPERIENCE FOR OUR STUDENTS IN THIS COMMUNITY IN THE BEST WAY THAT WE CAN, BUT WE NEED TO MAKE THAT OUR GOAL NOW BEING A LEADER IN OVERALL COMPENSATION DOESN'T MEAN THAT WE HAVE THE HIGHEST SALARY POINT FOR EVERY EMPLOYER.
THIS IS A VERY MULTIFACETED APPROACH TO COMPENSATION.
IT'S QUALITY OF LIFE IN GOOCHLAND SOCIETY OF YOUR CLASSROOMS. IT'S THE LEADERSHIP WE HAVE HERE.
IT'S A PHRASE THAT HE IS NOT, BUT YOU ARE SAYING COMPENSATION HERE.
SO, SO YOU'RE SAYING WHEN WOULD BE THE HIGHEST PAY TEACHERS VERSUS SALARY COMPENSATION.
I SEE THAT AS A BIGGER MULTIDIMENSIONAL WORD AND SALARY SALARY IS A BIG PART OF IT.
PROBABLY THE BIGGEST PART, BUT IT'S NOT THE POINTS OF SOLID.
UM, AND JUST, CAUSE I DON'T KNOW THE DETAILS.
I SEEM TO RECALL SEEING SOMETHING FROM THE SHERIFF'S OFFICE SAYING THEY WERE THE TOP PAYER OF LAW ENFORCEMENT.
SO LIKE, WHAT IS THE GOAL OF THEIRS AS WELL? IT'S LIKE, IT SEEMS LIKE THE SAME PRINCIPLE.
IS THERE SOMETHING ABOUT, NO, I'M JUST ASKING THE QUESTION, THE THOUGHT PROCESS OF WHAT ARE WE GETTING FOR THAT? THAT'S AN IMPORTANT POINT, BUT COMPENSATION IS MORE NUANCED THAN SALARY.
TO MAKE THINGS MORE COMPLICATED AFTER COVID AND POTENTIALLY FOR THEIR WAR.
WE WERE ALSO IN THE MIDST OF THE HIGHEST INFLATION RATE A YEAR OVER YEAR IN DECADES.
AND OUR EMPLOYEES ARE 4 91 EMPLOYEES AT FAMILIES.
THEY HAVE HOMES, THEY HAVE BILLS TO PAY.
THEY HAVE CARS TO FILL OUT AS TO WHY.
AND WE'RE ALL FEELING THAT PINCH RIGHT NOW.
SO YOU'VE SEEN THIS GRAPHIC BEFORE FROM DR.
I'M PRETTY SURE THAT'S THE SAME BUYS MY GRANDFATHER HAS WITH WORKBENCH IN THE SHED.
SOME OF YOU MAY HAVE SEEN THAT AS WELL, BUT WE'VE MADE THE COMMENT BEFORE SEVERAL YEARS THAT PEOPLE COME TO WORK IN GOOCHLAND.
IT'S NOT JUST ABOUT THE MONEY.
THERE ARE OTHER VARIABLES THAT MAKE THIS AN ATTRACTIVE PLACE TO WORK.
BUT WE HAVE THESE FACTORS THAT ARE STARTING TO PINCH THAT.
AND I'VE TALKED TO THIS DRIVE IN THIS MORNING.
IF YOU STUDIED ECONOMICS, IT'S YOUR INTEREST SUPPLY DEMAND PRICE CURVE.
AS THE COST OF COMING OUT OF HERE TO WORK INCREASES, WHETHER THAT'S FILLING YOUR GAS TANK OR EVERYTHING ELSE YOU'VE GOT TO DO TO COME TO WORK, THEN THE MAN'S GOING TO DECREASE THAT THAT'S JUST SIMPLY ECONOMICS.
SO WE NEED TO DO WHATEVER WE CAN TO MAKE SURE THAT WE CAN KEEP THESE FACTORS FROM PINCHING.
WHAT MAKES US DIVISION THAT IS A DESTINATION FOLKS AND COME MOST OF OUR TEACHERS WHO COME FROM OUTSIDE OF THIS ACCOUNT.
AND AS YOU YOU'VE SEEN THIS GRAPH BEFORE, I WON'T BE LATE FOR EVERY DETAIL ON THIS.
BUT WHEN WE TALK ABOUT, ESPECIALLY RIGHT NOW WITH GAS PRICES FOR JEAN, I THINK $4 A GALLON IN SOME PLACES, THE DISTANCE THAT MOST OF OUR TEACHERS COME TO WORK HERE AND THEY GLADLY DO IT.
BUT FOR THE FIRST TIME, IN MY EXPERIENCE IN SIX YEARS, WE'RE STARTING TO GET QUESTIONS ABOUT THAT.
AND I BROKE THIS DOWN BEFORE I TALK ABOUT SOME OF THIS PERSONAL STORIES.
WE DID A WORKSHOP WITH OUR SCHOOL BOARD, I GUESS IT WAS IN JANUARY.
AND I WANTED TO PUT THIS IN VERY BASIC MONTHLY BUDGET TERMS. SO IF I'M A STEP 10 MASTER'S DEGREE TEACHER, I HAVE 10 YEARS EXPERIENCE IN THE PROFESSION.
MY SALARY THIS YEAR CURRENTLY IS A LITTLE LESS THAN $53,000.
LET'S SAY I'M SINGLE WHERE I'M MARRIED.
AND I HAD OUR WONDERFUL BOOKS AND FINANCE JUST RUN A DUMMY PAY STUB FOR ME TO SEE HOW THIS WOULD BREAK DOWN OVER THE LEFT.
SO YOUR GROSS PAY AND THOSE OF YOUR MANDATORY DEDUCTIONS, YOUR CLINIC OR YOUR MEDICARE, LET'S SAY YOU'RE IN THE HIGH DEDUCTIBLE PLAN OR MOST AFFORDABLE PLAN FOR HEALTH BENEFITS.
THAT'S YOUR FEDERAL TAX, YOUR STATE TAX, YOUR MANDATORY BRS DEDUCTION.
[00:55:01]
SO YOUR NET PAY IS GOING TO BE ABOUT $3,200 A MONTH.NOW THIS IS A VERY CONSERVATIVE ESTIMATE.
WHEN I GAVE THE PRESENTATION, THIS I'M A PRETTY FRUGAL GUY, BUT EVEN THAT YOUR NET PAY AT $3,200, THE AVERAGE RENT RIGHT NOW, I THINK THIS HAS INCREASED FOR A ONE BEDROOM APARTMENT RENTING, NOT OWNING AND RIFLE COUNTY IS STUFF $1,400 A MONTH, 3 75, A GALLON, WHICH IS A PRETTY CONSERVATIVE ESTIMATE RIGHT NOW.
IF YOU'RE TRAVELING 23 MILES TO WORK ONE WAY A 23 MILES ACCOUNT WAS THE VEHICLE I WAS TRYING TO INCLUDE IN THIS.
UM, YOU'RE SPENDING ABOUT $160 A MONTH AND YOUR FUEL COSTS YOUR UTILITIES.
NOW I GOT MY GAS BILL LAST MONTH AND THAT SPIKE QUITE A BIT, YOU KNOW, GAS HEAT, $150 A MONTH.
YOUR PHONE, YOUR INTERNET, YOUR GROCERIES, THAT'S PRETTY CONSERVATIVE OR A CAR PAYMENT INSURANCE.
AND THEN YOUR BOTTOM LINE IN MUCK, YOU'RE LEFT WITH A LITTLE LESS THAN $700 CASH IN YOUR POCKET.
NOW THAT'S, BEFORE YOU BUY CLOTHES, GOD FORBID YOU WANT TO HAVE A FAMILY OR HAVE A KID TO PROVIDE CHILDCARE, BUT AGAIN, MAYBE TRAVEL AND TAKE A VACATION.
THAT'S GOING TO DISAPPEAR PRETTY QUICKLY, STUDENT LOANS, SORRY.
AND WE HAVE OVER, WE HAVE HALF OF OUR TEACHING WORKFORCE AS A MASTER'S DEGREE.
SO YOU CAN IMAGINE THAT THE COMPOUNDED IMPACT OF YOUR STUDENT LOANS FROM YOUR BACHELOR'S AND THE MASTER'S IS PROBABLY GOING TO FIGURE IN THIS AS WELL.
UM, SO I JUST WANTED TO GIVE THAT EXAMPLE OF WHAT THIS LOOKS LIKE DAY TO DAY, MONTH TO MONTH FOR MANY OF OUR EMPLOYEES GETTING BACK TO THIS PERSONAL NARRATIVES, WE'VE HEARD FROM A FEW EMPLOYEES THIS YEAR AND I GIVE MY MISTAKE OF THE WORKFORCE PRESENTATION.
I, EVERY OCTOBER AND TALK ABOUT NUMBER OF RESIGNATIONS, NUMBER OF RETIREMENTS, WHY PEOPLE ARE LEAVING, HOW MANY NEW EMPLOYEES WE HAVE.
AND FOR THE FIRST TIME, SINCE I THINK 20, 20 AND 2021, WHERE THE FIRST YEAR WAS, I LOOKED BACK AT MY PRESENTATION THAT I HAD TO ADD THE FIELD, THE PURCHASING PROFESSIONS, WE'VE HAD NINE EMPLOYEES THAT HAVE JUST PACKED IT UP AND SAID, HEY, THIS IS TOO MUCH.
I HAVE NO LONGER TO WORK IN EDUCATION.
I'M GOING TO GO WORK IN REAL ESTATE.
I'M GOING TO GO WORK FOR THE DEPARTMENT OF DEFENSE.
I'M GOING TO DO SOMETHING TOTALLY DIFFERENT.
UM, THIS YEAR WE HAVE HAD FOUR MIDYEAR RESIGNATIONS.
TWO OF THOSE HAVE GONE TO COMPLETELY DIFFERENT CAREER FIELDS, WHICH HAS BEEN MUCH HIGHER PAYING.
UM, AND WE HAVE CURRENT CONVERSATIONS HAPPENING WITH SOME EXCELLENT EMPLOYEES, GREAT EMPLOYEES IN OUR DIVISION.
I'M NOT GOING TO NAME THEIR NAMES.
IF YOU'RE AT THE MIDDLE SCHOOL.
AND I TOLD YOU THEIR, SO YOU'RE WITH THE HIGH SCHOOL, YOU'RE A GDS.
YOU WOULD PROBABLY RECOGNIZE THESE NAMES.
GEIER AND SAID, LOOK, I'VE BEEN WORKING IN GROUPS FOR YEARS.
BUT I'VE ASKED FOR MIDDLE SCHOOLS MY WAY FROM HOME TO WORK.
AND RIGHT NOW, AND I'M FILLING MY TANK AND MY KIDS ARE GETTING OLDER AND I NEED THAT IT'S TIME.
SO THAT PUTS US IN A POSITION WHERE WE'RE SITTING HERE THINKING THESE, THESE ARE THE PEOPLE THAT MAKE THIS HAPPEN.
THIS IS THE ENGINE TO MAKE THIS RUN THAT MAKES THIS RUN RUSS EVERY DAY.
SO WE'RE DOING EVERYTHING WE CAN TO MAKE SURE THAT WE CONTINUE TO PROVIDE ALL THOSE VARIABLES THAT ARE IN THE MIDDLE OF THAT BUYS.
BUT THE SALARY PIECE IS SOMETHING WE CAN CONTROL.
WE WANT TO MAKE SURE THAT CONTINUES TO BE COMPETITIVE FOR HIM AT GOOGLE HIGH SCHOOL, WE HAVE A, A THIRD YEAR TEACHER, AGAIN, SAME KIND OF TEACHER.
I MENTIONED HER NAME, WHO IS COORDINATING SO MANY ACTIVITIES AFTER SCHOOL.
SHE IS AN EXEMPLARY ENGLISH TEACHER HAS BEEN GOTTEN A CALL FROM A PRIVATE SCHOOL IS OFFERING HER BASICALLY THE SAME SALARY SHE'S MAKING.
NOW SHE TEACH FEWER CLASSES, PROBABLY HAVE FEWER OBLIGATIONS AND SORT OF DRIVE TO WORK, BUT SHE'S NOT SAYING NO TO US.
I THINK WE JUST HAVE TO TAKE IT UPON OURSELVES AND GIVE THEM THAT REASON TO DO SO.
AT GES, WE HAVE A, A TEACHER THERE WHO IS A WEALTH CREDENTIAL SPECIALIST POSITION WHO IS WELL RESPECTED IN LGS AND THE YOUNGER ELEMENTARY FOLKS WHO SAID THE SAME THING.
SHE'S GOT SOMEONE CALLING FROM CHESTERFIELD AND THERE'S A SCHOOL NEAR OUR HOUSE.
AND SEEING THE MINUTE CHESTERFIELD'S LOOKING AT 8% RAISES NEXT YEAR, IT'S GONNA BE TOUGH TO KEEP HER.
SO WE'RE AGAIN, WE'RE, WE'RE STRUGGLING WITH THAT FOR THE FIRST TIME.
I FEEL I HEAR IN THIS DEFICIENT.
AND LIKE I MENTIONED BEFORE, WE'VE BEEN ABLE TO CHALLENGE ASSUMPTIONS AND PROVISIONS ABOUT EDUCATION WHEN IT COMES TO CONSTRUCTION, UM, WHEN IT COMES TO FACILITIES, THINGS THAT YOU'RE DOING THERE, WHAT CAN WE DO WITH OUR RECRUITING AND RETENTION IN THE SAME THING.
BUT WE DO FEEL THAT THAT, THAT SALARY PIECE, THAT COMPENSATION PIECE REALLY HAS TO BE AT THE CENTER OF THAT RIGHT NOW.
SO WE'VE GOT TO RESIST A SQUEEZE, BUT AGAIN, I WANTED TO PERSONALIZE THE NUMBERS A LITTLE BIT FOR YOU TODAY, AND I'M HAPPY TO TAKE ANY QUESTIONS AGAIN ABOUT A WORKFORCE SYSTEM AND THE OTHER CHALLENGES WE HAVE, RIGHT.
SO HOW MUCH DO YOU GRANT MONEY? YEAH, THAT'S A GREAT TRANSITION, HONESTLY, BECAUSE IT'S SPECIFICALLY RELATED
[01:00:01]
TO PERSONNEL IS THE SUPPORTS THAT WE PROVIDE THROUGH THESE TEACHERS THAT ARE IN THE MIDDLE SECTION OF THAT VICE.SO IT'S THE INTERVENTIONISTS PERSONNEL WE PROVIDE THERE THAT ALLOWS TEACHERS DO THEIR JOB, UH, WITH MORE FIDELITY, UH, BECAUSE OF SOME OF THE CHALLENGES.
SO REALLY ALL KIND OF COMES TOGETHER BECAUSE OUR STUDENTS ARE EXPERIENCING SOME CHALLENGES THAT OUR TEACHERS ARE TOO.
CAUSE IT'S A LOT TOUGHER TO BE A TEACHER NOW AND IT HAS EVER BEEN.
SO THAT'S HOW OKAY WHAT'D YOU DO? AND SO IT'S TAKEN US.
AND I APPRECIATE YOUR PATIENCE AND THANK YOU FOR YOUR PATIENTS TAKING US AN HOUR TO PROVIDE SOME OF THAT STORY, BECAUSE NOW HERE ARE THE NUMBERS.
AND SO MANY OF YOU HAVE SEEN THIS, I BELIEVE THIS IS A PUBLIC DOCUMENT IN THE CASE, WHAT HAS BEEN SPENT THROUGH DECEMBER OF 2021, AS WELL AS THE FORECAST FOR THE SCHOOL DIVISIONS PLANS TO SPEND FEDERAL DOLLARS, UH, FOR THE REST OF THIS YEAR AND FUTURE YEARS, BECAUSE IT ALL TIES TOGETHER.
THESE DOLLARS ARE DIRECTLY DEDICATED TO EVERYTHING THAT YOU HAVE HEARD OVER THE COURSE OF THE PAST HOUR.
AND SO I'M WANTING TO DIG IN A LITTLE BIT AND ONCE YOU KNOW HOW YOU'RE USING THOSE RESOURCES, YOU GO THROUGH THE NUMBERS AND YOU GIVE US A LITTLE BY CATEGORY.
THIS IS A, UM, THIS IS TO GIVE YOU SOME IDEA OF THE COMPLEXITY.
AND SO I'VE STARTED CATEGORIZED INTO THEM.
WHY IS MY LIFE, MY COLLEAGUES? I GOT THE TOTALS BY CATEGORY, PLEASE.
MY, THEY, LET ME, LET ME TRY AND SEE WHAT I GET TO ANSWER YOUR QUESTION.
THIS CHART DOES SHOW THE TYPE OF GRANTS AND BY CATEGORY, THE TOTAL AMOUNT THAT WE SPENT SO FAR, THAT I WANT TO ALSO TELL THE STORY ABOUT HOW WE GOT, WHERE WE SPENT IT.
AND, UM, MY, UM, MY JOB IN THE SCHOOL DIVISION HAS BEEN AS THE STIMULUS GRANT IS ALREADY NOW.
UM, AND SO, UM, I HAVE HELPED THE DIVISION MANAGER, 18 FEDERAL GRANTS FOR TOLL OF SOME $0.4 MILLION.
UM, MY JOB HAS BEEN TO LISTEN TO MY COLLEAGUES AND TO BE AS AGILE AS I CAN WITH THIS FEDERAL GRANT MONEY SO THAT WE CAN SHIFT AS WE SEE THE NEEDS HA OCCUR.
SO, UM, WE HAVE LOTS OF COMPLIANCE REQUIREMENTS WITH THE PELL GRANT MONEY AND ALMOST ALL OF THAT IS GEAR MARKED.
WE HAVE TO GO TO ITALY AND WE HAVE TO TELL THEM HOW WE WANT TO USE THE MONEY.
WE HAVE TO GET PERMISSION FROM THEM TO USE IT THAT WAY.
AND THEN AS OUR NEEDS CHANGE, WE HAVE TO CONSTANTLY AMEND.
SO IT'S, IT'S BEEN A VERY BIG TASK TO HANDLE ALL THIS FEDERAL MONEY.
AS YOU CAN IMAGINE, WE TRIED TO BE VERY CAREFUL THAT WE ARE NOT SUPPLANTING.
SO WE ARE NOT USING OUR FEDERAL MONEY TO INCREASE THE SALARY OF OUR STAFF.
WE FEEL THAT'S AN OPERATIONAL EXPENSE.
SO, UM, EVERY EVERYTHING THAT WE'VE DONE, WE'VE TRIED TO SUPPLANT SUPPLEMENT.
WE TRIED TO DO ON TOP OF WHAT WE'VE ALREADY BEEN DOING, UM, TO, TO GET US, TO GET OUR STUDENTS IN A BETTER PLACE, UM, THAN WHERE THEY ARE RIGHT NOW.
UM, AND AS I SAID, THE DIVISION NEEDS ARE CONSTANTLY EVOLVING.
AND SO OUR GOALS HAVE BEEN TO USE THE FUNDING AS EFFECTIVE AND, UM, AS WE CAN IMPROVE LONG-TERM RESULTS.
SO, YOU KNOW, WE'RE NOT, UM, WE'RE NOT DOING A QUICK LITTLE FIX.
WE'RE SORT OF THINKING ABOUT, UM, WHAT THE NEED IS, ESPECIALLY FROM A, UM, RISK MITIGATION PERSPECTIVE, YOU KNOW, HOW CAN WE HELP THE DIVISION OVER THE LONGTERM WITH THIS FEDERAL MONEY AND STILL ADDRESS THE SHORT TERM NEED? AND THEN, UM, ALL OF OUR FUNDING RIGHT NOW, AND SO 9 30, 20, 24.
AND SO WE WERE VERY COGNIZANT ABOUT THAT AS WE SELL FROM THAT, HOW ARE WE GOING TO PULL BACK AS THE FUNDING DISAPPEARS? SO, UM, WHAT, WHAT THE STORY THAT HAS BEEN FULFILLED FAR, UM, IT'S, IT'S BEEN ALL CONSUMING, ERIC BRIE, ONE OF THE STAFF, NOT ONLY THE TEACHERS INSTRUCTIONAL ASSISTANCE, EVERY ONE OF US IN THE ROOM HAVE TAKEN ON SO MANY ADDITIONAL ROLES TO TRY TO HELP OUR SCHOOL VISION GET PAST THIS PANDEMIC.
AND THE FEDERAL FUNDING HAS, HAS HELPED US DO THAT.
RIGHT? SO THE VERY FIRST THING THAT HAPPENED WAS MARCH TWO YEARS AGO, WE'RE ALMOST ON THE ANNIVERSARY OF
[01:05:01]
WHEN WE HAD FIRST SHOT DOWN.UM, YOU GUYS KNOW THAT WE DISTRIBUTED FOOD IMMEDIATELY.
I THINK IT WAS THE SECOND DAY OF OUR SHUTDOWN, UM, CAFETERIA STAFF OUT THERE SERVING OUR COMMUNITY.
UM, IT COST US $88 TO DO THAT.
ON TOP OF $80,000 OF PRIVATE DONATIONS.
WE WERE, UH, WE JUST HAD A STACK UP REALLY QUICK.
WE HAD TO BUY DIFFERENT TYPES OF FOOD.
UM, WE HAD TO PAY PREMIUMS TO STAFF TO COME IN, UM, TO DO THAT.
UM, WE HEARD ABOUT YOUR REGULAR COST.
FOR THAT THREE MONTH PERIOD OF TIME, WE HAVE ADDITIONAL POS.
AND THEN, UM, YOU KNOW, WE OF COURSE WENT INTO PURCHASING MASS SPECIAL CLEANING SUPPLIES, SANITIZERS.
UM, THE FIRST THING WE THOUGHT, YOU KNOW, EVERYBODY'S WASHING THEIR HANDS RIGHT AWAY.
WE DIDN'T KNOW HOW, YOU KNOW, THE VIRUS SPREAD.
SO, UM, WE PUT IN HOT WATER HEATERS FOR THE VERY FIRST TIME IN THEIR SCHOOLS OR ELEMENTARY SCHOOLS.
IF YOU DID NOT KNOW IT, WE DID NOT HAVE ANY HOT WATER HEATER IN OUR BATHROOMS OR IN ANY OF OUR SAYINGS AT OUR ELEMENTARY SCHOOLS.
SO, UM, THEIR 60 YEAR OLD SCHOOLS WE'D SPENT $53,500 AND WE'VE GOT, UM, MAYBE TO ALL OF HER CLASSROOMS, UM, SO THAT THEY HAD HOT WATER, UM, KINDERGARTNERS DIDN'T HAVE THEIR OWN IPADS.
SO WE, UM, WE PURCHASED IPADS VERY QUICK, UM, TO SUPPLEMENT WHAT OUR KINDERGARTNERS HAD.
UM, WE STARTED THE PROCESS OF GETTING HOTSPOTS OUT TO THE STUDENTS AND, UM, EVERYBODY WAS WORKING REMOTE.
WE GOT NOT AWARE OF SOFTWARE STRENGTHENED OUR MALWARE SOFTWARE.
AND THEN AT FIRST WE HAD THAT HIGH SCHOOL GRADUATION, AND THIS IS A CELL PHONE MENTAL COST.
UM, YOU KNOW, THAT WE HAVE ON TOP OF WHAT WE HAD ALREADY PLANNED FOR THE GRADUATION.
SO JUST THAT FIRST THREE MONTHS, UM, WE USED OUR FEDERAL FUNDING $271,000, WHICH RESPONDED IMMEDIATELY TO HAND THEM IN LAST YEAR.
UM, CONTINUE OUR RISK MITIGATION MEASURES.
UM, YOU WERE IN LARGE PART RESPONSIBLE FOR THE $860,000 FOR MAJOR HVAC AND PLACEMENTS AT RES IN BDS, TWO OF OUR SCHOOLS.
WE DIDN'T DO ANYTHING IN TDS BECAUSE WE'RE TRYING TO REPLACE THE SCHOOL.
SO, UM, BUT ALL DAY THE HVAC EQUIPMENT, UM, WAS IN SERIOUS NEED OF REPAIR.
UM, WE DID LOTS OF LITTLE THINGS IN OUR SCHOOLS.
WE PUT ON WALL PARTITION ON, UM, WE MOVED AS MUCH OF THE FURNITURE OUT AS WE COULD, SO WE COULD GET THAT SIX, SIX FEET TO SOCIAL DISTANCING.
UM, WE'VE REPLACED OLD CARPET WITH TILE, SO IT'D BE EASIER TO CLEAN AGAIN.
AND WE STILL DIDN'T FULLY UNDERSTAND, UM, HOW THE APP, THE PANDEMICS OR THE 19 SPREAD.
AND THEN, UM, EVERY SINGLE ONE OF OUR WATER COUNTS THROUGHOUT THE SCHOOL DIVISION, WE REPLACED WITH WATER FILLING STATIONS.
UM, YOU CAN STILL SEE IN SOME PLACES WHERE WE HAVEN'T CLOSED OFF, BUT FOR THE MOST PART THEY'RE JUST GONE, WATER FOUNTAINS ARE GONE A LOT OF BOTTLE FILLING STATIONS.
THAT'S A LONGTERM W WE NEVER PLANNED TO GO BACK TO THE WATERMELON WATERMELONS IN OUR SCHOOL DIVISION.
UM, WE, AS THE, THIS IS A PICTURE OF THE DAY OF DELIVERY WHERE WE DELIVERED, UM, THE HEPA FILTERS, RIGHT, AS WE STARTED IN PERSON INSTRUCTION IN OCTOBER OF 2020, UM, IT WAS A VERY EXCITING DAY I'LL I'LL STAFF IS ON SITE.
UM, WE DELIVERED A HEPA FILTRATION MACHINE TO EVERY SINGLE CLASSROOM AND, UM, IT WAS ALL HANDS ON DECK.
THEY WERE, THEY WERE VERY EXCITED.
UM, THIS WAS PROBABLY THE BEST THING WE DID TO MAKE OUR STAFF FEEL COMFORTABLE ABOUT READING KIDS BACK INTO THE SCHOOL.
UM, VERY, VERY EFFECTIVE, UM, FOR BOTH THE STAFF MORALE AND, UH, AN AIR FILTRATION DEPARTMENT, AGAIN, LOTS AND LOTS OF MONEY TO GET, UM, UM, TO DO THE MASK, THE CLEANING SUPPLIES LIKE HAND-WASHING.
AND WE STARTED GIVING STIPENDS TO CONTACT TRACERS.
WE HAD FIVE, UM, WE HAVE FIVE CONTACT RACERS IN OUR SCHOOLS.
EACH OF OUR NURSES ARE TRAINED IN CONTACT TRACING, AND THEN OUR DIRECTOR OF SPECIAL ED IS ALSO, UM, HEADING UP THAT EFFORT.
UM, IT'S AN WHERE IT HAS BEEN AN EXTREMELY TIME CONSUMING JOB FOR THOSE STAFF MEMBERS, AND WE'VE BEEN GIVING THEM SOME REAL STIPENDS, UM,
[01:10:01]
TO SUPPORT THEIR EFFORT.AND THEN, UM, WE STARTED REACHING OUT TO OUR TENTS AS YOU GO BY THE SCHOOLS, YOU'LL STILL SEE ONE, ONE LARGE WHITE TENT, UM, AT EVERY SCHOOL.
AND THEN WE'D HAVE SOME SMALLER INDIVIDUAL TENTS FOR SOME OF OUR EVENTS.
AND WE STARTED, UM, BRINGING IN, UM, SINGLE TABLES, OUR SINGLE DESKS.
SO SOME OF OUR CLASSROOMS HAD EVOLVED INTO LIKE A SHARED DESK SITUATION.
WHAT WAS SIX FOOT SOCIAL DISTANCING.
THEY WERE TAKING UP TOO MUCH ROOM.
SO WE STARTED TO BRING BACK DESK, BUT AGAIN, IT WAS A LONG-TERM SOLUTION.
WE DIDN'T JUST WANT TO BRING IN ANY TYPE OF CHEAP DESK.
UM, WHAT WAS THERE A LONG-TERM PLAN FOR DESKS IN THE FUTURE? SO, UM, THAT'S, THAT'S WHAT WE DID THAT WAS LAST YEAR.
SO $1.5 MILLION JUST IN THE RISK MITIGATION LAST YEAR, BUT NONE OF THIS IS REALLY ONGOING.
NO, THAT'S WHAT THOSE ARE ANYMORE.
WELL, WE STILL GOT H UH, WE STILL HAVE CONTACT TRACING NOW.
AND SO HOW MUCH DO WE STAY ON ALL THAT? NO, WE WERE QUIET.
WELL, WE'RE, WE'RE, WE'RE FINISHED WITH THE CONTACT TRACING AT THIS POINT IN TIME.
WE HAD TO GET, BUT WE'VE HAD, WE'VE HAD THE FIRST SEMESTER AND UP UNTIL THIS TIME, WE HAVE CONTACT RACE.
THIS YEAR, IT'S IN OUR BUDGET FOR THIS YEAR.
WE ARE NO LONGER CONTACT TRACING.
UM, SO TO RACKLEY TO STEVE GUYERS PRESENTATION, THIS IS WHAT WE DID LAST YEAR.
WE HAD REMOTE, WE STARTED REMOTE WHEN WE STEPPED INTO A HYBRID INSTRUCTIONAL MODEL.
UM, AND SO WE HAD LOTS OF EXPENSES, UM, PARTICULARLY IN TECHNOLOGY RELATED TO THAT.
UM, WE, WE HAD A SMALL SUMMER SCHOOL.
WE TRIED TO BRING STUDENTS BACK.
THAT WAS HER FIRST EXPERIENCE HAVING STUDENTS, BUT A VERY SMALL GROUP OF STUDENTS BACK, UM, SUMMER, TWO YEARS AGO.
AND THEN, UM, WE HAD TO SHIFT VERY QUICKLY TO TEACHER GET OUR TEACHERS TO LEARN HOW TO DO REMOTE TEACHING AND HIGHER TEACHING.
SO WE, UM, GAVE THEM STIPENDS FOR THAT.
WE HAD HOMEWORK HOURS, WE HAD PASOLINI HOURS AFTER SCHOOL, UM, LEARNING LABS.
THIS WAS, UM, THIS WAS SOMETHING I THINK WE SHOULD BE PROUD OF IN OUR COMMUNITY.
WE COUNT OUR SCHOOLS OPEN FROM EIGHT TO THREE 30 EVERY SINGLE DAY, LAST YEAR FOR ANY STUDENT THAT NEEDED TO BE ONSITE.
SO EVERY SINGLE DAY, FIVE DAYS A WEEK, WE HAD LEARNING LABS AT EVERY SCHOOL.
UM, IT WAS MANNED BY AIDS BY, UM, CAFETERIA MONITORS.
UM, ALL SORTS OF STAFF WERE THERE TO MAKE SURE THAT THOSE STUDENTS HAD A SAFE PLACE TO BE EVERY SINGLE DAY, LAST YEAR.
UM, AND, UM, ALL DAY LONG, EIGHT, EIGHT TO THREE 30.
SO, UM, AND WE BUST THOSE KIDS, UM, JUST THROUGH ALL, UM, DURING THAT TIME PERIOD.
SO THERE WERE EXTRA BUSES, UM, TO BRING THOSE KIDS AT THE END OF THE DAY.
UM, WE SPENT A LOT OF MONEY SENDING AND INSTRUCTIONAL MATERIALS, HOME MATH, MANIPULATIVES, ART SUPPLIES.
UM, UM, AND THEN WE ALSO, UM, DOUBLED UP OUR IN-PERSON MATERIALS SO THAT, YOU KNOW, PE EQUIPMENT WASN'T SHARED SO THAT OUR EQUIPMENT WASN'T SHARED, UM, EVERYBODY HAD THEIR OWN CRAYONS AND YOU KNOW, EVERYTHING IN THE SCHOOL.
AND THIS IS WHERE, YOU KNOW, OUR AGILITY, IT'S LIKE A TEACHER SAYS I HAVE THIS NEED AND WE GO, I HAVE FEDERAL FUNDING GO BY IT UPSIDE, YOU KNOW, LOT, LOTS, AND LOTS OF THIS STUFF IS, WAS, UM, JUST, IT WAS, UM, MONEY BEING SPENT ON, UM, THROUGH A GROUP EFFORT.
BUT WE, WE WERE TRYING TO, UM, UM, TO MAKE IT WORK AS SUCCESSFULLY AS WE COULD FIRST SCHOOL VISION OF TECHNOLOGY, WE GOT UP TO 630 HOTSPOTS DISTRIBUTED, UM, WITH AN UNLIMITED DATA PLAN.
SO THERE WAS NO STUDENTS THAT, UM, DID NOT HAVE THAT, UM, HOME ACCESS.
AND THEN, UM, WE STARTED BUYING SOME REPLACEMENT STUDENT DEVICES BECAUSE OUR EQUIPMENT WAS BEING, UM, MUCH MORE HEAVILY USED.
AND THEN FOR OUR TEACHERS OF STREAMING EQUIPMENT AND, UM, OTHER ITEMS.
[01:15:01]
SO, UM, ABOUT $775,000, JUST IN SUPPLEMENTAL THINGS THAT WE'VE DONE LAST YEAR TO MAKE THE INSTRUCTION WORK IS WHY YOU SAY LAST YEAR, YOU'RE REFERRING TO LAST SCHOOL YEAR, LAST SCHOOL, YEAR CALENDAR YEAR VERSUS SCHOOL YEAR.SO RIGHT AS HEAVY SCHOOL YEAR 21, RIGHT.
WHETHER IT BE IN AUGUST OF 20 OTHER THROUGH MAY YES.
UM, SO YES, I AM TRYING TO TELL THE STORY.
SO BETWEEN THE $1.5 MILLION IN RISK MITIGATION AND THE 771,000, WE SPENT OVER $2 MILLION JUST LAST YEAR IN SUPPLEMENTAL EXPENSES TO TRY TO DO WHAT WAS BEST FOR OUR SCHOOL DIVISION IN THE MIDDLE OF THE PANDEMIC.
SO WHAT ARE WE DOING THIS YEAR? UM, AGAIN, THEY'VE GOT RISK MITIGATION MEASURES THAT ARE DIFFERENT THAN WHAT, UM, HAS BEEN PREVIOUSLY DISCUSSED.
UM, SOME OF THIS WAS STARTED IN THE PREVIOUS YEAR AND AS YOU KNOW, WE HAD SUPPLY CHAIN ISSUES AND LABOR ISSUES LIKE EVERYBODY ELSE.
UM, WE, UH, STILL HAVE RETAINED THE WAREHOUSE, BUT WE MADE A LAST MINUTE DECISION TO SEND EVERYTHING BACK TO THE SCHOOLS.
WE GOT PROFESSIONAL DELIVERS TO GET, UM, EVERYTHING BACK INTO THE SCHOOLS BEFORE SCHOOL STARTED.
UM, WE DID, UH, A FACILITY ASSESSMENT TO MAKE SURE THAT WE WERE DOING EVERYTHING WE COULD FROM AN HVAC PERSPECTIVE.
UM, AND YOU'VE SEEN THE RESULTS OF THAT IN OUR CIP.
AND THEN, UM, WE CONTINUE TO SPEND MONEY ON BUILDING AUTOMATION SYSTEM OF RATES.
UM, WE DID A NEW, UM, DISHWASHER AT THE MIDDLE SCHOOL, HIGH SCHOOL THAT HAD NEVER BEEN DONE BEFORE WE HAD ELIMINATED.
UM, IT IT'S JUST A CLEANER, MORE HYGIENIC WAY THAT HANDLE, UM, UH, DISTRIBUTING FOOD AT THE, AT THAT COMPLEX.
UM, WE ADDED A PATIO, UM, OUTDOOR SPACES HAVE BEEN EXTREMELY POPULAR AT ALL OF OUR SCHOOLS.
SO, UM, THE TENTS, ANYTHING WE CAN DO TO, UM, WE'VE BEEN ADDING THESE TYPES OF METAL TABLES, UM, TO ALL OF OUR SCHOOLS, UM, WHERE THEY WANT THEM TO INSIDE THOSE, UM, APP OUTS OUTSIDE IN THE PLAYGROUND AREA, UNDER THE TENTS OR INSIDE THEIR INTERIOR COURTYARDS, BUT AT THE HIGH SCHOOL, UM, THIS WAS A BIGGER PROJECT.
IT DOESN'T REALLY MATTER WHAT THE WEATHER IS.
UM, THIS SPRING AT, UH, WE WILL PUT THE SHADE UP FOR THE FIRST TIME IN A COUPLE OF WEEKS, WE'LL HAVE THE FULL IMPACT OF THAT.
UM, BUT THAT, THAT WAS, UM, A BIG EFFORT.
UM, WE HAVE EXPANDED OUR, OUR, UH, DUGOUTS BECAUSE THEY WERE VERY TIGHT SPACE FOR TEAMS. SO WE JUST WERE DOUBLE THE SPACE.
SO IT WAS KIDS WEREN'T SITTING ON TOP OF EACH OTHER, OUT IN THIS DUGOUTS AGAIN, OR TABLES OR DAS.
UM, LONG-TERM, YOU KNOW, WHAT WAS THE DESIGN THAT WE WANTED TO DO OVER THE LONGTERM TO RE UH, GET DUSTIN? UM, AGAIN, HVAC UPGRADES, THOSE ARE HAPPENING, UM, OVER SPRING RIGHT IN THE SUMMER NOW.
UM, BECAUSE WHY CHANGE THINGS? BECAUSE THAT'S IN THE WORKS AGAIN, RANDOLPH AND BIRD IS THE LAST EQUIPMENT THAT NEEDED TO DO IN PLACE.
AND THEN, UM, CLEANING SUPPLIES AGAIN, CONTACT RACERS, THAT'S WHERE WE SPENT FIRST SEMESTER.
SO $1.2 MILLION JUST IN RISK MITIGATION TYPE APPLAUSE FOR SCHOOL FIRST SEMESTER, WHAT DID WE DO BACK TO STEAM? WE GOT, UH, PART, UM, DR.
BRIANNA, WE GOT TO PUT UP A COUNSELOR, WE GOT EIGHT INTERVENTIONISTS.
WE BROUGHT IN A SOCIAL WORKER AND, UM, SPECIAL EDUCATION INITIATIVES, LIKE THE, UM, THE ADDITIONAL COST FOR, UM, PSYCHOLOGIST TO COME IN AND HELP WITH THE, UM, THE ASSESSMENTS THAT HAVE OCCURRED.
WE HAD A VERY LARGE EXPANDED SUMMER SCHOOL.
WE'RE GOING TO EXPAND IT EVEN MORE NEXT SUMMER OR THE SUMMER, UM, PERMANENT SUBS.
UM, THIS IS A NEW STAFF POSITION BECAUSE OF THE TURNOVER AND THE WARRANTIES AND ALL THE ISSUES WE HAD IN THE SCHOOLS.
[01:20:01]
FOR EVERY SCHOOL.UM, WE HAVE SIX BECAUSE, UM, THINKING ABOUT MY SCHOOL HAVE AN EXTRA UP BECAUSE OF THE NEED.
LIKE THAT SHOULD BE MORE, BUT ANYWAYS, UM, APARTMENT STUFF'S HERE, WE HAVE THIRD PARTY TUITION FOR VIRTUAL LEARNERS THAT WAS ON STEVE BUYER'S PRESENTATION, AND THEN OUR CONTINUING TECHNOLOGY NEEDS.
SO JUST FOR ONE SEMESTER IN EXTRA COSTS, WE HAD 685,000 PLAN FOR THIS SEMESTER.
AGAIN, SOCIAL, EMOTIONAL NEEDS OF OUR STUDENTS AT THE MIDDLE SCHOOL.
UM, YOU SAW SOME OF THOSE NUMBERS MOVING ON.
UM, SO WE BROUGHT IN A DEAN OF STUDENTS.
UM, WE INCREASED THE NUMBER OF INTERVENTIONISTS FOR THEM, MTSS PLAN ON, WE HAVE SOME MORE STUDENT WELLNESS INITIATIVES.
UM, WE'RE GONNA BE HAVING MORE AFTER-SCHOOL TUTORING TO GET SOME OF THE KIDS BACK ON TRACK.
WE'VE ADDED ANOTHER PERMANENT SOB.
UM, AND AGAIN, CONTINUE TO PER CREDIT TUITION.
WE STILL HAVE VIRTUAL STUDENTS.
AND THEN, UM, 600,000 IS WHAT WE PLAN TO STEM FROM SECOND SEMESTER.
SO A LITTLE BIT OF A DROP ONE WILL VIRTUALLY, AND THESE ARE SHARP, NO REQUIREMENT.
AND IT'S ABOUT RECOMMENDATIONS TO THE BOARD WOULD BE TO BE NOT HAVING ANY SORT OF VIRTUAL LEARNING THAT'S HAPPENING NEXT YEAR.
LIKE WE DID THIS YEAR IN YEARS IN THE PAST, WE MAY HAVE SOME ONESIES TWOSIES HERE OR THERE AND UNIQUE SITUATIONS FOR KIDS THAT WANT TO GET SOME ADVANCED CREDITS AND SOME OF THOSE KINDS OF UNIQUE SITUATIONS, BUT A HOLISTIC OFFERING LIKE WE'RE PROVIDING RIGHT NOW.
THERE IS A PLACE FOR SPECIFIC SITUATIONS WHERE INDIVIDUAL STUDENTS WHO NEED SOME ADVANCED COURSEWORK OR FILLING IN SOME GAPS AND SOME HOLES.
SO LET'S SAY THAT WE'RE GOING TOTALLY AWAY FROM THAT, I THINK IS A FALSE HOOD.
BUT RIGHT NOW FOR DAILY INSTRUCTION ALL DAY, EVERY DAY, I'M RECOMMENDING THAT WE GO INTO THAT FOR THE FUTURE.
VIRTUAL VIRGINIA IS OUTSIDE OF OUR VISION IS FOR THE STATE LEVEL.
YEAH, IT'S HAPPENING, BUT THAT WOULD NOT, NOT PART OF THIS DIVISION.
WE WILL NO LONGER PAY FOR IT THIS YEAR.
AND JUST FOR CONTEXT OF OUR 2,600 ISH STUDENTS, WE HAVE ABOUT 30 THAT ARE IN FULL-TIME, BUT HAVE CHOSEN FULL-TIME VIRTUAL.
SO THAT GIVES YOU SOME IDEA THAT THE NUMBERS ARE LOW.
OUR PLANS FOR NEXT YEAR, WE'RE GOING TO CONTINUE THE INTERVENTIONISTS, THE NINA STUDENTS, UM, THE PERMANENT SOPS AND SOME OF OUR OTHER, UM, INITIATIVES WE'LL CONTINUE A SMALL AMOUNT OF RISK MITIGATION IF WE NEED IT.
WE'RE NOT SURE WHAT NEXT YEAR WILL BRING SOME, A GOGGLES BIT CONTINGENCY SET ASIDE FOR THAT.
AND THEN THE LAST ITEM IS THE COLLECT HOUR.
UM, THAT'S PARTIALLY FUNDED BY THE CIP.
SO THAT'S NEW MONEY THAT CAME IN THE STATE, UM, UH, VENTILATION GRANT.
AND THERE'S OUR LOVELY COOLING TOWER.
IT'S READY TO GO PAST THE SLIDE, THE SUMMER SCHOOL OF INTERCESSIONS THAT SORT OF SPEAKS TO, UM, MANY, UH, CONCERNS OF MR. WATKINS ABOUT WHAT SCHOOL LOOKS LIKE.
IT'S PART OF A BIGGER PICTURE TO EVALUATE AND THE FUTURE OF EDUCATION, HOW TO DELIVER A PROGRAM IN A MORE MODERN SETTING.
SO FOR THE MOST PART, UM, THIS 1.9 MILLION IS ALL IN STUDENTS.
UM, THERE'S SO ABOUT 1.5 MILLION STUDENTS.
AND AT 1.5 HAS BEEN PAID LIKE REDMOND, GLANCES ONLY GRANT 1 45 IS NOPE, GO AWAY.
SO THE QUESTION BECOMES AFTER NEXT YEAR, SOMEBODY, WHAT, WHAT ARE WE GOING TO DO? ARE WE GOING TO CONTINUE THE INTERVENTIONS FOR US? THAT WAS A, THAT WAS, UH, A TEMPORARY INFLUX UP.
[01:25:01]
I WILL TELL YOU THAT OUR INTERVENTIONISTS ARE TEACHER POSITIONS THAT ARE PART-TIME SO NO BENEFITS.AND THEY ARE, UM, THAT THEY GET A TEACHER SALARY.
THEY ARE LICENSED TEACHERS THAT ARE COMING IN PART-TIME TO WORK IN OUR SCHOOL.
DO YOU HAVE MONEY? CAN YOU, THE MONEY FOR THAT IS GRANT MONEY FOR NEXT YEAR.
THE UPCOMING SCHOOL YEAR STARTS IN THIS FALL.
AFTER THAT SCHOOL YEAR, WILL THERE BE ANY MONEY LEFT IN GRANTS TO PAY FOR THE 23, ALL OF THESE PEOPLE NOW THAT THEY'RE GRANT-FUNDED, AS LONG AS TO ANSWER YOUR QUESTION, WE DO NOT EXPECT, AND WE'RE GOING TO CONTINUE TO HAVE THE NEED FOR INTERVENTIONISTS WE'VE SPENT WHEN THE GRANT FUNDS DRY OUT FOR INTERVENTIONISTS, THAT'S NOT GOING TO BE AN OPERATIONAL COST.
WE EXPECTED WHEN THE GRANT FUNDS DRY OUT, THAT'S NOT GOING TO BE AN OPERATIONAL COST.
YOU NEED TO EVALUATE THE DEAN OF STUDENTS POSITION TO SEE WHAT BENEFIT WE'RE GETTING FROM THAT, FROM IT, FROM THE BRAND FUNDS AND WHETHER OR NOT WE WANT TO CONTINUE THAT OPERATIONALLY.
UH, I EXPECT THAT WE'RE NOT GOING TO CONTINUE MUCH OF THIS OPERATIONALLY QUITE HONESTLY, BECAUSE WE'RE TRYING TO USE THESE GRANT DOLLARS NOW TO GET US BACK ON TRACK SO THAT WE DON'T DEPEND ON THOSE IN THE FUTURE.
AND THE BOARD HAS A PLAN FOR ACCOMMODATING THE UPCOMING FUNDING CLIFF, AND RECOGNIZING THAT, UH, WE NEED TO MAKE A DECISION LIKE WHETHER OR NOT TO BE ABLE TO CONTINUE THESE POSITIONS IN THE FUTURE OF FINANCE.
SO WE'RE VERY WELL AWARE OF THAT.
IT DOES NOT EVERY YEAR ALWAYS HAD A PRACTICE.
YOU PROBABLY HAVE MORE STRATEGIC ABANDONMENT.
EVERYTHING IS ON THE TABLE EVERY YEAR.
I KNOW YOU CAN'T, YOU DON'T KNOW WHERE 20, YOU KNOW, A YEAR AND A HALF FROM THAT, WHICH NEEDS ARE GOING TO BE IF YOU HAVE SOME IDEAS, BUT YOU CAN'T PIN IT DOWN, I GET IT.
BUT I JUST, I THINK SOME OF THE BOARD MEMBERS WERE JUST TRYING TO GET STRAIGHT TO THE QUESTION LIKE THAT.
HOW LONG IS THIS FUN? IT SOUNDS LIKE ONE MORE SCHOOL YEAR WITH AN ELECTION YEAR.
THAT'S REALLY, IT'S BECOME VERY CLEAR TO US THAT THIS WAS NOT A ONE-YEAR PHENOMENON THAT WE NEEDED TO INFUSE OUR SCHOOL DIVISION WITH ADDITIONAL SUPPORT FOR OUR STUDENTS.
SO THIS IS IN OUR BUDGET FOR NEXT YEAR, AS PART OF OUR OPERATIONAL BUDGET, THE GRANT, THIS IS ALL PULLING TOWERS IN THE GROUP.
UM, IT IS THE SHOWING NUMBERS THAT ARE NOT MATCHING WITH THE SHEET AND THE IRON HAVE BEEN VERY DIFFICULT TIME FOLLOWING BECAUSE NONE OF THE NUMBERS YOU'RE SHOWING HERE OR ON THIS PIECE OF, I TRIED TO HAVE A MANAGER VENTILATION UPGRADES.
SO IT IS FISCAL YEAR 2020 SCHEDULE.
THE REASON WHY IT DOESN'T MATCH IS BECAUSE THAT'S SHOWING SONGS, SCHOOL FUNDS.
BECAUSE SEE WHAT'S HAPPENING IS YOU'RE MIXING APPLES AND ORANGES HERE.
I MEAN, YOU'RE GIVING US FULL 4 MILLION, 397 HAS BEEN PAID SO FAR 290,000 OF THAT WAS, UM, FUNDED BY THE SCHOOL DIVISION THAT WE COULD NOT, WE EITHER CHOSE NOT TO, UM, OR WE COULDN'T BE.
SO WE HAVE NO BREAKDOWN FOR WHAT IS THE 4 MILLION, 3 97 ACTUAL COSTS IS THAT FOUR THROUGH DECEMBER 31ST, 2021.
SO THEN THE, AND I HAD 200,000 OF PRIVATE DONATIONS.
THIS WAS OUR COVID RELATED POS THAT INCLUDED BOTH OUR OWN CONTRIBUTION FROM OUR OPERATING BUDGET AND OUR PRIVATE DONATIONS.
SO AT THE, SO WE HAVE NOW SPENT ALL THE GRANT MONEY.
IS THAT WHAT YOU'RE SAYING BY THE, AFTER THAT, THAT, UM, YOU COULD WALK US THROUGH WHAT WE'RE ALL TRYING TO GET, HOW, BECAUSE IT'S NOT MAKING ANY SENSE.
SO YOU'RE SHOWING BY DIFFERENT CATEGORIES THEN WHAT THIS IS SHOWING.
IF YOU COULD WALK US THROUGH EACH CATEGORY HERE AND EXPLAIN WHAT YOU'RE DOING, I THINK THAT WOULD BE HELPFUL.
ARE YOU LOOKING AT, I THINK WE'RE ALL LOOKING AT THE YELLOW AND GREEN SIDE.
SO I MEAN, THE NUMBERS DON'T SEEM
[01:30:01]
TO BE ADDING UP.I'M SURE THEY DO, BECAUSE WE NEED TO TAKE THE TOTALITY.
YOU'RE TRYING TO EXPLAIN IT DIFFERENT THAN THE PIECE OF PAPER YOU GAVE US.
I'M SAYING I WAS TRYING TO TELL A STORY HERE BECAUSE I WAS TRYING TO UNDERSTAND NUMBERS, THE GRANT AND THE GRANT BOUNDS FOR AGENT ON THAT SCHEDULE.
1.19 2.16 AND 5 11, 4 AND A HALF.
ARE THOSE, ARE THOSE THOSE THE 1 9, 6, 7, 300? UM, THAT'S CARLA'S YEAH.
SO JUST 1 9, 6, 7, 300 IS GOING TO COME FROM THAT GREG RENAMING.
IT SHOULD BE, I JUST ROUNDED, BUT, UM, IT SHOULD BE THE 2.4 7 8, 7 50 LAST, THE 5 11, 4 0 9.
THAT'S COMING ON THE C 5, 5 11 HERE FOR THE 2.4 IN THE CARES ACT COLUMN, THE, IN THE TOTAL COLUMN HERE, 2.4 7, 7 50, OR WITH YOUR MOUTH SCHEDULED, RIGHT? IF YOU SUBTRACTED THE FIVE 11 THAT IS COMING FROM THE CIP, THE REQUIRED LOCAL DASH, RIGHT TO THIS JUST A LITTLE BIT AROUND.
SO WHAT IS THE TOTAL COOLING TOWER REPLACEMENT GOING TO COST? UM, IT'S GOING TO COST A LITTLE BIT MORE THAN, THAN DOUBLE THIS AMOUNT.
I WAS GOING TO GO WITH US AND WE DONE THAT OUT ON THE SCREEN, SIGN UP HIS LOCAL FUNDS IN THE CIP, AND THEN THE OTHER HALF IS GRANTLAND.
THAT'S THE WAY THE STATE LAST STATE.
SO THE 2.7 2.78, THE LAST HALF LESS, THE HALF THAT THE COUNTY'S CONTRIBUTING TOP AND ROUND NUMBERS COME OUT TO YOUR 1.9.
WELL, ACTUALLY, NO, IT WAS MINUS 8 45.
SO ABOUT 200, RIGHT? NO, MINUS 900, UM, PRIVATE DONATIONS AS WELL.
SO WHAT'S OUR TOTAL GRANT AMOUNT, THE VERY FIRST FIVE TO 7.7 $0.8 MILLION.
800 IN LOCAL WAS, YEAH, SO THAT'S 200.
HOW MUCH HAVE WE SPENT ON, UM, AS OF THIS TIME WE SPENT, UM, BEFORE ME AND THREE OR 4.4 LESS 200 OR LESS 300.
SO THAT MEANS WE HAVE, UH, DO THE MATH 2.8 LEFT, RIGHT? NO.
I WAS GLAD TO GO ALL THE WAY INTO THE RED TO SEE HOW MUCH WAITING FOR A BABY.
SO WE STILL HAVE 600 THE SECOND SEMESTER.
WE STILL HAVE 2 MILLION FOR NEXT YEAR.
AND THEN WE HAVE ANOTHER 704, WHICH MATCHES YOUR SHEET A LITTLE BIT AROUND IT FOR OUR PLANS FOR 23, 24 YEAR.
AND YOU CAN SEE THAT WE'VE DROPPED THE POSITIONS THAT WE'RE JUST LIVING TO, UM, THE BALANCE CALENDAR INITIATIVE WITH A FEW SMALL OR, UM, TECHNOLOGY AND BUILDING AUTOMATION SYSTEMS. WE'RE GOING TO TAKE YOUR, YEAH.
IF I COULD FINISH A BIT HERE, UH, GRANULARITY IN THAT WE HAD TO MOVE A BIT, FIRST OF ALL, I APPRECIATE THE TRANSPARENCY AND THE GRANULARITY.
IF YOU DO WANT TO DO ANY OF THAT HERE, STAND UP, BUT THIS ISN'T MEANT AT ALL TO SAY, YOU KNOW HOW YOU'RE SPENDING IT THIS YEAR.
BUT IF I BACK UP 30,000 FEET HERE, UM, THERE'S A CONCEPT CALLED STRUCTURALLY BALANCED STRUCTURE DOWN TO BUDGETS, VERY REVENUES OR EXPENSES THAT COMES TO A DEBT BALANCE INCREASE.
AND THEN THERE'S THINGS CALLED NON STRUCTURAL ITEMS, WHICH ARE LIKE DEBT, FINANCINGS, DRAWING DOWN GRANT MONEY, THINGS THAT ARE NON RECURRING NON-INSTRUCTIONAL
[01:35:01]
BALANCED KIND OF ITEMS. AND FOR ME, BOTTOM LINE IS HOW MUCH OF THIS NON-INSTRUCTIONAL STUFF IS BLEEDING OVER INTO THE STRUCTURE OF THE BALANCED BUDGET, SUCH THAT GRANT MONIES GO AWAY, ALL OF THE NINE SWEPT THROUGH BALANCED BY THE LOFT VALLEY, NOT OPERATED.THAT'LL GO THE WAY AS WELL, BUT YOU'RE LEFT WITH A PURE RECURRING REVENUE.
AND BY DOING THIS REAL DEEP, THAT GRANULARITY, YOU KIND OF WONDER IF THE PICTURE OF, OKAY, DO WE HAVE A CLEAN SEPARATION BETWEEN WHAT'S RECURRING AND NON RECURRING AND HOW ARE WE GOING TO BE ABLE TO, IS THERE A CLIFF? AND THE CONCERN IS, AGAIN, IF SOME OF THAT STUFF IS PLEADED NOW, FIRST OF ALL, YOU'VE GOT A FANTASTIC OF PROGRAMS IN RESTRICTIONS.
YOU GOT, YOU CAN DO THIS, YOU CAN'T DO THIS.
IT'S THAT REAL KIND OF COMPLICATED WEB.
AND YOU GUYS HAVE DONE A GREAT JOB OF TRYING TO CALIFORNIA, MAKE SURE WE USE IT IN APPROPRIATE.
SO INSTEAD OF COMPLEX PROCESS TO GO THROUGH, AND YOU'RE DISCLOSING A LOT OF INFORMATION, A LOT OF NUMBERS HERE, BUT IF HE COULD KIND OF SUMMARIZE AND STEP BACK AND SAID BIG PICTURE, I WERE GOING TO BE ABLE TO TAKE ALL THIS NON-OPERATING STUFF.
AND JUST THAT PAID GRANT MONEY WENT AWAY AND CALLED REPAIR EXPENSES WENT AWAY AND WENT BACK THEN STRUCTURED, BALANCED BY.
SO IF I, IF I DON'T WANT TO TAKE THIS ONE, W AND SO I HEAR WHAT YOU'RE SAYING, YOU KNOW, WE'RE CONCERNED ABOUT THE FUTURE AND HOW DO WE CONTINUE TO OPERATE COUNTY THE SCHOOL DIVISION WITH ALL OF THESE THINGS THAT HAVE BEEN EXPENDED OR HAVE BEEN $8.8 MILLION WORTH OF EXPENSES THAT HAVE HAPPENED? YOU KNOW, IS THERE AN EXPECTATION THAT $8.8 MILLION WORTH OF EXPENSES CONTINUING TO ANSWER THAT QUESTION? NO, I THINK WE TOGETHER NEED TO TALK ABOUT WHAT FUTURE FUNDING LOOKS LIKE, AND IT GOES BEYOND JUST FEDERAL FUNDS.
LIKE, IT'S JUST, YOU KNOW, HOW, HOW HAS EDUCATION CHANGED? WHAT ARE THE NEEDS OF OUR STUDENTS AND OUR STAFF AND OUR SCHOOL DIVISION AS A WHOLE GOING FORWARD.
AND YOU KNOW, WHAT IT IS THAT TRUE COST GOING FORWARD.
AND WE'RE VERY THANKFUL FOR THE SUPPORT THAT WE DO GET FROM THIS GROUP.
UM, AND YOU SAW A PROJECTION IN THE BUDGET BOOK THAT WAS SHARED THAT WE MAY NEED TO CONSIDER ADDITIONAL INCREASES IN FUNDING IN THE FUTURE.
AND THAT'S ENDEMIC RELATED NON PANDEMIC RELATED TO THE COST OF DOING BUSINESS, RIGHT? AND SO THAT'S THE CONVERSATIONS THAT WE HAVE, LIKE, YOU KNOW, SCHOOL DIVISIONS, LET US KNOW WHAT YOUR NEEDS ARE AND DO OUR BEST TO FUND THOSE GOING FORWARD.
BUT NOW WHAT WE'RE TRYING TO DO IS USE THESE FUNDS NOW, SO THAT WE'D HAVE NO IMPACT IN RECURRENT COSTS.
AND WE'D GET IT BACK TO WHERE WE WERE DEVELOPING BUDGETS, STRUCTURALLY SOUND BUDGETS, AND THOSE KINDS OF THINGS THAT YOU REFERENCED.
SO, UM, SO WE, WE RECOGNIZE THAT, AND WE WERE VERY FULL AWARE THAT WE DON'T WANT TO DO ANYTHING NOW THAT WE'RE GOING TO HAVE TO DEPEND ON IN THE FUTURE.
BUT THE FACT OF THE MATTER IS THE NEEDS OF OUR STUDENTS, THE NEEDS OF OUR STAFF, THE NEEDS OF OUR COMMUNITY, MADE THIS ADDITIONAL FUNDING AND REASONS IN THE FUTURE.
THEY'RE NOT DIRECTLY RELATED TO HOW TO USE THESE MONTHS.
I THINK THERE'S AN ELEMENT HERE THAT, WITH THAT, THERE'S THIS YOU'RE TELLING THE STORY OF HOW YOU REACT TO THE PANDEMIC.
HOW ARE YOU USING THE GRANT MONEY, WHICH WE NEED THAT TRANSPARENCY.
AND THANK YOU, BUT THERE'S AN ELEMENT HERE, OBVIOUSLY, WHEN YOU'RE TALKING ABOUT ANDY, YOU'RE TALKING ABOUT SALARIES, COMPETITIVE THAT'S, THAT'S ONGOING.
SO I HEAR, I HEAR A KEY COMPONENT OF YOUR EXPLAINING WHAT YOU'VE BEEN DOING, BUT YOU'RE ALSO ACKNOWLEDGING THAT AND YOU PUT IT GOOD THAT THE NEEDS ARE INCREASING.
SO THERE IS GOING, THERE ARE GOING TO BE INCREASING FUNDING NEEDS.
AND GIVEN THAT WE'RE THE APPROPRIATING BODY, AND YOU TALK ABOUT STRUCTURAL REVENUE WHERE THAT REVENUE PIECE.
SO THERE'S OBVIOUSLY GOING TO BE AN ASP COMPONENT TO THAT.
I THINK THE INTENT TODAY WAS LIKE WE DID ONE PROVIDED ANY SURPRISES IN THE FUTURE IN CASE, YOU KNOW, WE CAN COME BACK AND SAY THAT THINGS HAVE CHANGED.
SO THE PIECE THAT I WANT YOU ALL TO MAKE SURE I WANT TO HEAR FROM Y'ALL, Y'ALL Y'ALL KNOW Y'ALL WERE AWARE OF IT, BUT IT'S SOMETHING I'M GOING TO BEAT YOU TO DO ALL OF US THAT'S SUPPLEMENT VERSUS SUPPLANT PIECE.
THAT'S, THAT'S KIND OF A TRICKY THING WITH THAT, POTENTIALLY.
I THINK BECAUSE A LOT OF TIMES YOU'RE LOOKING WHEN YOU SAY NORMAL OPERATING BUDGET DEFINES THE NORMAL AWKWARD, BECAUSE I THINK OF WHEN I FIRST GOT OUT OF SCHOOL, WHAT I LEARNED ABOUT SPECIAL ED, AND YOU FIND SOME LOCAL JURISDICTIONS THAT SAID, WE'RE GOING TO POUR MONEY INTO SPECIAL ED, THEN SUDDENLY THE GOVERNMENT COMES ALONG AND SAYS, LET ME GIVE YOU MONEY.
YOU CAN'T CUT ANYTHING OUT OF WHAT YOU'RE DOING.
SO I, THAT KIND OF AS ANALOGOUS A LITTLE BIT, MAYBE TO THE SUPPLEMENT VERSUS SUPPLANT.
SO WE HAVE TO JUST, I THINK, AM I OFF BASE ON THAT? I MEAN, IF WE FIND MORE THINGS JUST BECAUSE YOU HAVE A NEED AND THEN BRANDS COME ALONG THAT COME WITH STRINGS, WE MIGHT, I MEAN, THAT'S THE PROBLEM WITH THESE OFFICE HOURS, THESE STRUCK OFF, OFF BUDGET ITEMS. WE WANT YOU TO CALL THEM THINGS AND THINGS THAT ARE OUTSIDE OF THE STRUCTURE, BUDGET LIKE GRANTS.
SO, SO JUST THE WHOLE SYSTEM, AND
[01:40:01]
I HEAR YOUR, UH, THIS IN MY MIND WAS, YOU KNOW, KIND OF A, NOT AN AFTER-ACTION, BUT TOWARD THE END OF THE GRANT KIND OF THING, TIED THINGS TOGETHER.HERE'S WHAT WE'RE AFTER ACTION REPORT.
AND THEN THE BUDGET DISCUSSIONS, YOU KNOW, SEPARATE DISCUSSION ABOUT GOING FORWARD, WHAT WE NEED, HOW WE DO NOW, THAT RECURRING SIDE.
SO IN MY MIND, THOSE ARE KIND OF IN, AND AGAIN, THE QUESTION IS THIS DOESN'T BLEED INTO THAT SAY, OKAY, WE KNOW ON THE OPERATING SIDE, I'D NEED A WHOLE BUNCH MORE PEOPLE WITH DIFFERENT SALARIES.
AND SO WE HAVE SOME ONE-TIME MONEY.
AND THEN LATER ON, WE'LL SAY, OKAY, WE HAVE THESE DATES AND THEY'RE LEFTOVER FROM HIS GRANT FUND MONEY ANYWAY, BUT I AGREE.
WE NEED TO HAVE THAT DIALOGUE AND THAT INTERACTION AS WELL.
IN MY MIND, THIS WAS REALLY MORE TIED TO THE ONE-TIME STUFF.
CURRENT STUFF, JUST CHECKING HERE ARE REALLY GOOD PLACE TO TAKE A BREAK.
THIS IS SO GREAT, GREAT CONVERSATION.
EVERYBODY KNOW THESE ARE HARD CONVERSATIONS.
I KNOW IT'S HARD TO PRESENT THAT AS SOMEONE, YOU KNOW, YOU LIVE IN EVERY DAY TO PRESENT IT TO PEOPLE THAT DON'T LIVE IN EVERYDAY.
SO APPRECIATE YOUR PATIENCE IN OUR QUESTIONS.
IT'S NOT TRYING TO BE ANYTHING WHICH I UNDERSTAND.
AND JUST FOR MYSELF, I KNOW I'M NOT A NUMBERS GUY, SO I APPRECIATE THE TIME THERE.
JUST NEED TO SIT NEXT TO THE NUMBERS.
SO LET'S WITH, ALL RIGHT, WELL, FUCK YOU BACK.
IF EVERYBODY GOT A BROWNIE OR A RESTROOM
[2. Schools' FY23 Operating Budget]
BREAK AND THE WATER, SO I KNOW THAT YOU HAVE A 12 O'CLOCK OBLIGATION.AND SO I WANT TO PACE THE NEXT TWO AGENDA ITEMS APPROPRIATELY.
SO WE HAVE AN AMPLE TIME FOR CONVERSATION.
SO I'M THINKING ABOUT 10 MINUTES ON THIS TOPIC, WHICH IS A HOT OFF THE PRESSES FROM WHAT THE SCHOOL BOARD ROUTE LAST NIGHT, ABOUT 50 MINUTES, ONE, THE NEW GES, BECAUSE I THINK THAT THAT'S WHERE WE REALLY NEED TO DIG IN AND PROVIDE A LOT MORE DIALOGUE AND CONVERSATION.
AND THAT'S A WARNING IN-DEPTH TOPIC, BUT THE SCHOOL BOARD LAST NIGHT AMENDED ITS 2023 FISCAL YEAR REQUESTS.
YOU GET A TRANSMITTAL LETTER WITH MY SIGNATURE PROBABLY LATER ON TODAY.
IT'S A VERY MINOR ADJUSTMENT IN THE SCHOOL.
THE PUNCHLINE IS THERE IS NO INCREASE IN LOCAL TRANSFER REQUEST.
ALL OF THIS, AGAIN IS ONE TIME INFUSION OF GRANT DOLLARS.
AS WE JUST SPENT OUR TIME DISCUSSING IT'S AN INCREASE IN REQUESTS 290, $2,000 AND NO INCREASE.
THE LOCAL TRANSFER ARE THE FUNDING SOURCES HERE, A $100,000 IN UNFINISHED LEARNING GRANT, $69,000.
AND BEFORE SCHOOL AFTERSCHOOL LEARNING OPPORTUNITIES, WE SHARPEN OUR PENCIL A LITTLE BIT ON OUR OUT OF DISTRICT TUITION.
WE HAVE A FEW MORE STUDENTS THAT WE'RE EXPECTING TO BE GIVEN A $4,000 PER YEAR.
SO WE MANIPULATED THAT, UH, WHERE WE UPDATED THAT $282,000 ADJUSTMENT WITHIN THOSE GRANT FUNDS.
UH, WHAT ARE RECOMMENDING IS INCREASING 0.5 COUNSELOR AT RANDOLPH ELEMENTARY SCHOOL TO A FULL-TIME COUNSELOR AND USING A ONE-TIME INFUSION OF CASH TO DO THAT.
AND THEN A READING SPECIALIST, UH, USING THOSE FUNDS AND THEN PULLING SOME MONEY BACK FOR FUTURE FISCAL YEARS BASED ON ANY SORT OF NEED THAT WE MAY HAVE THAT IS AT THIS POINT IN TIME.
SO, UH, THE USE OF THOSE DOLLARS 264,000 IN THE STIMULUS GRANTS.
AND SO IN THE OPERATING FINE, UH, THIS IS WHAT WE'RE LOOKING AT IS, UH, INCREASING THE SECTIONS FOR OUR CHORAL TEACHER.
SO THAT, THAT IS A FULL-TIME POSITION THAT IS CERTAINLY BASED ON STUDENT NEED JUST A MINOR INCREASE IN FTE FOS.
THE MOST SIGNIFICANT THING ON THIS SLIDE IS WHAT WE DISCUSSED LAST TUESDAY.
YOU ASKED ME ABOUT HEALTH INSURANCE COSTS, AND YOU'D LIKE TO GET OUT BACK TALK ABOUT THAT LAST NIGHT WITH THE BOARD, BUT THANKFULLY WITH A HEALTHY WORKFORCE, WE'RE LOOKING AT A ZERO INCREASE IN HEALTH INSURANCE PREMIUMS. THE BUDGET I PRESENTED TO YOU OF COURSE LAST WEEK GOT A 3% INCREASE.
SO WE'RE ABLE TO LEVERAGE $96,500 IN SAVINGS.
BE ABLE TO DEDICATE THAT TOWARDS ONE OF THOSE TIER ONE REQUESTS THAT I SHARED WITH YOU LAST WEEK, AND THAT'S INCREASED SALARY FOR TEACHERS SPECIFICALLY.
SO YOU CAN SEE HOW THOSE ADJUSTMENTS ARE MADE.
THEY'RE REALLY LOOKING AT $12,000 IN INCREASE IN THE OPERATING FUND.
UH, SO REALLY THE MOST SIGNIFICANT PORTION OF THIS PRESENTATION IS THE SCHOOL BOARD'S APPROVAL OF SALARY SCALES.
IT MAKES SOME MINOR ADJUSTMENT
[01:45:01]
IN THE TEACHER SALARY SCALE ONLY.AND AGAIN, THIS IS A YEAR OVER YEAR INCREASE.
IT'S NOT A 7% PLUS 5% AND 7% TOTAL INSTRUCTIONALLY.
THE SALARY SCALE STARTS AT $49,430 WITH THE NAME FROM TOP TO BOTTOM OF 0.85.
YOU CAN SEE JUST A YEAR OVER YEAR, IF I'M MAKING 46, 9 61.
NOW I WOULD BE MAKING 50,000 TO 74, WHICH IS 7.3% YEAR OVER YEAR INCREASE.
AND AGAIN, THESE ARE FOR INDIVIDUALS WHO EARN A PROFICIENT OR AN EXEMPLARY RATING UNDER THE END OF THE YEAR, SUMMATIVE EVALUATION THAT COST US $110,000.
AS YOU CAN IMAGINE, MANY LOCALITIES ARE HAVING THE SAME CONVERSATION.
SO FROM A COMPARATIVE STANDPOINT, WE WANTED TO SAY, THIS IS WHAT OTHER SCHOOL DIVISIONS ARE CONSIDERING AT THIS POINT IN TIME, OF COURSE, ALL PENDING LOCAL APPROVAL.
AND AS I REFERENCED LAST WEEK, MANY SCHOOL DIVISIONS AREN'T THAT CONSIDERING A 5% INCREASE FOR THEIR TEACHERS JUST TO FEEL AS WAS REFERENCED, IS GOING TO BE A LITTLE BIT HIGHER IN THE PROPOSAL.
SO WE UPDATED THIS FROM LAST WEEK.
AND, UH, SO THIS IS WHAT WE WOULD EXPECT THE REGIONAL MEDIAN TO BE BASED ON THESE FIGURES.
SO LAST WEEK I MADE AN ASSUMPTION THAT EVERYBODY'S WANT TO GIVE A FIVE.
SO NOW THAT WE HAVE MORE DATA, WE JUST SAID, OKAY, LET'S PLUG IN THEIR PROPOSALS AT THIS POINT IN TIME.
HOW DOES THAT IMPACT THE REGIONAL MEDIA 7.05% INCREASES IS WHERE WE WOULD BE.
AND THEN HERE IS THE DIFFERENTIAL FROM THAT MEDIAN BASED ON UP-TO-DATE INFORMATION THAT WE HAVE RIGHT NOW.
AND YOU CAN SEE THAT WE ARE WITHIN WORLD STRIKING DISTANCE IN SOME PLACES TO THE REGIONAL.
WE DIDN'T NEED TO SEE DOLLAR AMOUNTS THERE IN A PERCENTAGE BASIS WHEN THAT, WHEN THAT, SO IN SUMMARY, THIS IS WHAT THE SAUER IMPROVEMENT WOULD LOOK LIKE.
AND AGAIN, NO CHANGE FOR OUR CUSTODIANS, CAFETERIA WORKERS, CAFETERIA MANAGERS, THOSE HOURLY EMPLOYEES THAT I DISCUSSED, UH, THERE'S A SIGNIFICANT MARKET ADJUSTMENT FOR THEM IS INCLUDED.
THAT WAS WHAT I SHARED WITH YOU LAST WEEK AS WELL FOR NON-TEACHERS NON HOURLY EMPLOYEES, A 3% MERIT AND A 2% MARKET ADJUSTMENT, NO CHANGE.
AND THIS IS WHERE THE SCHOOL BOARD HAS MADE A RECOMMENDED CHANGE HERE IN SF TEACHER SALARY SCALE, WHICH IS 3% MERIT OR PERCENT MARKET ADJUSTMENT FOR A TOTAL OF 7.05.
SO IT DOES INCREASE THE OVERALL REQUEST TO YOU FOR YOUR CONSIDERATION REGARDING APPROPRIATION OF THE 40 MILLION 5 64.
AGAIN, THAT LOAN TRANSFER DOES NOT CHANGE.
IT IS STILL 25 MILLION, $500,000.
SO MODERATE INCREASE IN THE OVERALL BUDGET REQUEST, BUT NO INCREASE IN LOCAL TRANSFER TO ANSWER ANY QUESTIONS YOU MENTIONED LAST NIGHT, WHERE WE STAND NOW AND WE ALL ARE IMPERATIVE TO, AND WILL THERE BE CHANGES THAT THERE'S A LOT OF WORK TO BE DONE AT STATE LEVEL, UM, THAT WOULD AFFECT, AND THAT WOULD AFFECT EVERY, EVERY BODY THAT WHY'D YOU GUYS WAIT, YOU'RE GOING TO BE SEEING LIKE, AND DR.
RARELY WOULD WE GO BACK TO SOME OF THE SAME SWITCHES AND KNOBS THAT YOU'VE DONE TO MAKE AN ADJUSTMENT HERE AT DUKE, WE NEED INCREASED REVENUE, DECREASED REVENUE.
YOU DON'T WANT TO HAVE TO MAKE ADJUSTMENTS ULTIMATELY TO BALANCE EVERYTHING AND YOUR PRESENTATION.
SOMETIMES WE ASK WHAT'S THE NEXT CLOSEST THING YOU HAD TIER ONE, TIER TWO, AND IT'S NUMBERS AROUND THAT KIND OF, COULD YOU MAYBE JUST SHUT JUST A LITTLE BIT OF LIGHT ON THE THINGS THAT ALMOST DIDN'T MAKE THE KIND OF THING, SO, WHICH I UNDERSTAND.
SO IT'S NOT MEANT TO BE A TRICK QUESTION.
JUST WANTED TO GIVE YOU THAT MATURITY OF SAY THE BUDGET IS CHANGED.
SO WITH THAT, WE, YOU KNOW, WITH THESE AMENDMENTS, WE WERE ABLE TO GET THREE OF THE TOP FOUR, UH, YOU KNOW, THERE WAS A CONVERSATION THAT HE HAD ABOUT, YOU KNOW, THE TEACHER'S SALARY, BUT WE WERE ABLE TO, TO TICK OFF A COUPLE OF THOSE, ONE OF THE THINGS THAT, UH, IS IT TIER ONE THAT IS NOT FUNDED WITH THE ADDITIONAL SUPPORT FOR CAREER COUNSELING AND OUR GIFTED STUDENTS AT THE MIDDLE SCHOOL, UH, THAT'S A SIGNIFICANT PRICE TAG, A MINOR PRICE TAG.
WE'LL BE PAYING OUR ATHLETIC COACHES RATHER THAN PAYING THEM A LUMP SUM OF $1,500.
IT WOULD BE A PERCENTAGE BASIS THAT REFLECTS THE COMPLEXITIES
[01:50:01]
OF THAT JOB.SO TIER ONE REQUESTS REMAINING, WE'RE LOOKING AT 92,000, A HUNDRED THOUSAND DOLLARS.
'CAUSE WE EVER, WE ALWAYS WISH THERE WAS MORE, YOU DON'T LIKE TO BE ABLE TO FIND EVERYTHING, THINGS WHERE YOU'VE GOT ALLOCATE RESOURCES AND WHATNOT.
I'D LOVE TO JUST MAKE IT COUNT.
AND THIS YEAR IS A LOT ABOUT SALARIES.
AND YOU KNOW, OBVIOUSLY I'M NOT ON THE POLICY SIDE, WHAT Y'ALL DO, BUT JUST AS A CITIZEN, AS, AS, AS AMERICAN, REALLY, I REALLY, I THINK WE ARE ONE OF THE BEST CTE PROGRAMS IN THE AREA.
I'D LIKE TO SEE THAT CONTINUE BECAUSE WITH EVERYTHING ELSE GOING ON IN THE COUNTRY, I'VE SAID THIS IN HOPE ON THAT CRYSTAL VINE HAS BEEN, I THINK THE NUMBER ONE THREAT TO OUR, OUR COUNTRY, THE WORKFORCE, AND I HAVE ALWAYS AFFECTED REAL PEOPLE IN THE LAST CAMPAIGN.
AND CYNTHIA, I DIDN'T WANT TO SEE BOOBS ON THE, I WOULD LOVE TO SEE GOOCHLAND AS THE BEACON.
SO BECAUSE I HAD A PLATFORM, I COULD SAY THE WHOLE BOARD LISTENED TO YOU.
UM, LOVE TO SCOTT TO MAKE SURE THAT WE'VE ALWAYS GOT THAT IN THE FOREFRONT OF RUNNING, BECAUSE I THINK THAT'S GOING TO BENEFIT THE STUDENTS AND, AND THE COUNTRY AND TOWN, ESPECIALLY MORE CULINARY EVENTS THAT I CAN ATTEND THAT WOULD, AND I GUESS, CIP DISCUSSION IMPROVING, MOVING MORE MONEY BY CTE PROGRAM.
I KNOW I MENTIONED THIS WHEN YOU GAVE THIS PRESENTATION 4.2, THE PROFILE JUST MENTIONED AGAIN, IT'S JUST, WE'RE JUST TALKING ABOUT WHATEVER WE GIVE YOU GUIDANCE AND SAY HERE, YOU KNOW, HERE'S THE MONEY AND IT'S BUDGET COMES BACK IN RIGHT ON THE PATTY.
AND THEN IT'S JUST AMAZING THAT THE TWO BOARDS COULD HAVE THAT KIND OF COMMUNICATION WORK TOGETHER TOWARD THE END RESULT.
AND, AND TO HAVE THAT RELATIONSHIP IS JUST SPECIAL THAT THIS IS ANOTHER THING ABOUT GROUPS.
AND WE WORK REALLY HARD AT OUR SIDE.
YOU WORKED REALLY ON YOUR SIDE.
WE BRING THEM BACK TO TOGETHER, COORDINATE THE TWO.
AND JUST THE FACT THAT WE HAD THESE FOUR ON BOARD WORKSHOPS, DISCUSSIONS, QUARTERLY CHAIR, VICE CHAIR, THAT I JUST CAN'T TELL YOU HOW GREAT IT IS TO HAVE THAT KIND OF SITUATION.
UM, THANK YOU AGAIN FOR EVERYONE FOR A BIG VERDICT SPONSOR SCHOOL BOARDS AROUND VIRGINIA, THAT YOU GUYS HONESTLY JUST WANT TO PUT IT OUT THERE AGAIN.
IT'S A HECK OF A SEGUE TO OUR NEXT STOP.
SO, SO WHAT A COMMON ONE THAT CERTAINLY THE OPERATIONAL BUDGET WILL BE UNDER CONSIDERATION OF PRIOR TO YOUR ACTION IN APRIL.
[3. New GES]
UM, SO I WILL SAY THAT, YOU KNOW, THERE'S A LOT OF WORK THAT HAS HAPPENED SINCE THE LAST TIME WE WERE IN THIS ROOM HAVING A CONVERSATION.AND WE AS STAFF WITH THE BOARD SUPPORT HAVE LOOKED AT A VARIETY OF, OF DIFFERENT SCENARIOS.
QUITE HONESTLY, WE'VE GONE BACK AND RECREATED HISTORY.
WE'VE SCRATCHED HER HEAD AND SAID, WHAT ABOUT THIS? WE REALLY HAVE CHALLENGED THE STATUS QUO AND LOOKED AT SOME DIFFERENT POTENTIAL WAYS OF, OF SOLVING THE CONUNDRUM THAT WE'RE FACED WITH RIGHT NOW.
SO MY GOAL FOR TODAY IS TO SHARE WHERE WE ARE AT THIS POINT IN TIME.
AND THEN I THINK WE NEED TO HAVE A CONVERSATION AND ASK QUESTIONS AND THEN PROVIDE GREATER CLARITY AS WE MOVE FORWARD.
SO THIS IS WHERE WE WERE WHEN WE LAST LEFT IN DECEMBER OR JANUARY, THIS IS WHITE, HAS A, AN UPDATED COPY FOR YOU.
I THINK THE QUESTION THAT WE WERE ASKED IS WHAT WAS YOUR ORIGINAL BUDGET AND WHERE ARE YOU NOW? AND WHERE WERE THOSE DIFFERENCES, DIFFERENCES IN COSTS? AND SO YOU CAN SEE AND JUST COMPARING LEFT AND RIGHT WHERE THOSE DIFFERENCES ARE.
AND IT REALLY BOILS DOWN TO THIS FIGURE RIGHT HERE, WHICH ARE THE CONSTRUCTION COSTS.
WE WERE ESTIMATING PURE CONSTRUCTION, BIG PAY $9.4 MILLION, WHERE RIGHT NOW, BASED ON COST ESTIMATES, $40 MILLION AND INCREASE IN SQUARE FOOT IT'S COSTS FROM 2 82 TO 4 51.
SO THAT'S, THAT'S REALLY THE MOST SIGNIFICANT DIFFERENTIAL.
AND AS WE KNOW, WE'RE LOOKING AT A $15 MILLION DIFFERENTIAL BETWEEN OUR SURPASS BUDGET.
SO WHAT WE'VE DONE OVER THE COURSE OF THE PAST SEVERAL WEEKS IS WE REALLY LOOKED AT THIS FROM A THREE-PRONGED APPROACH IS HALF.
AND WE ACTIVELY WORK TOWARDS NARROWING THAT GAP THAT WE HAVE.
AND SO WE SPENT SOME TIME OR A DECENT AMOUNT OF TIME AND VALUE ENGINEERING LOOKING AT THE ACTUAL SQUARE
[01:55:01]
FOOTAGE OF THE BUILDING ITSELF, YOU KNOW, OUR OPPORTUNITIES TO NARROW DOWN THE SPACES.UH, IS THERE AN OPPORTUNITY TO REDUCE SOME OF THE PROGRAMS LIKE IS THAT, IS THAT SOMETHING THAT IS REQUIRED IS THAT SOMETHING IS NEEDED WHAT'S BEST PRACTICES THERE? SO WE'VE LOOKED AT SQUARE FOOTAGE PROGRAMS. WE'VE ALSO LOOKED AT WINDOWS AND DOORS AND EXTERIOR FINISHES AND THOSE KINDS OF THINGS TO SEE IF THERE WERE SOME OPPORTUNITIES FOR SAVINGS THERE.
UH, WE'VE ALSO LOOKED AT THE SITE, SO THE SITE IS THE SECOND LEG.
AND SO ARE THERE OPPORTUNITIES TO ENGINEER THAT SITE? ARE THERE OTHER SITES POTENTIALLY? UH, SO WE'LL WANT TO WALK THROUGH THAT A LITTLE BIT.
AND THEN PART OF THE THREE-LEGGED STOOL IS, IS THERE ANY ADDITIONAL REVENUE SOURCES FOR THIS? SO YOU'VE WORKED IN THERE THAT, THAT, THAT GAP BY LOOKING AT IT FROM A COUPLE OF DIFFERENT OPTIONS.
SO HERE'S WHERE WE WERE IN JANUARY 104,500,000, 104,500 GROSS SQUARE FEET.
THAT'S WHERE WE WORK AT THE END OF SCHEMATIC DESIGN.
THAT WAS RIGHT ON WHERE WE HAD SAID OUR ORIGINAL BUDGET WAS GOING TO BE A HUNDRED, 4,000.
AND SO, UH, THAT HAD NOT CHANGED.
SO AT THAT POINT IN TIME, WE DID NOT CHOOSE OUR MECHANICAL SYSTEM.
WE LOOKED AT A VARIETY OF MECHANICAL SYSTEMS, INCLUDING THE THERMAL, A MORE TRADITIONAL MECHANICAL SYSTEM AND WITH THE MECHANICAL SYSTEM THAT WE CHOSE, WHICH IS A RUN OF THE MILL CONSISTENT JUST GENERAL, UH, HPAC SYSTEM.
IT'S GOOD, GOOD QUALITY, BUT IT'S NOT A NEW FANGLED FANCY SYSTEM, UH, BASED ON THAT, WE NEED TO NEED TO INCREASE THE SIZE OF OUR MECHANICAL ROOM A LITTLE BIT.
THAT WAS PREVIOUSLY, WE HAD NOT MADE THAT SELECTION.
SO I'M, UNFORTUNATELY THAT WAS IN ADDITION.
UH, AND THEN WE STARTED TO LOOK AT HOW WE COULD REDUCE THE FOOTPRINT OF THE SCHOOL.
AND SO ONE OF THE STRATEGIES IS TO NARROW THE DISTANCE BETWEEN THESE SECTIONS HERE, WHICH WERE ORIGINALLY 64 8, AND NARROWING THEM DOWN TO 44 FEET.
WHAT'S OVERALL HOT CUT, 1,760 SQUARE FEET FROM THE FOUNDATION.
WE ALSO TOOK A LOOK AT NARROWING THIS MAIN CORRIDOR HERE, AND RATHER THAN HAVING IT AT 44 FEET WIDE, NARROWING IT DOWN TO 41 FEET LOT, WHICH WE DID NOT FEEL WAS GOING TO NEGATIVELY IMPACT THE PROGRAM OR THE OPERATIONS IN ANY WAY, SHAPE OR FORM THAT WAS ABLE TO SHAVE OFF 930 SQUARE FEET.
UH, ONE OF THE THINGS THAT WE ALSO LOOKED AT IT IS NOT REALLY AN ATTRACTIVE OPTION IN MY OPINION, BUT IT'S ONE OF THE THINGS THAT WE LOOKED AT WAS NARROWING THE CORRIDORS WHERE STUDENTS WOULD BE TRAVELING IN BETWEEN THEIR CLASSES HERE, LOOKING AT CUTTING US A LITTLE BIT, MOVING FROM A SEVEN FOOT CORRIDOR TO A SIX FOOT CORRIDOR AND TRANSPARENCY.
ONE OF THE THINGS THAT I NOT RECOMMENDING IS BECAUSE OF SOME OF THE LIFE SAFETY ASPECTS AND JUST FLAT OUT TRAVEL TO AND FROM YEAH, PEOPLE COMING AND GOING AND CARTS AND WHEELCHAIRS AND JUST THE BUSY-NESS OF THE SCHOOL ONE FOOT REALLY MATTERS.
AND I THINK IT WOULD BE A SHORT-SIGHTED DECISION QUITE HONESTLY, TO DO THAT IN SAY 1500 SQUARE FEET.
BUT IT IS ONE OF THE THINGS THAT WE CONSIDER, NOT ONE OF THE THINGS THAT I THINK SHOULD BE A PART OF OUR CONVERSATION GOING FORWARD.
UM, ALSO LOOKED AT THIS PRESCHOOL WING BACK HERE.
AND SO WERE THERE WAYS FOR US TO VALUE ENGINEER THAT, UH, THIS WAS AN OPPORTUNITY WHERE WE COULD LOOK AT THE CORRIDOR WITH A LITTLE BIT AND THEN MANIPULATE SOME CONFERENCE ROOMS AND MOVE SOME THINGS AROUND A LITTLE BIT AND CHANGE SOME OF THAT CONFIGURATION.
AND THAT WOULD SAVE US, YOU KNOW, 700 SQUARE FOOT, YOU KNOW, IN A $450 PER FOOT.
YOU KNOW, SOME, SOME OF THIS ADDS UP, UM, SO ANOTHER OPTION, UH, WHEREAS THIS IS STILL, THIS IS STILL PRESCHOOL KIND OF STUFF HERE.
SO JUST SHOWS HOW, IF WE WERE TO DO ALL OF THOSE THINGS THAT I PREVIOUSLY SHARED, IT WOULD BE A REDUCTION DOWN TO 100,000 SQUARE FEET.
SO WE SHARPEN OUR PENCIL, LOOKED AT SOME OPTIONS THERE.
AND SO JUST SOME EXAMPLES HERE OF SOME OF THE THINGS WE DID NOW, WE'RE STARTING TO TIE SOME DOLLAR AMOUNTS TO IT.
NOW I WANT TO GET YOU TO GET US TO A SUMMARY SLIDE HERE IN A SECOND.
SO ONE OF THE OTHER THINGS THAT WE COULD DO IS WE COULD SHAVE OFF THE SIZE OF THE GYM.
UH, AGAIN, THIS IS NOT SOMETHING THAT I WOULD RECOMMEND BECAUSE I THINK SAVING $150,000 IN TODAY'S DOLLARS WOULD HURT US FOR FUTURE FLEXIBILITY FOR THIS COMMUNITY.
IT'S RIGHT NOW SLATED TO BE A MIDDLE SIZE GYMNASIUM GIVES US FLEXIBILITY AS A SCHOOL DIVISION.
IT GIVES THE COUNTY FLEXIBILITY FROM A PARKS AND RECREATION STANDPOINT.
ULTIMATELY, YOU SAVE 518 SQUARE FEET, NOT A SIGNIFICANT CHANGE, BUT IT IS ONE THAT WE HAD LOOKED AT.
UH, THIS IS ONE THAT WE STUDIED LONG AND HARD, AND THAT WOULD BE TAKING OFF FOUR CLASSROOMS ON THIS SECTION OF THE BUILDING,
[02:00:01]
WHICH WOULD REDUCE THE OVERALL CAPACITY OF THE BUILDING.AND AGAIN, I WANT TO TRY TO SPEAK APPLES TO APPLES HERE RIGHT NOW.
THE CURRENT CAPACITY IS 700, WHICH INCLUDES 50 PRESCHOOL STUDENTS IN 650 K THROUGH FIVE STUDENTS.
SO SHAVING OFF THESE CLASSROOMS HERE, WE REDUCE THAT PRESCHOOL THROUGH FIVE CAPACITY FROM 700 TO SIX 16.
OR IF YOU JUST LOOK AT THE K FIVE CAPACITY FROM SIX 50 TO FIVE 60 CENTS.
SO DOING THAT SAME SPOT THOUSAND 152 SQUARE FEET, MR. WRIGHT, YOU HAD IT A QUARTER MAYBE ABLE TO ADD ONE CLASSROOM.
NO, YEAH, THERE'S SOME POTENTIAL CONFIGURATIONS MAYBE IN A SPACE HERE THAT WE COULD, WE COULD RECONFIGURE SOME THINGS MAYBE TO HAVE SOME SWING SPACE AND MAYBE AN ADDITIONAL CLASSROOM, BUT WE HAVEN'T EXPLORED THAT BEYOND THAT THOUGHT.
I THOUGHT WE WERE WORKING OFF OF 650 NUMBER, AND THEN YOU GO WEST FOR THE REGULAR SCHOOL.
WE TALKED ABOUT IT BECAUSE RIGHT NOW WE HAVE PRESCHOOL IN A SEPARATE BUILDING.
SO WE'RE, WE'RE TRYING TO, WE'VE TALKED ABOUT SIX 50, YOU KNOW, BUILDING THE BUILDING, BUT WHEN WE COMBINE IT, THEN THAT'S, UM, I KNOW THERE'S A LAY OF THE LAND ISSUE WITH THIS PIECE OF PROPERTY AND THAT WE WOULD PROBABLY WANT TO GET INTO THAT.
BUT MY QUESTION IS REALLY BASIC.
THIS CONFIGURATION OF A BUILDING SEEMS LIKE, AND I'M AN ARCHITECT, NO BUILDER.
IT SEEMS LIKE THIS IS A LOT MORE EXPENSIVE TO DO IN AND OUT, IN AND OUT IN YOU'RE EXACTLY RIGHT.
AND SO I HAD A CANDID CONVERSATION WITH ARCHITECT FRIDAY AFTERNOON AND I SAID, THAT'S RIGHT, WE'VE GOT TO SQUISH IT.
AND IT MIGHT HAVE TO GO TWO STORIES.
TWO STORIES TWO STORIES BECAUSE WITH THIS DISTANCE, ADDITIONAL ASPHALT, ADDITIONAL UTILITIES.
AND SO, YEAH, SO THAT WAS A NEW DEVELOPMENT ON FRIDAY.
YEAH, BECAUSE IT SEEMS LIKE THIS IS, I MEAN, IT MIGHT BE PRETTY FOR SOMETHING, I DON'T KNOW WHAT THAT WOULD PLAY BACK TO THEM NATURALLY.
SO ONE OF, ONE OF THE OBJECTIVES WAS NATURAL WIDE INTO EVERY CLASSROOM.
AND SO THAT IT DOESN'T DO THAT.
SO THAT'S, THAT'S ONE OF THE THINGS THAT IS NOT REFERENCED IN THIS PRESENTATION, BUT IT WAS A NEW DEVELOPMENTAL, RIGHT.
SO ANOTHER OPTION FOR CONSIDERATION IS REMOVING THE ENTIRE PRESCHOOL WAY, RIGHT? UH, 7,800 SQUARE FEET OF SPACE, ULTIMATELY WE'RE REQUIRED TO MEET THE NEEDS OF STUDENTS WITH DISABILITIES AND SUPPORT OUR PRESCHOOL STUDENTS.
I'M WORKING WITH CURRENTLY ENROLLED IN GRADES AND AGES THREE AND FOUR, UH, 50 KIDS AS WE'VE DISCUSSED.
BUT, UM, CURRENT SPACE THAT THEY'RE IN QUITE HONESTLY, WE'RE ALWAYS NOT A VERY GOOD SPACE AT ALL.
WE'VE HAD SOME MECHANICAL ISSUES THERE, BUT ANYWAY, JUST FOR PRICING PURPOSES, WHAT WOULD THAT BE? SO WE WANTED TO THROW THAT OUT ON THE TABLE.
UM, WANT TO HIT THIS IN A SUMMARY SLIDE IN A SECOND, BUT WE HAVE ATTACHED PRICE FIGURES TO ALL OF THIS RED OR SOME OF THE THINGS THAT ARE PROBABLY NOT MORE, NOT AS ATTRACTIVE, MAYBE THE GREEN IS WORTHY OF CONSIDERATION.
SO THAT WAS REALLY THE STRUCTURAL FOOTPRINT AND SOME OF THOSE LEAVERS AND SWITCHES THAT WE MAY WANT TO ADJUST YOUR, SOME OTHER VALUE, ENGINEERING OPTIONS, LITTLE THINGS LIKE MOVING A CURTAIN HERE, GETTING RID OF A SHOT CLOCK THERE, THE LIGHT BOARDS, UH, THIS IS ONE OF THE PROBABLY WOULD BE A VERY SHORTSIGHTED DECISION QUITE HONESTLY, IS CHANGING FROM POLISHED CONCRETE TO THE SHEET VINYL BECAUSE OF THE MAINTENANCE COST ASSOCIATED WITH THAT.
UM, USING BREAK ON THE EXTERIOR SAVINGS THERE THAT'S BENEFICIAL, I THINK, POSITIVE, LESS GLASS, PRETTY SUBSTANTIAL SAVINGS THERE.
UH, SO SOME THINGS FROM A INTERIOR FENCE AND FINISHES STANDPOINT THAT COULD PROVIDE SOME SAVINGS.
SO THIS IS A SUMMARY I KNOW I'VE MOVED WITH, BUT ULTIMATELY THIS IS A SUMMARY OF ALL OF THE THINGS THAT I JUST SHARED WITH YOU.
AND IF WE WERE TO DO ALL OF THOSE THINGS THAT CAME THROUGH THE INITIAL PASS, YOU LOOKING AT $8.8 MILLION WORTH OF SAVINGS.
I'LL HAVE SAID THAT MANY OF THOSE ARE PROBABLY SHORT-SIGHTED DECISIONS, ONES THAT WE WOULD NOT BE RECOMMENDING TO THE BOARD PLAY, HONESTLY.
UM, SO THESE ARE THE ONES THAT AS WE SIT HERE TODAY, I'M COMFORTABLE WITH, AND SO $3.7 MILLION WORTH OF SAVINGS JUST BASED ON THIS INITIAL PAST BELIEF.
WE'VE NARROWED THAT MARGIN THERE QUITE A BIT.
CAN YOU TOUCH ON THAT VERY BOTTOM ONE RIGHT HERE? YEAH, SOME GOOD NEWS, POSITIVE NEWS, SKIP OVER.
[02:05:03]
SO THIS IS AN EXAMPLE OF OUR COLLABORATION AND HOW IT WILL STACK COUNTY STAFF FIRE AND RESCUE STAFF ARE WORKING TOGETHER TO SOLVE THIS PROBLEM TOGETHER, RIGHT? AND SO THE WHOLE WATER WATER FLOW ISSUE AND WHETHER OR NOT WE HAD TO STORE WATER WAS A SIGNIFICANT INCREASE.IT APPEARS AT THIS POINT IN TIME THAT WE CAN SOLVE THAT PROBLEM DIFFERENTLY THROUGH CONSTRUCTION DESIGN AND NOT NECESSARILY NEED THAT.
SO THAT WAS A GREAT DEVELOPMENT.
THAT'S HAPPENED OVER THE COURSE OF THE PAST SEVERAL MONTHS.
THAT'S ALL THAT'S INCLUDED IN THAT 3.7 BIGGEST.
SO AS MISS HAD SAID, WE ARE CHALLENGED BY THE SITE COLOMBIANS WHO SAID THAT, BUT ANYWAY, WE ARE CHALLENGED BY THE SITE AND WE HAVE WETLANDS AS ME KNOW YOU'RE IN THE FRONT.
AND SO THERE ARE SOME TOPOGRAPHY CHANGES IN.
SO THAT WAS THE REASON FOR THE DESIGN TO USE THE FLOW OF THE LAND SO THAT WE COULD, UM, YOU KNOW, USE THAT SPACE APPROPRIATELY.
BUT WHAT'S PROVIDED SOME CHALLENGES FOR US IS A ROAD TO THE BACK AND BE ABLE TO PROVIDE SOME FIRE AND RESCUE SUPPORT, UH, ACCESS TO THE BUILDING HERE OR LIFE SAFETY.
THAT'S CREATED A CHALLENGE FOR US.
SO THIS IS PROBABLY ABOUT THREE WEEKS OLD.
IT PROBABLY HAS ABOUT 15 VERSION SENSE BECAUSE WE'RE ALWAYS JUST TRYING TO FIND WAYS TO SEE HOW IN THE HECK CAN WE USE THE CURRENT SITE THAT WE HAVE.
WE'VE ALREADY INVESTED SOME MONEY IN DESIGN, WE'VE INVESTED MONEY AND TIME.
HOW CAN WE IN FACT USE THIS SITE? AND IS IT STRETCHING THE BUILDING GOING VERTICAL SO THAT WE DON'T HAVE TO GET ROADS AS FAR? IS IT MOVING THIS PRESCHOOL SECTION FORWARD SO THAT WE DON'T HAVE TO ACCESS THE REAR OF THE BUILDING? AND THAT'S THE WORK THAT IS, THAT IS HAPPENING RIGHT NOW.
I'M HOPING WE CAN HAVE ADDITIONAL DETAIL HERE IN ABOUT TWO OR THREE WEEKS.
UM, BUT THE SITE DOES CREATE ISSUES AS WE KNOW SOME LIMITED PLAY SPACE AND WE STILL GET WATER SEWER TO IT, EVEN THOUGH WE DON'T HAVE TO STORE THE WATER, WE STILL GOT TO GET THOSE UTILITIES TO IT, WHICH WE KNOW IS AN EXPENSE AND THE COST OF DOING BUSINESS PLUS ROAD ROAD IMPROVEMENTS.
UM, SO AS WE SHARED, WE'RE LOOKING AT A SAVINGS OF $1.4 MILLION WITH WATER STORAGE ISSUE.
UH, AS WE LOOK AT THE SITE, WE'RE ALSO LOOKING AT, DO WE REALLY NEED THAT FLANKING ROAD TO GO AROUND TO THE BACK? IS THERE AN OPTION, AN ALTERNATIVE THERE WORKING CLOSELY WITH FIRE AND RESCUE SO THAT THEY CAN GET THEIR APPARATUS THERE AND ET CETERA, ACCESS TO SPACE.
THEY LOOKING AT ACCESSING THE SCHOOL FROM STEEPLECHASE.
UH, EVERY TIME I ASKED THAT QUESTION, I'M TOLD NO BECAUSE OF SOME OF THE TOPOGRAPHY AND SOME OF THE EROSION AND SOME OF THE CHALLENGES ABOUT COMING OFF OF STEEPLECHASE.
EVEN IF WE COME OFF OF STEEPLE CHASE, WE STILL HAVE TO BUILD SOME TURN LANES.
SO IS THERE SOME COSTS THERE? SO NOTHING THAT IS SIGNIFICANT THAT IT IS POINTING US IN THAT DIRECTION.
UH, AND THEN AS I SAID, TOO, WE'RE LOOKING AT THROUGH PURE REDESIGN OF THE BUILDING QUITE HONESTLY, TO SEE IF WE CAN MAKE IT MORE COMPACT AND USE THE SITE THAT WE ALREADY HAVE IN OUR COMMERCE.
UM, SO THAT'S WHERE WE ARE WITH THE CURRENT SITE.
I TOLD YOU, WE LOOKED AT SOME OPTIONS AND ALTERNATIVES.
AND ONE OF THE THINGS THAT WE WANTED TO EXPLORE WAS USING THE CURRENT ONE ELEMENTARY SCHOOL SITE.
SO WE KNOW THAT THE TOPOGRAPHY ISSUES THAT WE'RE FACING CAN WE USE THE CURRENT SITE? AND SO THAT'S RIGHT HERE.
UM, WE WANTED TO SEE WHAT WE OWN, WHAT WE DON'T OWN, FORTUNATELY, ON A G TECH AND THAT, YOU KNOW, THAT IT'S LANDLOCKED IN SOME WAYS, OR IT'S, WE'RE SITTING IN A SPOT RIGHT HERE.
UM, SO WE JUST HYPOTHETICALLY SAY, HEY, CAN WE TAKE THAT DESIGN? AND CAN WE BUILD AN ON THAT FEEL RIGHT THERE? AND YEAH, PROBABLY WOULD FIT THERE.
THIS IS TO SCALE, OF COURSE, IF YOU THINK ABOUT THIS AND THEN THAT, THEN YOU ADD THE AMAZING AT THE BACK.
UH, ONE OF THE CHALLENGES, AS YOU CAN IMAGINE IS DOING NEW CONSTRUCTION AT THE SAME TIME THAT YOU HAVE STUDENTS ALREADY AT SCHOOL.
UM, YOU KNOW, THE WETLANDS ISSUE THAT WE'VE HAD HERE IN THE WOODS, AND PLUS YOU HAVE THE ROAD THAT'S SUPPOSED TO GO THROUGH IN THE FUTURE AS WELL.
SO, UM, WE HAVE EXPLORED THIS, HAVEN'T SPENT A TON OF TIME ON IT, BUT WE HAVE LOOKED AT SOME OF THE UTILITY NETWORKS AND FEEL THAT WE STILL WOULD NEED TO PROVIDE SOME UPGRADES TO CURRENT WATER.
SEWER IS PUMPED UP HERE TO 5 22.
SO WE PROBABLY WOULD NEED TO UPGRADE THE SEWER SYSTEM TO ACCOMMODATE MORE.
UH, BUT WE FEEL THAT WE'D HAVE STILL HAVE TO DO SOME UTILITY WORK TO MAKE THIS A VIABLE OPTION.
UH, BUT THEN AGAIN, WE STILL HAVE SOME TOPOGRAPHY ISSUES HERE.
YOU KNOW, IF WE WERE TO BUILD A SCHOOL DOWN HERE, SITTING IN A LOW SITE, YOU KNOW, IS THAT, DOES THAT REALLY WANT TO WORK TOO WELL? SO NOT FEELING THAT THIS IS A GREAT OPTION AT THIS POINT IN TIME, BUT IS, IS ONE CERTAINLY THAT WE HAVE EXPLORED AND
[02:10:02]
THE WETLANDS ISSUES AND YOU ALL ARE VERY WELL AWARE OF THE NATURE OF THE PROJECT.THEY COULDN'T MAKE IT HAPPEN, BUT AT WHAT COST ADDITIONAL DESIGN COSTS, ADDITIONAL UTILITY COSTS, AND QUITE FRANKLY, THE COST ASSOCIATED WITH TIME, YOU THINK ABOUT ANY SORT OF DELAYS AND GOING BACK TO THE DRAWING BOARD, YOU KNOW, THERE'S COSTS ASSOCIATED WITH THAT, ESPECIALLY IN THIS INFLATIONARY ENVIRONMENT.
SO WHAT ABOUT ANOTHER OPTION? WHAT IF WE LOOKED AT, UH, OKAY, SO THAT'S, THAT'S JUST A SUMMARY OF THAT.
SO WHAT ABOUT WHOLE NEW GREEN SPACE? WHAT IF WE LOOKED AT LAND THAT WAS UNDEVELOPED, UH, MAYBE DIDN'T HAVE ANY POVERTY CHALLENGES.
ARE THERE ANY OPTIONS OUT THERE? SO CURRENT SITES, TWENTY-FIVE ACRES, IT'S TIGHT WITH 25 ACRES.
SO FRANKLIN WOULDN'T BILL MUCH LESS THAN 25 ACRES.
SO YOU NEED A PRETTY GOOD PIECE OF PROPERTY.
AND OF COURSE YOU NEED TO MAKE SURE THAT IT'S BUILDABLE, UH, THAT YOU HAVE A GOOD ROAD NETWORK, RELATIVELY CLOSE ACCESS TO UTILITIES, ALL OF THOSE THINGS THAT ARE CREATING SOME CHALLENGES FOR US TO ENTRANCES.
WE WANT TO SEPARATE THAT BUS TRAFFIC FROM THAT CAR TRAFFIC.
SO ROAD FRONTAGE IS REALLY IMPORTANT, UH, IN THE NEXT SORT OF FUTURE CONSIDERATION.
AND SO WE, WE HAVE, UH, EXPLORED OPTIONS AROUND THE COURTHOUSE AREA TO SEE IF THERE ARE ANY POTENTIAL SITES ON THE SCHOOL BOARD HAS HAD SOME CONVERSATION ABOUT THAT.
I THINK AGAIN, WE WERE ABANDONED CURRENT WOODED SITE AND GO TO A GREENFIELD.
WE WANT TO HAVE A DELAY IN THE PROJECT.
WE WANT TO HAVE TO HAVE TRAFFIC ENGINEERING STUDIES.
WOULDN'T HAVE TO GO BACK AND DO OUR OWN ANALYSIS.
PLUS YOU HAVE THE COST OF ANY POTENTIAL REZONING THAT MAY HAVE TO HAPPEN A TIME ASSOCIATED WITH THE CONDITIONAL USE PERMIT.
UH, WE'D HAVE TO GO THROUGH THAT PROCESS.
UH, AND THEN YOU'VE GOT TO LOOK AT UTILITIES AS WELL.
SO SOME PROS AND CONS TO EACH, UH, THAT WE HAVE, WE HAVE STUDIED SOME OF THIS IN PRETTY GOOD DETAIL.
WE HAVE YOU LOOKED AT, AND I CAN'T REMEMBER.
I THINK MANNY SAID, WOW, MAYBE SIX MONTHS AGO.
I DON'T REMEMBER, UM, THE LIST OF ALL THE PROPERTIES THAT THE COUNTY OWNS AND THE COURTHOUSE.
I'M NOT AWARE OF ANY, BUT I'D LOVE TO TAKE A LOOK AT .
I THOUGHT YOU DID IT QUITE A BIT.
IS THAT SOMETHING TO CONSIDER IS ALL I'M FOCUSED.
MA'AM I THINK IT IS SOMETHING TO CONSIDER.
UH, AND I WAS, I WAS ACTUALLY SURPRISED WHEN I SAW THE LIST OR SAW THE MAP.
IT'S LIKE, REALLY, WE HAVE THIS MUCH PROPERTY IN THE CORNER ACTUALLY PULLED OUT.
I'M GETTING LETTERS FROM DEVELOPERS WANTING TO GET OVER.
WELL, LET'S TALK, LET'S GIVE A SCHOOLS FORCE, RIGHT? EXACTLY.
I THINK IT IS AN OPTION TO CONSIDER.
OF COURSE, THEN YOU GOT ROAD FRONTAGE UTILITY.
I THINK WE WANT TO BE OPEN-MINDED TO SEE WHAT POTENTIAL OPTIONS ARE AND I, YOU TALK TO HIM AND Y'ALL TALKED TO J SERGEANT REYNOLDS HAVE NOT TALKED TO THEM YET.
I MEAN, THEY'VE GOT A HUNDRED ACRES THERE AND I DON'T KNOW.
I'M NOT THROWING THEM UNDER THE BUS.
I MEAN, IT COULD DEFINITELY BE A MESS HOTTER LAKERS.
FROTTAGE COULD BE A REAL ISSUE IF YOU HAD TO DO A LITTLE, I MEAN, IT'S AN ASSISTANT SCHOOL, I THINK IT'S ASSESSED FOR LIKE 11 MILLION, SO 11 TO EIGHT, AND YOU CAN PUT KIDS IN THERE NOW YOU HAVE TO DO SOME ROWS MORE.
I MEAN, YOU'D HAVE TO DO SOME STUFF.
SO WE GET ENOUGH, YOU KNOW, SOME MONEY TO DO UPGRADES.
I MEAN, I JUST THINK IT'S WORTH EXPLORING BECAUSE WHY HERE AND ALREADY EXIST AS A SCHOOL.
I THINK IT'S A QUESTION WORTH ASKING EVERY STEP, RIGHT? YEAH, IT DID.
SO WE HAVE LOOKED AT AN ALTERNATIVE SITE, HAPPY TO LOOK AT OTHER ALTERNATIVES SITES.
I THINK ONE OF THE THINGS FOR US TO CONSIDER IS ANY SORT OF ALTERNATIVE SITE.
YOU HAVE TO GO BACK AND DESIGN AND YOU HAVE TIME DELAYS AND YOU KNOW, IS THE COST BENEFIT THERE? THAT'S SOMETHING THAT WE HAVE TO HAVE TO ASSESS.
AND THEN ANOTHER OPTION THAT WE HAVE CONSIDERED AGAIN WITH PROS AND CONS IS RENOVATING THE CURRENT BUILDING.
I WOULD RECOMMEND TO DEMOLISH THIS BACK SECTION, UH, BUT RENOVATING THE CURRENT BUILDING, HAVING AN ADDITION BUILT ONTO THE SIDE, UH, THIS WAS DONE QUITE HONESTLY IN 2008.
SO LET'S COME UP WITH THIS IDEA MYSELF, BUT IT WAS DONE IN 2008, PARKING LOTS.
AND THERE'S SOME THINGS, YOU KNOW, SOME OF THE CHALLENGES OF COURSE, OF DOING CONSTRUCTION TO STUDENTS THAT ARE ALREADY THERE.
[02:15:01]
AS MUCH AS I LOVE THE BRICK ON THIS BUILDING, WE'D HAVE TO DO SOME SIGNIFICANT RENOVATIONS TO THE INTERIOR OF THE CURRENT SPACE.I MEAN, WE'RE TALKING ABOUT WINDOWS AND DOORS AND FLOORING AND HPAC AND PLUMBING, YOU KNOW, SOME SIGNIFICANT UPGRADES TO, TO THE CURRENT FACILITY THAT WAS A 600 STUDENTS SCHOOL.
I BELIEVE IT WAS I SUPPOSED TO SAY.
SO THAT THAT'S NUMBER SEVEN, REALLY CLOSE.
SO ANOTHER OPTION, AN ALTERNATIVE FOR CONSIDERATION AS, BECAUSE WE DON'T KNOW THE COST SORT OF PENCIL AND PAPER, WE HAD OUR CONSULTANT TRY TO EVALUATE WHAT HE THOUGHT WE CANNOT GET DOWN TO.
WE CANNOT MAKE UP THE DIFFERENCE IN 15 MILLION.
HE EVEN INCLUDE HER TO DO THIS BECAUSE THEY'RE SAYING THIS IS STILL $55 MILLION TO RENOVATE THIS.
NO, BUT IT DOESN'T GET US BACK TO THE ORIGINAL BUDGETED COSTS CLOSER IT'S AS CLOSE TO WE JUST HAVE, WE JUST DON'T WE JUST DON'T KNOW.
I CAN'T COMMIT TO A FIGURE BECAUSE WE HAVEN'T HAD ANYBODY DOING ANALYSIS, BUT HONESTLY WE HAVE, I HAVEN'T SAID TO OUR ARCHITECTS, WHAT WOULD BE YOUR NEW DESIGN FEES? IF WE WANTED TO GO TO RENOVATION AND DEMO HAVING ON THE RECITE DEVELOPERS, I MEAN, WE HAVE WHAT WE THINK IT MAY BE, BUT I WOULD PREFER TO HAVE REAL FIGURES BASED ON THAT ANALYSIS AND WHY IT LOOKS LIKE A REAL ATTRACTIVE OPTION TO ME, YOU MAKE THE NUMBERS WORK.
AND ONE OF THE CHALLENGES WITH THIS IS THAT DELAY IN TIME, ADDITIONAL COSTS, KNOW SOME OF THOSE KIND OF THINGS, CAUSE WE'RE GOING TO BE PAID ALL THAT.
SO THAT'S, THAT'S WHAT WE'VE DONE OVER THE COURSE OF THE PAST FOUR OR FIVE, SIX WEEKS SINCE WE WERE LAST TOGETHER AND WE LOOKED AT SOME OPTIONS AND ALTERNATIVES, UH, THERE'S NOTHING THAT'S JUMPING OUT IS LIKE, THAT'S THE ANSWER.
I THINK, NO MATTER WHAT WE DO, UH, THERE'S GOING TO BE INCREASED COSTS.
EVEN IF WE USE THE EXISTING SITE, YOU CAN VALUE ENGINEER THAT AS MUCH AS YOU WANT TO, BUT THERE WILL BE A POINT OF DIMINISHING RETURNS AS WELL, GOING THROUGH AN CURRENT SITE, WHETHER IT'S RENOVATION, NEW CONSTRUCTION OR GOING TO A NEW GREEN FIELD, WE HAVE DELAY IN TIME.
WE HAVE ADDITIONAL ENGINEERING COSTS AND THIS NOTHING.
SO THERE'S REALLY NO RIGHT ANSWER AT THIS POINT IN TIME.
IT'S JUST A MATTER OF WHAT IS THE BEST ANSWER MOVING FORWARD.
WHEN'S TIPPING EVERY LAW ARTICLES REGARDING THE INFRASTRUCTURE PLAN.
IF SOME PEOPLE SAY THAT THERE'LL BE MONEY TO RENOVATE SCHOOLS VERSUS BUILD SCHOOLS, HAVE YOU GUYS HEARD A LITTLE BIT ON A WEDNESDAY? YEAH.
MS. WHITE USUALLY HAS HER EARS CLOSER TO THE GROUND AND THOSE CONTENTS, BUT THERE'S CONJECTURE THERE'S OPEN UP AND NOTHING IS ANYTHING WORTHY OF PLANNING ON AT THIS POINT.
SO THE SCHOOL, THE NATIONAL FUNDING, UM, IN THE, THE INFRASTRUCTURE PLAN, UH, THAT WAS PAST SCHOOLS GOT DROPPED.
SO THERE ARE, THERE IS, THERE IS SOME MONEY FOR LIKE PATIENT BUSES.
THERE'S SOME MONEY FOR SIDEWALKS, YOU KNOW, SAY SAFE ROUTES TO SCHOOL TYPE OF FUNDING AND THAT, BUT NOT FOR SCHOOL CONSTRUCTION ITSELF.
UM, THE STATE HAS TOYED WITH SOME MONEY AND, YOU KNOW, UM, THE, THE BEST WE'RE GETTING OUT OF IT AS THE SENATE VERSION RETAINS THE 1.7, UH, SORRY, ABOUT $1.3 MILLION THAT, UM, WE HAVE SAID IF WE GET IT BECAUSE THE COUNTY GETS IT FOR THE CIP TO HELP SUPPORT THE CIP, THE HOUSE VERSION DROPS OUT ENTIRELY AND DOES NOT REALLY BRING IN ANOTHER VIABLE OPTION.
SO SCHOOL CONSTRUCTION HAS, HAS REALLY SORT OF DROPPED OFF THE PICTURE FOR THIS, UM, GENERAL ASSEMBLY, MY PERIOD, AND SEE WHAT'S, THERE IS ALSO TIGHT LCI.
THERE'S MONEY TO DO WHAT WE'VE ALREADY DONE.
UM, AND THAT IS TO DO A STUDY OF OUR FACILITIES.
WE KNOW THE AGE, DIFFERENT FACILITIES HAVE A SHEET.
WE HAVE THAT INFORMATION, BUT THE STATE ITSELF HAS ABOUT ANY OF THIS TO STAY.
WHY? AND SO THAT WOULD BE TAKE TIME AWAY FROM THE ACTUAL AIR OF NOT RIGHT NOW.
WE KNOW WHERE WE WOULD BE ON THAT LIST.
[02:20:01]
TO SPEND IN THE BATTLE OR TO COMMIT THE BOTTOM LINE SUSPENDED, OR IS THAT LIKE TO MAKE A DECISION FOR, UM, THE IRS PREFERS THAT YOU SPEND IT WITHIN ABOUT THREE YEARS BECAUSE IT'S TAXED FOR SPIN, BUT NOT TOLD THE BONE FISH MOON EIGHT YEARS TO COMPLETE THE REFERENDUM.AND THE WHOLE IDEA IS ARBITRAGE BECAUSE THEY DON'T WANT YOU TO, YOU KNOW, BORROW A BUCKET OF MONEY AND EARN INTEREST ON IT RIGHT NOW WITH INTEREST RATES THE WAY THEY ARE.
WE DON'T REALLY HAVE TO WORRY ABOUT IT.
THEY JUST DON'T WANT YOU TO BORROW IT, SIT ON IT.
UM, LIKE USUALLY THREE YEARS, BUT YOU CAN STRETCH IT TO FIVE.
I WOULD SAY THAT WE WERE WORKING REALLY HARD TO STAY WITHIN OUR TIMELINE TO MAKE REALLY GOOD DECISIONS.
THAT'S A TIMELINE TO FINISH INTENTIONAL EXPERIENCE FACILITY FOR THIS CENTRAL PART OF THE COUNTY TO MAKE THAT HAPPEN.
BUT WE'RE NOT GOING TO JUST DO THIS FOR, JUST DO THAT, WORK THIS GOING ON, VALUE ENGINEERING, LOOKING AT HOW YOU, HOW DO YOU BRING IT A LITTLE CLOSER? UM, MY QUESTION TO YOU IS IN COUNTY, UM, THE INFRASTRUCTURE COST.
SO WHEN YOU ARE LOOKING AT SAY THE NEW COURTHOUSE FIRE STATIONS, OR ANY OF THE FACILITIES BUILT WHERE THE COUNTY IS IT PRACTICE THAT, THAT INFRASTRUCTURE, THAT ROAD, THAT UTILITY BECOMES PART OF THE PROJECT PAYMENTS, OR IS THAT SOMETHING THAT THE COUNTY HAS DONE IN THE PAST AS PART OF COUNTING INFRASTRUCTURE? UM, I DON'T LET JOANNE, I DIDN'T HEAR THE QUESTION.
WELL, UM, HOW DO WE NORMALLY EXTEND OUR UTILITIES OR OUR ROAD FOR COUNTY PROJECTS FOR COUNTY PROJECTS THEY'RE DONE WITH THE PROJECT AND WHOEVER'S RESPONSIBLE FOR THAT PROJECT.
AND PART OF THE ORDINANCE, WE TREAT IT THE SAME WAY AS WE WOULD TREAT A DEVELOPER.
THE DEVELOPER IS RESPONSIBLE FOR BUILDING IT, STANDING UTILITIES, BUILDING ROADS THAT ARE REQUIRED FOR THEIR PROJECT.
UM, AND IT'S THE SAME FOR A COUNTY PROJECT.
AND THAT'S ALWAYS BEEN THE CASE.
THIS IS COUNTY INFRASTRUCTURE.
EVERYONE IN THE COUNTY WILL BENEFIT FROM THIS WORK.
WE TREAT A COUNTY PROJECT THE SAME WAY WE WOULD TREAT A DEVELOPER'S PROJECT.
AND IT WAS THE SAME WITH THE ANIMAL SHELTER.
THE ANIMAL SHELTER WAS RESPONSIBLE FOR EXTENDING DOWN THE FAIRGROUND ROAD, UM, AND PUTTING IN ALL THE REQUIRED IMPROVEMENTS THAT, YES, IT'S THE RESPONSIBILITY OF WHOEVER'S PROMPTING.
IT IS THERE'S NO POT OF MONEY.
WE CAN TAKE MONEY FROM THE COVER INFRASTRUCTURE.
WELL, I MEAN, I GUESS IT'S A, YOU KNOW, THERE'S SO MANY FACTORS YOU WOULD CONSIDER LOCATION SIZE, BUT CONFIGURATION ALL THESE FACTORS AND YOU KEEP, YOU KNOW, YOU KEEP PLAYING WITH THEM, RIGHT.
IT'S LIKE, I'M NOT ANALOGY, BUT IT'S PROBABLY NOT VERY GOOD.
UM, AND SO THE QUESTION THEN BECOMES, I UNDERSTAND WE WANT TO GO TO SCHOOL NOW.
WE TOLD THE COMMUNITY WE'RE GOING TO GO TO SCHOOL, BUT IN 24 TO FEEL LIKE, WELL, THE THING IS WHAT WE DON'T HAVE THE MONEY.
AND THE WAY YOU GOT TO CAMP, WE DON'T HAVE THE MONEY.
SO CAN WE WAIT ANOTHER YEAR? I MEAN, IS ANYONE GOING TO DIE? BECAUSE WE WAITED ANOTHER YEAR? YOU KNOW WHAT I'M SAYING? I KNOW WE WANT TO DO IT, BUT WHAT'S ANOTHER YEAR OR TWO.
SO WE'VE BEEN PULLED UP NINE MONTHS AWAY.
IT'S $1 MILLION IN CONSTRUCTION COSTS AND THE CONSTRUCTION COSTS WERE NOT COMING DOWN.
SO, UM, WELL, THEY WILL EVENTUALLY, BUT WE MIGHT BE OUT ABOUT IT MIGHT BE ABOUT BY DOING THAT WITHIN OUR PROJECT THE WAY, I MEAN, THEY ALWAYS DO.
THEY GO UP AND THEY GO DOWN, LOOK AT THE BUBBLE IN 2008.
AND WHAT, AFTER THAT, I MEAN, THEY ALWAYS GO DOWN, BUT IT JUST DEPENDS ON HOW LONG YOU WAIT FOR THAT.
[02:25:01]
THAT'D BE, THAT MIGHT BE NOT PRACTICAL.I THINK THE CHALLENGE QUITE HONESTLY, IN FULL TRANSPARENCY IS WHERE DO WE GO FROM HERE? RIGHT? BECAUSE EVERY DAY THAT GOES BY IS A DAY LOST.
AND THEY DAY OF COSTS QUITE HONESTLY, BECAUSE RIGHT NOW WE'RE JUST KIND OF TREADING OUR WATER, RIGHT? WE'RE NOT MOVING FORWARD WHERE WE'VE ASKED THEM TO SCRUNCH THE DESIGN.
MAYBE YOU SAVE A LITTLE BIT BY DOING THAT.
MAYBE YOU SAVE A MILLION OR TWO, YOU'RE STILL NOT AT $15 MILLION WORTH OF SAVINGS.
YOU GO TO A GREENFIELD, MAYBE THE SAME POSH, MAYBE A LITTLE BIT LESS.
I MEAN, BUT WHAT ULTIMATELY THE PROJECT IS REALLY JUST KIND OF FLOUNDER QUITE HONESTLY, WITHOUT ANY SORT OF DIRECTION ABOUT THIS IS WHAT MAKES A STAFF.
AND SO THAT'S THE PROBLEM, RIGHT? AND THAT'S REAL ISSUE.
RIGHT? SO I THINK THAT'S AN ABSOLUTELY VALID QUESTION, BUT WE'VE GOT A NUMBER OF THINGS THAT WERE WITHIN THIS BOND REFERENDUM THAT WE WERE TALKING ABOUT SPENDING THIS ON IT.
SO PERHAPS AS I SUGGESTED, LAST TIME WE RECEIVED TOGETHER, SOME OF THESE OTHER PROJECTS WERE DELAYED OR YOU CAN'T TAKE IT FROM THE COURTHOUSE.
CERTAINLY NOT TO DRIVE TO DO YOUR JOB, BUT I KNOW I DON'T WANT YOUR JOB.
UM, BUT, UM, YOU KNOW, IT MADE ME ULTIMATELY TO, TO DR.
RALEY'S POINT, WE HAVE TO DO SOMETHING OR GET OFF THE POT HERE AT SOME POINT.
AND WE, UM, AND WHEN WE ARE STARING DOWN THE INFLATION THAT WE ARE, WHEN WE'RE SEEING THAT THE COSTS ARE THERE, THAT WE REALIZED THAT AN AWFUL LOT OF STEEL IN THIS WORLD COMES FROM RUSSIA.
WHEN WE THINK ABOUT THE THINGS THAT ARE GOING ON IN, IN, YOU KNOW, A DELAY DOES NOT NECESSARILY SOUND LIKE IT'S GOING TO NET US ANY GAIN ON THAT COST, CERTAINLY NOT IN THE SHORT TERM, BUT MAYBE EVEN OVER THE NEXT THREE TO FIVE YEARS CHANGING ANY OF THAT.
SO WHAT IF SOME OF THE THINGS THAT ARE NOT QUITE AS RED HOT OF A NEED THAT WE HAVE WITHIN THIS BOND REFERENDUM ARE DELAYED OR DIMINISHED IN SOME WAY.
AND IT'S AN EXCELLENT, I THINK THAT IS AN EXCELLENT LINE OF THOUGHT BECAUSE WE'RE NOT MAKING SURE THAT WE GOT IT.
WE'RE DOING EVERYTHING WE CAN TO 60 MILLION, RIGHT.
60 MILLION FOR THE SCHOOL'S ROUGH NUMBERS.
I MEAN, THIS IS WHERE WE STARTED WITH LIKE 40 FOR THE ELEMENTARY AND THEN THE OTHER 20 FOR HIGH SCHOOL, UM, MIDDLE SCHOOL AND ALL THAT.
CAN WE, THE QUESTION IS, COULD WE JUST, COULD WE TAKE PART OF THAT 20 AND PUT IT TO THE ELEMENTARY AND DELAY OR RETHINK THE HIGH SCHOOL PART, POSSIBLY PUT IT BACK ON THE CIP FOR FIVE YEARS.
I DON'T KNOW, YOU KNOW, SOME FUTURE TIME, IF THIS IS WHAT WE WANT, CAN WE DO THAT BARBARA? UM, ABSOLUTELY.
SO THE COMMITMENT AND THE REFERENDUM WAS 600 MILLION TO SCHOOL PROJECT.
THOSE PROJECTS WERE GIVEN AS EXAMPLES, BUT THE BOTTOM LINE ALL WAS SAID, THIS MAY NOT BE HOW WE DO INDEED USE THE MONEY.
THE OTHER THING WE NEED TO TALK ABOUT, UM, GET OUR, YOU KNOW, UM, THE BOARD, OUR BOARD TOGETHER AND TALK ABOUT IS WE DID ISSUE THE BONDS WITH ADDITIONAL PREMIUM IT'S CALLED.
SO WE DO HAVE FUNDS YET THAT HAVE NOT YET BEEN ASSIGNED OR BUDGETED TO A PROJECT.
SO WE CAN GO OVER THAT MAYBE AN RCIP SESSION TO TALK ABOUT, YOU KNOW, THOSE FUNDS THAT ARE AVAILABLE AS WELL.
SO MAYBE THAT'S SOMETHING WE NEED TO THINK ABOUT IS DO WE TAKE THAT IN OUR HEADS, THE 20 PUT IN, DO SOME OF YOUR OPTIONS THAT YOU'RE TALKING ABOUT THAT YOU RECOMMEND AND TAKE SOME OF THAT 20 AND THEN REEVALUATE, IS THAT A WAY TO DO IT? THEY WOULD JUST PUSH THE HIGH-SCHOOL FOR THE OUT, BECAUSE WE'RE NOT BUILDING FOR THE SHORT TIME WE'RE BUILDING FOR LONG TERM.
WE ALL WANT TO LOOK CAUSE WE'RE ALL TO BE HEALTHY.
AND AROUND 34 YEARS, WE WANT TO DRIVE BY AND GO LOOK AT THE DECISIONS, OKAY.
HAVE IMPACTED THIS COMMUNITY IN SUCH A POSITIVE WAY FOR SO LONG, YOU KNOW, AND AGAIN, IT'S NOT ABOUT US, BUT IT'S ABOUT THE IMPACT.
JUST THAT PEOPLE RECOGNIZE THAT AS LONG AS WE'RE TEACHING, THAT'S ALL I CARE ABOUT.
I'VE GOT WITH THE OLD ONES, LIKE, UH, SO WE DID, WE DID THE REFERENDUM, WE PRINTED 15.
[02:30:01]
WE ARE NOW WE'VE INCURRED A MILLION DOLLARS A YEAR OF INTEREST THAT'S ALREADY GONE.PICK UP ON THE THEORY THAT WE WERE GOING FORWARD WITH THE PROJECT.
AND NOW WE'RE TAPPING THE BRACELET, WHICH IS COST TO THAT.
BUT BARBARA, WHEN WE ISSUED THE 50, WE CREATED AT LEAST THREE DIFFERENT ACCOUNTS, ONE FOR SCHOOLS, ONE FOR PUBLIC SAFETY AND ONE FOR TRANSITIONAL PLAN DIRECTION, THE PREMIUM, THE PREMIUM AND THE TRANSACTION COST, RIGHT? SO THERE IS A POT OF MONEY THAT I BELIEVE THAT SCHOOL COUNT IS EARMARKED FOR SCHOOL PROJECTS, BUT IT'S NOT EARMARKED FOR BOOTS AND ELEMENTARY SCHOOL.
IS THAT CORRECT? SO THERE'S A POT OF MONEY THAT WE ISSUED.
WE'RE PAYING A MILLION DOLLARS A YEAR TO HAVE IT.
WE HAVE IT, IT'S IN A SCHOOL BUDGET BUCKET AND IT GETS REIMBURSED FOR EXPENSES.
IS THAT THE WAY IT WORKS? SO YOU THINK THAT YOU SPEND THE MONEY, THEN YOU GET REIMBURSED AND IT COMES UP.
SO IT HAS TO BE REIMBURSED FOR COOL SCHOOL RELATED EXPENSES, BUT IT DOESN'T SAY IT'S FOR THE CTE, THE MIDDLE SCHOOL, THE HIGH SCHOOL, THE GDS, WHATEVER.
SO WHERE WE ARE, WE ARE PAYING SO MUCH.
SO LET'S FIGURE OUT WHAT WE'RE GOING TO DO WITH THIS MONEY.
YOU KNOW, LET'S, LET'S FIGURE OUT WHAT WE'RE GONNA DO WITH THIS MONEY.
AND, AND, UH, BUT IT DOESN'T, WE'RE NOT, WE'RE NOT RESTRICTED TO JUST ONE PARTICULAR PRODUCT, 41 MILLION, 9 MILLION HOT 41 MILLION, BUT THERE'S STILL $9 MILLION IN PREMIUM THAT WE HAVEN'T, AND THAT'S IN THE TRANSACTION BUCKET AS WELL, PRICE FOR TRANSACTIONAL.
SO THERE IS MONEY AVAILABLE TO, AND THEN THERE'S OF COURSE THE FUTURE REFERENCE.
SO I THINK IF NOT REALLY A TRAIN OF THOUGHT, INITIALLY, IT WAS WHAT I'M SORRY.
CAN I JUST BECAUSE THE ORIGINAL ESTIMATE IS 42 MINUTES, WE DIDN'T TAKE OUT ENOUGH CARS FOR 3,900.
AND THEN I GUESS THE OTHER PROJECT WASN'T 40.1 OR WHATEVER THAT YOU HAVE THAT ANSWER.
I RESERVE MY TIME BACK FARMER, HOW MUCH I WILL SIGN UP IN MOUNTAIN ART.
HOW MUCH DO WE HAVE SITTING IN AN ACCOUNT THAT WE'RE GOING TO IN ESSENCE IS A DOWN PAYMENT ON THE SCHOOL, HAVING SKIN IN THE GAME.
DO WE HAVE, HOW MUCH IS IN THE CIP ARE ASSIGNED MONEY AS FRUIT? SO WE HAVE SOME SKIN IN THE HAND.
UM, I MEAN, THAT'S ALL FIGURED INTO TOO HOW MUCH THEY WERE GOING TO BORROW FUNDS AVAILABLE.
THERE ARE SOME PROFFERS AVAILABLE THAT WE COULD ASSIGN ABOUT 600,000, BUT IT'S NOT LOCKED.
SO IT WAS ALREADY FACTORED IN THE MONEY.
SO WE BORROWED LESS BECAUSE WE HAD SOME SKIN IN THE GAME TO BEGIN WITH, WHICH THE ISSUERS LIKE TO SEE THAT SOME STUDENTS DON'T LIKE TO FOLLOW THE ORIGINAL LINE OF 50 ENRICHED.
I THINK WHEN YOU STARTED OUT WAS THERE'S NO, WE'RE NOT GOING TO LOOK TO ONE SOURCE TO SOLVE THE PROBLEM.
WE'VE GOT A LOT, A SIZABLE GAP HERE, AND IT'S GOING TO BE A LOT OF CONTRIBUTIONS FROM A COUPLE OF DIFFERENT SOURCES TO TRY AND GET THERE.
SO YEAH, IT'S GETTING BACK TO PRIDE WITH YOU REDESIGN THE PROJECT.
WHAT, FOR SOME COMPANY FROM THE COUNTY, YOU LOOK, IT'S GOING TO BE A COLLECTION OF SMALLER SOLUTIONS TO GET TO WHERE WE NEED TO BE.
BUT THE QUESTION IS WE'RE GOING TO PULL THE TRIGGER AND GO FORWARD OR NOT.
AND I THINK WHAT I'M HEARING IS WHEN YOU PULL THE TRIGGER AND GO FORWARD, THEN IT'S JUST ON WHAT BASIS AND HOW DO WE CLOSE THAT GAP USING ALL THE DIFFERENT PIECES.
AND YOU'VE SHARED SOME PIECES UP HERE.
WAS THERE A NET, NET, NET RECOMMENDATION COMING OUT OF SCHOOLS OR IS THAT STILL PREMATURE? AND YOU'RE NOT THERE YET SO THAT WE KNOW HOW MUCH OF THAT GAP WE CAN LOOK TO REDESIGN FOR SCHOOLS TO BRING TO THE TABLE.
IS THERE, OR IS IT PREMATURE TO EARLIER? WE DID HAVE A FIGURE THAT WAS UP THERE.
ALTHOUGH THAT'S FOR, WE'VE ASKED THEM TO COMPRESS THE DESIGN, TAKE AWAY ALL THE EXTERIOR WALLS AND WINDOWS, YOU KNOW, HARDER SIDE OF IT.
I MEAN, FROM MY PERSPECTIVE, IT'S WORTHWHILE, WAIT TO SEE WHAT THAT DOES.
AND THEN, THEN IT'S IT AGAIN, JUST IN MY MIND, NOT THE PERSON MAKES ALL THE DECISIONS, BUT IN MY MIND, THAT WOULD BE WHEN I SAY, OKAY, NOW WE'RE GOING TO HAVE TO TURN OUR ATTENTION TO SOMETHING OUTSIDE OF THIS PARTICULAR PROJECT, UH, YOU KNOW, LOOKING AT THE CTE OR THE HIGH SCHOOL OR WHATEVER IT IS THAT YOU'VE GOTTEN PROJECTS AND START TO BEGIN TO THINK ABOUT HOW YOU'RE GOING TO EITHER DELAY OR DIMINISH THIS.
SO THIS, THE PATH FORWARD FROM HERE, ONE AT A TIME MIGHT BE THE FIRST PIECE OF THIS TO SAY, OKAY, WE'VE DONE EVERYTHING WE CAN ON A PROJECT SIDE.
THEN THE QUESTION IS, DO WE WANT TO PULL AHEAD FROM OTHER PROJECTS AND CAN THE COUNTY COME TO THE TABLE OR SOMETHING TOO.
SO WE'RE STARTING TO PUT PIECES TOGETHER HERE AND KEEP THIS THING ON TRACK BECAUSE
[02:35:01]
YOU DON'T WANT TO GET IT TO YOU RIGHT OUT.THERE'S YOUR TIE VALUE OF LIFE.
LET'S LOOK, IF WE CAN BRING A BREAD AND DIFFERENT PIECES OF CLOTHES.
SO A QUESTION, I JUST HAD A COMMENT, UM, A MILLION DOLLARS OF INTEREST THAT MADE OUR NEWEST PARTNER HERE, GAS, SHOULD WE ALL GET ASKED HIM, WHO'S ACTUALLY PAYING THEM.
SO IF WE DON'T ISSUE THE MONEY, SO WE UP, RIGHT? SO, YOU KNOW, WE'RE SPENDING A MILLION DOLLARS.
SO Y'ALL SHOULD KNOW THAT, THAT WE KNOW THAT.
SO WE ARE INCENTIVIZED TO MOVE FORWARD.
UM, THE ONE THING THAT I WANT TO MAKE SURE THAT AS WE'RE TALKING ABOUT THESE THINGS, I DON'T WANT TO OVERBUILD THIS, BUT I LEAST WANT TO UNDERHILL.
SO THAT HUNDRED STUDENT DROP OFF JUST ABOUT 500.
THAT'S SKEWED BECAUSE I DON'T WANT TO BE THE FOOD LINE.
WHEN I'M OUT OF THIS OFFICE POINT, YOU GOT ARIZONA BUILDING THAT YOU, NOW WE HAVE NO, THE OTHER ONE THAT THAT'S JUST, THAT'S NOT PRE CRL WAS IN THE BACK OF IT.
AND I DON'T SEE OUR GROWTH GOING DOWN AND IT MAY CERTAINLY NOT GOING UP.
AND I DON'T WANT TO, I DON'T WANT TO KICK OUR PROBLEMS DOWN THE ROAD TO TELL ME OFFSET, WHATEVER CHANGE IS HAPPENING IN THE NEXT 10 YEARS RIGHT HERE.
SO WE HAVE THIS OPPORTUNITY LATER TO ENGINEER INTO THOSE REPLACEMENTS.
I THINK THE NUMBER THAT SCARES ME MOST IS THE SITE COSTS.
SO I JUST KEEP, I JUST, I HOPE 20 10% OF THE FRIDAY WAS WHERE WE STARTED ASKING FOR CONSIDERATION OF OTHER THINGS AND CHANGES THAT CAN BE MADE BECAUSE THAT THING HERE WAS ASTOUNDING.
IT'S PARTICULAR TO THAT PIECE OF LAND.
UH, IT MAY NOT OWN SOMEWHERE ELSE.
WE DON'T KNOW, BUT THAT'S WHAT STARTED THE CONVERSATION ABOUT OTHER, I MEAN, , THAT'S THE QUESTION.
WHAT'S THE UTILITIES UTILITIES.
OH GOSH, I THINK IT WAS $2 MILLION BECAUSE WE WERE SAVING IN WATER SAFE.
YOU'RE SAVING IN THE TANK, BUT YOU STILL HAVE TO GET WATER.
ONE OF THE THINGS BOARD MEMBERS WE'VE DONE AGAIN, JUST ANOTHER SIDE OF BUILT-INS, WE'VE TALKED WITH LOCAL CONTRACTORS WHEN WE TRUST, UH, THE NEW START, WHERE THEY'RE LIVING AND THEY HAVE DONE A LOT OF MOVING OF DIRT IN THIS REGION AND LIKE, ARE OUR COSTS IN LINE HERE? LIKE YOU SITE DEVELOPMENT COSTS DON'T YOU THINK THEY SHOULDN'T BE, AND THEY DIDN'T THROW UP ANY RED FLAGS IN THAT INITIAL CONVERSATION.
SO, UH, THE ESTIMATE AT THIS POINT IN TIME IS IN LINE WITH WHAT THEY SAID.
NOW THEY WANT TO DO SOME MORE DIGGING FOR US.
BUT, UH, ULTIMATELY WE WERE TRYING TO SEE IF THE SAFETY OF OTHER FOSTER ARE REALISTIC.
IT'S JUST A TOUGH PIECE OF PROPERTY THAT GOES THROUGH THAT HOLE BEHIND THE FOOTBALL STADIUM AND EVERYTHING ON THE OTHER SIDE WAY IS 10 TIMES WORSE.
THERE'S A LOT OF LAND IN THERE.
I MEAN, YOU MIGHT FIRST THINK ABOUT BECAUSE YOU'RE WRITING DOWN SICK.
PROPERTY GIVES THE PROXIMITY TO THE SECONDARY COMPLEX INTERACTIONS THAT COULD HAPPEN IN WAYS THAT COULD TAKE A LONG TIME, BUT ALSO USE THAT FACILITY TO ASSIST WITH THEIR COST.
SO, BUT THAT IS ALSO SOMETHING TO THINK ABOUT AND THE VILLAGE CONCEPT SIDEWALKS AND THE WALKABILITY OF ALL OF IT.
SO IT'S NOT JUST THAT PROJECT IS THE BIG PICTURE OF IT, SO WE CAN DO WHAT VALUE TO OUR STUDENTS.
AND, UM, MR. CHAIR, ALL OF THESE THINGS ARE BEING CONSIDERED.
MR. MILLER, MR. PETERSON WANTS MORE OVERTIME.
SO I'M GOING TO CALL THIS OUR PRACTICE, BUT PRESUMABLY WE'RE GOING TO LEARN SOMETHING ABOUT THE SITE DEVELOPMENT ANYWAY, WHEN SOMEBODY TO TAKE NOTES AND WHEN WILL WE KNOW, AND THIS IS ALL WE CAN GIVE YOU.
UM, I'M HOPING WE'LL HAVE A REITERATION OF THE CURRENT RALEIGH FIVE IN THE PARK, MR. JARED, MR.
[02:40:01]
CAIN ADMINISTRATOR.DO WE CAN ADD ADDITIONAL SESSIONS LIKE THIS AS, AS HELPFUL AS IT'S USEFUL THAT WE, AND THERE'S STILL A LOT OF FINANCIAL QUESTIONS ON THE QUESTION MARKS THE TWO ADMINISTRATIONS ARE MEETING EVERY TWO WEEKS.
WE'RE MEETING, UM, MYSELF, JOANNE I'M MEETING WITH DR.
BAILEY AND WHETHER IT ELSE CAN COME FROM THE SCHOOLS.
UM, AND SO WE'RE TRYING TO KEEP ALL OF THIS.
SO IT'S NOT SO NEXT STEPS, DO WE NEED TO HAVE MORE OF THESE KIND OF SESSIONS ONCE WE GET THE FIRST PIECE OF THE PUZZLE IS WHEN YOU GUYS FIND A TO COME BACK.
CAUSE IT GUYS, WE, WE DON'T WANT TO JEOPARDIZE WHAT WE WANT TO BE ALL BE PRIVATE WHEN IT'S DONE.
SO WE DON'T WANT TO SAVE NICKELS EXPENSIVE DOLLARS, BUT AT THE SAME TIME, WHAT YOU GUYS COME BACK AND YOU DON'T GET TO TAKE A LOOK AT EVERYTHING WITH JUST SHARING WITH US, YOU'VE DONE A LOT OF WORK ALREADY.
JUST PUSH IT TO THE FINISH LINE.
AND NOW THIS IS WHAT WE RECOMMEND.
I JUST KNOWING THAT HERE'S THE NET NET.
NOW WE GOT TO GO TO WORK ON BALANCE.
THINK IN A COUPLE OF WEEKS, POSSIBLY YOU CAN HAVE WHAT I CALL THEM WHEN WE LEAVE HERE, I'LL FAR DETECT AND SEE WHAT THE TIMELINE IS TO DO THAT.
AND THEN USE THAT AS TO DO WHAT YOU WANT TO GET.
I WAS SURPRISED TOO, UNTIL THE LAST SIX MONTHS TO A YEAR TO LEARN ABOUT SOME OF THE LAND COUNTY ISLANDS, BUT WHAT I'VE LEARNED, IT'S NOT THE TOPOGRAPHY.
I THINK TO KAREN'S POINT, THE DEMOGRAPHY IS NOT IDEAL FOR THE LAND THAT AUTHENTIC.
IF YOU ALL NEED ALL THE TIME TO LOOK IN THE COURTHOUSE AREA, THAT'S PROBABLY GOING TO BE A LITTLE TIGHT SO THAT IF IT COMES IN, WE REALLY WANT TO GET SERIOUS ABOUT LOOKING AT OTHER LAND OPTIONS.
I THINK WE'RE TO NEED TO HIRE SOMEBODY TO START.
THE POINT HAS STEADY MY AUNTIE AT THIS PLAY INTO THAT ABSOLUTE.
SO THE WHOLE VILLAGE, THIS IS JUST PART OF IT, BUT I THINK WE CAN BE LOOKING AT, CERTAINLY WE'LL GET PAST THOSE OPTIONS WHILE THEY ARE, BECAUSE IT DOESN'T COST ANY MONEY.
THANK YOU FOR SHARING THAT DOUBLE CHECKS, 50 MINUTES, 2%.
SO 500 NOW, ANOTHER ONE AND A HALF PER SECOND.
UM, THE MARKET INSTABILITY WE CONSUME BEHIND US.
AND THEN IS THERE ANYTHING THAT WE, THE COUNTY CAN BE DOING WHILE YOU'RE FINALIZING YOUR NUMBERS THAT MIGHT HELP? IS THERE ANYTHING WE CAN DO UM, WE CAN DO TO HELP.
CAUSE THIS IS A JOINT EFFORT HERE AT WORK.
THAT IS PRETTY DARN TOUGH TOPIC.
THANKS FOR THE SUPPORT WE HAVE FROM COUNTY STAFF.
YOU KNOW, WE'VE ASKED REALLY TOUGH QUESTIONS AND CAME UP SOME CREATIVE SOLUTIONS AND WE'LL CONTINUE TO DO THAT.
BUT, UH, YOU KNOW, EVENTUALLY THE POINT I HAVE TO SAY, THIS IS WHAT WE'RE GOING TO, WE'RE NOT THE ONE IN THAT COMING.
IT'S NOT THAT I HAD MENTIONED IN THE PAST.
IT'S PROBABLY TOO LATE FOR THIS ONE, BUT MAYBE THE NEXT ONE IS WITH THE OVERBUILD, THE GYM AND THE CAFETERIA AND WAYNE'S INSTEAD OF SCHOOL.
AND SO IT'S A LOT CHEAPER THAN GOING TO SCHOOL.
AND WE KNOW THAT FOR THE HIGH SCHOOL, MIDDLE SCHOOL COMPLEX, IF YOU WANT TO HAVE 50 OR A HUNDRED KIDS IN A WAY, BUT DO YOU HAVE OVERBUILT THE COMMON AREAS TO DO THAT? SO IT'S JUST SOMETHING THAT HAVING THIS DISCUSSION EVERY SO OFTEN WE FOUND A NEW SCHOOL.
REMEMBER TO SOLAR CAPACITY, THIS SCHOOL IS TO BELIEVE CAPACITY AT RANDOLPH, PARING DOWN RANDOLPH TO GET RID OF THE TRIBES AND GETTING THEM TO KILL THEM.
ANY LAST, I'VE GOT ONE COMMENT THAT WE'RE NOT GOING TO SOLVE TODAY, BUT OUR AVERAGE CLASSROOM SIZE.
AND I KNOW IT VARIES BY GRADE AND ALL THAT.
HE'S LIKE WHAT? 18 OR SOMETHING SCALED.
WE PLANNED FOR 18 GRADES K THROUGH TWO AND 22 GRADES 3.5.
WHAT DOES IT LOOK LIKE? AND THEN WHEN I ANSWER HERE, IF THAT, THAT WE HAD THE SLIGHTLY BIGGER CLASSROOM, BUT THEN LESS THIS OTHER EXPENSE.
AND I, I TEND TO THINK MY PARENTS PRETTY LOUD AND CLEAR ABOUT THAT.
I THINK THAT IS ONE OF THE THINGS THAT HAS REALLY, UH, OUR, OUR, OUR PARENTS PLACE A PREMIUM ON THOSE SMALL CLASS SIZES.
AND IT'S ONE OF THE KEY INGREDIENTS TO OUR SUCCESS, BUT HONESTLY IT HELPS
[02:45:01]
US WITH RETENTION OF STAFF, ACADEMICS, SUCCESS WELL, THAT SOUNDS SENSATION.SO ALL OF THE DOCUMENTS, THEY JUST PRETTY MUCH LIKELY.
[III. Adjournment: The Board of Supervisors will adjourn as follows:]
THANKS VERY MUCH.MY PLEASURE TO ADJOURN OUR BOARD FOR A WHOPPING TWO HOURS ON A JOURNEY.
WHEN I JOINED SESSION WITH COKE, JUST TRYING TO KEEP PROMOTION.
SO WE WERE ON THE JOURNEY TO BE ON BOARD MEETING OUR THURSDAY, MARCH 10TH, 1:00 PM, BOARD MEETINGS, SPECIAL MEETINGS FOR CLOSED SESSIONS WITH THE BOARD.
AND THEN OUR TUESDAY, MARCH 15TH BOARD A SUIT BRIGHTER CIP WORK SESSION AT 6:00 PM WAS PUBLIC HEARINGS SUPERVISORS, OR TURN, YOU GOT TO UNDERSTAND THE CLASS BOARD MEMBERS LIKE.