* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.
           
          [00:00:04]
I DON'T KNOW WHO'S HIRED. 
          [A. Call to Order]
ALRIGHT, I'LL CALL THIS A JOINT MEETING OF THE BOARD OF SUPERVISORS AND THE SCHOOL BOARD WORK SESSION TO ORDER. 
          UM, CALL FOR RULE CALL PLEASE. 
          MR. ROY? YES. 
          MRS. NOLL? HERE. 
          MR. DREWRY. 
          PRESENT? MR. ROH? HERE. 
          MR. SHEPHERD? HERE. 
          MR. CHAIRMAN, YOU HAVE A QUORUM. 
          I'M GONNA ASK, UH, ZORAN , CHAIR OF THE SCHOOL BOARD TO DO THE SAME. 
          I'M CALLING, UH, THE MEETING OF JOINT SPECIAL MEETING WITH THE BOARD OF SUPERVISORS OF ROYAL COUNTY SCHOOL DIVISION TO ORDER FOR SEPTEMBER 1ST, 2026. 
          AND I'M INVITE MS. NICO, UH, HOWARD TO DO THE ROLL CALL FOR THE SCHOOL BOARD. 
          MR. SCHAFER? HERE. 
          MR. PVI? HERE. 
          MR. RICHARDSON? HERE. 
          MRS. GOODWIN? HERE. 
          MRS. FAIRMAN. 
          MR. CHAIRMAN, YOU HAVE A QUORUM. 
          THANK YOU. 
          SO IT'S WELCOME. 
          AN INTRODUCTION. 
          I'M GONNA START WITH, WE HAVE A DELEGATE IN THE ROOM. 
          MR. VIRGIL THORNTON, UH, HAS JOINED US. 
          SO THANK YOU, SIR ONCE AGAIN FOR JOINING US. 
          UM, I'M LOOKING FORWARD TO TONIGHT'S MEETING. 
          I THINK, UH, WE ARE ALL BATED BREATH IN ANTICIPATION TO HEAR MORE FROM THE CONSULTANTS ON THE SCHOOL. 
          UH, WE DO HAVE ONE, 
          [C.1. Commissioner of the Revenue Update. Presentation by Sarah Webb.]
UH, ITEM AHEAD OF THAT WE'RE GONNA CALL ON COMMISSIONER OF REVENUE, SARAH WEBB TO, UM, COME FORWARD. 
          AND THIS, UM, TOPIC IS, UH, A SERIES OF LETTERS THAT WENT OUT TO, UM, ABOUT 1500 PEOPLE IN THE, UM, IN THE COMMUNITY, UH, REGARDING TAXES. 
          AND I'D JUST LIKE SOME EXPLANATION ON HOW THAT ALL CAME ABOUT AND, AND REALLY WHAT, WHAT WE CAN DO DIFFERENTLY IN THE FUTURE. 
          UH, SEVERAL OF US HAVE BEEN RECEIVING MANY CALLS THAT I THINK WAS PROBABLY UNNECESSARY IF WE'D HAD MORE INFORMATION. 
          SO PLEASE, NO. 
          NO. 
          OKAY. 
          NO. 
          IF IT'S ON, IT'S THE BUTTON ON. 
          IS THE MICROPHONE OKAY? SEE A SWITCH? I CAN TRY TO PROJECT. 
          OKAY. 
          UM, SO STARTING OFF, I WANTED TO GIVE, UM, JUST A QUICK, UM, FIVE MINUTE PRESENTATION ON, UM, SOME INFORMATION ON THE COMMISSIONER'S OFFICE. 
          SEE IF I CAN ANSWER SOME OF THE QUESTIONS YOU'VE HAD, UH, THROUGHOUT THE, THROUGHOUT THE WEEK. 
          UM, SO FIRST OFF, AS YOU KNOW, UM, IN THE BEGINNING OF THE YEAR IN JANUARY, WE SEND OUT OUR BUSINESS LICENSE RENEWALS AND OUR BUSINESS TANGIBLE FILING FORMS. SO WITH THAT, AHEAD OF THE NEW YEAR, WE'VE, WE DO A DATA REVIEW OF OUR PERSONAL PROPERTY MIC. 
          SURE. 
          I THOUGHT IT WAS NO, THAT'S WHAT I ASKED FOR. 
          SO WHERE'S OUR, UH, AUDIO VISUAL PEOPLE AND FIX THIS THING? MM-HMM. 
          NOW WE'RE GONNA HAVE TO HAVE A MIC. 
          IT'S NOT COMING ACROSS ON. 
          SO THE WHOLE PURPOSE OF THIS SO PEOPLE CAN HEAR IT ON TV, BE ABLE TO HEAR WITH THE OVERHEAD MIC. 
          IT'S JUST NOT AMPLIFYING HERE. 
          OKAY. 
          ALRIGHT. 
          THANK YOU. 
          OKAY. 
          UM, AHEAD OF THE NEW YEAR, WE DO, UM, RENEWALS FOR, UH, EXCUSE ME. 
          WE DO DATA REVIEW, UH, FOR PERSONAL PROPERTY ACCOUNTS, OUR BUSINESS TAX ACCOUNTS, AND WE DO TAXPAYER PORTAL CREATION. 
          UM, WITH THAT, THE PERSONAL PROPERTY TAX RELIEF, UM, IS ALLOCATED, UM, TO ALL ELIGIBLE VEHICLES. 
          SO AHEAD OF THE NEW YEAR, WE, UM, REMOVE THE INELIGIBLE PROPERTIES SO THAT WE CAN, UH, DISTRIBUTE THE, UM, POT OF MONEY WE GET FROM THE STATE EQUALLY, UH, TO ELIGIBLE VEHICLES, THE BUSINESS TAX ACCOUNTS. 
          UM, FOR THOSE, WE MAKE SURE THAT ALL THE INFORMATION IS UP TO DATE AND ACCURATE. 
          SO WHEN WE SEND OUT THOSE FILINGS, WE'RE SENDING IT TO THE RIGHT ADDRESS AND TO THE RIGHT BUSINESS. 
          THE TAXPAYER PORTAL ACCOUNTS FOR THAT CREATION. 
          WE MAKE SURE THAT YOU HAVE, UH, A TAXPAYER PORTAL IF YOU WOULD LIKE TO USE ONE, SO THAT, UM, WHEN YOU DO YOUR FILING, YOU HAVE THE OPTION TO DO AN ONLINE FILING AND PAYMENT IF YOU WOULD LIKE. 
          BUT I'VE HAD EXAMPLES OF SOMEBODY LIVING IN YORK COUNTY, BUT THE BUSINESS ISN'T SURE. 
          SO WHY WOULD THEY GET A LETTER FROM YORK COUNTY FOR A BUSINESS THAT ISN'T IN THE COUNTY? YEAH. 
          SO IN, UM, ON THE LETTER, SO WE DON'T, WE DON'T RECEIVE THE ACTUAL, UM, FILING FOR YOUR SCHEDULE C. 
          SO THE 10 40 FORM THAT I HAVE UP ON THE SCREEN IS JUST FOR DEMONSTRATION. 
          WE DO NOT RECEIVE IT IN OUR OFFICE. 
          WE JUST RECEIVE A TEXT FILE FROM THE STATE THAT HAS INFORMATION TRANSMITTED. 
          SO, UM, IF YOU DID NOT PUT YOUR BUSINESS ADDRESS ON YOUR FILING OR A CPA ON YOUR BEHALF, UM, DID NOT PUT YOUR BUSINESS ADDRESS, IT'LL REVERT BACK TO YOUR HOME ADDRESS. 
          SO IF YOUR, YOUR COUNTY CITIZEN, UM, LIVING HERE, YOUR BUSINESSES SAY NEWPORT NEWS, IF YOU DO NOT PUT IT, OR YOUR CPA DOES NOT PUT IT ON YOUR BEHALF, IT WILL REVERT BACK TO, UM, YOUR HOME ADDRESS BECAUSE THE STATE DOESN'T HAVE ANY OTHER ADDRESS. 
          AND THE, UM, PIPS CODE THAT THEY USE IS FOR YORK COUNTY. 
          SO IT JUST MEANS THAT THEY HAVE NO ADDRESS, IT'LL REVERT BACK TO YOUR HOME ADDRESS. 
          SO IF YOU WERE SENT A LETTER, THERE ARE TWO REASONS. 
          WE HAD TWO VARIATIONS OF THE LETTERS. 
          ONE FOR PERSONAL PROPERTY ACCOUNTS AND ONE FOR BUSINESS TAX ACCOUNTS. 
          [00:05:01]
SO IF YOU FILLED OUT PART ONE INCOME, IT JUST MEANS THAT YOU HAVE FILLED OUT, UH, YOU HAVE HAD, UH, BUSINESS ACTIVITY OR AN INCOME IN COURT COUNTY. 
          AND AS I SAID, IT DOESN'T MEAN THAT YOU OWE TAXES. 
          IT DOESN'T MEAN YOU HAVE A BUSINESS IN THE COUNTY. 
          IT JUST MEANS THAT THE STATE HAS SAID THAT YOU HAVE, UH, GROSS RECEIPTS AND INCOME IN, UH, YORK COUNTY, BUT IT IS NOT ATTACHED TO A CURRENT BUSINESS LICENSE. 
          UM, SO WHEN IT FLOWS THROUGH, WE SEND INQUIRY LETTERS TO MAKE SURE THAT IF THERE WAS A BUSINESS OPERATING, THEY HAD A BUSINESS LICENSE AHEAD OF THE NEW YEAR. 
          AND IF YOU DID NOT HAVE A BUSINESS, OR MAYBE YOU'RE AT 10 99 AND UM, YOU, THE ACCOUNT, THE ACCOUNT MAYBE IS ATTACHED TO ANOTHER BUSINESS LICENSE ACCOUNT THAT DOESN'T LINK TO YOUR NAME SPECIFICALLY. 
          UM, THEN WE JUST RECONCILE THAT AND MAKE SURE FOR NEXT YEAR WHEN THAT FILING COMES THROUGH, WE MAKE SURE IT'S, UM, NOTED SO THAT YOU DON'T GET ANOTHER LETTER, UM, IN THE FUTURE. 
          AND THEN FOR THE SECOND PORTION, UM, YOU SEE, UH, PORTION TWO, SECTION TWO, UH, YOU SEE LINE NINE, UH, SAYS CAR AND VEHICLE, IF YOU PUT A DEDUCTION, IF YOU HAVE A BUSINESS USE VEHICLE, UM, IF IT'S MORE THAN 50%, IT'S CONSIDERED A BUSINESS VEHICLE. 
          IF YOU ARE TAKING A DEDUCTION FOR THAT, YOU CANNOT ALSO HAVE PPTR FROM THE LOCAL LOCALITY. 
          SO IF YOU, IF YOU HAVE A BUSINESS USE VEHICLE, IT INVALIDATES AT THE LOCAL LEVEL. 
          YOU CAN HAVE ONE OR THE OTHER. 
          YOU JUST CAN'T HAVE BOTH. 
          SO WE SENT OUT A LETTER ASKING, UH, FOLKS IF IT WAS A BUSINESS USE VEHICLE, THEY FILLED IT OUT. 
          IF IT WAS MORE THAN 50%, THEN UM, THE TREASURER EVENTUALLY WILL SEND YOU A BILL FOR THE RELIEF THAT YOU RECEIVED FROM THE LOCALITY. 
          AND THAT IS TRUE, EVEN IF IT'S A NONPROFIT OR A, UH, I, I CAN'T SPEAK TO EVERY ACCOUNT, BUT I WOULD SAY, UM, ANY BUSINESS USE VEHICLE WOULD BE, ANY BUSINESS USE VEHICLE WOULD BE, UM, WOULD NOT BE ELIGIBLE FOR P-P-T-R-A. 
          SO I, I CAN'T SPEAK TO EVERY NONPROFIT, BUT, UM, I WOULD SAY TYPICALLY IF IT'S A BUSINESS USE VEHICLE IN THE CODE, WE'RE NOT ALLOWED TO GIVE P-P-T-R-A TO A BUSINESS USE VEHICLE. 
          THEY MAY USE IT FOR A BUSINESS, BUT IT DOESN'T MEAN IT'S A BUSINESS USE VEHICLE. 
          IF YOU USE IT 49%, IT'S NOT CONSIDERED A BUSINESS USE VEHICLE. 
          IT'S CONSIDERED A PERSONAL VEHICLE. 
          WE HAD ABOUT 1900 MAILINGS GO OUT, UM, WHICH IS A VERY STANDARD MAILING AMOUNT, VERY MANAGEABLE FOR OUR OFFICE. 
          UM, UNFORTUNATELY IT RE IT HAD A CALL, HIGH CALL VOLUME AND, UM, HIGHER THAN EXPECTED FOOT TRAFFIC. 
          TYPICALLY OUR RESPONSE IS ABOUT 10%. 
          THIS HAD A 60% RESPONSE. 
          SO WE'VE SENT, WHEN WE HAVE A, UM, BUSINESS FILING OUR RENEWALS, WE SEND ABOUT 6,500 MAILINGS PLUS THE ADDITIONAL BUSINESS TANGIBLE FILINGS, AND IT'S VERY MANAGEABLE. 
          UM, SO IN INADVERTENTLY WE HAD MORE CALLS THAN EXPECTED. 
          SO NEXT YEAR, UM, FOR OTHER MAILINGS, NOT JUST THIS ONE, WE WILL STAGGER THE LETTER DATES. 
          UH, WE'RE GONNA MAKE SURE WE HAVE MORE, UM, PERSONNEL DEVOTED TO THIS TASK. 
          UH, WE'RE GONNA UPDATE THE LETTER CLARITY. 
          UM, SOME OF OUR TAX TYPES AND MODULES HAVE LETTERS ALREADY CODED IN THE SYSTEM THAT WE CAN'T EDIT. 
          UM, WE CAN MANUALLY SEND 'EM OUT, UH, BUT IN THE FUTURE, WE'LL MAKE SURE THAT ANY LETTER THAT WE CAN EDIT, WE'LL MAKE SURE THE, UM, LANGUAGE IS CLEAR. 
          ANYTHING THAT WE CAN'T EDIT, WE'LL TAKE A LOOK AND SEE IF WE NEED TO DO, UM, A MANUAL SEND OR IT CAN BE AUTOMATED. 
          AND THEN FINALLY, SYSTEM UPDATES AND VERSIONS. 
          WE WANNA MAKE SURE THAT OUR PROCESSES ARE, UM, STREAMLINED. 
          THIS YEAR. 
          UH, WE HAD A NEW UPDATE, VERSION EIGHT OF OUR TAX SOFTWARE SYSTEM. 
          IT CHANGED THE WAY WE DO SCHEDULE CS, SO IT DID TAKE A LITTLE, IT WAS A LEARNING CURVE AND IT TOOK A LITTLE LONGER TO PROCESS THAN USUAL. 
          UM, THAT ALSO, UM, HURT THE CALL VOLUME AND, AND FOOT TRAFFIC. 
          SO WE'VE PUT A FEW EFFORTS IN TO, TO CHANGE THE PROCESS FOR THIS MAILING IN FUTURE. 
          UM, BUT THAT'S A START FOR, FOR NOW. 
          A COUPLE QUESTIONS, FOLLOW UP QUESTIONS. 
          SURE. 
          SOME PEOPLE RECEIVE MORE THAN ONE LETTER. 
          UH, SOME RECEIVE ONE LETTER THAT SAID THEY OWE SOMETHING BUT THEN DIDN'T ITEMIZE WHAT THEY OWE. 
          SO, SO THEY'RE WAITING. 
          SURE. 
          UH, YES. 
          SO WHY IS THERE A DIFFERENCE? WHY ARE WE SEEING SOME PEOPLE ASK TO COME IN DIRECTLY TO THE OFFICE AND SOLVE WITHIN 14 DAYS? I JUST DON'T UNDERSTAND WHY WE'VE HAD THIS VARIATION ACROSS THE COMMUNITY AND, AND I, AND FRANKLY, I DON'T KNOW, AND THEREFORE I'M AT, AT ODDS TO UNDERSTAND OR TO, UH, TO GIVE ADVICE. 
          AND THAT'S PROBABLY A, A FOLLOW UP, IS THIS SUPERVISOR TEAM NEEDS TO UNDERSTAND WHEN SOMETHING LIKE THAT COMES UP SO THAT WE AT LEAST CAN ADDRESS IT AND SEND 'EM TO THE RIGHT PERSON. 
          SURE. 
          UM, AHEAD OF, UH, ANY NEXT, UM, MAILING THAT WE DO, LARGE MAILING, EVEN IF IT'S NOT THIS ONE, WE CAN GIVE YOU A BRIEFING BEFOREHAND IF YOU'D LIKE IT. 
          PLEASE. 
          UM, FOR THIS ONE IN PARTICULAR, ANY, UM, ACCOUNT THAT IS ATTACHED TO, UM, ANY, ANY BUSINESS IS, UM, CAN HAVE MORE THAN ONE ACCOUNT. 
          SO YOU CAN HAVE DIFFERENT LINES OF BUSINESS WITHIN YOUR ONE BUSINESS. 
          SO LET'S SAY YOU HAVE AN LLC, YOU CAN HAVE A RETAIL YOU LICENSE. 
          UM, SO I WOULD SAY WITHOUT SPEAKING ABOUT ANY SPECIFIC ACCOUNTS, YOU COULD HAVE DIFFERENT BUSINESS LINES WITHIN ONE BUSINESS. 
          SO THAT MAY BE A REASON WHY THEY RECEIVED MORE THAN ONE. 
          IT MAY ALSO BE BECAUSE THEY HAVE MORE THAN ONE 
          [00:10:01]
BUSINESS ATTACHED TO THAT. 
          UM, HOME ADDRESS. 
          WE'VE HAD, UH, CIRCUMSTANCES WHERE, UM, HUSBAND AND A WIFE HAVE HAD TWO BUSINESSES. 
          THEY RECEIVED TWO LETTERS. 
          IT'S THE LETTER IS VAGUE BECAUSE WE ARE ASKING FOR YOU TO REACH OUT TO US FOR MORE INFORMATION. 
          UM, IT'S ON THE ONUS OF THE TAXPAYER TO PAY TAXES. 
          IF THEY DO BUSINESS IN THE LOCALITY, WE WERE REACHING OUT AHEAD OF TIME, UM, TO FIGURE OUT WHY THERE WAS UNTAXED INCOME, THE ALTERNATIVE. 
          AND OTHER LOCALITIES, MAYBE THEY JUST SEND A BILL. 
          UH, THEY, AND THEN AT THAT MOMENT THEY SEND THE BILL THAT STARTS THE CLOCK OF PENALTIES INTEREST. 
          WE REACHED OUT AHEAD OF TIME SO THAT WE CAN FIGURE OUT, UM, MAYBE IF THEY NEED A BUSINESS LICENSE, IF THEY NEED AN ACCOUNT CLOSED, UM, SO THAT WE COULD FIGURE THAT OUT BEFORE TIME. 
          SO WE'RE NOT GIVING THEM ONLY 30 DAYS TO, UM, FILE BEFORE THE, BUT EVENTUALLY THEY WOULD SEE A LETTER FROM YOU ADVISING THIS IS HOW MUCH YOU NEED TO PAY. 
          YES. 
          THE 15 DAYS WAS JUST TO REACH OUT TO US AND SAY, UM, YOU HAVE A BUSINESS, WE NEED MORE INFORMATION TO EITHER CLOSE IT, HELP YOU, UM, DO A BUSINESS LICENSE APPLICATION. 
          AND, UM, FROM THERE THEN WE'LL SEND A SECOND LETTER AFTER 15 DAYS. 
          SO AFTER THE 15 DAYS, THE, UM, RECOURSES, YOU'LL GET A SECOND LETTER. 
          SO SARAH, IS THERE ANY WAY TO SIMPLIFY THE PROCESS? YES. 
          THERE, THERE ARE MANY WAYS THAT WE CAN USE THE SCHEDULE C INFORMATION. 
          WE JUST GET A TEXT FILE FROM THE STATE. 
          SO THE ONLY WAY WE CAN DO IT THIS YEAR, UM, WITH THE LIMITATIONS OF THE SYSTEM. 
          BUT NEXT YEAR YOU WILL. 
          YES. 
          NEXT YEAR WE'RE SOME IMPROVEMENTS IN THIS? YES. 
          YES. 
          WE'RE GONNA LOOK THROUGH EACH AND EVERY ACCOUNT. 
          UM, EACH YEAR WE DO THIS, IT WILL, UM, LOWER THE AMOUNT, UM, OF BUSINESSES. 
          THE FIRST YEAR WE, WE, THIS YEAR WE DID TWO TAX SHARES. 
          NEXT YEAR WE'LL ONLY HAVE ONE GOING FORWARD. 
          SO IT'LL ALREADY, IT'LL HALF, UM, THE AMOUNT OF, OF BUSINESSES. 
          THANK YOU. 
          LET ME ASK ONE LAST QUESTION. 
          THIS, THIS TAX BEING COLLECTED IS THE STATE TAX THAT YOU ARE NOT RECEIVING, IS THAT CORRECT? IT'S THE LOCALITIES BUSINESS LICENSE AND BUSINESS TANGIBLE. 
          SO THE, YOU MAY HAVE CALCULATE THOUGH. 
          SO, UM, WE GET THE, UM, AMOUNT THAT, SO IF YOU GO ON YOUR, SORRY, THE SCHEDULE C AGAIN. 
          UM, SO IF YOU FILE INCOME ON YOUR SCHEDULE C, YOU MAY SAY THAT YOU HAVE $2,500 IN INCOME. 
          SO YOU'LL HAVE OUR, OUR FIRST LEVEL BUSINESS LICENSE, WHICH IS A DOLLAR LICENSE. 
          SO YOU MAY OWE A DOLLAR ONTO THE LOCALITY. 
          YOU MAY HAVE ALREADY PAID AT THE STATE FEDERAL LEVEL, BUT YOU DIDN'T PAY AT THE LOCALITY LEVEL. 
          SO IT'S JUST INDICATING THAT WE HAVE, UM, THAT INCOME WAS NOT TAXED AT THE LOCAL LEVEL. 
          AND ON VEHICLES. 
          HOW DO YOU CALCULATE THAT TAX? SURE. 
          SO THE VEHICLES, UM, THERE, THERE'S NO TAX ASSOCIATED WITH IT. 
          IT'S JUST THE AMOUNT THAT WE WOULD BILL, THAT THE TREASURER'S OFFICE WOULD BILL YOU WOULD JUST BE THE AMOUNT OF PPTR THAT YOU TOOK FROM THE POT THAT, UM, WASN'T FOR YOUR BUSINESS VEHICLE. 
          IF YOU'RE OVER 50%, OVER 50%, YEP. 
          YOU CAN USE YOUR, YOUR VEHICLE FOR BUSINESS. 
          BUT IF IT'S CATEGORIZED AS A BUSINESS VEHICLE AND YOU'RE TAKING A DEDUCTION, THEN YOU CAN'T ALSO HAVE ASK FOR THAT MONEY BACK. 
          YES. 
          GOTCHA. 
          CORRECT. 
          I'M GLAD YOU ADDRESSED MESSAGING QUALITY BECAUSE SOME OF THE FEEDBACK I GOT WAS RELATED TO, I'M CONFUSED, DO I OWE TAXES? DO I HAVE 15, DO 15 DAYS OF PAY A TAX? WHAT'S GONNA HAPPEN? SURE. 
          YOU FELT LIKE THE MESSAGE WAS A BIT AGGRESSIVE. 
          SURE. 
          WHEN THEY'RE NOT, DON'T FEEL LIKE THEY'RE DOING ANYTHING WRONG. 
          SO I'M GLAD YOU'RE ADDRESSING THAT. 
          IT WILL HELP SMOOTH THINGS OUT GOING FORWARD. 
          SO THANK YOU. 
          YES. 
          YEP. 
          MULTIPLE OF OUR TAX MODULES HAVE PRESET, UM, FORMS ALREADY AND WE HAVE TO PAY TO OVERRIDE THEM OR WE HAVE TO FIND A WORKAROUND. 
          WE DID FIND A WORKAROUND FOR NEXT YEAR, SO WE ALREADY HAVE A, A MOCKUP WITH THE NEW LETTER. 
          GOOD. 
          GOOD. 
          YEP. 
          AND THEN QUESTIONS FROM THE BOARD. 
          DO YOU DO THIS EVERY YEAR? UM, WE, WE DO DATA REVIEW EVERY YEAR. 
          THIS IS, UM, THIS IS THE FIRST TIME SINCE I'VE BEEN IN OFFICE THAT I HAVE DONE THIS PARTICULAR, UM, USE THIS PARTICULAR DATA. 
          I THINK THE LAST TIME THAT WAS SENT WAS 2022. 
          WE ARE REQUIRED TO TAX ALL, UM, ANY, ANY INDIVIDUAL THAT HAS AN INCOME, A BUSINESS INCOME. 
          THAT DOESN'T MEAN THAT WE HAVE TO USE THIS METHOD TO DO SO. 
          SO, UM, IN THE FUTURE WE'RE GONNA LOOK AT IF THIS IS WORTHWHILE, IF IT TAKES TOO MANY MAN HOURS, UM, AND IF IT'S FEASIBLE, WE DON'T WANT PEOPLE TO, UM, CALL IN AND NOT BE ABLE TO REACH US OR HAVE TO WAIT IN LINE. 
          SO WE DO HAVE TO WEIGH AGAINST, UM, THE FOLKS WE HAVE IN THE OFFICE AND THE HOURS AVAILABLE. 
          SO THANKS. 
          WELL, ? NO, THAT WAS IT. 
          THANK YOU. 
          THANK YOU SIR. 
          THANK YOU. 
          [C.2.a. Facilities Consultant Presentation]
NO, I BELIEVE I HAVE, UH, ASKING MR. BELLAMY AND MR. CARROLL, DR. CARROLL TO, UH, LEAD US THROUGH THE NEXT PRESENTATION. 
          ALRIGHT. 
          EXCUSE ME. 
          THANK YOU MR. ROY. 
          UH, BOARD MEMBERS AS YOU'RE AWARE, AND AT THE RISK OF REPEATING MYSELF FROM MY LAST VISIT WITH THE SUPERVISORS LAST FALL COUNTY STAFF REQUESTED WE MOVE FROM A SIX YEAR TO A 15 YEAR CAPITAL FUNDING MODEL, BETTER FORECAST THE BROADER PICTURE. 
          WE AGREED TO THIS LONGER HORIZON BECAUSE BASICALLY WHAT IS OUT OF SIGHT IS OUT OF MIND. 
          NEW PROJECTS SIX YEARS OUT SEEM TO FEEL MORE LIKE SURPRISES WHEN THEY POP UP IN THE OUT YEARS. 
          BUT THE CLOCK IS ALWAYS TICKING AND MAINTENANCE DEFERRED IS MAINTENANCE 
          [00:15:01]
THAT ONLY GETS MORE EXPENSIVE AND CAN SNOWBALL INTO OTHER PROJECTS. 
          WE ALSO BELIEVE THAT IF WE WERE GOING TO GO WITH A REVISED FORECAST THAN BRINGING IN A THIRD PARTY TO EVALUATE OUR FACILITIES AND MAKE SOME RECOMMENDATIONS, IT WAS A GOOD IDEA. 
          SO WE RECEIVED FUNDING APPROVAL IN JANUARY. 
          WE CONTRACTED IN MARCH FOR A STUDY WITH HBA ARCHITECTS WORKING WITH STURTS AND ASSOCIATES. 
          ONE OF THE COMPONENTS OF THE HBA STUDY WAS TO CREATE A DIVISION-WIDE LONG RANGE FACILITY PLAN RECOMMENDATION FOR THE SCHOOL DIVISION TO CONSIDER. 
          LAST TIME I WAS WITH YOU, I SHARED WHAT HBA FOUND WERE OUR SIX CRITICAL ISSUES TO ADDRESS. 
          NOW WE RECEIVED THE FINAL RECOMMENDATIONS. 
          SO MEMBERS OF BOTH BOARDS, I THINK IT'S IMPORTANT TO KEEP THINGS IN CONTEXT HERE BEFORE HEARING THE HIGHLIGHTS OF THE REPORT. 
          FIRST, WHAT YOU WILL HEAR FROM THE CONSULTANTS IS A RECOMMENDATION FOR THE NEXT 15 YEARS. 
          EXPANDING FROM SIX YEARS TO 15 IS BOUND TO LOOK OVERWHELMING. 
          EXCUSE ME, BOTH IN PROJECT SCOPES AND FUNDING. 
          SECOND, THE REPORT WORKS FROM PA, PAST DATA AND PROJECTED ENROLLMENTS. 
          BUT WE ALL KNOW THAT THINGS CAN AND WILL CHANGE OVER TIME AND WITH CHANGING CONTEXT INTO THE BEST LAID PLANS SOMETIMES. 
          AND I ALSO WANT TO MAKE IT ABUNDANTLY CLEAR, WE EMBARKED ON THIS STUDY WELL BEFORE ANY KNOWLEDGE OF A 1% SALES TAX BEING MADE AVAILABLE TO VIRGINIA'S COUNTIES THIS PAST SUMMER. 
          NOW TONIGHT WE ARE DEVIATING FROM OUR NORMAL PROCESSES. 
          WE'RE HERE IN THIS VENUE IN FULL TRANSPARENCY TO HEAR OUR CONSULTANT, UH, TO REPORT TO US ALSO BECAUSE FOR US TO FULLY EX, UH, EXPLORE ALL THE RECOMMENDATIONS WE MADE TO DISCUSS, WE MAY NEED TO DISCUSS OUR CURRENT MOU FROM YOU'LL REMEMBER FROM 1993, WHICH WOULD RESTRICT US FROM EVEN CONSIDERING SOME OF THE POSSIBILITIES, ESPECIALLY THE MOST PRESSING, WHICH IS DO WE GO ANOTHER DIRECTION WITH THE QUEENS LAKE MIDDLE RENOVATION? NOW IN VERY EARLY DESIGN, BUT I WANNA SHARE SOME REMINDERS WITH OUR RESPECTIVE BOARDS AND OUR CITIZENS. 
          WHAT FOLLOWS IS A RECOMMENDATION WE WILL THEN DO, AS WE ALWAYS DO, SCHOOL DIVISION STAFF WILL IDENTIFY OUR NEEDS AND ESTABLISH PRIORITIES. 
          WE WILL MAKE RESULTING CAPITAL RECOMMENDATIONS TO OUR BOARD. 
          AFTER WORKING ALONGSIDE CA COUNTY STAFF ON WHAT APPEARS FISCALLY POSSIBLE, THE SCHOOL BOARD WILL, UH, APPROVE OR NOT APPROVE OUR INITIAL CIP RECOMMENDATIONS. 
          AND THEN WE WILL SUBMIT THOSE THAT ARE APPROVED BY OUR BOARD TO THE BOARD OF SUPERVISORS AS THE FUNDING AGENCY THAT DETERMINES FUNDING LEVELS AND TIMING. 
          WE ALL NEED TO BE MINDFUL OF OUR INDIVIDUAL ROLES IN THAT PROCESS. 
          AND ONE FINAL REMINDER, NO DECISIONS WILL BE MADE TONIGHT. 
          SO WITH THAT, I WOULD ASK THAT WE HOLD ALL QUESTIONS TO THE END OF THE PRESENTATION TO GET ITS TOTALITY, AND THAT WE WOULD THEN BE LIMITED TO CLARIFYING QUESTIONS ON THE CONSULTANTS' WORK WHILE THEY'RE HERE WITH US TONIGHT FROM OUT OF TOWN. 
          IN THE COMING MONTHS, THE DIVISION WILL MAKE FINAL DECISIONS ON HOW WE'LL PROCEED WITH THE QUEENS LAKE AND WALLER MILL PROJECTS. 
          WE'LL THEN ANNUALLY EVALUATE WHAT FUTURE PROJECTS THE SCHOOL BOARD WILL PURSUE AND WHAT LEVEL THE SUPERVISORS WILL FUND. 
          AND SO WITH THAT, I'D LIKE TO INTRODUCE LAUREN PERRY OF HBA ARCHITECTS AND DAVID STURTZ OF STURTZ AND COMPANY FOR THEIR CO FOR THEIR PRESENTATION. 
          THANK YOU. 
          OKAY. 
          GOOD EVENING. 
          GOOD EVENING. 
          THANK YOU VERY MUCH FOR HAVING US HERE. 
          UM, I'M GOING TO GO THROUGH A PRESENTATION WHICH WE ATTEMPT TO LIMIT AT ABOUT 25 TO 30 MINUTES OF TALKING AT YOU AND WOULD LIKE TO HAVE THIS BE ENGAGING. 
          SO AS, AS, UH, AS, UH, DR. 
          CAROL SAID, AS WE GET TO THE END HERE, WE'RE TRYING TO TELL THE ARC OF THE STORY AND THE DATA AND WHAT IT TELLS US. 
          AND WE GET TO THE END. 
          WE'RE TRYING TO LEAVE PLENTY OF TIME FOR Q AND A DISCUSSION CLARIFICATIONS. 
          OKAY? UH, SO WE'RE GONNA TALK ABOUT, FIRST OF ALL, ALWAYS LOOKING BACK. 
          WHAT DID WE SEE IN THE DATA? HOW DID WE LOOK AT THE DATA? WHAT DID WE LOOK AT? WHAT DID IT TELL US WE'RE GONNA LOOK AT. 
          PART OF THAT MAIN OR PART OF THAT IS A FACILITY CONDITION ASSESSMENT. 
          WE LOOK AT EVERY MAJOR SYSTEM. 
          WE LOOK AT WHEN IT IS EXPECTED, IT'S, IT'S EXPECTED, USEFUL LIFE. 
          IT'S REMAINING USEFUL LIFE. 
          BUT BASED ON ITS CURRENT CONDITIONS, HOW MUCH DOES THAT COST TO REPLACE THAT THING IN THAT YEAR WHEN IT UH, ENDS ITS USEFUL LIFE. 
          AND THEN WHEN YOU SUM THAT UP, WHAT IS THE SUM OF THE DEFICIENCIES? WE CALL THAT IN TIME. 
          MEAN RELATIVE TO REPLACEMENT FOR WHAT IS THE BEST INVESTMENT STRATEGY IN A BUILDING FOR ITS LONG TERM. 
          WE'LL TALK ABOUT, UH, WHAT YOU HAVE BEEN DOING, WHICH IS STRETCHING EVERY PENNY IN THESE BUILDINGS. 
          AND WE'LL SHOW RIGHT OFF THE GATE HOW YOU'VE DONE THAT VERY WELL. 
          AND ALSO HOW YOUR PRINCIPLES ARE USING FIFTIES BUILDINGS FOR TODAY'S EDUCATION. 
          THERE'S MATHEMATICAL WAYS TO SHOW THAT. 
          AND IT'S, IT'S REALLY, UH, IT'S, IT'S TO, TO 
          [00:20:01]
THEIR CREDIT. 
          UM, WE'LL TALK ABOUT WHAT ALL OF THIS MEANS FOR OPTIONS DEVELOPMENT, WHAT WAS CONSIDERED IN EVERYTHING FROM A CIP ONLY, WHICH IS CAPITAL IMPROVEMENT PLAN. 
          WE'RE JUST GONNA KEEP EVERYTHING THE WAY IT IS AND KEEP ON GOING ON TO A TRANSFORMATIONAL APPROACH. 
          WHAT DOES THAT MEAN? HOW DOES THE DATA INFORM IT? THIS GETS US TO OUR RECOMMENDATIONS. 
          AND THEN OUR FINAL WRAP UP BEFORE WE GET INTO THIS. 
          I HAVE, I'VE DONE THIS A BIT. 
          I'VE DONE THIS TO BE ABLE TO DO THIS WORK IN ABOUT A HUNDRED DIFFERENT, UH, DIVISIONS, COUNTIES, DISTRICTS ACROSS THE COUNTRY IN THIS CAREER. 
          I ALWAYS LIKE TO TELL 'EM WHAT YOU'RE GONNA TELL 'EM, TELL 'EM THEN TELL 'EM WHAT YOU TOLD THEM. 
          WHAT WE'RE GONNA TELL YOU IS THAT YOU HAVE INVESTED YOUR DOLLARS TO REPLACE ITEMS IN THE BUILDINGS, UH, RELIGIOUSLY ACROSS YOUR PORTFOLIO IN TIME. 
          AND THAT THE AVERAGE BUILDING BEING BUILT IN THE MID FIFTIES, YOU'VE DONE THAT QUITE A BIT. 
          THERE GETS TO BE A POINT WHEN DOING THAT SAME STRATEGY PROVIDES YOU DIMINISHING ECONOMIC RETURNS, FINANCIAL RETURNS, BECAUSE THE NEEDS KEEP ACCELERATING. 
          ONCE YOU GET TO 70, 75, 80 YEARS IN A BUILDING, A BUILDING BUILT IN THE BABY BOOM WAS NOT BUILT LIKE THE BUILDINGS IN THIS HISTORIC QUADRANT, WHICH WERE BUILT FOR HUNDREDS OF YEARS AND WILL BE HERE, GOD WILLING, HUNDREDS OF YEARS, BABY BOOM. 
          SCHOOL BUILDINGS WERE NOT BUILT THAT WAY. 
          THEY WERE BUILT WITH 50, 60 YEAR LIVES, ASSUMING A LEVEL OF INVESTMENT ALMOST NOBODY HAS DONE BECAUSE BUILDINGS DON'T BEG FOR MONEY AT BOARD MEETINGS. 
          AND SO THEY DON'T GET TO THE LEVEL THAT THEY NEED. 
          THEY NEED ABOUT AN AVERAGE BUILDING IN THAT FIFTIES, SIXTIES. 
          PARA NEEDS ABOUT 2% OF ITS REPLACEMENT VALUE INVESTED EVERY YEAR TO KEEP UP WITH HOW IT WAS DESIGNED. 
          ALMOST NOBODY DOES THAT. 
          AND SO YOU GET TO YEAR 60, 70, 80 AND YOU'VE PILED UP WHAT WE CALL DEFERRED MAINTENANCE, WHICH IS THAT MAINTENANCE THAT WOULD HAVE BEEN ON THE 2% SCHEDULE BUT WAS NOT ACTUALLY INVESTED IN YET. 
          PILES UP. 
          AND THEN YOU START LOOKING AT OTHER FACTORS. 
          OKAY? SO WE'RE GONNA SAY IS YOU'VE DONE THAT VERY WELL AND THAT FOR A GOOD PORTION OF YOUR BUILDINGS STARTING AT YOUR SECONDARY LEVEL, WE RECOMMEND A DIFFERENT TACT, WHICH IS START TO IDENTIFY THE BUILDINGS THAT SHOULD BE REBUILT, NOT RENOVATED NEXT, HENCE THE QUEENS LAKE DISCUSSION. 
          OKAY, NEXT. 
          HISTORY OF THE FACILITIES. 
          ALRIGHT, SO THIS CHART HERE GIVES A VISUAL OF YOUR PORTFOLIO WHERE HERE IS YOUR SCHOOLS. 
          THE DOTS ARE THE DIAMETER OF THE CONSTRUCTION. 
          THE DIAMETER IS THE GROSS SQUARE FOOTAGE OR THE SIZE OF THE BUILDING IN THE YEAR CONSTRUCTED ALONG THIS TIMELINE. 
          SO HERE'S YOUR HIGH SEVEN BUILDINGS BUILT OVER 52 YEARS, 184,000 SQUARE FEET, 19 54, 59, 61, 62, 77, 78 ADDITION. 
          2006. 
          YOU GO DOWN THE LINE, YOU CAN SEE WHERE, WHERE BUILDINGS, UH, STARTED RE WAY BACK HERE. 
          AND WE'VE BEEN TACKING ON ADDITIONS OVER TIME. 
          THIS LINE IS YOUR GRAFTON LINE. 
          THIS IS THE LAST TIME YOU BUILT A FULL SCHOOL. 
          MM-HMM . 
          AND THEN TO THE RIGHT, YOU SEE LOTS OF TINY DOTS. 
          'CAUSE YOU PUT LOTS OF LITTLE ADDITIONS ON SINCE 96. 
          SO JUST VISUALLY, YOUR PORTFOLIO OF CAMPUSES ARE A, IN INDIVIDUALLY A PATCHWORK OF LITTLE BUILDINGS. 
          AND THAT IS AN ECONOMICAL WAY TO ADDRESS ADEQUACY NEEDS. 
          HEY, WE NEED A GYM. 
          HEY, WE NEED A THEATER. 
          HEY, WE NEED MORE CLASSROOMS IN THAT TIME. 
          AND THEN 30 YEARS GOES BY AND THEN THEY START TO HAVE THEIR NEEDS START ROLLING, ALL THOSE LITTLE THINGS. 
          AND YOU'RE STARTING TO PLAY WHACK WITH THE NEEDS AS THEY COME UP ACROSS THE CAMPUSES. 
          AND THEN YOU'VE GOT, UH, REDUNDANT SYSTEMS INSTEAD OF A SINGLE ENVELOPE WITH SINGULAR SYSTEMS AND SO ON AND SO FORTH, WHICH HAS ITS PROS AND CONS. 
          OKAY? BUT JUST TO VISUALLY DESCRIPTIVELY, THIS IS, UH, THE, THE DESCRIPTION OF YOUR PORTFOLIO OF SCHOOLS. 
          NEXT, HERE'S THE PRAISE, PART OF THE PRAISE. 
          WHEN WE JUST LOOKED AT THE EIGHT OF THOSE SYSTEMS, WE EXPECTED TO SEE A LITTLE OVER 400 MILLION IN, IN DEFICIENCY NEEDS IN THE NEXT 10 YEARS. 
          WE SAW 262 IN THE FIELD, WHICH MEANS WE'RE GOING IN THE FIELD. 
          I WAS 
          [00:25:01]
IN THE FIELD, LAUREN'S IN THE FIELD, AND TWO OF OUR COLLEAGUES, AND WE'RE LOOKING AT ROOFS, BOILERS, HVAC, ELECTRIC FLOORS, CEILINGS, LIGHTING, EVERYTHING. 
          WE'RE POKING AROUND AND WE ENDED UP MAKING A VISUAL CHECK IN THE FIELD. 
          HOW MUCH USEFUL LIFE DOES THIS SYSTEM BASED ON ITS STANDARD USEFUL LIFE HAVE LEFT? AND IT'S EXTENDED PAST WHAT WE WOULD NORMALLY SEE BECAUSE YOU'VE BEEN TAKING CARE OF THOSE SYSTEMS. A LA CART MM-HMM . 
          IN A LOT OF YOUR BUILDINGS. 
          SO THAT'S GOOD. 
          YOU ARE STRETCHING THOSE PENNIES IN THESE BUILDINGS AND THAT HAS A BENEFIT. 
          NEXT SLIDE TO A POINT. 
          THIS IS THE, TO THE POINT SLIDE. 
          THIS IS, UM, A WONDERFUL GRAPH THAT, UH, LAWRENCE PARTNER, MIKE, UH, MIKE ROSS PUT TOGETHER THAT SHOWS A FACILITY CONDITION INDEX THAT IS THE COST TO REPAIR ALL THOSE DEFICIENCIES OVER A REASONABLE TIMEFRAME. 
          I CHOOSE 10 YEARS AS THE, UH, AS THE DEMARCATION FOR MOST PROJECTS DIVIDED BY THE COST TO REPLACE THAT BUILDING. 
          OKAY? SO IF A BUILDING COSTS A HUNDRED MILLION DOLLARS TO BUILD, AND YOU HAVE $50 MILLION IN DEFICIENCIES OVER THE, UH, BETWEEN TODAY AND THE NEXT 10 YEARS, THEN THAT BUILDING HAS A 50% FCI COST TO REPLACE REPAIR DIVIDED BY COST TO REPLACE. 
          OKAY? IF YOU TAKE A BUILDING, AND WE'RE GONNA GET TO THIS LATER WITH RENOVATIONS, YOU DO A MAJOR RENOVATION. 
          YOU TAKE THAT THING LIKE SEAFORD UH, RENOVATION, RIGHT? WE WORKED WITH DAVID AND TEAM AND QUANTIFIED HOW MUCH THAT COST BY LINE ITEM, 80% THE COST OF NEW, OF A NEW SCHOOL, A TO THE STUDS RENOVATION. 
          YOU TAKE THAT BUILDING, YOU SHAKE IT UPSIDE DOWN, YOU SCRAPE EVERYTHING OFF THAT ISN'T BOLTED IN, AND THEN YOU REDO IT. 
          YOU'RE THREE QUARTERS, 80% THE COST OF A NEW BUILDING ALMOST EVERY DAY, ALMOST EVERYWHERE. 
          OKAY? SO WHAT THAT TELLS YOU IS, WHEN I'M AT AN 80% FCI, I MIGHT AS WELL DO WITH SEAFORD BIG MAJOR RENOVATION BECAUSE IF I JUST, I'LL LA CARTE FIXED EVERYTHING I'M GONNA SPEND THE SAME AMOUNT OF MONEY IS IF I JUST WENT IN THERE AND JUST REIMAGINED THE INTERIOR. 
          SO THAT'S ON THE, ON THE ECONOMICS OF A, OF AN HOW YOU USE AN FCI IN ONE CASE. 
          SO THE CLOSER YOU START GETTING TO THAT AMOUNT, THE MORE YOU START THINKING, AM I IN A RENOVATION ERA OR AM I IN A, JUST A REPAIR ERA? WHAT MAKES SENSE? AS BUILDINGS AGE, YOU GET TO THE 20 TO 25 YEAR MARK, ROOFS, WINDOWS START TO COME DUE, RIGHT? YOU TAKE CARE OF THOSE THINGS. 
          YOUR GRAB CI DIPS DOWN, BUT YOU GOT OTHER THINGS THAT ARE BUILDING IN THE BACKGROUND THAT AREN'T A PROBLEM TODAY WHEN IN YEAR 40, 45, 50 OF THAT BUILDING, I KNOW THE ELECTRICAL, HVAC, SOME OTHER MEP NEEDS START COMING DUE THAT HAVE LONGER LIFE CYCLES, AND THEY'RE NOT CHEAP. 
          OH, BY THE WAY, NOW YOU GOTTA DO THE ROOF AGAIN. 
          OKAY? SO THAT FC I'S GONE UP NOW YOU DO THE MAJOR MEP, THE MAJOR HVAC, THE ROOF AGAIN, BOOM, YOUR SCI GOES WAY DOWN AND IT CREEPS UP FOR ITS SECOND ROUND OF 25 MIRRORING THIS. 
          BUT YOU START AT A HIGHER POINT, AND THEN YOU DO THAT AND IT REPEATS THE CYCLE. 
          AND THEN YOU GET TO THIS MAGICAL YEAR 80, AND YOU DO THAT MAJOR RENOVATION. 
          IF YOU DO THAT AGAIN, NOW YOU'RE LEFT WITH THE SHELL, THE FOUNDATION THAT HAD A EX 50 YEAR LIFE THAT YOU COULD STRETCH TO 70 AND THAT THAT'S NOW IN ITS EIGHTIES. 
          AND YOU'RE NIPPING AND YOU'RE POINTING AND YOU'RE KEEPING THINGS, JIMMYING THINGS TOGETHER, AND THEN THE OTHER NEEDS START COMING DUE, AND NOW YOU'RE IN NEXT, NEXT CLICK. 
          NOW YOU'RE IN THE DIMINISHING RETURN ZONE WHERE IT, YOU'RE AT THE POINT WHERE JUST CONTINUING WITH THAT, IT'S FIXED, BREAK IT, YOU KNOW, IT'S, IT'S, IT'S FIXED BREAK IT, IT'S BROKE FIX IT KIND OF APPROACH STARTS TO NOT BE SO ECONOMICAL. 
          OKAY? YOU GOT A LOT OF BUILDINGS HERE. 
          OKAY, WHERE, WHERE IN THIS GETTING IN THIS OR APPROACHING THIS POINT WHERE THE ECONOMICS OF CONTINUING TO RENOVATE IT, UM, DON'T ADD UP SO MUCH AS LOOKING AT A REPLACEMENT. 
          AND THERE'S OTHER FACTORS BESIDES JUST THE CONDITION AND COST THAT GO INTO, UH, A DECISION OF REPLACE VERSUS MODERN CONTINUED MODERNIZATION. 
          AND I'M GONNA GET TO THAT HERE IN A MINUTE. 
          I THINK IT'S ALSO IMPORTANT TO NOTE THAT IT'S NOT JUST THAT 80 YEAR RANGE. 
          WE, WE DO TYPICALLY SEE THE BUILDINGS GET TO THAT POINT AT 80 YEARS, BUT ALSO THAT 80% OF USEFUL LIFE LEFTOVER. 
          UM, SO SOME OF 
          [00:30:01]
THE BUILDINGS THAT WE'VE SEEN ARE DOING BETTER FOR THEIR AGE AND SOME ARE DOING WORSE FOR THEIR AGE. 
          SO IT'S NOT JUST, YOU KNOW, AT 80 YEARS, THAT'S PERFECTLY WHEN IT TURNS OVER. 
          IT, IT KIND OF DEPENDS ON THE BUILDING AND THE AMALGAMATION OF THE DIFFERENT BUILDINGS WITHIN IT. 
          THAT'S RIGHT. 
          ARE YOU, UH, WHAT, AND THAT GOES BACK TO THE EARLIER DISCUSSION. 
          ARE YOU BUILT WITH STONE OR ARE YOU BUILT WITH BRICK THAT LIKES TO EXPAND AND CONTRACT AND EXPAND AND CONTRACT, UH, OVER TIME. 
          OKAY, NEXT QUICK QUESTION THOUGH, IS GRAFTON AND SEAFORD IDENTICAL GRAFTON WAS COMPLETELY REBUILT AFTER THE FIRE. 
          WOULD THAT BE A, WOULD THAT BE YOUR 80% CASE? SO, SO CRAFTON AFTER THE FIRE, SO I DON'T HAVE THE NUMBERS FOR WHAT THE DEF THE DEFICIENCIES CAUSED BY THE FIRE WERE, BUT UM, THAT WAS JUST A FULL REBUILD IF, UNLESS I'M MISTAKEN. 
          NO, THAT WAS NOT A FULL REBUILD. 
          UH, THAT WAS A RENOVATION OF AIR CONDITIONING, I THINK ROOF AT THE TIME. 
          UM, THE ACTUAL FIRE WAS JUST IN THE ELECTRICAL ROOM AND WE HAD SMOKE DAMAGE THAT, SORRY, GO AHEAD. 
          HAD TO GET CLEAN. 
          THAT'S WHAT, AND THE INSURANCE COVERED IT. 
          INSURANCE COVERED A LOT. 
          I JUST WONDERING WHETHER THAT WAS CONSIDERED A, AS MUCH OF A REBUILD AS WHAT SEAFORD WAS. 
          I I DIDN'T HAVE CLEANED EVERYTHING. 
          YEAH. 
          AND MY, MY APOLOGIES. 
          I WAS RIGHT. 
          I WAS THINKING PRIOR TO THE NEW CONSTRUCTION IN 96, BUT NO POSE, THAT LITTLE FIRE THAT WAS NOT APPLES AND ORANGES. 
          OKAY. 
          UH, SEAFORD WAS MUCH MORE, YOU KNOW, WOULD'VE BEEN, THANK YOU. 
          YOU HAVE THE INSURANCE AND THAT KIND SEAFORD WAS A HEAVY RENOVATION THAN YEAH. 
          AND, UH, ADDITION. 
          MM-HMM. 
          RIGHT. 
          IS THIS, IS THIS CHARGE AS AN EXAMPLE OR IS THIS ACTUAL YORK COUNTY DATA? YES, SIR. 
          THAT'S AN, THAT'S, UH, AN EXAMPLE ONLY, UM, IT, IT STATES A GENERAL PRINCIPLE THAT WE'VE SEEN. 
          I'VE SEEN IT EVERYWHERE. 
          RIGHT. 
          UM, PARTICULARLY WITH BUILDINGS BUILT FORTIES, FIFTIES, SIXTIES, SEVENTIES, EIGHTIES, IN THAT TIME, UH, SLIGHTLY DIFFERENT IF YOU'RE LOOKING AT A 1920S WPA OR A ERA BUILDING THAT WAS BUILT FOR THE MILLENNIA. 
          RIGHT. 
          OKAY. 
          UH, LAUREN IS GONNA TALK A LITTLE BIT ABOUT OUR FACILITY CONDITION ASSESSMENT. 
          SO YOU GET LITTLE POP UNDER THE HOOD ABOUT HOW WE DID IT, WHAT WE LOOKED AT, AND HOW IT WENT FROM THE OBSERVATIONS TO THE COST. 
          UM, SO HERE'S KIND OF A BACKEND OF WHAT WE LOOKED AT, AND THERE'S A LOT OF INFORMATION ON HERE. 
          SO I'M GONNA KIND OF DIAL DOWN BY EACH. 
          SO WE DID A FACILITY CONDITION ASSESSMENT, OR SOMETIMES WE REFER TO IT AS AN FCA, BUT THAT'S A FACILITY CONDITION ASSESSMENT OF EACH BUILDING. 
          AND WE TOOK THAT AND WE FURTHER BROKE IT DOWN INTO EACH YEAR OF EACH BUILDING. 
          SO FOR EXAMPLE, BETHLEM MANOR IS UP HERE. 
          THERE'S ACTUALLY FOUR BUILDINGS WITHIN BETHLEM MANOR. 
          THE FIRST ONE WAS THE 19 60, 60 TO 63, UM, PORTION OF THE BUILDING. 
          SO WE LOOK AT IF IT'S A, AN ADDITION THAT'S BUILT IN A CERTAIN YEAR OR A MAJOR MODERNIZATION. 
          AND WE, WHEN WE SPEAK ABOUT MAJOR MODERNIZATION, WE'RE THINKING, YOU KNOW, COMPLETELY SOUP TO NUTS AS DAVID MENTIONED, ROOF REPLACEMENT, NEW HVAC, NEW ELECTRICAL, NEW FINISHES, TRULY EVERYTHING EXCEPT YOU REALLY KIND OF JUST STOPPING AT THE STRUCTURAL EXTERIOR WALLS. 
          THAT'S THE ONLY THING THAT YOU'RE NOT MAKING ANY MODIFICATIONS TO. 
          AND THE FACILITY CONDITION ASSESSMENTS THAT WE DO, LOOK ONLY AT THE PHYSICAL CONDITION OF THE BUILDING. 
          IT SAYS NOTHING ABOUT THE NUMBER OF ROOMS OR HOW LARGE THE ROOMS ARE OR YOU KNOW, HOW THEY FEEL. 
          AND SOME OF THE MORE INTANGIBLES THAT YOU KNOW, YOU WANT WHEN YOU'RE COMING INTO A CLASSROOM. 
          IT'S SPECIFICALLY THE PHYSICAL CONDITION AS IT STANDS AT THAT MOMENT FOR THE BUILDING. 
          SO WE GAVE EACH, UM, SYSTEM WITHIN EACH BUILDING, EACH SUB BUILDING OF EACH BUILDING A SCORE FROM ZERO TO FIVE, ZERO IS YOUR MOST IMMEDIATE NEED. 
          SO THINGS FROM, YOU KNOW, MAYBE WITHIN FIVE YEARS YOU NEED TO REPLACE IT OR YESTERDAY, UH, FIVE IS EXCELLENT. 
          YOU REALLY DON'T NEED TO WORRY ABOUT THIS UNTIL ABOUT 25 YEARS FROM NOW. 
          SO THE PURPOSES OF THIS PLANNING PERIOD, WE'RE NOT GONNA CONSIDER IT. 
          WE HAD TWO PIECES OF INFORMATION WHEN WE WERE IN THE FIELD THAT WAS PARTICULARLY HELPFUL. 
          SO THE FIRST WAS THE AGE-BASED SCORE. 
          SO YOU'LL SEE THAT ON THE LEFT SIDE. 
          UM, SO FOR ROOFING SYSTEMS TOWARDS THE BOTTOM, THE AGE-BASED SCORE FOR THIS SPECIFIC PART OF THE MANNER WAS A FIVE. 
          BUT WE ALSO HAD THE CLIENT SCORE, AND THAT WAS YORK COUNTY SCHOOL DEPARTMENT SCORE FOR THAT SPECIFIC, UM, AREA OF THE BUILDING. 
          AND THAT WAS A ONE. 
          SO THE WAY THAT WE USE THAT INFORMATION IS THAT TELLS US THAT THE ROOF ITSELF IS, IS PRETTY NEW, BUT THERE MUST BE SOME PROBLEMS. THEY MUST BE EXPERIENCING SOME LEAKS. 
          UM, OR THERE MUST BE A, AN AREA OF THAT BUILDING THAT IS NOT DOING AS WELL THAT WE WANNA MAKE SURE WE PAY PARTICULAR ATTENTION TO. 
          SO THEN WE WOULD USE THE FIELD SCORE. 
          SO GO BACK FOR ONE SECOND. 
          SO THEN THIS WAS JUST A REFERENCE POINT, AND THIS IS WHERE THAT 400 MILLION IN ANTICIPATED NEEDS COMES FROM BECAUSE THIS IS JUST PURELY BASED ON AGE. 
          A HANDFUL OF SYSTEMS HAD THE DISTRICT OR THE DIVISION SCORES THAT WE USE THAT AS A REFERENCE. 
          AND THESE WERE, THESE WERE JUST REFERENCE POINTS FOR US. 
          AND THEN WE WOULD SAY, BASED ON OUR OBSERVATIONS IN THE FIELD WITH THIS DATA AND WHAT 
          [00:35:01]
WE'RE SEEING WITH OUR OWN EYES AND TALKING TO THE BUILDING PRINCIPALS, WE'RE GIVING THIS A THREE, WE'RE GIVING THIS A TWO FOUR, AND THAT'S WHAT GENERATES THE SCORE. 
          YES. 
          SO THANK YOU. 
          SO AGAIN, A LOT OF NUMBERS ON THIS SCREEN. 
          SO THIS IS THE SCORES THAT WE ACTUALLY DID. 
          SO AS DAVID SAID, WHEN WE WENT THROUGH EACH SPACE AND EACH SUB COMPONENT OF EACH SPACE, WE WOULD LOOK AT THE AGE BASED SCORE AND THEN THE CLIENT SCORE AND WHAT WE SEE IN THE FIELD. 
          AND WE MIGHT UPGRADE OR DOWNGRADE THINGS BASED ON WHAT WE SEE. 
          SO, YOU KNOW, A, A ROOF THAT WAS OLDER BUT WAS MELT WELL MAINTAINED THAT MAYBE WOULD'VE HAD A, A ONE AS AN AGE-BASED SCORE, BUT WE'RE REALLY NOT SEEING ANY EVIDENCE OF HOLDING WATER OR PLASTICIZING OF THE TPO. 
          WE WOULD UPGRADE THAT TO A TWO. 
          SO THAT WOULD, YOU KNOW, PUSH IT OUT A LITTLE BIT LONGER. 
          OR MAYBE IN THE CASE OF, OF FINISHES, THE SCORE MIGHT HAVE BEEN A THREE, BUT MAN, YOU KNOW, THERE'S, THEY'VE REALLY SEEN SOME HEAVY TRAFFIC DOWN THAT HALLWAY. 
          MAYBE IT'S BACKED BY THE LOCKER ROOMS OR, OR PHYSICAL EDUCATION CORRIDOR. 
          AND SO WE'VE, WE'VE SEEN A LOT MORE TRAFFIC THERE THAN WE WOULD'VE EXPECTED. 
          SO WE MIGHT DOWN THAT TO IT TOO. 
          UM, SO THAT IS ALL COMPILED FOR EACH OF THOSE AREAS OF THE BUILDING, EACH OF THOSE PIECES THAT WE ASSESSED INTO A LARGE CHART. 
          UH, SO WE WRAPPED ALL THAT INFORMATION UP INTO AN OVERALL FACILITY CONDITION INDEX. 
          THAT'S THAT FCI THAT YOU SEE AT THE TOP IN THE MIDDLE WITH THE YELLOW BARS FOR EACH BUILDING. 
          UM, AND THAT'S ALSO WEIGHTED, THAT'S WEIGHT AN AVERAGE OF THE SCORES THAT'S WEIGHTED BY THE SQUARE FOOTAGE. 
          BUT ALSO THE COST, OBVIOUSLY THE COST OF YOUR CEILING TILES VERSUS THE COST OF YOUR ROOF ARE NOT THE SAME THING. 
          SO WE DON'T WANT TO TREAT THEM THE SAME. 
          WE WEIGHT THAT AVERAGE. 
          SO WE'VE DONE AN FCI FOR NOW TILL 10 YEARS, AND THAT'S THAT LEFT YELLOW BAR. 
          AND THEN WE'VE ALSO DONE ONE FOR NOW UNTIL 20 YEARS. 
          AND THAT'S THAT'S RIGHT PIECE. 
          SO THAT'S JUST FURTHER PROJECTION FOR YOU GUYS TO SEE IN ANOTHER 10 YEARS. 
          WHAT IS THAT BUILDING GOING TO LOOK LIKE? SO TOP LINE BETHEL MAN ELEMENTARY FCI SCORE 10 YEARS OR 23%. 
          23% WHAT? 23% OF ITS USEFUL LIFE. 
          SO THE FURTHER IT GETS TO THE RIGHT, THE CLOSER TO A HUNDRED PERCENT, THE CLOSER, THE MORE OF ITS USEFUL LIFE THAT IT HAS COME. 
          SO THAT'S SAYING OVER THE NEXT 10 YEARS, IT WILL CONSUME 23% OF ITS USEFUL LIFE IN THE NEXT 20 YEARS, IT'LL CONSUME PERCENT OF IT'S USEFUL LIFE. 
          UH, I ANOTHER WAY SPECIFICALLY WHAT IT MEANS RIGHT HERE IS THAT WE ASSESS 8.6 MILLION IN NEED ACROSS THE NEXT 10 YEARS. 
          SOME OF THAT'S DUE TODAY. 
          SOME OF IT'S DUE THE NEXT FIVE YEARS. 
          SOME OF IT'S BETWEEN SIX AND 10. 
          WE ASSESS ITS REPLACEMENT VALUE AT JUST UNDER 37 MILLION. 
          OKAY. 
          SO THE DEFICIENCIES ARE APPROXIMATELY A QUARTER OF THE REPLACEMENT VALUE, HENCE THE FCI IS APPROXIMATELY A QUARTER. 
          OKAY. 
          OKAY. 
          THAT MAKES, OKAY, MAKES SENSE. 
          AND THEN SOME OF THOSE ASPECTS, YOU KNOW, IF, IF IT HAS CONSUMED ALL OF ITS USEFUL LIFE FOR ITS MAJOR SUBSYSTEMS, YOU'RE NOT GOING TO REPLACE THINGS LIKE A STRUCTURAL WALL OR STRUCTURAL ROOF OR STRUCTURAL FOUNDATIONS. 
          THAT JUST DOESN'T MAKE GOOD FINANCIAL SENSE TO DO. 
          UM, SO ONCE WE SEE BUILDINGS GETTING, YOU KNOW, CLOSER TO THAT 80, 90%, THAT'S WHERE WE GO BACK TO THAT ORIGINAL GRAPH. 
          UM, AND WE HAVE A DECISION TO MAKE. 
          AND YOU CAN SEE THAT ON THE RIGHT HAND, YOU CAN STAY HERE WHERE THAT DEFICIENCIES OR DEATHS ZERO TO TWO HBA MODEL. 
          WHAT THAT IS SHOWING IS OVER THE NEXT 10 YEARS, THIS IS THE 418 MILLION WE EXPECTED TO SEE BY BUILDING. 
          AND YOU CAN SEE FOR MOST OF THEM, THERE'S LESS THAT WE SAW THAN WE EXPECTED, BUT FOR SOME IT'S PRETTY SIMILAR. 
          YES. 
          SO AGAIN, MAJOR TAKEAWAYS. 
          UM, THE AGE-BASED, WHAT WE EXPECTED TO SEE AND WHAT WE ACTUALLY SAW, WHAT IT WAS LESS, WHAT WE ACTUALLY SAW. 
          SO YOU HAVE DONE A REALLY GOOD JOB OF STAYING AHEAD OF THINGS IF THERE'S A LEAK, UM, IT'S FIXED QUICKLY BEFORE IT'S ABLE TO GET DOWN INTO THE INSULATION OF THE, THE ROOF. 
          UM, YOU'RE NOT LETTING THINGS LINGER. 
          SO YOU HAVE MAINTAINED YOUR BUILDINGS VERY WELL. 
          UM, WE DID SEE SIX CAMPUSES THAT HAD FACILITY CONDITION INDEXES OF 40% OR MORE WITHIN THE NEXT 10 YEARS. 
          AND WE'VE HIGHLIGHTED THOSE. 
          UM, AND THEN ALSO WITHIN, ONCE YOU GET TO 20 YEARS, THAT NUMBER JUMPS UP TO 14. 
          IS THIS BEFORE THE CURRENT FUNDING FOR TAB? YES. 
          OKAY. 
          SO TAB SHOULD LOOK LIKE BRUTON WHEN WE'RE DONE WITH THE PROJECT. 
          UH, I, I'D HAVE TO DEFER TO YOU. 
          SO IF WE, DO WE DO THE FULL RENOVATION AT TAB? YEAH, THAT IS CORRECT. 
          WOULD YOU FEEL THAT WOULD COME BACK TO YES, THAT IS CORRECT. 
          THEY BUILT AT THE SAME TIME SAME MODEL? THAT'S CORRECT. 
          YOU, YOU WOULD SEE A COMMISERATE FCI IT WOULD COME DOWN BECAUSE YOU WOULD, YOU WOULD TAKE CARE OF ALL THOSE NEEDS OR MOST BRUTON WE'RE WORKING ON THE HVAC NOW. 
          WE DID THE ROOF RECENTLY. 
          MM-HMM. 
          BRUIN TAB ARE BASICALLY STRUCTURALLY THE SAME BUILDING THAT'S, BUT THEY'RE BUILT, UH, SIX YEARS APART, RIGHT? YEAH, THAT'S, WELL, I MEAN, YEAH, SO THAT'S A GREAT WAY TO POINT THAT OUT OF THE 
          [00:40:01]
INVESTMENT THAT YOU'RE MAKING IN, IN TAP HIGH SCHOOL WILL THEN PUSH IT DOWN TO LOOK MORE LIKE BRUTON. 
          UH, WE ASSESS BASED ON SOLELY WHAT WE SAW THAT DAY. 
          WE DIDN'T, YOU KNOW, WANNA TAKE INTO ACCOUNT THINGS THAT MAY OR MAY NOT HAPPEN, UM, OR THINGS THAT THAT COULD CHANGE AS THEY'RE IN DESIGN. 
          UM, SO WE JUST SPECIFICALLY LOOKED AT WHAT WE SAW WHEN WE WERE WALKING THE BUILDINGS. 
          SO AGAIN, YOU SEE, YOU KNOW, LIKE THE TAB HIGH SCHOOL OR QUEENS LAKE MIDDLE SCHOOL, ONCE YOU'RE GETTING BACK TO THAT ORIGINAL CHART, YOU'RE GETTING INTO THOSE 80%, UH, FACILITY CONDITION INDEXES. 
          THAT'S WHERE THAT DIMINISHING RETURN FOR DOING THE COMPONENT REPLACEMENTS OR MODERNIZATION STARTS TO HAPPEN. 
          SO YOU MIGHT PUT A LOT OF MONEY INTO IT, BUT IT'S ONLY DROPPING YOUR FACILITY CONDITION INDEX DOWN TO LIKE THE 50% RANGE. 
          UM, SO THAT'S, THAT'S A CONSIDERATION. 
          ANOTHER CONSIDERATION AS WE GET INTO, OKAY, SO WHAT DO WE DO IF THE CONDITION DATA, LAUREN MENTIONED THE FCA WAS PURELY THE CONDITION, BUT WE ALSO LOOKED AT CAPACITY AND WE MEASURED FUNCTIONAL ADEQUACY. 
          I'M GONNA GIVE YOU THE THREE DIFFERENT METRICS THAT WE USE AND HOW WE DID THAT. 
          OKAY, SO FIRST OF ALL, UM, OBSERVATION. 
          IF YOU'RE GONNA BUILD A NEW SCHOOL TODAY, AN ELEMENTARY SCHOOL, A RULE OF THUMB IN MOST PLACES IN SOME STATES HAVE THIS, THAT, THAT STATES THAT ACTUALLY CONTRIBUTE TO, TO SCHOOL FUNDING HAVE THIS AS A, AS A STANDARD 125 SQUARE FOOT OF STUDENT FOR AN ELEMENTARY SCHOOL. 
          THAT'S A SOLID AVERAGE AMOUNT OF SPACE PER KIT. 
          150 FOR A MIDDLE 175 FOR A HIGH 225 PER CAREER TECH SCHOOL. 
          THESE ARE GENERAL AMOUNTS OF SPACE PER CHILD NEEDED FOR CLASSROOMS NEEDED FOR RESOURCE ROOMS, CAFETERIAS, HALLWAY, WI WIDTHS OFFICES, BLAH, BLAH. 
          OKAY? IT GETS MORE AS KIDS GET BIGGER 'CAUSE THEY GET, THEY CAN DO MORE STUFF. 
          CHEMISTRY LABS, BIGGER GYMS, LOCKER ROOMS, THAT KIND OF THING. 
          OKAY? UH, WE LOOKED AT EVERY SINGLE FLOOR PLAN IN EVERY SINGLE ROOM. 
          HOW WAS THAT DESIGNED? AND SAID, OKAY, WHAT'S THE CAPACITY AS THIS SCHOOL S AND C IS MY COMPANY? HOW LIKE STARTS COMPANY? WHAT'S THE DESIGN CAPACITY? AND THEN WE SAID, ALL RIGHT, WELL WHAT'S THAT DESIGN CAPACITY DIVIDED BY THE SQUARE FOOTAGE? AVERAGE ELEMENTARY SCHOOL IS 93 SQUARE FOOT A KID, WHICH IS STANDARD FOR A OLD DOUBLE LOADED CORRIDOR STANDARD 50, 60, 70 SCHOOL, ONE CORRIDOR HOMOGENOUS CLASSROOMS, A HALF A GYMATORIUM AND A PRINCIPAL'S OFFICE TODAY YOU HAVE ART, YOU HAVE MUSIC, YOU HAVE SPECIAL EDUCATION, YOU HAVE COMPUTERS, YOU HAVE OTHER THINGS THAT START TO SPILL INTO SPACES. 
          AND THAT IS WHY THE AVERAGE TODAY FOR AN ELEMENTARY SCHOOL ACROSS THE BOARD THAT I SEE A STANDARDS ABOUT 125 SQUARE FOOT A KID. 
          THAT'S HOW YOU'RE USING THEM. 
          SO THEN WE LOOKED AT YOUR MASTER SCHEDULES AND WE MATCHED YOUR MASTER SCHEDULES ROOM BY ROOM. 
          HOW MANY KIDS ARE LOADED IN WHAT CLASSES, AT WHAT SIZES DOING WHAT THINGS YOU'RE USING YOUR BUILDINGS AT 126 SQUARE FOOT KID, YOUR PRINCIPALS ARE USING THE BUILDINGS BECAUSE THEY'RE GOBBLING UP CLASSROOMS THAT WERE DESIGNED TO HAVE 23 KIDS IN THEM TO HAVE MUSIC, TO HAVE SPECIAL EDUCATION, TO HAVE A COMPUTER ROOM, THAT KIND OF THING. 
          AND I'LL SHOW EXACTLY WHERE THAT IS, HOW THAT QUANTIFIES IN A MINUTE. 
          SO YOUR BUILDINGS WERE DESIGNED IN A DIFFERENT ERA. 
          YOUR TEACHERS ARE AND PRINCIPALS ARE USING THEM FOR TODAY'S NEEDS. 
          UH, AND SO THAT, THAT'S THE KEY THING HERE. 
          YOU'RE, YOU'RE TAKING A REGULAR CLASSROOM. 
          THIS IS MUSIC. 
          THIS IS NOT DESIGNED AS A MUSIC ROOM. 
          IT'S BEING USED THIS ONE BECAUSE YOU WANT MUSIC. 
          UH, OKAY, SO HERE WE LOOKED AT ALL OF THESE, UH, CLASS 58 ELEMENTARY CLASSROOMS THAT WERE BEING USED FOR SOMETHING OTHER THAN EDUCATION. 
          HALF OF THEM ARE BEING USED FOR SPECIAL ED BECAUSE WHEN THE BUILDINGS WERE DESIGNED, SPECIAL EDUCATION WAS NOT A THING LIKE IT IS TODAY. 
          THE, THE LOT OF THE REMAINDER ARE VPA VISUAL AND PERFORMING ARTS, ART, MUSIC, DANCE, UH, COMPUTER SCIENCE, AND THEN MISCELLANEOUS. 
          AND SO ONE OF THE THINGS THAT I LOOK AT DOING A MASTER PLAN IS HOW EFFICIENTLY AND EFFECTIVELY ARE BUILDINGS BEING USED? ARE THERE LOTS OF CLASSROOMS THAT ARE SITTING THERE AS STORAGE? 
          [00:45:01]
DO YOU HAVE THREE TEACHER LOUNGES? YOU KNOW, ARE, ARE YOU SPREAD OUT AND HAVE LOTS OF EXTRA ROOM? OR IS THE ROOM ARE, ARE YOU THE CON CONVERSE OF THAT? ARE YOU JAMMED IN AND AND OVERCROWDED? YOUR ELEMENTARY SCHOOLS ARE FULL ON THE NET AND THEY'RE BEING USED APPROPRIATELY IN SO FAR AS WE COULD SAY, AND WE QUANTIFIED IT TO THE ROOM. 
          WHAT ARE THOSE NUMBERS IN THE BOXES? THESE ARE BY ELEMENT BY SCHOOL, THE COUNT OF CLASSROOMS THAT WE OBSERVE BASED ON THE MASTER SCHEDULE AND UH, UH, HOW THEIR A REGULAR CLASSROOM IS BEING USED FOR SOMETHING OTHER THAN REGULAR INSTRUCTION. 
          SO AT DARE ELEMENTARY SCHOOL, THERE ARE SIX CLASSROOMS THAT WERE DESIGNED AS A REGULAR CLASSROOM THAT ARE BEING USED FOR SPECIAL EDUCATION, RIGHT? UH, THERE ARE FIVE AT MCGRUDER. 
          OKAY, WHY WOULDN'T EVERY SCHOOL HAVE AT LEAST ONE IN GENERAL EDU INSTRUCTION? WHAT DOES THAT MEAN? UH, OKAY, SO WHAT THAT MEANS IS THERE'S 338 CLASSROOMS, 58 OF WHICH ARE BEING USED FOR SOMETHING OTHER THAN GENERAL INSTRUCTION. 
          HALF OF THAT 58 IS SPECIAL EDUCATION, AND THEN THE, THEN THE ARTS, THEN COMPUTERS, AND THEN MARINE FOR MAJOR OTHER THINGS. 
          ALRIGHT, SO THAT OTHER GRAPH REFLECTED THAT 58? YES SIR. 
          THAT'S CORRECT. 
          OKAY. 
          ALRIGHT. 
          SO ADEQUACY THAT THAT'S, WE LOOKED AT CAPACITY, WE LOOKED AT HOW IS IT DESIGNED, HOW IS IT BEING USED? IS IT BEING USED, UM, FOR A, A DESIGN FOR A SPECIFIC PURPOSE TO DIRECTLY SUPPORT OR EDUCATE KIDS? AND THE ANSWER IS YES. 
          YOU KNOW, WE, WE HAVE THAT DOWN. 
          WE HAVE IT MATCHED FOR EVERY, EVERY SCHEDULE FOR EVERY ROOM. 
          THE NEXT THING WE LOOKED AT IS ADEQUACY. 
          AND THIS IS CAN BE SQUISHY. 
          WHAT IS AN ADEQUATE SCHOOL? WE'RE NOT TALKING ABOUT THE QUALITY OF INSTRUCTION. 
          WE'RE NOT RATING PEOPLE. 
          WE'RE LOOKING AT SPACE. 
          AND YOU COULD DO THIS IN A HUNDRED DIFFERENT WAYS. 
          AND I'VE BEEN INVOLVED IN PROJECTS THAT HAVE DONE IT LITERALLY A HUNDRED DIFFERENT WAYS. 
          AND WHEN IT COME DOWN, COMES DOWN TO IT, WHAT MATTERS? HOW BIG ARE YOUR CLASSROOMS? DO YOU HAVE RESOURCE ROOMS SUFFICIENT TO HELP KIDS WHO NEED ACCELERATION OR REMEDIATION? IF YOU GOT THOSE TWO THINGS, YOU GOT A LOT. 
          SEEING NATURAL LIGHT IS REALLY NICE. 
          THERE ARE LOTS OF OTHER THINGS YOU CAN PUT INTO ADEQUACY. 
          BARE BONES. 
          HOW BIG ARE YOUR CLASSROOMS? WHAT KIND OF RESOURCE ROOMS PULL OUT ACCELERATION, REMEDIATION, DO YOU HAVE ACCESS TO LOOK AT SIZE? TWO DIFFERENT WAYS. 
          ONE IS AN ABSOLUTE 700 SQUARE FEET. 
          LAUREN'S GONNA SHOW A VISUALIZATION OF WHY THIS MATTERS IN A MINUTE. 
          BUT I, BUT I WILL TELL YOU THAT IN, IN DOING THIS WORK, UH, FOR A, A NUMBER OF YEARS ACROSS THE COUNTRY, GENERALLY SPEAKING, WHEN YOU GET A CLASSROOM UNDER 700 SQUARE FEET, YOU ARE ALMOST ENSURING LECTURE BASED INSTRUCTION IN THE ROOM. 
          IT IS VERY HARD TO DO ANYTHING OTHER THAN GET KIDS TO SIT IN A ROW AND LISTEN TO SOMEBODY TALK. 
          YOU CAN'T REARRANGE WORKING IN SMALL GROUPS, PARTICULARLY AS BODIES GET BIGGER, THAT GETS HARDER. 
          UH, THE OTHER THING IS 36 SQUARE FOOT A KID BASED ON USE. 
          SO I MATCHED, I SAID WE MATCHED THE MASTER SCHEDULE TO EACH ROOM. 
          SO THIS IS WHAT KIND OF SPACE DOES THE BUILDING PROVIDE AT THE CLASSROOM LEVEL? THIS IS HOW MANY KIDS ARE ACTUALLY IN THOSE CLASSROOMS PER SQUARE FOOT? 36 SQUARE FOOT. 
          A KID IS GENERALLY ALIGNED TO THIS NUMBER TO GIVE AN AN IDEA ABOUT A ROOM THAT IS RIGHT SIZED FOR 23, 24, 25 PLUS KIDS TO MOVE AROUND A LITTLE BIT AND DO MORE THAN SIT IN A ROW. 
          AND SO WE GAVE, UH, AND THE FINAL ONE IS THE STUDENTS PER RESOURCE ROOM. 
          HOW MANY RESOURCE ROOMS DO YOU HAVE? HOW MANY KIDS ARE IN THAT CAPACITY OF THE BUILDING RELATIVE TO THOSE RESOURCE ROOMS? THE HIGHER THE NUMBER, THE LESS ACCESS THOSE KIDS HAVE TO A RESOURCE ROOM. 
          OKAY? SO WE JUST DID A COMPOSITE RANKING WAS THE LOWEST NUMBERS. 
          THAT IS THE BEST AND THE HIGHEST NUMBER IS THE WORST. 
          ELEMENTARIES, MIDDLES HIGHS. 
          RED IS HIGH. 
          YOU CAN JUST SEE BY AND LARGE YOUR ELEMENTARY SCHOOLS ARE MORE FUNCTIONALLY ADEQUATE ON THIS BASE STANDARD THAN ARE YOUR MIDDLES AND HIGHS. 
          THERE'S A COUPLE REASONS FOR THIS. 
          ONE OF THEM, QUITE FRANKLY, ARE BAD DESIGN STANDARDS FROM DECADES AGO THAT SAID, HEY, GUESS WHAT? WHEN KIDS ARE LITTLE IN KINDERGARTEN, THEY NEED TO MOVE AROUND. 
          THEY WIGGLE. 
          SO WE NEED TO HAVE A READING PART OF THE ROOM AND WE NEED TO HAVE A, A SMALL GROUP PART OF THE ROOM AND WE NEED TO HAVE EVERYBODY OVER HERE. 
          AND THERE'S WHERE THEY'RE GONNA BUILD BLOCKS. 
          [00:50:01]
SO WE NEED 900 SQUARE FEET IN A ROOM AT LEAST, IF NOT A THOUSAND. 
          BUT AS KIDS GET BIGGER, THEIR LITTLE KESTER CAN SIT IN A ROW AND WE'RE GONNA MAKE 'EM SIT IN A ROW AND LISTEN TO US. 
          AND SO THE ROOM'S GOT SMALLER, THE KIDS GOT BIGGER. 
          HERE YOU GO. 
          YOU GOT LEGACY SCHOOLS. 
          YOU HAVEN'T BUILT A NEW SCHOOL SINCE 96. 
          WHEN THE STANDARDS WERE IN THAT PYRAMID LOGIC, AS KIDS GOT BIGGER, THE ROOMS GOT SMALLER. 
          OKAY, UH, NEXT, UM, WAIT, WAIT, I'M SORRY. 
          GO BACK A LITTLE BIT. 
          I KEY TAKEAWAY HERE, UH, THE BIG PICTURE, YEAH, IT'S YOUR MIDDLES AND YOUR HIGHS. 
          ON AVERAGE, 57% OF MIDDLE AND HIGH SCHOOL CLASSROOMS OFFER LESS THAN 60 36 SQUARE FOOT A KIT. 
          44% ARE UNDER 700 SQUARE FEET AND RELATIVELY FEW RESOURCE ROOMS, LAUREN. 
          SO I THINK IT'S HELPFUL TO HAVE A VISUAL OF WHAT THIS MEANS BECAUSE, UH, MOST PEOPLE DON'T UNDERSTAND WHEN YOU, YOU TALK ABOUT 700 SQUARE FEET OR 800 SQUARE FEET, WHAT'S THE DIFFERENCE? SO WHAT WE'VE SHOWN HERE IS AN ILLUSTRATION OF FOUR DIFFERENT SCENARIOS. 
          ALL OF THEM ARE CLASSROOMS FOR 24 STUDENTS. 
          ALL OF THEM HAVE THE EXACT SAME NUMBER AND TYPE OF PIECES OF FURNITURE. 
          THEY'RE JUST ARRANGED A LITTLE BIT DIFFERENTLY. 
          SO ON THE BOTTOM LEFT, UM, YOU'VE GOT YOUR, YOUR LECTURE ACROSS HERE AND YOU'VE GOT 650 SQUARE FEET VERSUS 850 SQUARE FEET. 
          THE REASON WE USE 650 SQUARE FEET VERSUS 700 IS THAT'S WHAT WE SAW. 
          THERE WERE A LOT OF CLASSROOMS THAT WERE IN THAT 650 SQUARE FOOT RANGE. 
          UM, SO JUST TO ILLUSTRATE KIND OF THE DIFFERENCES. 
          SO AGAIN, 650 SQUARE FEET HERE VERSUS 850 SQUARE FEET HERE. 
          SO AT SIX 50 IN A LECTURE STYLE ARRANGEMENT, WHICH IS KIND OF THE MOST TRADITIONAL LEARNING STYLE, THIS IS REALLY TIGHT. 
          THIS, THIS POOR STUDENT IS REALLY RIGHT UP ON THE TEACHER'S DESK. 
          UM, IT'S PRETTY DIFFICULT TO WALK AROUND THE PERIMETER, THE CLASSROOM, IF THE TEACHER NEEDS TO GET TO A STUDENT TO GIVE THEM A LITTLE EXTRA HELP OR ANSWER A QUESTION. 
          ONCE YOU GET TO THAT 850 SQUARE FEET, YOU CAN FEEL A LOT OF EXTRA BREATHING ROOM. 
          SO IT GETS WORSE WHEN YOU MOVE INTO THE SMALL GROUP ASPECT. 
          SO THAT'S SOMETHING THAT WHEN SOME OF YOUR SECONDARY SCHOOLS WERE BUILT, THAT WAS NOT A PEDAGOGY THAT PEOPLE UNDERSTOOD OR PEOPLE WERE PUSHING. 
          NOW WE KNOW THAT THERE'S A LOT OF WHAT YOU DO IN YOUR CAREER THAT IS PRESENTING OR NEEDING TO WORK TOGETHER AS A TEAM, NOT JUST SIT IN A LECTURE STYLE. 
          SO IN THE SMALL GROUP ARRANGEMENT AT 650 SQUARE FEET, IT'S ALMOST IMPOSSIBLE TO GET AROUND. 
          YOU'RE GONNA BE ON TOP OF EACH OTHER IF YOU'RE TRYING TO WALK AROUND THE CLASSROOM. 
          IF YOU'RE A TEACHER, ONCE YOU GET TO 850 SQUARE FOOT, IT'S A LOT BETTER. 
          THERE'S A LOT MORE BREATHING ROOM. 
          YOU MIGHT ACTUALLY BE ABLE TO FUNCTION WITH BUILDING DEPTH SET UP THAT WAY. 
          AND THE OTHER PIECE THAT YOU KNOW, THIS IS JUST FURNITURE. 
          THIS IS AN EMPTY CLASSROOM. 
          IMAGINE ADDING 24 KIDS, 24 BACKPACKS, 24 COATS THAT ARE STRUNG ON THE FLOOR, 24 WATER BOTTLES THAT STARTS TO REALLY CRAMP UP SPACES LIKE THIS. 
          UM, SO I JUST FEEL LIKE THIS IS A HELPFUL VISUAL FOR US TO, TO SHOW YOU WHAT THE DIFFERENCE IS WITHOUT IT FEELING SO ARBITRARY. 
          MOST OF YOUR ELEMENTARY SCHOOLS ARE RIGHT SIZED BECAUSE THE STANDARD HAS BEEN PRETTY GOOD FOR A LONG TIME. 
          HALF OF YOUR SECONDARIES ARE NOT, WHICH THEN STARTS NOW THIS IS THE DIZZYING SLIDE. 
          THIS IS FOR A LATER REFERENCE TOO, BUT THIS HAS ALL OF IT. 
          AND THAT IS WHEN ADEQUACY MATCHES WITH CONDITION TO SAY, WELL, IF I HAVE A HIGH FCI IN AN OLD BUILDING WITH A LOW ADEQUACY SCORE AND I RENOVATE THAT SCHOOL SCHOOL, I'M GONNA WANNA USE IT FOR 20 OR 30 PLUS MORE YEARS BECAUSE I SPENT A LOT OF MONEY. 
          BUT IF I'M BAKING IN HALF OF THE CLASSROOMS ARE TOO SMALL FOR MORE THAN LECTURE-BASED INSTRUCTIONS, I AM BASE BAKING IN DECADES OF KIDS WHO WILL GO THROUGH IN THAT HIGH VOLUME OF UNDERSIZED ROOMS WITHOUT THE RESOURCE ROOMS AND ALL OF THE THINGS. 
          SO THAT'S WHEN ADEQUACY CONVERGENCE WITH CONDITION TO START TO HELP INFORM SHOULD WE RENOVATE OR SHOULD WE REPLACE THIS? I'M NOT GONNA READ EVERYTHING, THIS IS YOUR REFERENCE FOR LATER. 
          BUT TO ELEMENTARIES, MIDDLES HIGHS, DIVISION-WIDE OPERATIONS BUILDINGS, WHAT HIGH SCHOOL NETWORK PLANNING AREA IS THAT IN ACREAGE THE YEAR BUILT. 
          HOW OLD IS IT? WHEN WAS IT THE MOST RECENT RENOVATION? WHAT IS ITS GROSS SQUARE FOOTAGE OR ITS SIZE ADEQUACY RANK, LOWER NUMBERS BLUE, BETTER, HIGHER NUMBERS RED, WORSE. 
          HOW MANY CLASSROOMS ARE USED FOR NON CAPACITY, UH, SPACE? THIS IS THOSE 58 FOR ELEMENTARY. 
          AND THERE'S, THERE'S A RELATIVELY FEWER PER CAPITA SHOULD GET OLDER HERE. 
          UM, COUNT AND THEN AVERAGE 
          [00:55:01]
STUDENTS PER CLASS. 
          THIS IS BASED ON YOUR MASTER SCHEDULE, HOW YOU'RE ACTUALLY USING CLASSROOMS. CURRENT ENROLLMENT, THE INSTRUCTIONAL CAPACITY, WHICH IS HOW YOUR FOLKS ARE USING THE BUILDING, WHICH AGAIN, I THINK IS QUITE, QUITE APPROPRIATE BASED ON THE STANDARDS AND WHAT WE OBSERVE TO THE ROOM LEVEL, WHAT THE BUILDING IS DESIGNED FOR, WHICH IS FAR MORE KIDS AND FAR LESS ROOM FOR THEM. 
          AND THEN THE CURRENT UTILIZATION BASED ON THIS INSTRUCTIONAL CAPACITY. 
          YOUR ELEMENTARIES ARE FULL, YOUR MIDDLES HAVE SOME ROOM, YOUR HIGHS ARE IN THE SWEET SPOT. 
          GENERALLY I LIKE TO SEE 85 TO 95% IS A NICE, UH, UTILIZATION TARGET TO REACH FOR. 
          YOU'RE TOO HIGH, YOU GOT A LITTLE MORE ROOM, BUT YOU'RE OKAY. 
          IT'S JUST IMBALANCED A LITTLE. 
          AND THEN THE HIGHS ARE THE SAME STORY. 
          UM, WITH BRUTON BEING, UH, A LITTLE BIT ON THE LOW SIDE FCI WE'VE TALKED ABOUT OVER THE 10 YEAR HORIZON, 10 YEAR CAPITAL NEED DIVIDE THE 10 YEAR CAPITAL NEED BUY ITS REPLACEMENT VALUE RIGHT HERE. 
          THAT'S HOW YOU GET THE FCI PROJECTED ENROLLMENT OVER FIVE YEARS. 
          AND THAT DELTA OF OVER THAT ENROLLMENT OVER FIVE. 
          SO THAT GIVES YOU A FULL PICTURE BY SCHOOL, BY BY GRADE CONFIGURATION. 
          TAKE HOMES. 
          ALTHOUGH ELEMENTARY DESIGN WITH MORE CAPACITY THAN THEY HAVE BASED ON CURRENT USE, ACHIEVING THAT DESIGN CAPACITY WOULD MEAN ELIMINATING SPECIAL EDUCATION, ART, MUSIC, AND ALL THE THINGS THAT YOU'RE NOT GONNA DO. 
          YOU'RE NOT GONNA SQUEEZE MORE CAPACITY OF YOUR ELEMENTARY SCHOOLS WITHOUT DISPLACING SOMETHING THAT YOU'RE NOT GONNA DO. 
          CONDITION RANGES RANGE FROM LIKE NEW TO MODERATE NEED IT YOUR MIDDLES AND HIGHS THAT THE DATA ARE CALLING OUT IN NEED OF A REFRESH OVER TIME. 
          THOSE HAVE THE LOWEST ADEQUACY SCORES. 
          QUEENS, LAKE YORK MIDDLE TAB HIGH HAVE HIGH CONDITION NEEDS. 
          YOU ARE, YOU HAVE A PLAN FOR TAB. 
          WE'RE DISCUSSING PLANS FOR QUEENS LAKE, UH, LOW CY SCORES. 
          UH, AND THERE'S A SIGNIFICANT RANGE IN ENROLLMENTS. 
          YOU HAVE MIDDLE SCHOOLS, 586 SEVENTH KIDS. 
          YOU HAVE MIDDLE SCHOOL WITH A THOUSAND. 
          YOU HAVE BIG RANGES HERE. 
          UH, AND THERE ARE DIFFERENT ECONOMIES OF SCALE, WHICH CAN LITERALLY AFFORD DIFFERENT THINGS OVER TIME, UH, FOR THE STUDENT EXPERIENCE. 
          ALRIGHT, SO BY NETWORK, I'M TAKING A LITTLE BIT ALONG HERE, SO I'LL TRY TO, TO ACCELERATE GROUP ELEMENTARIES ARE FULL. 
          UM, MAGRUDER HAS A MODERATELY HIGH FCI AND A POPULATION EXPECTED DECLINE WHILE ITS VERY CLOSE. 
          NEIGHBOR WALTER MILL IS OVERUTILIZED EXPECTED TO GROW THE NET GAIN OF ONLY 80 BETWEEN THE TWO. 
          WHEN YOU TAKE OUT THE DECLINE IN MCGRUDER AND THE INCREASE IN WALLER MILL, YOUR NET PLUS 80 OVER FIVE YEARS. 
          UM, CURRENT ICIP CALLS FOR AN ADDITION TO WALLER MALE QUEENS LAKE HAS THE HIGHEST FCI LOWEST ADEQUACY SCORES IN A SMALL MIDDLE SCHOOL ENROLLMENT. 
          BRUTON IS UNDERUTILIZED WITH A MODERATELY HIGH FCI GRAFTON, UM, CO COVENTRY ELEMENT COVENTRY, GOSH DARN IT, UH, COVENTRY ELEMENTARY AND, AND, UH, AND GRAFTON BETHEL ARE FULL. 
          WELL, UH, DARE HAS SURPLUS CAPACITY EVEN DESPITE 12 CLASSROOMS BEING USED FOR OTHER PURPOSES. 
          SO DARES DARE HAS A LITTLE EXTRA ROOM. 
          UM, GRAFT IN MIDDLE AND HIGH IS THE NEWEST BUILDING. 
          MODERATE, UH, GROWTH PROJECTION AT THE MIDDLE SCHOOL LEVEL. 
          CAPACITY TO ABSORB IT. 
          NO HARM NO FOUL HERE. 
          NEWEST SCHOOL IN THE DIVISION AS WE KNOW, TAB, UH, BETHEL MANOR AND TAB ELEMENTARY ARE FULL. 
          AND MOUNT VERNON IS MOSTLY SO TAB MIDDLE HAS LOWEST ADEQUACY SCORE, BUT, UH, A FAIRLY GOOD FCI. 
          WHILE TAB HIGH HAS A MODERATELY LOW SCORE IN MANY ADDITIONS OVER TIME, UH, I LOVINGLY CALL THESE FRANKEN BUILDINGS THAT ARE JUST BUILT ON OVER TIME. 
          THE CIP CALLS FOR CONVERTING TAB INTO, UH, THE CURRENT, UH, CUBA LIBRARY INTO SIX CLASSROOMS, ADDING SOME CAPACITY, UH, NEW MAIN ENTRANCE, SECURITY OFFICE, MULTIPURPOSE ROOM ADEQUACY, LEARNING COMMENTS, ADEQUACY, BETHEL MANOR FOUR TO SIX CLASSROOM FOR CAPACITY. 
          NEW GYM, EXPAND AND RENOVATE THE CAFETERIA. 
          YORK SEAFORD, SHINY LIKE NEW AFTER ITS RENOVATION, PROJECTED TO BE FULL, UH, THROUGH THE PROJECTION OF 31. 
          WHILE YORK IS FULL AND IN GOOD CONDITION WITH SLIGHT ENROLLMENT DECLINE. 
          PROJECTED YORK MIDDLE HAS 17 CLASSROOMS USED FOR NON CAPACITY SUPPORT SPECIALS. 
          STILL HAS SURPLUS CAPACITY WITH THOSE, UH, CLASSROOMS BEING REPURPOSED. 
          A MODERATELY HIGH FCI AND A LOW ADEQUACY RANK. 
          AND YOUR HIGH IS A PATCHWORK. 
          IT IS THAT FRANKEN BUILDING OVER TIME. 
          IT HAS SURPLUS CAPACITY, LOW ADEQUACY RANK. 
          THE OVERALL CAMPUS, THE FCI ON ITS OWN AT THE AGGREGATE LEVEL IS MODERATE 
          [01:00:01]
INDIVIDUAL BUILDINGS. 
          SOME OF THEM NEED TO GO. 
          AND WHEN YOU LOOK AT THE CAMPUS AS A WHOLE AND ADEQUACY, YOU'VE GOT ROOM TO BUILD. 
          THAT IS, ALL OF THOSE THINGS HAVE FILTERED INTO OUR RECOMMENDATIONS THAT THAT BE A SIGNATURE REBUILD PROJECT IN THE COMING CAFE. 
          IN A ROOM WITH THE LEADERSHIP, UH, DIVISION LEADERSHIP, WE ASKED WHAT DO YOU HEAR FROM PRINCIPALS, TEACHERS, AND STUDENTS ABOUT YOUR FACILITY NEEDS AND WHAT DO YOU SEE? A LOT OF IT WAS WE NEED TO RENOVATE. 
          A LOT OF THE INTERIOR SPACES HAVE NOT BEEN RENOVATED SO MUCH AS THE BONES, THE THE PIPES AND THE ROOFS AND THE, THE, THE STUFF THE, THE BONES OF THE BUILDING HAVE BEEN FOCUSED ON. 
          'CAUSE THOSE ARE THE BIG, HEAVY, EXPENSIVE STUFF. 
          YOU'VE BEEN VERY PENNYWISE ON THAT STUFF. 
          THE FURNITURE, THE INSIDE OF THE CLASSROOMS, THOSE HAVE NOT GOTTEN THE LOVE LIKE THE OTHER HARD THINGS HAVE. 
          THERE ARE INEQUITIES BETWEEN THE SCHOOL EXPERIENCE BASED ON THAT. 
          UH, THOSE THAT HAVE BEEN RENOVATED OF LATE AND THOSE THAT HAVE NOT. 
          AND THEN OTHER COMMENTS FOCUSED ON COMMON OPERATIONAL CHALLENGES. 
          STORAGE. 
          NOBODY EVER HAS ENOUGH STORAGE, NO TEMPERATURES EVER. 
          CORRECT. 
          AND UH, THERE IS A DESIRE TO EXPAND PRE-K. 
          YEAH, WE DON'T TALK ABOUT TEMPERATURE. 
          ALRIGHT. 
          HOW DID THE CONDITION REVIEW CONFIRM OR CHALLENGE YOUR IMPRESSION OF BUILDING CONDITIONS? I ASKED WHAT SURPRISED YOU, WHAT DIDN'T AND WHY. 
          LEADERSHIP EMPHASIZED HOW THE DATA HIGHLIGHTED THE NEED FOR A FUTURE FOCUS ON MIDDLE AND HIGH SCHOOL CONDITIONS. 
          INADEQUACY TALKING ABOUT BREAKING THE CYCLE OF CONTINUING TO OPERATE BUILDINGS THAT MAYBE ARE BEYOND THEIR USEFUL LIFE DATA. 
          REVIEW CONFIRMED ASSUMPTIONS ABOUT WHICH SCHOOLS WERE IN THE WORST CONDITION, UH, AND HELPED DETERMINE THAT REBUILDING THAT RENOVATION WAS THE BEST STRATEGY FOR THOSE BUILDINGS IN THE WORST CONDITION WORTH WITH, WITH THE WORST ADEQUACY SCORE. 
          SO WE'RE CRESCENDOING HERE. 
          THE RECOMMENDATIONS ALMOST DONE TALKING AT YOU BOTTOM LINE. 
          WE SPENT THE LAST DECADES GETTING THE MAXIMUM VALUE OUT OF GAUGING BUILDINGS. 
          SQUEEZE THE PICKS, YOU TOOK CARE OF THE MAJOR NEEDS. 
          UH, AND THAT SHOWS IN OUR ASSESSMENT DID REALLY GOOD WITH STEWARDSHIP OF THOSE DOLLARS. 
          THAT WAS THE RIGHT STRATEGY THEN THAT I MADE FINANCIAL SENSE FOR MANY OF YOUR BUILDINGS. 
          THAT IS NO LONGER THE CASE TO DOUBLE DOWN ON THE POINT. 
          YOU HAVE BEEN GOOD STEWARDS OF YOUR SYSTEM AT THE COST OF SCHOOL REPLACEMENTS. 
          AGAIN, HERE'S THAT NUMBER OF OVER 400 MILLION WE EXPECTED. 
          THERE'S OVER 2, 262. 
          THAT'S $160 MILLION GAP THAT YOU SAVED, NOT WITHOUT COSTS. 
          THIS IS MY FAVORITE FLOOR PLAN. 
          THIS IS YORK. 
          ALL OF THE DIFFERENT ERAS OF CONSTRUCTION. 
          THIS IS THE FRANKEN BUILDING. 
          IT'S WHY OVER HERE THE PORTFOLIO IS A PATCHWORK OF BUILDINGS. 
          NOBODY SAT OUT WHEN THE SCHOOLS WERE STARTING TO BE BUILT IN THE EARLY FIFTIES AND GO, THIS IS EXACTLY HOW ALL THE SCHOOLS WOULD BUILT OVER THE NEXT 60, 70 YEARS. 
          NOBODY DID THAT. 
          SO IT WAS BUILD WHAT YOU NEED. 
          NEW NEEDS COME RISE. 
          YOU PLOP 'EM ON, YOU PLOP 'EM, THE NEW BUILDING, SO ON AND SO FORTH. 
          YOU GO AS YOU GO, RIGHT? UH, IT IS TIME TO START LOOKING AT DIFFERENT STRATEGIES FOR YOUR SECONDARY SCHOOLS FIRST. 
          AND YOU GOTTA, YOU GOT A DECADE PLUS BEFORE YOU NEED TO START THINKING ABOUT YOUR ELEMENTARY SCHOOLS. 
          REFRESHING. 
          IT'S FIRST AND SECONDARIES. 
          UM, YOU'RE DESIGNED WITH ABOUT A THIRD LESS SQUARE FEET THAN MODERN SCHOOLS. 
          THAT'S THE 90 SQUARE FOOT PER KID VERSUS THE 1 25. 
          YOU'RE USING THEM AT THE ELEMENTARY LEVEL AS YOU NEED TO. 
          HIGH SCHOOLS AND MIDDLE SCHOOLS ARE, ARE HARDER TO JIMMY WITH. 
          AND YOU SEE THAT THEY'RE CLOSER TO THEIR DESIGN CAPACITY. 
          THAT STRATEGY OF, UH, MODERNIZATION. 
          FIRST REPLACE REPAIRS FIRST NO LONGER RESETS. 
          THAT FCI CURVE THAT WE TALKED ABOUT. 
          YOU GET THE DIMINISHING RETURN ZONE. 
          SO THE 54 TO 69 CORE, UH, BUILDINGS AT YORK, HIGH YORK, MIDDLE QUEENS, LAKE TAB, HIGH GRAFT, AND BETHEL. 
          THEY'RE ALL IN THAT DIMINISHING RETURN ZONE. 
          UM, YOU'RE GONNA PAY THE FULL PRICE FOR A PARTIAL EXTENSION OF THAT LIFE. 
          AND THAT'S NOT WHERE YOU WANNA BE FROM A FINANCIAL STANDPOINT. 
          AND THEN BAKING IN SOME OF THOSE INEQUITIES AT THE MIDDLE AND HIGH, THAT'S NOT WHERE YOU WANT TO BE AT. 
          EDUCATIONAL STANDPOINT EITHER AS, UH, SOMEWHAT CRUDE SAYING IS SOMETIMES THE JUICE ISN'T WORTH THE SQUEEZE. 
          TRYING TO SQUEEZE MORE OUT OF THAT. 
          THE MATH NO LONGER SUPPORTS RENOVATION FIRST FOR SOME BUILDINGS. 
          THAT'S THE C FOR EXAMPLE, THE 80%. 
          THAT'S A GOOD BAR TO REMEMBER IS THAT YOU'RE GONNA DO A MAJOR RENOVATION. 
          [01:05:01]
80% IS IF WORTH SAVING THAT 20% TO KEEP THE CORE OF THIS BUILDING'S, UH, INVENTORY THE SAME. 
          YOU'RE JUST GONNA MAKE IT SHINY, BRIGHT NEW AND, AND GREAT FROM A CONDITION STANDPOINT, IT'S GONNA LOOK REALLY NICE. 
          THE LOAD BEARING WALLS WILL STILL BE THERE, RIGHT WHERE THEY ARE CHUNKING UP THE SPACE EXACTLY HOW IT'S MOST OF YOUR SCHOOLS. 
          HERE'S THE, UH, SORT OF ANOTHER VERSION OF THAT FCI CURVE GRAPH AT, AT 80 YEARS. 
          YOU'RE IN THIS ZONE. 
          MOST OF YOUR SCHOOLS ARE RIGHT HERE. 
          YOU'RE GETTING THERE. 
          YOU'RE KNOCKING ON THAT DOOR ACROSS THE DIVISION. 
          OKAY, SO I'M JUST GONNA BLOW THROUGH THIS A LITTLE BIT NOW. 
          SO YOU BOUGHT TIME TIME'S UP MAJOR RENOVATIONS, WE TALKED ABOUT THAT. 
          THE COST RELATIVE TO NEW CONSTRUCTION. 
          YOU LOCK IN 1964 PLANS. 
          AND ONE THING I HAVEN'T MENTIONED LOTS OF SINGLE STORY BUILDINGS. 
          YOU ARE SPREAD OUT THESE LONG HALLWAYS IN SMALL SITES. 
          SO WHEN YOU HAVE LOTS OF SINGLE STORY BUILDINGS ON SOME SMALL SITES, YORK HIGH IS AN EXCEPTION. 
          UH, YOU DON'T HAVE A LOT OF GREEN SPACE. 
          UH, YOU CAN BE A LOT MORE EFFICIENT GOING UP A LITTLE BIT. 
          THE MIDDLES AND HIGH ADEQUACY ALREADY TRAILS. 
          MODERN STANDARD OF THE 367 CLASSROOMS IN YORK, HIGH, MIDDLE, AND HIGH. 
          166 OR 45 OR LESS THAN 700 SQUARE FEET. 
          ALL RIGHT. 
          RECOMMENDATIONS ONE. 
          KEEP ON KEEPING ON WITH YOUR CURRENT PLAN FOR TAB HIGH IN BETHEL MANOR. 
          THOSE PROJECTS ARE IN MOTION, NO CHANGE. 
          RECOMMENDED HERE. 
          KEEP DOING THESE, THESE JOBS WRESTLED A LOT WITH TO YOUR REPLACED TAB. 
          BUT WE ULTIMATELY ENDED UP WITH THAT'S WE'RE GONNA KEEP OUR RECOMMENDATION IS COMPLETE THE PROJECT AS PLANNED FOR TAB COMPLETE THE PROJECT AS PLANNED FOR BETHEL MANOR, UH, FEDERAL GRANT OFFSET, WHICH I UNDERSTAND YOU JUST GOT. 
          CONGRATULATIONS WILL ABSOLUTELY HELP WITH THAT. 
          NEXT, AND WE DIDN'T DISCUSS THIS BEFORE, BUT YOU HAVE 20 MODULAR BUILDINGS. 
          I HAVE FOUR TRAILERS. 
          YES. 
          TRAILERS. 
          YES. 
          THEY HAVE A USEFUL LIFE OF 20 YEARS. 
          ONCE THEY GET BEYOND 20 YEARS, THEY GOTTA GO. 
          AND YOU'VE GOT SEVERAL THAT ARE STILL HERE. 
          SO WHAT WE JUST SAY IS LIKE, LOOK OVER AND YOUR, AND THOSE AREN'T FREE. 
          YOU GOTTA LEASE THOSE THINGS. 
          AND SO OUR RECOMMENDATION IS TAKE THE FIRST FIVE YEARS, ELIMINATE THE FIRST 10 MODULARS THAT ARE THE OLDEST AND THE POOREST CONDITION YOU HAVE WHERE YOU HAVE THE CAPACITY. 
          AND THESE ARE THE OLDER MODULARS THAT ARE, THAT ARE, THEY'VE DONE THEIR TIME, IT'S TIME TO MOVE 'EM ON, GET KIDS INTO, UH, TO THE BRICKS AND STICKS THE MAIN PART OF THE BUILDING. 
          ALRIGHT, THIS IS THE DIVERSION FROM THE CURRENT PLANT. 
          CIP. 
          THESE ARE THE MAJOR PROJECTS, QUEENS LAKE STARING AT US. 
          AND I, I RECOMMENDED STRONGLY THAT WE LOOK AT REBUILDING QUEENS LAKE BECAUSE OF THE INADEQUACIES. 
          UH, THAT IF YOU DID A FULL RENOVATION, YOU WOULD BE BAKING IN A LOT OF SMALL SPACE WITH, WITHOUT A LOT OF WHAT KIDS, UM, NEED TODAY, QUITE FRANKLY. 
          UH, AND YOU'D STILL BE SPENDING A LOT OF MONEY TO DO IT JUST TO TAKE CARE OF THE CONDITION. 
          SO WALLER MILL RECRUITER RIGHT NEXT TO EACH OTHER. 
          RECRUITER'S POPULATION GOING DOWN, WALLER'S GOING UP. 
          THEY DON'T COMPLETELY CANCEL OUT. 
          BUT YOU WERE PLANNING TO DO ANOTHER ADDITION TO WELDER MILL. 
          OUR RECOMMENDATION IS YOU HAVE A NICE LITTLE BUILDING THAT IS JUST NORTH OF IT, RIGHT NORTH, UM, GRIFFIN YATES, GRIFFIN GATES, THAT IS MOSTLY EMPTY AND THE CLASSROOMS ARE JUST BEGGING FOR KIDS. 
          IT'S STORAGE OR IT'S BASICALLY EMPTY. 
          AND WE WALKED AND ASSESSED IT. 
          THE BONES ARE GOOD. 
          PUT A LITTLE BIT OF MONEY IN THERE. 
          LIVEN UP THOSE CLASSROOMS THAT ARE EMPTY. 
          MOVE EARLY CHILDHOOD PRE-K FROM WALLER MILL AND MCGRUDER IN THERE AND FULLY UTILIZE GRIFFIN. 
          YATES. 
          GET THE, THAT'S THE, THAT'S WHERE THE BABIES ARE, RIGHT? YOU HAVE ECC CENTER THAT EXPANDS YOUR CAPACITY WITHIN WALLER MILL AND MAGRUDER. 
          AND THEN YOU BALANCE THE BOUNDARY BETWEEN WALLER MILL AND MAGRUDER. 
          AND SUDDENLY YOU TOOK AN OPERATIONAL CHANGE AND SAVE 30 MILLION THAT YOU CAN PUT TO VEST THIS GUY REPLACING QUEENS LAKE PHASE 
          [01:10:01]
ONE. 
          THE PRIMARY DRIVER FOR MOST OF PHASE ONE IS CONDITION, BUT SEVERAL OF THESE HAVE CAPACITY AND ADEQUACY CONSIDERATIONS AS WELL. 
          ALL RIGHT? SO WE'VE GOT REBUILD QUEENS LAKE. 
          YOU COULD DO IT ON ITS CURRENT SITE. 
          IT'S ONE OF THOSE SITES THAT GIVES YOU FLEXIBILITY LOWER AND MODEL IT OUT. 
          YOU COULD DO THAT OR YOU COULD GET A NEW SITE, RIGHT? UM, THAT'S THE ESTIMATED CONSTRUCTION COST. 
          YOU NEED TO ADD SOFT COSTS AND ALL THAT TO GET TO THE ALL IN COSTS FOR DESIGN AND SOFT COSTS AND CONTINGENCIES AND PERMITTING AND BLAH, BLAH, BLAH, BLAH, BLAH, RIGHT? BUT JUST FROM WHAT I UNDERSTAND, USED TO USING THE CONSTRUCTION COST. 
          THIS IS A 2027 INFLATED CONSTRUCTION COST ONLY. 
          ADD 20% FOR THE FULL REBUILD. 
          QUEENS LAKE BETHEL MANOR ADDITION RENOVATION. 
          THAT'S YOUR FEDERAL GRANT. 
          THIS LINE ITEM CAN, UM, FLEX WITH THE AMOUNT OF THE GRANT THAT YOU GET. 
          UH, DARE ELEMENTARY PARTIAL RENOVATIONS, UH, TO EXPAND ECC ADJUST UNDER 4 MILLION. 
          COMPLETE THE TAV RENOVATION AS PLANNED. 
          YOU'RE ALMOST DONE THERE. 
          JUST LEFTOVER CHANGE. 
          ELIMINATE YOUR TRAILERS. 
          10 OLDEST TRAILERS. 
          WE HAVE A LINE ITEM FOR THAT. 
          REBUILD THE OPERATIONS CENTER. 
          I DIDN'T EVEN KNOW IF YOU SAW THAT, BUT THE FCI AND THE OPERATIONS CENTER IS REALLY HIGH. 
          AND WHEN WE WALKED AROUND THAT, THAT IS A BUILDING THAT COURSE OR SET OF BUILDINGS THAT YOU DO NOT WANNA JUST TRY TO KEEP GOING. 
          YOUR, YOU, YOUR FCIS ARE THE HIGHEST IN YOUR OFFICE BUILDING. 
          'CAUSE THAT'S WHERE THE ADULTS GO. 
          AND THE MONEY WENT TO THE KITS, WHICH IS GOOD. 
          IT'S HOW IT SHOULD BE. 
          THAT BUILDING HAS REACHED A TIME, IT'S TIME TO REBUILD THAT. 
          UM, AND THEN ON TOP OF THAT, WE LOOKED AT THE PROJECTED NEEDS OVER THE COMING YEARS FOR, FOR BUILDINGS THAT ARE NOT BEING REBUILT, WHICH IS MOST OF THEM ARE NOT. 
          AND TOOK HALF OF THE HIGH NEEDS OF, OF IDENTIFIED NEEDS AND SAID, WELL, YOU SHOULD AT LEAST PUT INTO YOUR BUDGET HALF OF THE PROJECTED NEEDS. 
          RARELY DOES A DIVISION HAVE ENOUGH FUNDS TO FUND ALL OF THEM, BUT THIS IS A BUDGET, UH, LOGIC THAT WE SAID JUST LET'S PUT IN HALF FLEX WITH EVERYTHING. 
          BUT THAT WAS THE LOGIC THERE. 
          THAT'S 111 MILLION CAPACITY. 
          YOU ADD SOME CAPACITY TO GRIFFIN GATES, THAT'S A SMALLER FIGURE. 
          'CAUSE REALLY YOU'RE, YOU'RE JUST REFRESHING THE INTERIORS. 
          THE CAPACITY IS THERE. 
          YOU'RE JUST GETTING THE CLASSROOMS THAT ARE CLASSROOMS RIGHT NOW READY TO BE FFF AND E AND ALL OF THAT STUFF. 
          FURNITURE, FIXTURE EQUIPMENT, ONE 12 MILLION PHASE ONE. 
          THEN MY RECOMMENDATION WAS, YOU'RE NOT GONNA TOUCH THE ELEMENTARIES FOR A WHILE. 
          THE CLASSROOMS AREN'T RIGHT SIZED. 
          THEY'RE GOOD SIZED CLASSROOMS. THERE IS A DISPARITY IN THE STUDENT EXPERIENCE BASED UPON WHAT HAS OR HASN'T BEEN DONE TO RENOVATE AN ELEMENTARY SCHOOL BECAUSE THE CLASSROOMS ARE RIGHT SIZED. 
          IF YOU REFRESH THE FURNITURE FIXTURE AND EQUIPMENT, THE FFNE ACROSS THE DIVISION, YOU CAN HAVE EVERY KID HAVE AN EQUITABLE EDUCATIONAL ENVIRONMENT BECAUSE THE CLASSROOM SIZES ARE PRETTY GOOD. 
          YOU JUST SPRUCE UP THE INTERIORS, THEY GET BETTER FURNITURE, THEY GET NEW WHITEBOARDS AND PROJECTIONS AND ALL OF THE THINGS. 
          RIGHT? CLEAN IT UP. 
          THAT COULD BE A SCOPE TO BUDGET EXERCISE THAT WE ESTIMATE SORT OF ALL IN HIGH END, 15 MILLION DOWN, YOU KNOW, TO ABOUT HALF THAT. 
          OKAY? AND THAT WHAT YOU HAVE AVAILABLE, THAT'S PHASE ONE. 
          HERE IS, UH, H B'S CONCEPT OR YOUR CONCEPT RIGHT NOW FOR THE ADDITION, UH, FOR BETHEL MANOR. 
          AND HERE IS A CONCEPT, NOT THE DESIGN. 
          SAY THAT FOR THE RECORD. 
          A CONCEPT FOR HOW A QUEENS LAKE REBUILD COULD PROCEED ON ITS CURRENT SITE. 
          THIS IS SHOWING, IT CAN BE DONE TWO STORIES UP. 
          TWO STORIES. 
          PHASE TWO REBUILD. 
          UM, TAB MIDDLE ON HILL CREEK PARK, WHICH I WAS ORIGINALLY DESIGNED. 
          AND IT CAN STILL, THERE'S ENOUGH ROOM ON THAT, THAT PARK, 22 ACRES IF MEMORY SERVES THAT YOU CAN STILL HAVE PUBLIC PARK, UH, ON THAT. 
          IT DOESN'T HAVE TO BE A MONO MONOLITHIC USE, RIGHT? YOU COULD BE BOTH. 
          THAT'S ON KILN CREEK PARK. 
          SO TAB MIDDLE SCHOOL, IF YOU'RE GOING TO REBUILD IT, YOU CANNOT REBUILD IT ON SITE. 
          UH, IT'S, THE SITE IS TOO SMALL TO REBUILD THAT SCHOOL AS IT IS ON ITS SITE. 
          WHICH SCHOOL TAB? MIDDLE, MIDDLE, MIDDLE TAB. 
          MIDDLE, MIDDLE, MIDDLE. 
          YES SIR. 
          SO THIS IS FOR THE PHASE TWO. 
          THE IDEA IS THAT YOU, YOU CANNOT REASONABLY REBUILD IT WHILE SCHOOL'S IN SESSION, RIGHT? WELL THEN YOU GOTTA MOVE ALL THE KIDS AND THAT'S A HUGE DISRUPTION AND HUGE EXPENSE THAT'S JUST EVAPORATES. 
          SO YOU DON'T WANNA DO THAT. 
          WELL, KELTON CREEK PARK 
          [01:15:01]
WAS ORIGINALLY CONCEIVED FOR MIDDLE SCHOOL SITE. 
          IT'S ADJACENT TO THEIR, TO TAB MIDDLE. 
          AND YOU COULD BUILD IT TWO STORY AND STILL HAVE A LOT OF THE PARK BEING USED AS A PARK EVEN DURING CONSTRUCTION AND SO FORTH. 
          SO THE IDEA WAS, WELL, LET'S USE IT. 
          LET'S GO BACK THERE. 
          LET'S USE IT, UH, TO REBUILD TAB MIDDLE WHILE TAB IS BEING OCCUPIED SO YOU DON'T HAVE TO PAY LOST MONEY FOR SWING SPACE. 
          AND WHEN IT'S DONE, YOU MOVE THE KIDS IN THERE. 
          THEN WHAT DO YOU DO WITH THE TAB MIDDLE SCHOOL SITE? YOU HAVE TWO OPTIONS. 
          WE'LL TALK ABOUT THAT NEXT. 
          WELL, YOU HAVE MORE THAN TWO, BUT THERE'S AT LEAST TWO. 
          THEN THE SIGNATURE PROJECT OF YOU CAN REBUILD YOUR HIGH AND YORK MIDDLE TOGETHER LIKE GRAFTON ON THE SAME SITE GOING UP. 
          WHEN YOU LOOK AT THE TOTAL POPULATION PROJECTED FOR YORK MIDDLE AND YORK HIGH AS A RATIO OF ACREAGE, YORK MIDDLE AND YORK HIGH ON THE YORK HIGH SITE HAS THE SAME RATIO OF KIDS TO ACREAGE AS GRAFT. 
          AND MIDDLE HIGH DOES HAVE ACREAGE TO KIDS ALMOST TO A NUMBER 44. 
          I THINK IT WORKS. 
          THEY BOTH ARE GONNA NEED IT IN THE NEAR-ISH TERM. 
          IT'S A MAJOR PROJECT. 
          BUT YOU GO UP AND YOU HAVE A PROJECT THAT A SCHOOL THAT'S GONNA LAST 75 TO A HUNDRED YEARS, WHAT DO YOU DO WITH THE KIDS? YEAH, YOU CAN REBUILD THIS WITHOUT DISRUPTING CURRENT EDUCATION THAT THE YORK HIGH SITE IS SUFFICIENT. 
          WE'LL SHOW A CONCEPT FOR THAT. 
          OH, THAT THERE'S A GEOTHERMAL FIELD FIELD YOU WANNA AVOID. 
          BUT EVEN ON, YOU CAN GO ON THE BACKSIDE OF THAT REBUILD UP AND YOU'VE GOT PLENTY OF ROOM. 
          THAT WOULD BE PHASE CONSTRUCTION. 
          PHASE CONSTRUCTION, OKAY. 
          THEN YOU CAN RENOVATE PORTION OF THE MIDDLE SCHOOL FOR PRE-K OR ANYTHING ELSE. 
          THIS IS A, THIS IS A PLUG NUMBER THERE FOR, UM, A, UH, AN ADEQUACY BASED RENOVATION. 
          ELIMINATE THE REMAINING TRAILERS THAT AT THAT POINT WILL HAVE REACHED THEIR END OF LIFE OR ALREADY HAD BE ALREADY BE PAST IT. 
          YOU COULD BUILD, AND THIS IS ANOTHER LINE ITEM YOU COULD CONSIDER IN THIS YORK MIDDLE HIGH REBUILD, TACKING ON AN ADDITIONAL, WE ESTIMATE 8 MILLION TO BUILD AN ANNEX, UH, FOR THE, UM, YORK ACADEMY NORTHTOWN ACADEMY. 
          UH, AND THEN ANOTHER, UH, BUDGET NUMBER FOR HALF OF THE PROJECTED NEXT FIVE YEARS DEFERRED MAINTENANCE. 
          OKAY. 
          SO THAT'S PHASE TWO. 
          IT'S A BIGGER NUMBER BECAUSE BUILDING A MIDDLE AND HIGH IS NOT CHEAP. 
          BUT IN THE LONG TERM, NEITHER IS TRYING TO KEEP THEM ALL GOING IN ALL OF THEIR BUILDINGS AND ALL OF THEIR POSITIONS. 
          THIS IS A MODEL THAT, UH, LAUREN DID. 
          UH, IF YOU WANNA SHOW TWO STORY, EXPLAIN THIS. 
          SO WE KNOW YOU PUT SOME MONEY RECENTLY INTO YOUR AUDITORIUM IN YOUR GYM. 
          SO LOOKING AT TRYING TO MAINTAIN THAT SO WE'RE NOT REPLACING SOMETHING THAT YOU JUST INVESTED IN. 
          UH, SO USING A TWO STORY HIGH SCHOOL AT THE FRONT OF MIDDLE SCHOOL AT THE BACK, WE WOULD BE ABLE TO PHASE, YOU SEE THE DASH LINE. 
          THAT'S WHAT THE EXISTING BUILDING IS. 
          WE WOULD PHASE THIS, UH, SO THAT THE STUDENTS WOULD NOT BE DISRUPTED. 
          UM, WHILE HOW LONG WERE YOU TALKING ABOUT PHASING? HOW LONG IS THESE? WHAT WHAT'S THE KIND OF COMMON PROJECTION TIME FOR CONSTRUCTION? WELL, WELL YOU'RE PHASING THE PROJECT, SO THAT MEANS YOU, IT'S GOTTA BE A LITTLE LONGER THAN JUST STRAIGHT UP BUILDING. 
          SO THE, THE DESIGN WOULD ALL BE DONE AT ONCE, BUT THE CONSTRUCTION WOULD BE PHASED. 
          SO WE WOULD MAKE SURE THAT THE, A CERTAIN PORTION, PORTION OF THE BUILDING WAS BUILT BEFORE THE REMAINDER SO THAT STUDENTS COULD MOVE AROUND AS NEEDED. 
          LIKE MAYBE WE WOULD BUILD THE MIDDLE SCHOOL PORTION FIRST AND HAVE HIGH SCHOOL STUDENTS IN THAT PORTION, UH, WHILE WE BUILT THE TWO STORY HIGH SCHOOL AT THE, THE FRONT. 
          THERE'S DIFFERENT WAYS THAT YOU COULD PHASE IT DEPENDING ON PRIORITIES AND, AND WHEN IT HITS FOR THE SUMMER WHERE YOU WERE ABLE TO DO A LITTLE BIT MORE INTRUSIVE RENOVATION WHEN THE STUDENTS AREN'T THERE. 
          THREE YEARS IS A, IS A PLANNING AVERAGE 40 YEARS IN THE FIRST TIME , SO WELL, YEAH, WE'RE NOT GONNA BE A LITTLE DIFFERENT THAN THE FIRST STRATEGY, RIGHT? YEAH. 
          SO THREE YEARS IS A BENCHMARK TO BE PROBABLY NOT LESS, TO BE A LITTLE MORE, BUT THAT'S A GOOD MIDDLE OF THE ROAD. 
          SO YOU, AND SO IN THIS CONCEPT HERE, YOU WOULD BUILD LIKE THE FIRST FLOOR AND THEN HAVE KIDS IN THERE OR, AND THEN YOU START BUILDING THE SECOND, OR YOU BUILD ON ONE END TO THE NEXT. 
          YEAH. 
          YOU WOULD BUILD CERTAIN ADDITIONS, CERTAIN PORTIONS, WHATEVER MADE SENSE BASED ON, YOU KNOW, THIS IS VERY, VERY CONCEPTUAL. 
          WHATEVER MADE SENSE BASED ON WHERE THE ELECTRICAL SWITCH GEAR AND KIND OF THE, THE HEART OF THE BUILDING WAS OR WHATEVER WAS NEEDED FIRST. 
          UM, YOU NEVER WANNA TAKE AWAY THE, YOU KNOW, THE GYMNASIUM OR THE LIBRARY WHILE THERE'S, THERE'S STUDENTS THERE. 
          AND BECAUSE YOU'VE GOT A LITTLE EXTRA ROOM IN YOUR HIGH, YOU JUST DEACTIVATE A PORTION OF THE BUILDING. 
          THE KIDS ARE IN THE OTHER PORT, AND THEN YOU'RE 
          [01:20:01]
JUST CHASING, YOU'RE JUST CHASING IT AROUND CONSTRUCTION AND THEN MOVING KIDS IN AND CONSTRUCTING AND MOVING KIDS IN. 
          IT ALLOWS STUDENTS TO BE IN PHYSICAL CLASSROOMS RATHER THAN IN A, A FARM OF TRAILERS DURING CONSTRUCTION. 
          WHAT WAS THE OFFICE LAST TIME? WHAT WAS THAT? UH, OFFICE? YEAH, THIS IS WHERE WE'RE SAYING IT'S TIME TO GET OUT OF THE CURRENT ADMIN AND OPERATIONS BUILDINGS AND JUST MAKE SINGULAR COMBINED OFFICE BUILDING HERE. 
          LIKE YOU'VE GOT THE BUILDINGS THAT ARE UNOCCUPIED RIGHT HERE. 
          UH, AND YOU'VE GOT YOUR MORTGAGES, BOARDS OF BUILDINGS BACK HERE AND IT'S, UH, YOU KNOW, LET'S JUST HAVE A ONE TWO STORY OFFICE. 
          YOU KNOW, YOU HAVE A DECENT SIDE BUILDING, DECENT BUILDING HERE YOU CAN BUILD OFF OF OR WORK WITH. 
          BUT THIS IS JUST A CONCEPT JUST TO SAY, BRING THE ADULTS TOGETHER IN ONE BUILDING. 
          IT'S GONNA LAST FOR A WHILE. 
          GET RID OF THE BUILDINGS THAT NEED TO GO. 
          UM, YOU SAYING MOVE THE PEOPLE FROM DAY ROAD WHERE THE EXISTING ADMIN BUILDING? IS THAT, AM I LOOKING AT? NO, THIS IS JUST FOR THE OPERATIONS. 
          THE OPERATIONS, THE, THE OPERATIONS BUILDING THE VEHICLE MAINTENANCE, OPERATIONS MAINTENANCE. 
          THE OPERATIONS BUILDING. 
          OKAY. 
          ALL OF THOSE BUILDINGS THAT ARE OVER THERE BY THE STADIUM, THERE'S SEVERAL OF THEM. 
          MM-HMM . 
          WE HAVE PRETTY BAD SHAPE MAINTENANCE IS OVER THERE IN AN OLDER BUILDING. 
          WE'VE GOT THE BUS GARAGE IS A SEPARATE BUILDING. 
          WE HAVE THE IT WAREHOUSE. 
          SO THREE SEPARATE BUILDINGS. 
          GOOD QUESTION. 
          AND THEN THE OUTER YEARS AS AS, UH, AS WE WERE SAYING, DR. CARROLL WAS SAYING, THIS IS THE 15 YEAR ARC. 
          LOOKING OUT TO THAT 15 YEAR PHASE THREE, IF YOU THINK OF EVERY PHASE IS FIVE YEARS, THAT PROBABLY TAKES SEVEN TO BUTTON UP EVERYTHING. 
          BUT FIVE TO SEVEN YEARS. 
          THIS IS THE FA THAT OUTER PHASE. 
          AND ALL THIS IS SAYING IS AT THIS PHASE, THIS IS WHERE YOU START TO THINK ABOUT SOME OF THESE ELEMENTARY SCHOOLS 15 YEARS FROM NOW THAT'LL PROBABLY HAVE THEIR NEED FOR REBUILDING. 
          AND THE RECOMMENDATION I'D HAVE FOR DOING A FACILITY MASTER PLAN LIKE THIS IS DO THIS KIND OF EFFORT EVERY FIVE YEARS FOR 10 TO 15. 
          SO YOU'RE CONSTANTLY LOOKING DOWN THE ROAD, BUT EVERY, YOU'RE NOT REEVALUATING IT EVERY YEAR BECAUSE YOU NEVER HAVE A PLAN. 
          BUT EVERY FIVE YEARS YOU'RE TAKING A FRESH LOOK. 
          YOU'RE CALIBRATING, HOW'S OUR ENROLLMENT, HOW'S OUR FINANCES, HOW'S OUR CONDITION? AND THEN YOU DO THAT 15 YEAR LOOK AHEAD AND YOU JUST KEEP GOING. 
          BUT YOU DON'T BUILD THE, THE 1950S BUILDING IN, UH, 1990. 
          LIKE, YOU KNOW, YOU BUILT, IN OTHER WORDS, YOU, YOU'RE INCORPORATING THE NEW STRATEGY FOR EDUCATION. 
          YES, SIR. 
          THAT'S RIGHT. 
          SO, UH, GO BACK FOR A SECOND. 
          YES, SIR. 
          TOOK THE MONEY AWAY ON, UH, WALTER MILL BY OPENING UP, UM, GRIFFIN YATES. 
          YES, SIR. 
          BUT I NEVER SAW IT COME BACK IN AT ANY POINT FOR CONSTRUCTION. 
          CONSTRUCTION. 
          WHAT HAPPENED? SO THE, THE, THE BUDGET NUMBER FOR WALLER MILL, THAT 28 MILLION OR SO IS OFFSETTING THE COST TO, TO REBUILD, UH, QUEENS LAKE. 
          SO YOU HAD A BUDGET NUMBER FOR QUEENS LAKE RENOVATION AT LIKE 30 MILLION. 
          I UNDERSTOOD THAT. 
          OH, OKAY. 
          WHEN DO YOU, WHEN DO YOU PUT MONEY BACK INTO WALLER MILL? IT NEVER SHOWED UP. 
          AH, WELL, WALLER MILL GOT A REFRESH. 
          WHEN WAS IT? TWO 2016. 
          16. 
          IT'S, IT'S GOT 29 MILLION AGAINST IT FOR A REASON. 
          HOW DO YOU SUDDENLY NOT DO THAT AND THEN NOT EVEN MAKE IT INTO A 15 YEAR PLAN? BECAUSE IT FELL APART BECAUSE THAT, UH, 29 MILLION WAS NOT TO TAKE CARE OF THE BUILDING AS IT IS, BUT TO ADD ON NEW CAPACITY TO IT. 
          AND BY YOU'RE SAYING YOU'RE GONNA RECOUP THAT WITH, UH, THE ROOMS AT GRIFFIN YATES 'CAUSE YOU'RE MOVING THEM. 
          YEAH, IT'S A TWO-PRONGED STRATEGY, RIGHT. 
          YOU RECOUP GRIFFIN YATES EARLY CHILDHOOD, PRE-K, YOU MOVE THOSE KIDS EARLY CHILDHOOD PRE-K FROM WALLER MILL AND MCGRUDER, AND YOU PUT 'EM INTO GRIFFIN YATES, THEN YOU EVEN OUT THE BOUNDARY BETWEEN MCGRUDER AND GRIFFIN YATES AND YOU NOW HAVE SUFFICIENT CAPACITY WITHOUT DOING A MAJOR ADDITION. 
          SO YES, WE DID ELIMINATE THAT CAPITAL STRATEGY TO ADDRESS CONDITION BY DOING AN OPERATIONAL OF CAPACITY BY DOING AN OPERATIONAL STRATEGY TO ADDRESS CAPACITY. 
          OKAY. 
          NOT COMPLETELY SOLD, BUT I UNDERSTAND YOU'RE YEAH. 
          YEAH. 
          THAT'S THE IDEA. 
          YEAH, YOU DID. 
          BRIEFLY. 
          CAN I MAKE A SUGGESTION REAL QUICK? YES, SIR. 
          WHILE WE'RE HERE, UM, BECAUSE WE'RE PLANNING OUT 15 YEARS, WHICH WE SHOULD BE DOING, I THINK WE SHOULD HAVE BUDGET ESTIMATE NUMBERS PLANNED OUT FOR 15 YEARS. 
          'CAUSE IF WE LOOK AT 41 MILLION NOW, 15 YEARS FROM NOW, THAT NUMBER'S NOT EVEN GONNA BE CLOSE. 
          OH, SURE. 
          SO HOW DO WE PLAN STARTING TODAY, 15 YEARS OUT FINANCIALLY? 'CAUSE IF WE, IF WE PLAN LIKE THIS, WE'RE GONNA BE CAUGHT IN A TRAP. 
          OH, SURE. 
          SO I THINK WE NEED TO HAVE SOME REAL, SOME LOGICAL NUMBERS AND YEAH. 
          [01:25:01]
IF, YOU KNOW, DOING MASTER PLANS IN 2019 AND TRYING TO PROJECT, UH, INFLATION RATES AND THEN COVID HIT, YOU KNOW? RIGHT. 
          SO THE RE THEIR NUMBERS ARE WHAT THEY ARE RIGHT NOW FOR APPLES TO APPLES COMPARISON, WE ABSOLUTELY CAN TAKE AN ASSUMPTION AND SAY, IF INFLATION GOES BACK TO SANITY, WHICH IT IS GETTING THERE, I THINK, AND WE SAY 3%, THREE AND A HALF PERCENT, THIS IS WHAT THAT WOULD BE IN 15 YEARS. 
          WE CAN ABSOLUTELY DO THAT. 
          YEAH. 
          WE NEED TO DO SOMETHING. 
          YOU NEED TO DO SOME KIND OF MODELING OF THAT. 
          YES, SIR. 
          CORRECT. 
          THAT'S CORRECT. 
          WITH WITH THE THOUGHT IN MIND THAT THERE COULD BE A COVID, THERE COULD BE SOMETHING HAPPENS. 
          THAT'S WHERE OUR FIVE YEAR RE RELOOK COMES INTO PLAY. 
          ABSOLUTELY. 
          THAT'S EXACTLY WHY YOU DO THAT. 
          NOW WE'VE GOT A DIFFERENT SET OF PLANS. 
          YES, SIR. 
          MOVING FORWARD. 
          THAT'S CORRECT. 
          YEAH. 
          I I WOULD THINK THE FINANCIAL GETS REFRESHED EVERY FIVE YEARS FOR SURE. 
          AS OPPOSED TO TRYING TO FIGURE OUT TODAY WHAT WILL 15 YEARS LOOK LIKE. 
          LET'S DO WHAT TODAY'S NUMBERS NOW FIVE YEARS, WE, WE TAKE ANOTHER LOOK AT IT NOW WHAT ARE THOSE NEW NUMBERS? AND BUT STILL THE SAME IDEA. 
          RIGHT. 
          BUT JUST STILL TRYING TO ESTIMATE WHAT, WHAT, UH, INFLATION WILL BE IN 15 YEARS. 
          'CAUSE IF YOU AND I COULD DO THAT. 
          YEAH. 
          WE, WE, WE HAVE DIFFERENT JOBS. 
          YEAH. 
          WE WOULD, WHEN WE, UH, WHEN WE APPROVE, UH, 15 YEAR CIP, WE DO IT VERY MUCH LIKE WE, WE DO OUR CURRENT CIP IS THAT YOU'LL HAVE A PROJECTED AMOUNT, RIGHT? OKAY. 
          FOR THAT WHOLE YEAR. 
          I MEAN THAT, THAT TO ME IS ONE OF THE THINGS THAT'S KIND OF MISSING OUT OF THIS. 
          WHAT IS IT GONNA COST, YOU KNOW, OVER YEAR, OVER YEAR, OVER YEAR? BECAUSE THOSE YEARS WILL DICTATE TAX RATES. 
          OKAY. 
          OUR BUDGET. 
          UM, AND OBVIOUSLY, UM, AS IT IS NOW, YOU GUYS, YOU KNOW, THE SCHOOLS ARE A HUGE PART OF OUR, OUR BUDGET. 
          SO JUST LAYING US OUT OVER 15 YEARS AND SEEING THIS AND THEN, AND HOPEFULLY THE LOOKING AT THE LADY OVER HERE AND YOU'RE THEIR BUDGET FOLKS, IS THAT YOU'RE GONNA HAVE THOSE, YOU'RE GONNA HAVE THAT INFLATION VALUE IN THERE. 
          SO THEN WE CAN SEE IT'S GONNA LOOK LIKE 15 YEARS. 
          IT'S GONNA BE A WHOPPING BIG NUMBER COMPARED WHAT YOU'VE GOT NOW. 
          BUT GUESS WHAT? THAT'S, WE GOT A PLAN FOR IT. 
          YEAH, THAT'S EXACTLY RIGHT. 
          YEAH. 
          UM, LAST FOOD FOR THOUGHT BEFORE WRAP UP TAP. 
          IF YOU LOOK AT THE OUTER NEEDS, ONE THING THAT I GLOSSED OVER IN PHASE THREE, UH, WAS MAYBE JUST, MAYBE YOU NEED AN ADDITIONAL MIDDLE SCHOOL, WHICH IS A BIG DEAL. 
          HERE'S WHY. 
          HERE ARE YOUR MIDDLE SCHOOLS RIGHT NOW BY NETWORK. 
          HERE ARE THE CURRENT ENROLLMENTS, HERE'S THE CURRENT CAPACITIES, HERE'S THE FIVE YEAR PROJECTED ENROLLMENT. 
          SO I LIKE TO SAY, IF YOU'RE LOOKING AT BUILDING A NEW SCHOOL AND OR ANY KINDA MASTER PLAN, I LIKE TO TARGET 85%, UH, UTILIZATION AS A GOOD RATE. 
          MEANING HOW, IF I KNOW I'M GONNA HAVE 1,232 MIDDLE SCHOOL KIDS, I WANNA HAVE 115% OF THAT IN CAPACITY BECAUSE I DON'T WANNA SPEND A BOATLOAD OF MONEY JUST TO BE A HUNDRED PERCENT FULL ON DAY ONE. 
          THAT'S NOT, THAT'S NOT OPERATIONALLY FUN OR SMART. 
          SO 15% IS A STANDARD NUMBER THAT I USE. 
          WHICH MEANS IF THESE PROJECTIONS PAN OUT THE WAY THEY DO RIGHT NOW, YOU WOULD BUILD A 1400 CAPACITY MIDDLE SCHOOL. 
          DO YOU WANT A 1400 CAPACITY? MIDDLE SCHOOL, YOUR CURRENT ENROLLMENT CAPACITIES, IT'D BE LARGER THAN, YOU KNOW, GRAFTON. 
          12 QUEENS LAKE, CURRENTLY 700, 12 A THOUSAND. 
          HOW BIG DO YOU WANT A MIDDLE SCHOOL TO GET? MM-HMM . 
          I AM NOT COMING WITH A RECOMMENDATION FOR THAT. 
          THIS IS AN OUTER YEARS. 
          THIS IS NOT URGENT. 
          THIS IS WATCH YOUR DEMOGRAPHICS. 
          THINK ABOUT THE OPERATIONAL IMPLICATIONS. 
          DO PEOPLE RUN LARGE MIDDLE SCHOOLS? WELL, ABSOLUTELY. 
          UH, DO SOME PEOPLE CHOOSE NOT TO? ABSOLUTELY. 
          BUT IT IS SOMETHING TO CHEW ON AND WATCH OVER TIME. 
          DEMOGRAPHIC POINT YOU RAISE. 
          YOU'RE SEEING IT TODAY. 
          UM, WE HAVE A CITY OF KOSIN THAT ALMOST CLOSED ONE OF THEIR SCHOOLS BECAUSE THE LACK OF KIDS. 
          SURE. 
          TODAY I HEARD THAT CLEVELAND HAS SHUT DOWN 29 OF THEIR SCHOOLS, THINK 29 SCHOOLS. 
          UM, AND IN ONE CASE, UH, ONE COMMUNITY HAS TAKEN, AND THEY DON'T HAVE ENOUGH KIDS FOR ONE SCHOOL, BUT THEY HAVE MORE THAN ENOUGH KIDS. 
          SO 
          [01:30:01]
THEY CAN COMPILE, COMPILE 'EM, COMPILE 'EM TOGETHER, AND THEY HAVE 40 KIDS IN A CLASSROOM. 
          HOW DO YOU MANAGE SOMETHING LIKE THAT? SO IT'S THE DEMOGRAPHICS IS, IS IS, I THINK IT'S GONNA BE CRITICAL. 
          'CAUSE YOU COULD BUILD A 14, UH, FOR 14, 17 KIDS AND THEN ALL OF A SUDDEN YOU DON'T HAVE A DEMO. 
          YOU HAVE THE DEMOGRAPHICS TO SUPPORT. 
          YEAH. 
          THIS IS, THIS IS WHY THAT DEEP DIVE EVERY FIVE YEARS TO LOOK AT THE DEMOGRAPHICS, THE CONDITION AND THE FINANCE ARE SO IMPORTANT. 
          UH, WHILE YOU KEEP THROWING THAT DART OUT THERE FOR 15. 
          SO YOU'RE DOING EXACTLY THE RIGHT THING RIGHT NOW. 
          SO I'M WAY OVERSHOT MY HALF HOUR OF TALKING AT YOU. 
          I KNOW I HAVEN'T PLUGGED MY WATCH, BUT I KNOW I BLEW BACK. 
          UM, PHASE ONE, THE BIG POINT RIGHT HERE. 
          THINK ABOUT REFRESHING YOUR ELEMENTARY SCHOOL CLASSROOMS WITH A BUDGET THAT'S REASONABLE FOR YOU WHEN YOU TAKE CARE OF THE MAJOR CONDITION NEEDS. 
          WE'RE RECOMMENDING THAT THAT BEGINS WITH, UH, REFILL PLATE, EXPAND PRE-K CAPACITY, WHICH IS IN DEMAND. 
          UM, AND YOU HAVE THE SPACE TO DO IT FOR LOW COST TO OFFSET A BIG ADDITION, UH, EXPENSE THAT CAN BE USED TO HELP WITH REBUILDING. 
          AND WITH THE BUDGET OF DEFERRED MAINTENANCE THAT WE HAVE IN THERE, BEEF UP THAT, THAT DEFERRED MAINTENANCE BUDGET EVERY FIVE YEARS TO CONTINUE BEING WHAT YOU HAVE BEEN, WHICH IS PROACTIVE WITH YOUR CAPITAL RENEWALS AND REPLACEMENTS SO THAT YOU DON'T HAVE A CASCADING DEFICIENCY NEEDS AT YOUR SCHOOLS. 
          YOU'RE KE YOU'RE KEEPING UP WITH IT. 
          SO THAT CONCLUDES OUR PRESENTATION. 
          THANK YOU. 
          THANK YOU. 
          THANK YOU. 
          I ACTUALLY HAVE A QUESTION, UH, WHEN IT COMES TO THE PRE-K, DR. 
          CAROL, IF YOU CAN UPDATE OUR, UH, BOARD OF SUPERVISORS, JUST KIND OF WHERE WE AT RIGHT NOW WITH ENROLLMENT ON PRE-K AND WHAT ARE THE NEEDS OF THE COMMUNITY FOR PRE-K, IF YOU HAVE THAT. 
          I DON'T HAVE THAT OFFHAND. 
          DR. SKINNER, ARE YOU ABLE TO TAKE A STAB AT THAT? IF NOT, WE CAN GET IT FOR YOU. 
          BUT I, I THINK A GENERAL STATEMENT WOULD BE WE ARE NOT MEETING THE NEED OF THE COMMUNITY RIGHT NOW. 
          I DO NOT KNOW OUR PRE-ENROLLMENT IN PRE-K, BUT I CAN TELL YOU WE HAVE 13 CLASSROOMS CURRENTLY IN OUR SCHOOL DIVISION SERVING OUR STUDENTS WHO ARE CONSIDERED PRE-K. 
          YES. 
          BUT AS FAR AS THE NEED FOR THE, AS FAR AS THE NEED OF THE COMMUNITY FOR PRE-K, THERE WOULD BE MORE THAN 13 CLASSROOMS. YES. 
          WE DO HAVE, UM, FAMILIES THAT ARE ON THE WAITING LIST, UM, FOR CLASSROOMS. YES. 
          SO HERE'S A, HERE'S A FUNDAMENTAL QUESTION. 
          WE GOT A NICHE MAGAZINE AND IT SAYS THAT YOUR COUNTY IS THE BEST SCHOOL DIVISION IN THE STATE OF VIRGINIA. 
          OKAY. 
          AND I'M HEARING THIS IS, AND I GREATLY APPRECIATE THE, THE, THE, THE REPORT, THE, THE WAY IT'S LAID OUT. 
          BUT I GET THIS, OH MY GOSH, YOU KNOW, WE WE'RE, WE'RE MISSING A, WE'RE GONNA BE MISSING A COUPLE HUNDRED MILLION DOLLARS WORTH OF STUFF HERE IF WE STUMP STUMP OUR TOE IF WE'RE THE BEST. 
          I'D HATE TO SEE WHAT THE WORST LOOKS LIKE. 
          , YOU KNOW, I MEAN, AND, AND, BUT WHAT ARE, WHAT ARE THE REST OF THE SCHOOL DIVISIONS DOING TO ADDRESS? BECAUSE THEY GOT THE SAME ISSUES. 
          WE'VE GOT SAME. 
          THEY BUILT THE SCHOOLS AT THE SAME TIME. 
          OLD SCHOOLS. 
          WELL, I'D SAY A COUPLE OF THINGS. 
          FIRST OF ALL, THE COUNTY HAS BEEN SUPPORTIVE. 
          AND AS MR. STEWART SAID, YOU'VE BEEN SUPPORTING US. 
          WE'VE BEEN ABLE TO PATCHWORK THINGS AND KEEP THINGS UP. 
          UH, WELL, YOU TAKE, UH, SOME IMPOVERISHED COMMUNITIES, ONES OUT WEST. 
          THAT'S ONE OF THE REASONS WHY THE STATE HAS BEEN PUTTING OUT GRANTS FOR, UH, SCHOOL CONSTRUCTION IS TO HELP THEM CATCH UP THERE. 
          BUT THEY'RE NOT DOING IT AS A, YOU KNOW, JUST A COMPREHENSIVE PROGRAM FOR ALL SCHOOLS. 
          AND THAT'S WHY WE, WE'VE REALLY STRUGGLED. 
          WE, WE TOOK OUR FIFTH PASS AT THE SCAB GRANT. 
          WE DIDN'T GET IT AGAIN. 
          MM-HMM . 
          AND I THINK THAT IS SOMEWHAT BECAUSE OUR COMMUNITY HAS SUPPORTED US. 
          UH, BUT THE ANSWER IS WE'VE DONE IT DESPITE THE LIMITATIONS THAT WE HAVE IN OUR CLASSROOMS, FROM THE QUALITY OF OUR TEACHERS TO THE SUPPORT OF OUR PARENTS, AND, UH, YOU KNOW, THE GREAT KIDS THAT WE HAVE. 
          AND I FEEL SORRY FOR YOU GUYS BECAUSE YOU'RE GONNA HAVE TO COME UP HERE AND ASK FOR MONEY. 
          I MEAN, WE'RE GONNA HEAR IT, BUT I MEAN, I, BECAUSE I MEAN YOU MM-HMM . 
          I DON'T KNOW ABOUT YOU GUYS, BUT I'M SITTING HERE HEARING A LOT OF STUFF ABOUT EDUCATION AND ART AND EXTRA SPACE AND ALL THAT. 
          I'M NOT AN EXPERT IN THIS. 
          OKAY. 
          AND BY ANY STRETCH OF THE IMAGINATION, I MEAN, WE KNOW A LITTLE BIT ABOUT CONSTRUCTION AND ALL THAT, BUT YOU GOTTA GO FIGURE OUT 15 YEAR FLOW THAT KEEPS THE SCHOOLS, YOU KNOW, NUMBER ONE OR THEREABOUTS. 
          AND THEN YOU GOTTA COME UP AND CONVINCE US OVER WHOEVER. 
          AND THAT'S, I KNOW YOU DO IT EVERY YEAR. 
          I MEAN, THIS, THIS IS, THIS SEEMS TO ME LIKE IT'S A, UH, ONE OF THOSE TIMES 
          [01:35:01]
WHERE YOU COMMUNITIES LURCHED FORWARD OR LURCHED BACK. 
          IN OTHER WORDS, YOU KNOW, IN THE NINETIES OR WHATEVER, THE FIFTIES OR WHATEVER, WE STARTED BUILDING A, WE WENT TO A REALLY BIG BUILDING PHASE, PUT A LOT OF MONEY IN INVESTMENT INFRASTRUCTURE. 
          AND THEN WE KIND OF CRUISED FOR A WHILE PATCHING UP. 
          AND NOW HERE WE ARE AGAIN. 
          IT'S NOW CAUGHT UP WITH US AND IT'S TIME TO DO THE, THAT INVESTMENT. 
          AND I WILL SAY, YOU KNOW, JUST FROM, YOU KNOW, MY, MY DISTRICT AND GOING INTO THE SCHOOLS AND, AND TOURING AND MY EXPERIENCE GOING BACK TO MID TWO THOUSANDS AND BEING IN THE SCHOOL, I CAN REMEMBER, YOU KNOW, SPACE BEING VERY TIGHT THEN AND AS COUNSELOR, UM, BEING, UM, IN AN ELECTRICAL CLOSET OR HVAC CLOSET COMBINATION VERY SMALL. 
          BUT IT WAS EITHER THAT OR GO ON A CART AND YOU DON'T PUT COUNSELORS ON A CART. 
          SO I, YOU KNOW, THOSE WERE THE THINGS I STRUGGLED WITH IN MY LAST FEW, FEW YEARS THERE BECAUSE SPACE WAS A PREMIUM. 
          AND I WALK INTO SCHOOLS NOW AND I SEE OUR PRINCIPALS, UH, YOU KNOW, NEW YORK ELEMENTARY SCHOOL PRINCIPAL, YOU KNOW, GOT FURNITURE, DONATE, SOMEBODY DONATED FURNITURE TO PUT IN THE HALLWAY SO PEOPLE CAN WORK WITH KIDS OUT IN THE HALLWAYS ON THINGS BECAUSE WE DON'T HAVE CLASSROOM SPACE. 
          SO, I MEAN, THEY'RE DOING A, A REALLY GOOD JOB OF TRYING TO COVER ALL THOSE NEEDS. 
          AND WE, WE JUST DO WHAT WE HAVE TO DO FOR THE KID TO MAKE THE KIDS GET WHAT THEY NEED. 
          AND WE DO THAT. 
          BUT IT'S KIND OF A QUESTION OF HOW LONG CAN YOU KEEP DOING THAT? RIGHT. 
          WHEN DOES IT COME TO A POINT WHERE IT'S JUST LIKE, YOU GOTTA STRETCH? WELL, THE ISSUE ON THE TABLE THOUGH IS MONEY. 
          IT'S ALWAYS MONEY. 
          YEAH. 
          IT, IT ALWAYS COMES BACK TO MONEY. 
          AND NOBODY WANTS TO HAVE, AND A LITTLE BIT OF TAKEAWAY YOU'RE GONNA MAKE, I'M GONNA MAKE THE COMMENT, AND I MADE IT ALREADY AT THIS STATE OF THE COUNTY, THIS REFERENDUM COMING UP, IS THE QUESTION OF DO WE WANNA MAINTAIN THE QUALITY OF YORK COUNTY SCHOOLS? THAT IS THE QUESTION. 
          THAT IS THE REFERENDUM. 
          AND I NEED SOME HELP. 
          'CAUSE I'M OUT THERE POUNDING THE PAVEMENT FOR THAT. 
          I DON'T SEE THE SCHOOL BOARD COMING OUT WITH A COLLECTIVE ANSWER ON DO WE NEED A REFERENDUM? DO WE NEED A YES ON IT? I DON'T SEE THE PTA, I DON'T SEE SIGNS IN FRONT OF THE SCHOOLS THAT SAY YES. 
          I DON'T SEE ANYTHING BEING DONE RIGHT NOW THAT PRETTY QUICK. 
          UH, I THINK IT WAS A PRETTY QUICK REFERENDUM TOO. 
          IT DOESN'T MATTER. 
          WELL, WE HAVE TO MOVE QUICK. 
          IT DOES MEAN WE HAVE TO MOVE QUICK. 
          NO DOUBT. 
          SO MY ANSWER TO YOU YEAH. 
          IS, IS THAT KIND OF REVENUE COMING IN YEAR OVER YEAR, OVER YEAR, OVER 20 YEARS WILL MAKE THIS WORK. 
          WE DON'T HAVE AN ANSWER IF YOU PRESENT THIS TO US. 
          WELL, IT'S 50% OF THEM. 
          IT'S PAYMENT FROM OTHER PEOPLE OUTSIDE THE COUNTY. 
          IT'S EXACTLY CORRECT. 
          NOT JUST THE CITIZENS. 
          THAT'S IMPORTANT. 
          THAT'S IMPORTANT TO KEEP IN MIND. 
          I CANNOT UNDER UNDERESTIMATE HOW IMPORTANT THAT IS. 
          WELL, AND THE OTHER FACTOR IS, LET'S JUST SAY, YOU KNOW, YOU DON'T PASS IT. 
          I'M JUST, JUST LOOKING AT BOTH SIDES. 
          I APPRECIATE BOTH SIDES OF THE ARGUMENT. 
          IT'S NOT YOU. 
          THERE IS NO, NO, THERE'S NO US PASSING. 
          NO, NO. 
          I'M SAYING IF THE REFERENDUM DOESN'T, OKAY, IT DOESN'T PASS. 
          OKAY. 
          WELL THE SCHOOLS ARE STILL GONNA NEED THOSE REPLACEMENTS. 
          RIGHT. 
          SO IT'S GONNA, THE MONEY'S GONNA HAVE TO COME FROM SOMEWHERE. 
          RIGHT? AND SO WHERE IS THAT MONEY COME FROM? THEN YOU'RE LOOKING AT DOESN'T REAL ESTATE TAXES, YOU HAVE TO RAISE THE REAL ESTATE TAXES AND THEN PEOPLE DON'T WANT YOUR REAL ESTATE TAXES TO BE RAISED. 
          THAT'S WHERE IT COMES FROM. 
          SO YOU DON'T WANT REAL ESTATE TAXES TO BE RAISED, WHICH JUST HITS YOUR COUNTY PEOPLE. 
          YOU'VE GOT THIS REFERENDUM WHICH SAYS, HEY, ANYBODY YOU KNOW, USING, YOU KNOW, MEAL TAX IN YORK COUNTY OR NOT MEAL TAX, BUT UH, SALES TAX IS GONNA GET TAXED. 
          IT'S NOT JUST COUNTY PEOPLE, ANYBODY COMING INTO YORK COUNTY, TOURISTS, ALL OF THAT. 
          SO THERE'S THAT ARGUMENT. 
          I LOOK AT IT A PAY NOW PAY LATER, BUT SOME WE GONNA PAY, PAY, PAY LATER. 
          IT'S TAKING ADVANTAGE OF GETTING TWICE AS MUCH PAY OR HALF. 
          WELL TRUE, TRUE TO THAT TOO. 
          BUT SOMEWHERE THERE'S GOING TO BE, AND IF IT'S HALF, ESPECIALLY WITH INFLATION, WHICH IS LONG TERM, HAVE TO DO IT THROUGH PROPERTY TAX, YOU'RE GONNA SUFFER BECAUSE WE WILL NOT BE ABLE TO, YOU KNOW, IT WAS, UH, I BRIEFED A GROUP ON THIS ABOUT THE, I TALKED ABOUT THE, THE 1% AND THE IDEA THAT IT WAS GONNA GENERATE, WHAT IS IT, $12 MILLION? I BELIEVE THAT'S THE NUMBER. 
          RIGHT. 
          SO $12 MILLION A YEAR ADDITIONAL REVENUE. 
          UM, WE'VE STRESSED THE FACT THAT THERE'LL BE MORE PEOPLE PARTICIPATING IN, IN PAYING THAT $12 MILLION. 
          NOT, NOT JUST THE PEOPLE WHO LIVE HERE. 
          THAT'S RIGHT. 
          THAT'S WHAT I, SO WE MADE, WE MADE STRESS ON THAT. 
          THE, THE CHALLENGE THOUGH IS THE PICTURE'S NOT COMPLETE BECAUSE, YOU KNOW, AS YOU POINTED OUT, IF WE DON'T GET THAT $12 MILLION AND, AND THAT $12 MILLION JUST PART OF THE, OF THE ANSWER, IT'S NOT THE THE TOTAL PACKAGE BECAUSE IT'S, IT'S GONNA BE A STILL A BILL. 
          I CAN'T SAY I CAN'T, WELL, WE CAN SAY FOR THIS YEAR THAT IF WE GET THE $12 MILLION, YOU WON'T GET A TAX IN, YOU WON'T GET A TAX RATE INCREASE. 
          OKAY. 
          BUT 
          [01:40:01]
YOU CANNOT SAY THAT FOR ANOTHER YEAR. 
          THE OTHER YEARS, NO, THE OTHER 19 YEARS. 
          OKAY. 
          NO, AND WHAT'S NOT, WHAT'S NOT CLEAR, AND WE NEED TO, WE NEED TO REALLY COME UP WITH THIS, IS THAT WHAT IS THAT NUMBER GOING TO BE IF WE DON'T GET TO 12 MILLION NOW, WHAT IS THAT TAX RATE GONNA BE? BECAUSE I GUARANTEE YOU, WHEN YOU GET ON THE OTHER SIDE OF THIS AND YOU GOT A NUMBER THAT YOU PUT ON THAT, THEN PEOPLE START PAYING ATTENTION. 
          NOW WE KNOW WHAT 1% GIVES US 12 MILLION AND A BUNCH OF OTHER PEOPLE HELPING TO PAY FOR IT. 
          RIGHT. 
          BUT WHAT'S ON THE OTHER SIDE? AND THAT'S WHERE MARK AND YOU KNOW, YOU GOTTA GET THE, YOU GOTTA, DR. CARROLL, YOU GUYS GOTTA GET TOGETHER AND COME UP WITH THIS IN A, IN A KIND OF A ROUGH ORDER OF MAGNITUDE SO THAT WHEN WE TALK IT ON THE OTHER END, WHEN WE GET ON THE OTHER END, WHAT IS THAT TAX RATE GONNA BE? OR HOW MUCH ARE WE GONNA BACK UP? 'CAUSE EVERYONE, EVERY TIME WE DELAY THIS, IT GETS MORE EXPENSIVE. 
          IT DOESN'T GET LESS EXPENSIVE, IT GETS MORE EXPENSIVE AND IT'S A BILL. 
          AND THE CITIZENS OF YOUR COUNTY ARE HAVE TO GONNA UNDERSTAND THAT. 
          OKAY. 
          YOU'RE NOT GONNA UNDERSTAND IT. 
          WE DON'T TELL 'EM WHAT THE NUMBERS ARE. 
          SO THAT'S ONE OF MY FRUSTRATIONS. 
          DR. CARROLL, TALK A LITTLE BIT MORE ABOUT THAT GRANT THAT YOU WERE TALKING ABOUT. 
          TELL ME, TELL US MORE ABOUT THAT. 
          THE ONE WE GOT, THE GRANT THAT WE'VE GOT FOR TAB? NO, THE, THE ONE YOU SAID ONE SCAP TURNED DOWN. 
          TELL US ABOUT THAT ONE TOO. 
          SO THE SCAP GRANT IS A NEW GRANT THAT'S, WE'VE, THERE'S BEEN FIVE PASSES, IS THAT IT, I THINK IN THE LAST THREE YEARS. 
          AND IT'S BASED ON YOUR QUALITY OF THE BUILDING THAT YOU'RE SUBMITTING FOR AND THE AGE OF THE BUILDING AND THE, YOU KNOW, THE ITEMS THAT, UH, MR. STEWART'S TALKED A LOT ABOUT TODAY. 
          AND SO WE'RE COMPETING AGAINST THE REST OF THE STATE. 
          AND THEY HAVEN'T THIS, THIS IS A STATE GRANT, RIGHT? YES. 
          AND THE LEGISLATURE HAS PUT THE MONEY IN EVERY TIME. 
          THEY HAVEN'T EXPENDED ALL THE MONEY. 
          THEN THEY'VE RE UH, RECONFIGURED THE ALGORITHM OF HOW THEY'RE GONNA JUDGE IT. 
          BUT THAT GIVES SCHOOLS OR SCHOOL SYSTEMS A NEXT CHANCE AT IT. 
          AND WE HAVEN'T SCORED HIGH ENOUGH FOR THOSE, UH, FOR THOSE, UH, PROJECTS THAT WE'VE PUT IN FOR WITH TAB HIGH AND, AND, UH, WHAT ARE THE POINTS, MANNER? AND SO ARE THE POINTS THAT THEY, DID THEY SCORE IT ON, THEY THEY PUT OUT THE CRITERIA AHEAD OF TIME AND AN EXAMPLE OF WHAT THE CRITERIA IS? WELL, I COULD ASK MR. BOWEN TO TALK ABOUT, BUT I'LL, BUT JUST BEFORE I, I END THERE. 
          EVERY TIME THEY'VE LEFT MONEY ON THE TABLE THIS LAST TIME THEY LEFT 77 MILLION ON THE TABLE, THEN I THINK THEY ADD MORE AND THEN THEY REDO THE, THE CALCULATION. 
          BUT MR. BOWEN, YOU'D BE COUPLE THINGS THAT THEY CHANGED IN THE EVALUATION CRITERIA WAS, UH, THEY WERE LOOKING TO SEE, UM, IF THE PROJECT INCORPORATED SOME STEM ACTIVITIES OR, UM, OPPORTUNITIES FOR ACADEMIES. 
          AND SO WE DID HAVE THAT. 
          WE WERE LOOKING AT SOME OF THOSE THINGS AT, AT TAB HIGH SCHOOL. 
          THEY ALSO LOOK AT THE LOCAL COMPOSITE INDEX, WHICH IN YOUR COUNTY WE HAVE A VERY LOW COMPOSITE INDEX, UH, COMPARED TO SOME OF THOSE SCHOOL DIVISIONS THAT ACTUALLY DID RECEIVE AWARD AWARDS. 
          UM, AND THEN IF YOU'VE NEVER RECEIVED AN AWARD BEFORE, YOU WERE GIVEN QUALIFYING POINTS. 
          AND SO WHEN WE WENT, SEVERAL OF THE STAFF WENT THROUGH THE EVALUATION CRITERIA BASED ON, UM, WHAT THE, UH, THE EVALUATION WAS. 
          BUT WE, WE KIND OF DID OUR OWN ASSESSMENT AND HOW WE SHOULD, UH, PLAY OUT AND WHETHER OR NOT WE SHOULD RECEIVE SOME AWARD. 
          AND WE THOUGHT THAT WE HAD QUALIFIED. 
          UM, BUT WE HAVE NOT RECEIVED THAT, UH, INFORMATION AND FEEDBACK FROM THE DEPARTMENT OF EDUCATION. 
          SO WE WILL BE FOLLOWING UP WITH THEM. 
          UM, AGAIN, THEY, THERE'S ABOUT 77 MILLION STILL ON THE TABLE TO BE, UM, AWARDED IN, IN A SUBSEQUENT, UH, APPLICATION PROCESS. 
          AND WE'LL CONTINUE TO APPLY FOR IT. 
          'CAUSE WE BELIEVE THAT OUR PROJECTS QUALIFY BASED ON THE CURRENT EVALUATION CRITERIA. 
          AND, AND IT'S, AND AS PART OF THE WHATEVER COMMITTEE DOES THAT EVALUATION AT THE STATE LEVEL, DO THEY CONSIDER THE INVESTMENTS THAT HAS BEEN, THAT HAVE BEEN MADE INTO THE, THE SCHOOL SYSTEMS OVER THE YEARS? WELL, ANOTHER COMPONENT OF THE, OF THE LOCALITY IS THEY LOOK AT THE FISCAL STRESS OF THE LOCALITY. 
          SO, UM, I DON'T TYPICALLY LOOK AT THAT INFORMATION, BUT I THINK AS FAR AS WHEN YOU LOOK AT COMMUNITIES ACROSS THE COMMONWEALTH, YOUR COUNTY HAS A VERY LOW FISCAL STRESS. 
          SO I DON'T BELIEVE WE RECEIVED ANY, ANY POINTS UNDER THAT. 
          BUT IT'S, IT'S A VERY SMALL, UH, CRITERIA, UH, FOR, FOR THAT. 
          SO I THINK IT'S FIVE POINTS THAT YOU, THAT YOU'RE EVALUATING ON WHAT I'M, WHAT I'M, WHAT I'M GETTING AT THERE IS THAT THE COUNTY OVER THE YEARS AND THE SCHOOL DIVISION OF YEARS AND HAVE DONE A REALLY GOOD JOB, IS BACKED UP BY YOUR EVALUATION OF MAKING INVESTMENTS OVER THE YEARS TO KEEP THE LIFESPAN GOING AND, AND HAVING, HAVING GOOD SCHOOLS HERE, UM, THAT IS BEHAVIOR THAT SHOULD BE REWARDED AND NOT, AND PUNISHED BECAUSE THE, BECAUSE WE COULD HAVE JUST SIMPLY SAT ON IT, LET THE, THE WALLS FALL IN AND GO, NOW WE NEED HELP AND HAVE TO GET THE HELP. 
          SO THAT, THAT'S, THAT'S WHY I WAS ASKING THAT QUESTION. 
          IS THAT PART OF THE EVALUATION? DO THEY GO, HEY, Y'ALL HAVE DONE A GOOD JOB HERE. 
          LET'S REWARD 
          [01:45:01]
THAT BEHAVIOR AND KEEP THAT GOING. 
          INSTEAD, WE'RE GETTING PUNISHED FOR, FOR BEING GOOD STEWARD. 
          THAT'S NOT THE, THEY TAKE SPECIFIC, YOU'RE PUNISHED ALMOST FOR DOING GOOD JOB. 
          YOU'RE PUNISHED. 
          SO THAT'S KIND OF WHAT I THOUGHT I WAS HEARING. 
          AND THAT'S KIND OF A DEPOSIT. 
          SO YOUR EVALUATION WAS JUST ON THE BUILDINGS, NOT THE GROUND. 
          RIGHT. 
          WE DID LOOK AT THE SITES. 
          OKAY. 
          SO WE LOOKED AT THE SITES, THE GREEN SPACE, WE LOOKED AT THE PARKING LOT, THE CEMENT, UH, ALL OF THAT BECAUSE WE HAVE SOME REAL PROBLEMS AT SOME OF OUR SCHOOLS WITH DROP OFF IN PICKUPS, YOU DO HUGE PROBLEMS. MM-HMM . 
          YOU DO. 
          SO YOU HAVE SOME CAPACITY PROBLEMS WITH THAT. 
          YOU HAVE SOME CONDITION PROBLEMS WITH THAT. 
          WE NOTED, WE DID NOT NOTE THE CAPACITY PROCESS. 
          WE DIDN'T SAY YOU NEED TO EXPAND YOUR, YOUR ENTRYWAY, YOUR EGRESS, WE NEED TO ADD MORE PARKING SPACES. 
          WE DID NOT DO THAT. 
          WE DID SAY YOU NEED TO REPLACE THIS PARKING LOT IN THE NEXT FIVE YEARS. 
          OR, UH, YOU KNOW, YOU NEED TO COMMISSION OF ASPHALT THE CONDITION OF THE ASPHALT CONDITION TO CEMENT DRAINAGE FOR THE BALL FIELDS. 
          PART OF THE, THE BIG PICK CONSIDERATION IS WE, WE, WE DON'T WANNA REPLICATE THOSE SAME TYPE OF DROP OFF PICKUPS SITUATION WE HAVE NOW AND WHEREVER WE CAN. 
          PART OF THE EVALUATIONS WOULD BE HOW DO WE ELIMINATE THAT AND, AND MITIGATE THAT. 
          YES SIR. 
          WHAT WE HAVE TODAY, YES SIR. 
          WE ALREADY KNOW WE NEED SPACE, THE SPACE WE PUT SCHOOLS AT. 
          BUT AS WE'RE TALKING ABOUT TALKING ABOUT THOSE SPACES, THAT SHOULD BE PART OF THE EQUATION. 
          HEY, THIS IS GONNA FIX THIS PROBLEM AS WELL. 
          YEAH. 
          NOT JUST THAT COMES THE DESIGN PHASE, RIGHT? WHENEVER YOU WORK WITH ARCHITECT, LIKE HOW DO YOU USE THE SPACE? WHAT'S THE MOST, WHAT'S THE NEED OF THE COMMUNITY? THAT'S WHERE WE'RE GONNA GET COMMUNITY INVOLVED. 
          UH, OUR STAFF WOULD PROVIDE IT TO US AND THEN THE TEAM WOULD COME UP TOGETHER WITH THAT DESIGN IDEA FROM CONCEPT TO THE PLAN. 
          I WOULD DO IT. 
          AND I THINK THAT'S, YOU KNOW, FOR THEIR JOB IS NOT LIKE, YEAH. 
          PARKING LOT DEFINITELY IS NOT BECAUSE WE ALREADY KNOW WE HAVE MORE KIDS THAT ARE DROPPED OFF NOW THAN RIDE THE BUS. 
          SO WE KNOW WE NEED A BIGGER POP, BIGGER DROP OFF AT BETTER DESIGN FOR THE PARKING LOT FOR BUS, BUS LOOPS AND THAT SORT OF THING. 
          SO WE, WE LOOK BACK THE FIFTIES, YOU SEE YOUR TOWN ROAD AND YOU SEE THE DEVELOPMENT OF NEIGHBORHOODS ALL ALONG YOUR TOWN ROAD. 
          AND SO YOU NOW HAVE NEIGHBORS THAT ARE GETTING RESIDENTS GETTING WEDGED IN BETWEEN THREE SCHOOLS. 
          TAV HIGH SCHOOL, TAV MIDDLE SCHOOL, AND MOUNT VERNON. 
          AND THAT'S STILL AT OLD COUNTRY ROAD. 
          YEAH. 
          TWO LANE ROAD WITH NO SIDEWALK, WITH NO SIDEWALKS AND DEEP DITCH ON BOTH SIDES STILL THERE. 
          YOU KNOW, THAT'S GOTTA BE PART OF THE EQUATION HERE WHERE WE, WHERE WHAT WE DO IN OUR SCHOOLS. 
          AND I THINK THAT'S IMPORTANT POINT THAT YOU MADE, TOM, BECAUSE LIKE THE FUTURE OF THE SCHOOLS, OF BUILDING LIKE THIS 15 YEAR PLAN, YOU GUYS DOING THE SAME THING ON, UH, YOUR COUNTY SIDE, UH, FACILITY STUDIES. 
          AND I THINK THIS SHOULD BE PART OF THIS MAJOR DEVELOPMENT PLAN THAT WE CAN COLLABORATE AND WORK TOGETHER TO DEVELOP. 
          UH, GOING BACK TO YOUR POINT ABOUT HOW DO WE FINANCE THIS REFERENDUM IS IMPORTANT I THINK FOR YOUR COUNTY. 
          LIKE YOU SAY, HOW ARE WE GONNA FINANCE THIS? IT'S VERY MUCH NEED. 
          WE ARE KNOWN AS A BEDROOM COMMUNITY AND WE SHOULDN'T BE. 
          LIKE, I BELIEVE THAT WE NEED TO ECONOMIC DEVELOPMENT TO STEP UP GAME, BRING MORE BUSINESSES, DEVELOP THOSE REVENUE INCOME SO THAT 1% CAN MAKE A HUGE DIFFERENCE. 
          $12 MILLION, NOT A LOT, MAYBE SOUND LIKE IT IS, BUT 12 MILLION FOR THE COUNTY OUR SIZE, IT'S, IT'S PENNIES ON A DOLLAR. 
          SO I THINK LIKE WHAT WE NEED TO LOOK INTO, HOW DO WE SERVICE OUR COMMUNITY, BRING MORE BUSINESSES, BRING MORE REVENUE ON DEBT ECONOMIC SIDE SO WE CAN, AS A RESIDENT BENEFIT FROM LOWERING TAX RATES MM-HMM . 
          BECAUSE WE CAN INCREASE THE REVENUE ON A SALE THING. 
          SO, UH, THAT WILL COME UP WITH THAT LONG-TERM PLANNING THAT WE ARE DOING RIGHT NOW. 
          AND THAT I THINK IN THE FUTURE WHERE THE, YOUR ACCOUNT HAS TO CON CONTINUE TO DO THAT. 
          $12 MILLION COVERS THE DEBT LOAD. 
          OH, ABSOLUTELY. 
          YEAH. 
          IT, IT MAKES A HUGE DIFFERENCE. 
          YES. 
          WHAT IS SHOWN ON THERE? IT DOES. 
          AND THAT ECONOMIC DEVELOPMENT IS PART OF THE BIG PICTURE AND THAT ECONOMIC DEVELOPMENT IS, IS HAPPENING. 
          WE'VE SEEN, I WANNA SAY, I'LL CALL IT TREMENDOUS GROWTH IN BUSINESS HERE IN, IN THE COUNTY OVER THE, OVER THE PAST COUPLE YEARS, NOT BIG BUSINESSES COMING IN, BRINGING UP, WE'RE SEEING STUFF HAPPEN AND MORE. 
          AND WHERE YOU HAVE ONE, YOU'LL HAVE TWO AND WE HAVE TWO, YOU'LL HAVE FOUR. 
          YOU'LL CONTINUE TO SEE THAT GROWTH. 
          SO PART OF THIS EQUATION IS, IS TIMING. 
          YOU KNOW, JUST, WE GOT THINGS SITTING, YOU KNOW, AND, AND WE'VE BEEN LIVING WITH THIS PROBLEM FOR A LONG TIME, SO CAN WE CATCH UP WITH THE ECONOMIC DEVELOPMENT TO HELP SUPPORT IT? NO, ABSOLUTELY. 
          THAT'S ALL HAPPENING RIGHT NOW. 
          ABSOLUTELY. 
          I THINK, LOOK, WE HAVE SO MANY TALENTED PEOPLE AT THIS TABLE AND WITHIN OUR COUNTY THAT I THINK WE CAN HAVE THAT PLAN IN PLACE REALLY FAST. 
          UH, AND ALL OF US TUNE INTO GETTING THERE. 
          UH, I'M BUSINESS OWNER, SO I KNOW LIKE IF I'M HAVING EXPENDITURES COMING UP, I'M TRYING TO INCREASE MY REVENUE. 
          [01:50:01]
OUR REVENUE SHOULDN'T BE TAXPAYERS, UH, OUR CITIZENS. 
          IT SHOULD BE MORE, BRING IT IN FOR MEN. 
          UH, WE GO SHOP ACROSS THE BORDER, THEY'RE GONNA INCREASE THEIR TAX. 
          SO, SO WE'RE GONNA BE PAYING FOR THEIR SCHOOLS. 
          WE NEED TO FIND A WAY TO BRING THEM HERE MORE SO THEY CAN SPEND MONEY AND PAY FOR OUR SCHOOLS TO HELP US OUT. 
          WELL, I'LL GET BACK TO MY, MY ORIGINAL POINT IS THAT WE SIT AT THE TABLE, HAVE TO MAKE DECISIONS THAT OUR CITIZENS UNDERSTAND. 
          AND WHAT WE'VE GOTTA BE ABLE TO DO IS MAKE SURE WE TELL THE STORY THAT THEY UNDERSTAND. 
          OKAY. 
          YOU KNOW, WE'RE GIVING 'EM THE, THE PROS AND THE CONS. 
          UM, AND THAT'S WHAT I'M LOOKING FOR, UH, ON THIS. 
          I MEAN, EVERYTHING WE'RE FIGHTING FOR HERE, UH, I KNOW DOUG'S BEEN HAMMERING IT. 
          WE NEED YOU GUYS TO HELP US OUT WITH THE 1%. 
          OKAY? IF WE'RE GONNA SUPPORT THE 1%, HELP US OUT, UH, GET, GET THE PEOPLE THAT INVOLVED, MAKE SURE THEY UNDERSTAND. 
          BUT HERE'S TO DOUG'S POINT, I, I JUST WANNA COMMENT KIND OF WHERE MY THINKING IS ON THAT. 
          UM, SO YES, I'M ALL FOR THE SCHOOLS. 
          I LOVE THE SCHOOLS, LOVE OUR KIDS AND WANT THE BEST. 
          AND OF COURSE, I WANT TO THINK LONG TERM ALSO THE COMMUNITY OF PEOPLE OUT THERE THAT ARE TAXED, FEELING TAXED TO DEATH. 
          , I GOTTA CONSIDER THOSE PEOPLE TOO. 
          AND, AND THEIR INPUT. 
          AND IN DOING THAT, WHILE I CAN'T COME OUT AND SAY, OKAY, THIS IS HOW, HOW I FEEL, OR THIS IS WHAT WE'RE GONNA DO IS I NEED ALL OF THE INFORMATION SO I CAN MAKE SURE WE'RE BUILDING A COMPELLING ARGUMENT. 
          MM-HMM . 
          SO IF I'M GONNA SAY AND GET BEHIND AND SAY YES, WELL I GOTTA MAKE SURE I CAN DEFEND THAT. 
          AND IT'S A COMPELLING ARGUMENT OF WHY WE SHOULD DO IT. 
          NOT JUST SAYING, SOUNDS GOOD TO ME, LET'S DO IT. 
          BECAUSE THERE'S A WHOLE BUTTLOAD OF PEOPLE OUT THERE THAT ARE LIKE, OKAY, WELL WE JUST GOT A TAX AND CREATE INCREASE ON OUR PROPERTY. 
          NOW YOU WANT ANOTHER 1%, YOU'LL HAVE IT IN MY NEWSLETTER TOMORROW, . 
          YOU KNOW? AND SO IT IS ABSOLUTE, THEY'RE SAYING, OKAY, WE'RE GONNA DO THIS AND THEN NEXT YEAR Y'ALL GONNA RAISE OUR TAXES AGAIN. 
          AND THIS IS, THIS IS THE OTHER SIDE. 
          BUT THE FLIP SIDE IS IF WE DON'T DO THAT, YEAH, WE'RE GONNA RAISE THEN WE'RE RAISING PROPERTY TAXES BY 10 15. 
          NO, I UNDERSTAND THAT. 
          MY THING IS LIKE, WE JUST NEED TO MAKE THIS THE COMP COMPELLING ARGUMENT. 
          A LOT OF PEOPLE, A LOT OF PEOPLE HAD A COMMENT TO ME AS FAR AS, UH, UH, THEY, THEY MADE A COMMENT ABOUT, UH, LOTTERY MONEY USED FOR SCHOOL AND DANCING. 
          I MEAN, YOU HEARD THAT. 
          SO LOTTERY, MEALS, TAX, I THINK IT'S IMPORTANT FOR PEOPLE TO UNDERSTAND HOW THIS MONEY WILL BE USED AND HOW YOU GUYS ARE IN CHARGE OF THAT APPROPRIATE AND DEBT MONEY AND GUARANTEEING THAT IT WILL GO TO THIS THING. 
          WE, WE KNOW IT'S GONNA GO FOR THE CAPITAL. 
          'CAUSE WE SEE THE TAB THAT'S GOING. 
          SO ANYTHING THAT COMES IN IS GONNA HELP OUT THIS BOTTOM LINE, WHAT'S GONNA BE INVESTED IN OUR SCHOOLS. 
          THAT'S A GOOD POINT. 
          AND AND FOR THOSE THAT ARE LISTENING, YES, THAT, THAT'S TOTAL CONSTRUCTION. 
          BASICALLY THE REMODEL, UH, REMODELING, NEW CONSTRUCTION AND PAYING THE DEBT WITH THAT, BUT NOT OLD DEBT. 
          SO THIS IS ALL GOING ON TO THAT. 
          THAT 1% GOES ON TO THE NEW, THE, UH, THE NEW AND YOU, AND YOU'VE GIVEN US A GREAT EXAMPLE OF THE REQUIREMENTS THAT WE'RE GONNA HAVE THAT ARE NEW OVER THE NEXT 15 YEARS. 
          IT'S A LOT OF MONEY. 
          I MEAN, JUST FIVE YEARS IS GONNA BE ABOUT $300 MILLION. 
          SO, UM, AND YOU SHOULDN'T HAVE TO, TO DO THIS ALONE EITHER. 
          IF I'M HEARING THIS $77 MILLION SITTING AT THE TABLE AT THE, AT THE STATE LEVEL, THEY DON'T KNOW WHAT TO DO WITH MR. THORNTON . 
          YOU HELP US WITH ASSISTANCE THERE, YOU KNOW, CAN HELP THEM SPREAD THE PAIN OUT SOME. 
          I'D JUST LIKE TO MAKE A COUPLE, TWO COMMENTS. 
          UM, ONE I'VE SEEN THE ARGUMENT OF, YOU KNOW, WHY DON'T THEY USE THE MONEY THAT YOU HAVE? WELL, ONE EXAMPLE OF THAT IS THE ER PROJECT. 
          WE WENT INTO THAT WITH $11 MILLION. 
          BY THE TIME WE WERE FINISHED, IT WAS 23 MILLION. 
          MM-HMM . 
          YEAH. 
          WE WERE USING THE MONEY YOU GAVE US, BUT WITH CONSTRUCTION COSTS, LABOR COSTS THAT WENT OVER THE TOP DURING COVID AND ALL THAT COSTS. 
          YEAH. 
          WE USED THE MONEY YOU HAD, BUT WE WENT OVER THE TOP. 
          WE COULDN'T CONTROL THAT. 
          UM, SO WE'RE USING THE MONEY YOU HAVE. 
          WE HAD, BUT WE HAD TO USE MORE. 
          AND SO WE USED MORE THAN WE HAD TO, BUT WHAT WAS OUT OF OUR CONTROL? SO I'M GONNA COME OUT OF THE CLOSET AND SAY I'M IN SUPPORT OF THE 1% TAX. 
          I'M NOT A TAX PERSON. 
          I DON'T WANNA BE TAXED. 
          I DO NOT WANNA BE TAXED. 
          I DO NOT LIGHT A TAX, LIKE A TAX. 
          BUT I'M GONNA TELL YOU 10 YEARS FROM NOW, OR FIVE, WELL, PROBABLY LESS THAN FIVE YEARS FROM NOW, WELL, MY HOUSE IS PAID OFF AND I GO TO STROKE, THAT CHECK TO THE COUNTY FOR MY PERSONAL PROPERTY TAX. 
          I DO NOT WANT TO STROKE THAT CHECK A LITTLE HIGHER THAN I HAVE TO BECAUSE THIS 1% SALES TAX DID NOT PASS BECAUSE MY PERSONAL PROPERTY TAX WENT THROUGH THE ROOF BECAUSE WE'VE GOTTA BUILD OUR SCHOOLS AND WE DIDN'T HAVE THE PEOPLE FROM OUTSIDE THE COUNTY HELPING PAY FOR OUR SCHOOL CONSTRUCTION. 
          AND THAT'S, THAT'S ME AS A CITIZEN THAT WANTS TO SUPPORT THIS, AND AS A SCHOOL BOARD MEMBER THAT WANTS TO SUPPORT THIS. 
          SO I'M IN SUPPORT OF THE 1% SALES TAX. 
          UM, SO I'M COMING OUT THAT I'M IN SUPPORT OF IT FOR THAT REASON. 
          SO I THINK WHAT YOU HAVE TO LOOK AT IS THE PEOPLE WHO CAME BEFORE US, 
          [01:55:01]
PAID FOR THE SCHOOLS. 
          WE NOW HAVE, NOW IT'S OUR TURN. 
          SURE. 
          TO CONTINUE. 
          AND I'M NOT A TAXING BODY. 
          Y'ALL ARE THE TAXING BODY, BUT IT'S UP TO THE CITIZENS TO MAKE THE DECISIONS. 
          NOT ME, BUT I'M JUST SAYING I'M IN SUPPORT OF IT. 
          SO I DON'T IN FAVOR TAXES EITHER, BUT I KNOW A SMART DECISION WHEN I SEE WHY NOT. 
          THAT'S ME. 
          THAT'S ME. 
          IT'S NECESSARY TO, I, I'LL SAY RIGHT NOW I'M IN FAVOR OF IT. 
          UH, GOING BACK TO TOM'S ORIGINAL POINT ABOUT THE NICHE STUDY, YES, MONEY IS AN ISSUE, BUT IT'S NOT AN INSURMOUNTABLE ISSUE. 
          WE ARE NUMBER ONE IN THE STATE, UH, AS A SCHOOL DIVISION. 
          WE PER PUPIL SPENDING, WE ARE IN THE BOTTOM 25% OF THE STATE. 
          SO WE, YES, WE'RE FISCALLY RESPONSIBLE, UH, WITH OUR OPERATIONS IN OUR, IN OUR BUILDINGS, BUT WE ALSO ARE WITH OUR PEOPLE AND THE RESULTS THAT WE GET FROM OUR PEOPLE, YOU WERE TALKING ABOUT WHAT DO THESE OTHER ONES DO THAT THEIR BUILDINGS ARE FALLING APART? THEY HAVE A LOT MORE PROBLEMS. MR. DRURY, WHAT THEIR PROBLEMS ARE IS THEY HAVE WHOLE MIDDLE SCHOOLS THAT HAVE NO ONE READING ON GRADE LEVEL. 
          MM-HMM . 
          OKAY. 
          WE'RE THE TOP IN THE STATE. 
          THE WAY THAT WE WANNA MAINTAIN THAT. 
          YEAH. 
          WE'RE GONNA NEED MONEY TO BUILD BUILDINGS TO KEEP UP WHAT WE HAVE. 
          ALRIGHT. 
          THE HARDER THING IS GONNA BE TO MAINTAIN THE STANDARDS THAT WE ALREADY HAVE AND TO KEEP GETTING, UH, MAKING YORK COUNTY SCHOOL, UH, DIVISION, THE, UH, DISTRICT, THE DISTRICT, THE PLACE THAT PEOPLE WANT TO COME WORK BECAUSE WE GET THE BEST TALENT OF ANYWHERE AROUND. 
          WE ARE THE BEST, UH, SCHOOL DIVISION IN REGION TWO, BEST IN THE STATE. 
          WE HAVE THE NUMBER TWO, UH, LEVEL TEACHERS IN ENTIRE STATE. 
          YOU'RE TALKING ABOUT 131 SCHOOL DIVISIONS. 
          AND WE'RE NUMBER, WE HAVE THE BEST SCHOOL DIVISION AND THE NUMBER TWO, UH, TEACHERS ALSO, WHEN YOU'RE TALKING ABOUT, YEAH, WE'RE NUMBER ONE IN THE STATE, BUT TRANSLATE THAT TO THE COUNTRY. 
          VIRGINIA IS NUMBER SEVEN IN THE COUNTRY AND WE'RE NUMBER ONE AND THAT NUMBER SEVEN STATE. 
          SO WE'RE DOING THE BEST THAT WE CAN POSSIBLY DO, BUT WE NEED YOUR HELP ON THE FINANCING SIDE. 
          YEAH. 
          . 
          THAT'S WHY I SAID, HEY, I'M FOR IT. 
          I'M NOT LETTING YOU, I'M FOR IT. 
          YOU KNOW, DOUG, JUST KIND OF TO THAT POINT, LIKE, YOU KNOW THAT YOU NEED OUR HELP ON FINANCIAL SIDE. 
          UH, I MEAN WE PROVED TO YOU GUYS AND COMMUNITY WITH OUR, WITH THE TAP PROJECT FROM THE BEGINNING WHERE THE BUDGET CAME IN, IT WAS SIGNIFICANTLY HIGH. 
          HOW MUCH OUR TEAM CUT, CUT WORKS SO HARD. 
          I AGREE TO REDUCE THAT MONEY ABSOLUTELY APPLAUD YOU FOR THAT. 
          BUT WE HAVE A HUGE HILL AHEAD OF US AND WE NEED EVERYBODY EVERY THE SAME. 
          THAT WAS, WE CHALLENGED YOU GUYS ON THOSE NUMBERS TO GO, NO, THOSE ARE NOT GOOD NUMBERS. 
          AND WE CHALLENGED DR. CARROLL TO GO BACK TO THE TABLE AND GO, WE GOTTA GET THE ME NUMBERS. 
          SO IF WE HADN'T HAVE DONE THAT, I DON'T KNOW WHERE THAT NUMBER WOULD'VE BEEN. 
          OH, WE, YOU, SO I APPLAUD YOU FOR THE CHALLENGING, BUT LIKE, I'VE BEEN WORKING WITH THEM IN BACK BACKGROUND ON SEEING HOW MUCH THEY CHALLENGE THEMSELVES. 
          AND I'M NOT JUST TALKING ABOUT FROM DR. 
          CAROL, BUT I'M TALKING ABOUT EVERYBODY BELOW UNDER HIM WHO'S BEEN WORKING ON THAT PROJECT. 
          THEY LOOKED AND LOOKED AND LOOKED. 
          I, I'LL REVIEW ALL OF THEIR PLANS AND STRATEGIES, HOW TO DO IT. 
          THEY WERE DOING THE PLANS THAT, UH, WE WOULD PAY MILLIONS OF DOLLARS FOR THE CONSULTANTS TO DO ARCTICS TO DESIGN. 
          UH, THEY WERE PLAYING ON THEIR, UH, POWERPOINT PRESENTATIONS, PUTTING THE DIFFERENT CONCEPTS IN THERE, TRYING TO ESTIMATE, UH, THE LEVEL OF THE COMMITMENT THAT THEY PUT IN THAT I JUST HAVE TO COMMEND THEM AND TELL 'EM, YOU KNOW, THANK YOU FOR DOING SUCH A GREAT JOB. 
          UH, AND WITH EVERYTHING LIKE YOU WERE TALKING ABOUT US, UH, LIKE WE NEED TO BRING THE PLAN TO YOU GUYS. 
          WE WILL. 
          AND WE NEVER COME UP AS LIKE, NO, LET'S JUST GO THROW A NUMBER IN THERE. 
          IT'S GONNA, SO WE HAVE IN MIND OUR COMMUNITY, OUR CHILDREN, UH, CONSTITUENTS, YOU GUYS, YOUR POSITION, BECAUSE WE ARE LIMITED IN FUNDS, IT'S, IT'S NOT FLOWING. 
          RIGHT. 
          THIS 1% WOULD DEFINITELY HELP. 
          MM-HMM . 
          WE NEED HELP. 
          ONE OF THE, ONE OF THE THINGS THAT, THAT I, WHY WE LOOK AT YOU FOR HELP, BECAUSE ONE, THIS IS IN YOUR BAILIWICK. 
          I MEAN THIS ABSOLUTELY, IT'S ALL IN, IT'S ALL FOR YOU GUYS TO HELP OUR, HELP OUR WHOLE COMMUNITY. 
          THE CHALLENGE OVER THE YEARS HAS ALWAYS BEEN THE FACT THAT OF THE, OF THE POPULATION THAT WE HAVE OR THE HOMES MM-HMM . 
          ONLY 20% HAVE KIDS IN THE SCHOOL SYSTEM. 
          MM-HMM . 
          OKAY. 
          THAT MEANS, OR IT'S ACTUALLY 30%, THAT MEANS 70% OF THE, THE, OF THE HOUSEHOLDS. 
          YOU KNOW, THEY DON'T, BUT I GUARANTEE YOU THEY GOT THE, YOU KNOW, THE UNCLES, THE GRANDFATHERS, THE, THE GRANDMAS, ALL THE, GOT PEOPLE THAT HAD EDUCATION AND THEY UNDERSTAND THE VALUE OF IT. 
          BECAUSE THAT'S WHY WE'VE BEEN ABLE OVER THE YEARS TO PUT MONEY TOWARDS OUR, OUR 
          [02:00:01]
PROGRAM. 
          AND WE, AND WE'VE MADE IT VERY, VERY EFFICIENT, OBVIOUSLY. 
          I MEAN, JUST THE BRIEFING ALONE JUST SHOWED THAT WE STRETCHED, WE STRETCHED THIS DOLLAR REALLY, REALLY THIN. 
          SO NOW WE GOTTA STEP UP. 
          SO IT'S GETTING EVERY, NOT JUST THE 30% AND THE PTAS AND ALL THAT, BUT WE GOT TO GET THE VOICE OF THE SCHOOL BOARD. 
          WE GOTTA GET THE VOICE OF THE SCHOOLS. 
          'CAUSE WE, WE, AS THE SUPERVISORS OR WE'RE, WE'RE, WE'RE, YOU KNOW, WE'RE SAYING WHAT WE NEED TO SAY. 
          OKAY, WE'RE TALKING, WE'RE TALKING TO THE PUBLIC. 
          AND, UM, IT'S, THAT'S WHY IT'S GONNA BE, IT'S GONNA BE A TEAM EFFORT. 
          IF WE'RE GONNA GET THIS, IT'S GONNA BE A TEAM EFFORT. 
          OKAY. 
          UM, NOT EVERYBODY'S GONNA AGREE WITH IT. 
          WE UNDERSTAND THAT. 
          BUT, UM, IT'S, UH, IT'S GONNA BE VERY, VERY IMPORTANT THAT, UH, WE GET EDUCATE OUR PUBLIC AND THE PUBLIC'S GONNA BE LOOKING TO OUR SCHOOL BOARD MEMBERS TO SAY, WOW, DO YOU REALLY NEED THIS? MM-HMM . 
          I MEAN, THAT'S HOW I LOOK AT IT. 
          IF YOU WE'RE TALKING ABOUT SCHOOL, BUILDING SCHOOL, THIS SCHOOL THAT IS, THEN I WANT, I WOULD LIKE TO HEAR THAT YOU'VE DONE TONIGHT. 
          THAT THE SCHOOL REPRESENTATIVE FOR THE POPULATION OF YOUR COUNTY, YOU'RE GONNA SPEAK OUT AND SAY, YES, WE NEED THIS MONEY. 
          OKAY. 
          ONE THING, WHILE WE GOT EVERYBODY HERE TOO, WHEREVER WE GO WITH WHAT WE'VE TALKED ABOUT HERE, IT'S NOT JUST EDUCATION. 
          BECAUSE THOSE FACILITIES, THOSE GRINDS ARE USED BY THE ENTIRE COUNTY FOR OTHER THINGS BEYOND EDUCATION. 
          ONCE THAT THOSE DOORS CLOSE AT TWO OR THREE O'CLOCK WHENEVER TIME. 
          THAT'S A GREAT POINT. 
          SCHOOL LETS OUT, YOU KNOW, WE GOTTA MAKE SURE WE'RE ALSO PLANNING FOR THOSE OTHER ACTIVITIES THAT HAPPEN WITH EVERYBODY ELSE, NOT JUST EDUCATION. 
          SO PART OF THAT PLANNING IS, IT ISN'T JUST CLASSROOM SIZE, BUT YOU KNOW, INSTEAD OF HAVING TO BUILD 20 PARKS ACROSS THE COUNTY FOR PEOPLE TO GO DO STUFF IN, WE HAVE THE SCHOOL PROPERTY TO DO THAT WITH TOO. 
          SO THAT'S GOTTA BE PART OF THAT BIG PICTURE AS WELL. 
          SO THAT'S WHERE THE OTHER 70% COMES IN. 
          THAT'S HOW THEY BENEFIT FROM THE SCHOOL'S PROPERTY. 
          'CAUSE THEY GET THAT, THOSE TYPE OF FACILITIES USES THAT WE DON'T HAVE ANYWHERE ELSE. 
          THAT'S A GREAT POINT. 
          WELL, NOT ONLY THAT, BUT THE 70% OF WHICH I'M ONE OF 'EM, UH, HAS THE, UH, ABILITY TO HAVE YOUR PROPERTY VALUES GO UP BECAUSE OF OUR SCHOOLS. 
          AND THEN YOUR TAXES GO UP BECAUSE OF THAT. 
          AND YOU ALSO HAVE, THAT'S WHAT HAPPENS WHEN YOU LIVE IN THE BEST PLACE. 
          RIGHT. 
          HAVE A GREAT, YOU ALSO HAVE A VERY SAFE COMMUNITY. 
          RIGHT. 
          IT'S VERY SAFE. 
          WE PAY FOR THAT, THE ENVIRONMENT THAT WE CREATE BECAUSE OF THE GREAT SCHOOLS. 
          MM-HMM. 
          THE PARENTS, THE TEACHERS, THE, THE, THE, THE, THE COMMUNITY. 
          EVERYBODY'S PITCHING IN AND SAYING, THIS IS WHAT WE WANT. 
          WELL, I ALWAYS THINK OF THE SCHOOLS AS OUR FRANCHISE PLAYER. 
          OKAY. 
          THEY'RE THE, BECAUSE OUR GREAT SCHOOLS PEOPLE CAN WORK OVER IN NORFOLK. 
          OKAY. 
          OR VIRGINIA BEACH, BUT THEY LIVE OVER HERE SO THEIR KIDS CAN GO TO SCHOOL HERE. 
          AND UM, AND IT'S, AND IT'S KEPT US SAFE. 
          IT'S KEPT, KEPT OUR ENVIRONMENT SAFE. 
          I MEAN IT'S, WE GOT A GREAT, WE GOT A REALLY GREAT COMMUNITY PER PERSONAL WEALTH OF THE CITIZENS OF YORK COUNTY HAS GONE UP AND UP AND UP. 
          AND THAT'S NOT TRUE OF EVERY MUNICIPALITY AROUND US. 
          I JUST SAW, I JUST SAW ESS VALUES AND A CITY NEXT TO US DROP, UH, IN THE LAST RATING. 
          SO IT'S, IT'S THE VALUE OF THE SCHOOLS AND THE VALUES OF EVERYTHING ELSE THAT WE'RE DOING IS DRIVING PERSONAL WEALTH. 
          WE'RE RICH BECAUSE OF IT. 
          YEAH, ABSOLUTELY. 
          UNFORTUNATELY, WE HAVE TO PAY TAX ON THAT. 
          . 
          WE DO A LITTLE, BUT THERE IS A COST TO MAINTAIN THAT LEVEL OF QUALITY. 
          AND THAT'S WHAT THIS REFERENDUM IS ABOUT. 
          IT'S ALL ABOUT, YEAH. 
          SHOULD WE MAINTAIN THAT QUALITY? THAT'S THE REFERENDUM. 
          I'VE SAID MY PIECE. 
          BRILLIANT. 
          TELL US WHAT YOU THINK, DOUG. 
          I THINK I HAVE GOOD PRESENTATION. 
          THANK YOU. 
          THANK YOU. 
          I THINK SO. 
          ARE WE DONE QUESTIONS? I THINK SO. 
          THANK YOU VERY MUCH FOR THE BRIEFINGS. 
          REALLY GOOD STUDY. 
          THIS IS GOOD FORM. 
          APPRECIATE COMPREHENSIVE. 
          THE TIME EFFORT HAS GONE INTO THIS. 
          DO YOU GUYS THINK S GONNA BE EACH A YOU RENOVATE DOES THE BILL, THE QUESTION WAS, DOES GRIFFIN YS ONLY NEED A MILLION DOLLAR RENOVATE IT, IT JUST NEEDS SOME OF THE FURNITURE AND STUFF TO FURNISH OUT THE ROOMS THAT ARE CURRENTLY UNOCCUPIED. 
          THE BUILDING ITSELF IS, IS PRETTY MUCH GOOD TO GO. 
          AND HOW MANY CLASSROOMS WOULD WE GET OUT OF THE BUILDING? EIGHT TO 10 I THINK, IF I REMEMBERING CORRECTLY. 
          MM-HMM . 
          BUT YOU KNOW, AS DR. SKINNER MENTIONED, I'M SURE THERE'S, THERE'S ONLY TWO OCCUPIED IN IT. 
          RIGHT. 
          DEPENDS ON WHAT YOU DO WITH THAT STAR. 
          SO IS YOUR BRIEFING, DOES IT COME IN A REPORT OR IS IT JUST THIS IS JUST A BRIEFING. 
          THE BRIEFING REPORT. 
          GOOD QUESTION, SIR. 
          THERE'S A REPORT THAT'LL BE COMING AT THE END OF THE WEEK. 
          I JUST HAVE SOME MINOR TWEAKS TO DO, BUT THERE'S A WRITTEN REPORT AND, AND IT'S REPORT SHOULD BE BE AVAILABLE FOR THE PUBLIC. 
          YES. 
          WE'LL POST TO IT WHEN WE RECEIVE IT. 
          OKAY. 
          SO THEN PEOPLE WANT TO GET IT, TO GET IT ON DOWNLOADED ONLINE. 
          UH, YEAH, WE HAVE IT OUT ON PAGE. 
          ABSOLUTELY. 
          PROBABLY HAVE TO WORK UP SOME OF THESE CHARTS JUST HAVE YEAH, BECAUSE SOME OF THE CHARTS YOU CAN'T, CAN'T READ. 
          I'M SORRY, I GOT, I GOT ONE MORE 
          [02:05:01]
QUESTION THAT MY GLASSES ARE HOME, BUT I'M REALLY, REALLY CRAZY. 
          WHEN DO WE MAKE A DECISION ABOUT QUEENSLAND? ARE YOU LOOKING FOR WELL, DO YOU WANT TO ASK? YEAH, I'LL GO AHEAD. 
          FIELD THAT, THAT'S GONNA BE IN THE NORMAL COURSE OF WHAT WE'RE DOING. 
          OKAY. 
          UH, WE WILL NOW WORK WITH THE BOARD, UH, I'M SORRY, THE COUNTY TO TALK ABOUT THE 93 MOU REVIEW THAT, BECAUSE IF WE DON'T CHANGE THAT, THEN I THINK THAT CLOSES DOORS BASED ON THAT. 
          UH, THEN WE'VE, WE'VE GOTTA LOOK AT THE, UH, GRIFFIN YATES AND IF THAT'S AGREEABLE, THEN WE START TO MOVE THAT DIRECTION, THEN THAT UNLOCKS THE ABILITY TO DO ALL THE REST UP IN THE UPPER COUNTY. 
          SO IT'S YOU GUYS, I GUESS SITTING TOGETHER AND SAY THIS IS A GOOD IDEA. 
          AND THEN YOU COME OVER AND SAY, YOU FIGURE OUT HOW MUCH YOU NEED. 
          IT WOULD BE IN OUR FACILITY MASTER'S PLAN IN NOVEMBER, OUR CAPITAL IMPROVEMENT PROGRAM, WHICH WOULD PRESENT IN DECEMBER. 
          IT'S THE NATURAL COURSE OF THE WORK THAT, THAT WE DO EVERY YEAR WITH THE CAPITAL SPENDING. 
          WELL, WE CAN EITHER TAKE A RECESS AND, UH, ALLOW YOU TO LEAVE AT THIS POINT OR WE CAN FINISH OUR CONSENT CALENDAR, WHICH IS ABOUT THREE MINUTES LONG. 
          GO AHEAD. 
          WE DON'T HAVE A CLOSED MEETING. 
          [D. Consent Calendar]
THERE'S NO CLOSED MEETING. 
          WE HAVE ONE MORE TOPIC AND THAT IS CONSENT CALENDAR. 
          AND WE HAVE ONE TOPIC ON IT AND I DON'T HAVE IT IN FRONT OF ME. 
          THE, THE, THE REASON WE COURSE DEVELOPMENT COUNCIL AGREEMENT NEEDS TO BE RE THE OTHER, THAT ANNUAL P TO IT. 
          AND THAT WAS, THAT'S WHY THAT'S THE ONLY BIG THING. 
          OTHERWISE I MOVE. 
          WAS THERE ANY OTHER QUESTIONS ON IT? I DON'T HAVE ANY QUESTIONS. 
          MOTION MAY BY MRS. NOLL IS TO APPROVE THE CONSENT CALENDAR AS SUBMITTED. 
          UH, THE RE IT'S A REVISION. 
          R 26 1 38, R 26 1 38 RR CHANGED. 
          MARK, UH, WAS ORIGINALLY CHAIR, AUTHORIZED CHAIR, NOT THE COUNTY ADMINISTRATOR. 
          CHAIR HAS TO SIGN IT. 
          OKAY. 
          ALRIGHT. 
          SHE NEED THAT INFORMATION. 
          MRS. NO. 
          YES. 
          YES. 
          MR. DRURY. 
          YES. 
          MR. RONE. 
          YES. 
          MR. SHEPHERD? YES. 
          MR. ROY? YES. 
          MOTION CARRIED. 
          SKIP. 
          OPEN DISCUSSION. 
          CALL FOR ADJOURNMENT REAL QUICK BEFORE WE DO THAT. 
          A LOT OF GOOD INFORMATION HERE. 
          DISCUSSION, NOT EASY TO DIGEST OR DISSEMINATE. 
          SO I'M NOT SURE IF I'M LOOKING AT SUSAN OR YOUR COUNTERPART OR SOMEBODY, HOW DO WE TURN THIS INTO, HE'S GONNA SOMETHING THAT IS EASY TO SHARE AND EXPLAIN. 
          JUST I SO HE'S GONNA HAVE REPORT. 
          I AM NOT SURE THAT'S FROM Y'ALL. 
          WHO, BUT WELL, WE'VE BEEN TALKING ABOUT THIS AS A TEAM. 
          OKAY, MR. R. 
          BECAUSE YOU KNOW HOW WE, WE DO A GOOD JOB WITH OUR INFOGRAPHICS OF CLEANING. 
          WE DO. 
          AND WE NEED TO APPLY THAT HERE. 
          YOU WANT A ONE PAGER? IS THAT WHAT YOU WANT? WELL, IF YOU FIT ON ONE PAGE YEAH, I'M BACK. 
          BUT, BUT YOU UNDERSTAND WHEN I ME. 
          YES SIR. 
          SOME OF THESE EYE CHARTS ARE GOOD FOR DETAILS, BUT FOR CONVERSATION. 
          YOU CAN'T GET INTO IT QUICK. 
          WE WANNA SEE THE FINANCIALS BOIL DOWN TO WHAT'S IT GONNA COST AND WHAT'S OUR DOWNLOAD. 
          THANK, THANK YOU FOR JOINING US. 
          THANK YOU. 
          THANK YOU FOR THE REVIEW. 
          AGAIN, THANK YOU GUYS FOR HAVING US HERE. 
          NOW LISTEN, JOINING OUR DELEGATE IS WALKING AWAY WITH FULL PAD OF NOTES, .
* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.