[00:00:18]
UM, ARE YOU APPROVING THE AGENDA? NO.
SO I WANTED TO SEE KIND OF WHAT YOU ALL WANT TO DO.
UM, I'M PREPARED TO KIND OF WALK YOU THROUGH SOME THINGS THERE, SINCE THIS COMMITTEE KIND OF HAS HAD THAT WE DID A WALKTHROUGH, I THINK FOR OPERATIONS, BUT WE HAVEN'T DONE IT FOR YOU ALL.
UM, SO ROBIN, IF PEOPLE SHARE THE SCREEN, CAN YOU DO THAT WITH ME? AND I CAN PULL THIS UP AND KIND OF WALK YOU THROUGH SOME ITEMS. AND, UM, JUST BECAUSE THIS BOOK IS DIFFERENT.
LIKE I SAID, WHAT WE DID WAS AGAIN, PULL OUT THAT LIST OF PROJECTS THAT WE'VE ALWAYS HAD THE SUMMER LISTS, ALL THE CAPITAL PROJECTS AND THAT IS GONE, BUT WE STILL TAKE YOU THROUGH A REVIEW OF WHAT INSTRUCTIONAL PROGRAMS AND WHAT SOME OF THOSE NEEDS ARE THAT AFFECT FACILITATES.
WE LOOK AT THE STUDENT ENROLLMENT AND OBJECTIONS AND THOSE TRENDS BOTH AT THE DISTRICT LEVEL PLUS LEVEL SCHOOL LEVEL.
AND THEN WE KIND OF OUTLINE PLANS FOR WHAT FUTURE CAPITAL PROJECTS ARE THAT ARE BADEN.
UM, AND AGAIN, WE PULLED THAT LIST OFF.
NOW WE HAVE A SEPARATE APPROVALS LIST.
UM, PROBABLY LOOKING LIKE FIRST.
UM, BUT WHAT IS IN HERE IS WHAT WAS THINKING AS ALWAYS, I START WITH THE PLANNING TRIAL, WE LOOK AT PROGRAMS, WE LOOK AT FACILITIES, LOOK AT DEMOGRAPHICS BECAUSE WHY A TRIANGLE, IF YOU MAKE A MOVE TO ONE OF THOSE THINGS THAT AFFECTS THE OTHER TWO SIDES OF THAT, AND PLANNING GOES THAT SAME WAY.
AND THEN THE BOOK IS LAID OUT IN THAT EXACT SAME FORMAT.
UM, SO LOOKING AT PROGRAMS, INITIALLY WE COVER WHAT, UM, ALL THE DIFFERENT PROGRAMS, THAT INSTRUCTIONAL TYPES OF PROGRAMS THAT ARE IN THERE.
AND THAT DOESN'T JUST TALK ABOUT CHOICE PROGRAMS THAT TALKS ABOUT EARLY CHILDHOOD SPECIAL EDUCATION CAREER TECH, THOSE THINGS THAT NOT AREN'T NECESSARILY CHOICE PROGRAM, BUT ARE THINGS THAT WE DO AUCTIONS CASE EVEN JUST THE VARIANCE BETWEEN REGULAR ELEMENTARY FELONY VERSUS K INSTRUCTION.
WE'RE TALKING A LITTLE ABOUT NATIVE PROGRAMS. SO THOSE DESCRIPTIONS ARE IN THERE AND WE WOULD WORK CLOSELY THIS YEAR WITH, UM, UH, INSTRUCTIONAL SERVICES STAFF AND STRATOS, AND, UM, DEVELOPING THIS.
WE ALSO TALKED THIS YEAR BECAUSE THE BOARD HAD DIRECTED US TO TAKE A LOOK AT PROGRAMMATIC PASTY.
SO THERE IS A SECTION ON PROGRAM CAPACITY.
UM, AND JUST THIS CHART JUST GIVES YOU A HIGHLIGHT OF THE DIFFERENCES THE LAST TIME
[00:05:01]
WHEN YOU CALCULATED IT ONCE IN 2018.SO WE SHOWN YOU THAT, THAT CALCULATION, THIS YEAR'S CALCULATION, THE ACTUAL BUILDING CAPACITY WITH AND WITHOUT MOLD.
SO THAT'S THE, THERE IS, UM, THERE IS A PAGE OF THE BOOK AND MY HOME PAGE.
UM, SO I JUST NEED YOU ALL TO SPEAK UP JUST A LITTLE BIT WHEN YOU'RE ASKING YOUR QUESTIONS, SINCE WE DON'T HAVE A MIC IN FRONT OF YOU, SO THEY'LL MIX AROUND THE PICKUP TO TRAVEL OVER THERE.
SO WE, WE USE THE BASIC FUNDING RATIO, UM, THAT WERE GIVEN FROM FINANCE DEPARTMENT.
AND THEN WE WORKED CLOSER WITH SPECIAL ED TO REALLY KIND OF DRILL DOWN INTO WHAT THEIR SPECIFIC NEEDS ARE, BECAUSE I THINK BEFORE WE HAD JUST A GENERIC 12 TO ONE OR 2018, UM, BUT SO THIS, THESE ARE THE NUMBERS WE USED SPECIFIC.
I SAW A STATE TITLE, ONE STUDENT FACULTY RATIO IS LOWER.
NOT, IT KIND OF DEPENDS ON HOW THEY USE THEIR PLATEAU ONE TEACHER MONTH, BUT THAT IS TRUE AS WELL.
SO WE, WE DID DIVE A LITTLE DEEPER AND I DON'T THINK YOU'VE GOT THAT LIST.
PROBABLY SHOULD'VE BEEN FOR TITLE ONE TEACHER FUNDING, AND IT MAY BE AT A 15.
I KNOW WE DID HAVE SOME CALCULATIONS THAT WERE AT A LOWER RATE, CERTAIN TEACHER CLASSROOMS THAN WHAT WAS SAY IT WAS THIRD GRADE.
ACCORDING TO THIS, IT SHOULD HAVE BEEN 22 AND THEY WERE GETTING FUNDING FOR LOWER TEACHER RATIO.
SO THAT 16, RIGHT? SO WHAT WE ARE SEEING THOUGH, WHEN YOU PROGRAM CAPACITY, THIS IS WHAT YOU END UP, THAT YOU SHOULD THERE.
FOR THE MOST PART, IT WAS CALCULATED.
I CAN'T, IF THAT WAS A TITLE ONE TEACHER RATIO, THEN IT WAS CAPITALIZED.
AND IT JUST SAID MEANT THIS GOOD QUESTION, BECAUSE THERE ARE SOME INSTANCES, THERE WERE SOME OTHER LITTLE GRANT NUMBER TWO, BUT THE CREATED SITUATIONS, I'M SURE I'M NOT SEEING THAT KIND OF RATIO.
YOU'RE NOT SEEING 22, UM, ABOUT BROAD RIVER AND GO INTO THOSE IPS WHEN THEY GO, AND THEN YOU HAVE OTHERS THAT ARE GOING TO BE, YEAH, YEAH.
YOU LOOK AT A SCHOOL, BUT FOR EXAMPLE, THEY HAVE A NEW TEACHER, A NEW TEACHER, KIDS AND TEACHERS AND, AND CERTAIN SCHOOLS YOU'VE SET UP INSTRUCTIONS.
UM, BUT THEY, THEY ADD THE CULTURE, THE COACHES AND THOSE TILES.
SO THAT WAS GONNA BE MY QUESTION.
SO WHEN A SCHOOL GETS TITLED, ONE MUNNINGS IS, THEY'RE A PRETTY MUCH LOUD AND MUSIC HAPPENING ALARM, CORRECT? YOU DON'T HAVE TO SAY BECAUSE YOU'RE A TITLE ONE SCHOOL THAT YOUR CLASSROOMS, IF YOU'RE A STUDENT TO TEACHER, RATIO HAS TO BE SUCH AND THEREFORE YOU HAVE TO USE YOUR LIFE.
THERE ARE FOLLOW, BUT IT'S UP TO THE PRINCIPAL AND HOW THEY SPIN THEM.
SO ALL I HEAR, YA KNOW, I KNOW.
UM, AND SO THAT, THAT'S ALL WE ALWAYS TALKED ABOUT PROGRAM CHANGE EVERY YEAR.
AND IF YOU EVER CHANGED HIS FUNDING RATIOS, TALKING ABOUT THAT.
SO THEN THAT WOULD, AGAIN, CHANGE THAT WHOLE.
MY CONCERN IS THAT PEOPLE WILL LOOK AT THIS AND SAY, WELL, OKAY, LOOK AT ALL THIS OVERCAPACITY
[00:10:01]
IN SCHOOLS.WELL, WHEN I WALKED THROUGH THE SCHOOLS, I'M NOT SEEING A LOT OF ROOMS THAT AREN'T BEING NOTICED.
I MEAN, I KINDA IN ANOTHER, BASICALLY, I, I DON'T GO DOWN THE HALL SPACES, SPACES, MAYBE.
I DON'T KNOW, LIKE SOME OF THE, I HAVEN'T CHECKED OUT THE CAPACITIES.
I TAKE THESE TOOLS I TAKE WITH ME.
AND OBVIOUSLY IT'S CHANGED SINCE LAST YEAR.
IS WE ACTUALLY, WE ACTUALLY JUST HAD THE CONVERSATION THIS MORNING.
I WAS TALKING ABOUT ONE OF THE THINGS I THINK WE NEED TO TRY TO CAPTURE IS WHAT IS THE AVERAGE TEACHER, STUDENT RATIO FOR EACH OF THE DIFFERENT GRADES OF EACH SCHOOL? BECAUSE THIS DOESN'T GIVE YOU THE STORY OF WHAT'S PENDING NOW.
AND YOU'RE GOING TO FIND THOUGH MOST SCHOOL, SOUTH ABROAD ARE GOING TO BE AT THESE RATIOS ARE HIGHER EVERYWHERE.
I MEAN, IT'S NOT EVEN GOING TO BE A, AND YOU'RE NOT GOING TO FIND A COACH AND FIND THEM.
SO, UM, I CONTINUED TO DISCUSS THEM ON, YOU KNOW, KIND OF WHAT, WHAT ARE OUR NEXT STEPS AND WHAT DO WE WANT TO DO WITH THAT, THAT DAY? UM, HAS THE DISTRICT SCHOOL HAS AUTHORITY TO, UM, INCREASE ALL SORT OF RATIOS THAT COME THROUGH THE ANSWER TO THAT IS YES, BECAUSE WHAT'S GONNA IMPACT THAT IS LIKE RIGHT NOW, FINANCES MEETING WITH THE SCHOOLS, TALK ABOUT THE NUMBER OF TEACHERS THAT NEED, AND IT'S REALLY SET NOW.
SO THROUGHOUT THE YEAR, THEY MAY GROW AND REQUEST ADDITIONAL TEACHERS DUE TO GROWTH, BUT IT'S VERY HARD TO GET TEACHERS THROUGHOUT THE YEAR.
SO THEY MAY, LET'S JUST SAY, HAD ALL THE INTENTION OF RIGHT NOW BE 20 TO ONE.
AND ALL OF A SUDDEN THEY GOT A BIG INFLUX OF STUDENTS AND THEY CAN'T HIRE MORE TEACHERS.
WELL GUESS WHAT? THOSE RATIOS ARE GOING TO GO UP.
SO SOME OF THEM YOU'D GO IN A CLASSROOM, THERE'S LOOK RATIOS IT'S BECAUSE OF THAT.
SO SOMEBODY THAT HAS WORKED HARD ADVANTAGE FOR THOSE STUDENTS, IT'S, IT'S NOT JUST FINANCE, USUALLY THOSE TEACHER TO FINANCIAL MEETINGS OR HR FINANCE.
SO THAT'S KIND OF WHERE THOSE DECISIONS ARE MADE AND TEACHERS, BUT ONE OF OUR PROBLEMS, PEOPLE GIVEN ANALYSIS OR RATIO, IT SHOWS YOUR AUDITION, CLENCHING HILTON HEADS, RELATIVELY FLAT AND CONSOLIDATED.
RIGHT? AND I THINK THAT THAT'S SOME OF THE PURPOSE PURPOSE OF THIS COMMITTEE IS BECAUSE YOU'RE ABSOLUTELY RIGHT.
THAT WAS THE MANTRA THAT I HEARD ABOUT THE REFERENDUMS. WELL, IF, IF WE, YOU KNOW, WE AGREED TO DO THIS AND SUPPORT THIS REFERENDUM, IT HAS TO BE, YOU HAVE TO GUARANTEE THAT YOU'RE GOING TO LOOK AT THE, UH, UNDER CAPACITY UTILIZATION OF THAT WAS THE ARGUMENT.
I SAID, LOOK, WE HAVE TO TAKE CARE OF OVERCAPACITY.
FIRST, FIRST REFERENDUM IS GOING TO BE DEALING WITH OVERCAPACITY BECAUSE UNDER CAPACITY WE CAN DO THAT NEXT.
WE'VE GOT KIDS SITTING IN THE HALLWAY RIGHT NOW.
THAT'S GOING TO SAY, LET'S SAY WE DID NOT
[00:15:01]
COMPLETE COOL.YOU GOT TO REALIZE IT'S LIKE, BE BACK IN 2019, WHEN WE HAD THE MCKIBBIN REPORT, IT SAID BLUFFTON WAS NOT GROWING.
SO THE REFERENDUM WAS DESIGNED AROUND BLUFFTON, NOT DRO.
WE ALL SEE THAT WAS NOT TRUE, SPECIAL ON ME.
WE DID NOT, WE ARE BEHIND, BUT THAT'S NOT, BUT THEY'RE ALL RELATED.
WELL, I DON'T THINK THAT WE'RE THAT MUCH ON THE COMPACITY OVER HERE WITH THE SPACE THAT WE HAVE.
I, I TEND TO DISAGREE WITH THAT.
AND THEN ALSO OVER HERE, WE HAVE, WE HAVE A DIFFERENT UNDERLYING COMPANIES, MORE LONGER PERIODS IN TERMS OF WE HAVE A, A, UH, NOT ONLY JUST NOT OWNING THE CHEAP THING, ALL THAT WE HAVE, UM, UH, A ACHIEVEMENT GAP, ACHIEVEMENT, UH, ACHIEVEMENT GAP GAP OVER THERE.
BUT ALSO WE HAVE, UH, AN OPPORTUNITY TO MAKE RIGHT WITH THE YOU GUYS OF THE SPACE THAT WE DO HAVE.
I MEAN, SO, SO I DON'T SEE THE SAME PROBLEMS BEING, UH, OR VIEW, VIEW THE ISSUE AS WE SEE AS AN UNUSED UNUSER SPACE, BUT MAYBE WE SHOULD FIGURE OUT WHAT IS THE WAYS IN THE WAY IN WAYS THAT WE COULD UTILIZE, WHICH THAT WE DO NOW, INCLUDING SMALLER CLASS SIZES AND OTHER AND OTHER THINGS TO, UH, TO HELP NOT HELP OUT WITH THE ACHIEVEMENT GAP.
SO I THINK THAT THAT, THAT WE'RE KIND OF SPINNING OUR WHEELS IN A DIRECTION THAT, THAT, WHERE THAT WAS SHIPPED, THAT WE SHOULD NOT BE.
SOMETHING, I'M SURE EVERYONE FEELS THAT WAY ABOUT HOW TO USE BOTH.
WELL, WHAT WERE THREE AFTERS? WHAT WOULD YOU DO WITH IT? WHAT ARE SOME OF THE PRINCIPLES? HOW DOES SOMEBODY HAVE THAT HAVE THE BASIE OR WHAT, WHAT IS THE SUPERINTENDENT? WHAT IS HIS TAKE ON IT? HOW, HOW DOES, HOW, HOW CAN HE SEE OUR DISTRICT MOVING IN TERMS OF UTILIZING THIS RACE, THAT WE HAVE TO GET KIDS UP TO SPEED IT UP, TO READ THE AGREEMENTS.
SO, I MEAN, I, THAT'S WHAT I WANNA HEAR MORE SO.
CAUSE IT'S IN HERE, SOME OF THAT ISN'T IN THE BOOK, BUT YOU CAN'T DENY THAT AND START SINGING THAT'S SO NOT, I DON'T, WE'RE ALL ON THE SAME PAGE.
EVERY SINGLE ONE OF US WANTS TO STAY, BUT YOU MISSED OF THE CONVERSATION THAT MR. STARTED WITH TALKING ABOUT INSURANCE, SMALLER CLASS SIZES AND STUFF.
AND SO YOU WEREN'T HERE FOR THAT, BUT YOU GOT TO LOOK AT WHAT YOU HAVE TO START WITH BEFORE YOU CAN START MAKING CHANGES.
AND THAT'S WHY WE'RE LOOKING AT THIS TODAY.
SO NO ONE HERE IS SAYING, I WANT TO SAY THAT LOUD AND CLEAR, NO ONE HERE IS SAYING THAT THERE ARE NOT GREAT OPPORTUNITIES TO GIVE SOME INDIVIDUALIZED AND SMALL GROUP AND, AND PROBE PLAN CHANGES TO UTILIZE THE FACILITIES THAT WE HAVE.
THAT'S WHY WE STARTED THIS SO THAT WE COULD EXPLORE THOSE OFFCUTS.
AND LIKE MS. CRUTCHFIELD SAID, YOU HAVE TO, I MEAN, YOU HAVE TO LOOK AT THE OPERATIONS AND INSTRUCTION AND EVERYTHING TOGETHER BEFORE YOU CAN.
AND THERE'S A WEATHER FACTOR AT THE NETS, THE COMMUNITY, BUT ALL GRAD SCHOOLS ARE THE LITTLE BRANCH COMMUNITY, THE SAME TIME, THE SCHOOL, THE SAME HEALTHY.
AND, AND THAT HAS A VALUE THAT IS NOT SHOWN IN HERE, BUT IT'S A SOMETHING THAT WE HAVE TO TAKE INTO CONSIDERATION A METAL COMMUNITY SCHOOL.
I MEAN, THOSE ARE ALL, I GUESS, AT PORT ROYAL HISTORIC BUILDING, EVERYTHING HAS TO BE TAKEN INTO CONSIDERATION.
NOT JUST ABOUT THE MEMPHIS, JUST BECAUSE THAT'S WHERE WE AT.
I JUST PULLED UP BECAUSE THERE'S LOTS OF CHARTS AND GRAPHS, BUT I JUST PULLED UP A COUPLE OF DAYS, AN EXAMPLE.
AND AGAIN, I SHOULDN'T COME BACK WHILE I HAVE PROGRAM CAPACITY ON THAT LINE THAT YOU SEE FROM EACH LITTLE INDIVIDUALS.
AND I ADDED A PROGRAM ASKING THE ONE HERE.
SO INTERESTINGLY ENOUGH, THIS ONE AND KIND OF DIFFERENT ONES.
SO BROADWAY WHERE THE PROGRAM HAS TO ACTUALLY HIRE FROM THE BUILDING CAPACITY.
UM, AND THEN THE BLUE LINE IS WHAT THE STUDENT NUMBERS ARE.
AND THE DOTTED LINE IS WHAT WE SAY IS THAT NEED AND CAPACITY TO GIVE US THAT FLEXIBILITY AND SPACE, AND THEN BE FOR NOW, YOU SEE THE BUILDING CAPACITY AS HIGHER THE PROGRAM.
AND THEN LIKE KUSA, WHICH KNOW IT'S MAYBE CAPACITY IS ABOVE ITS PROGRAM AND BUILDING CAPACITY.
BUT BECAUSE OF LIKE, MOBILE'S THERE THAT RED, RED DOTTED LINE WITH THE MOBILES, IT GIVES US ENOUGH SPACE THERE IN THAT PARTICULAR BUILDING.
WE DON'T WANT TO CONTINUE TO SAY
[00:20:01]
THAT'S A SOLUTION.UM, I THINK ONE THING THAT ADDRESSES, UH, MR. SMITH'S CONCERN IS DOT STRATA'S REALLY SORT OF DEVELOPED, UH, WHAT SHE SEEKS ACADEMIC NEEDS ARE THAT AFFECT SYLLABUS AND WHAT SHE WOULD LIKE TO SEE THOUGH WHEN EXAMS AND LIKE ALL SCHOOLS SHOULD HAVE ADEQUATE DEDICATED SPACE FOR PROFESSIONAL DEVELOPMENT SPACE.
THEY COULD BE AND DO WHAT THEY NEED TO GET THEIR TEACHERS WHERE THEY NEED TO BE, OR DEVELOP STRONGER TO WORK ON THAT ACHIEVEMENT GAP.
IF YOU DON'T HAVE THE SPACE TO DO THAT, IT MAKES IT HARDER.
SO IF WE'RE, THAT'S A WONDERFUL USE OF EXTRA SPACE AND YOU SEE THAT LIKE BROAD RIVER, THEY'VE GOT A ROOM, BUT THAT'S EXACTLY THEY, AND THAT, THAT SHOULD BE SOMETHING DO LITERACY COACHES AGAIN, BECAUSE THEY COULD SEE SMALL GROUPS, BIGGER GROUPS, THEY CAN WORK WITH FOLKS.
THEY SHOULD HAVE A SPACE TO BE ABLE TO DO THAT.
SO THESE ARE SOME OF THOSE THINGS THAT WERE TAKEN TO ACCOUNT IN THE PROGRAM CAPACITY CALCULATION.
THEN WE NEED TO LOOK AT THAT A DIFFERENT WAY.
UM, SO SHE IDENTIFIED SOME OF THOSE NEEDS TO LOTS OF DATES, BUT WE PULLED OUT THE ONES THAT REALLY AFFECT THAT FACILITIES AND PALLIATIVE SPACE THAT LAST ONE OTHER OFF FOR POTENTIAL COMMUNITY OR DISCUSSION, I THINK IS SOMETHING AGAIN THAT WOULD TALK ABOUT SPACE AND TELLING YOU SPACE, UM, COLLABORATION WITH THE COUNTY RECREATIONAL PROGRAMS, AS WELL AS INTEGRATION OF COMMUNITY SERVICES FOR HEALTH EDUCATION, AGAIN, OPPORTUNITIES FOR, UM, IN OUR, HE JUST HIRED A CONSULTANT TO LOOK AT RECREATION PROGRAMS. IN FACT, THEY HAD A MEETING LAST NIGHT, THERE ARE TWO, ONE IN BERKELEY WHERE I WAS, AND THE GUY WANTED TO DO IMMEDIATELY COMMUNITY.
SO THEN THE DEMOGRAPHIC SECTION, AND YOU'LL SEE VERY LITTLE CHANGE IN THE BOOK THERE.
YOU KNOW, WE LOOK AT THE NUMBER OF STUDENTS ATTENDING AT 45 DAYS BY MY GRADE AND GRAD SCHOOL.
AND WHAT HAPPENED 14 YEARS AGO? 43.
THE NUMBERS OF NINTH GRADERS, UNFORTUNATELY.
BUT WHAT THAT DOES IS RETENTION.
IT'S ALWAYS NOT 10TH GRADE AND 11TH AND IT'S USUALLY HIGHER THAN EIGHTH GRADE.
SO IT'S WRITTEN, I'VE NEVER GONE.
I'VE NEVER GONE BACK AND STUDIED, YOU KNOW, WHAT THAT LOOKS LIKE DURING NINTH GRADE SO THAT OVER PIE, BUT YES, THAT WILL BE GOOD.
UM, AND THEN WE LOOK AT THE ZONE STUDENTS, HOW MANY STUDENTS LIVE AND THEY ATTENDED SENSE AGAIN BY SCHOOL AND BY GRADE.
AND THEN, UM, THE NUMBER OF STUDENTS, WHICH I COULD NOT LOCATE ON THE MAP.
AND I WILL SAY THAT WAS A LITTLE HIGHER THIS YEAR THAN ENGLISH, BUT STILL WITHIN, UM, EXCEPT FOR RANGE IT'S AGAIN, WE'VE GOT THE INDIVIDUAL SHEETS AND MAPS THAT WE ALWAYS SET UP THAT SHOWED YOU WHERE THE STUDENTS, THAT, THAT SCHOOL ACTUALLY WITH THIS ONE'S PIZZA, YOU SEE THAT THERE STUDENTS WHO ATTEND GROUPS OR FROM ALL OTHER GIRLS, UM, ENJOYED THE PROJECTION THERE AND WE DO THE TRANSFERS IN AND OUT.
AND YOU REMEMBER THAT IS FOR ALL REASONS, NOT JUST CHOICE.
THAT WOULD INCLUDE SPECIAL ED IF, IF SOMEONE WAS IN A SPECIALIST CENTER PROGRAM AND THEN, UM, WE'RE STILL REPORTING THE ETHNICITY BETWEEN THE ATTENDANCE AND THE ZONE BECAUSE OF OPPOSITE CIVIL RIGHTS BUSINESS GOES TO THEM AND THEY ASKED FOR THEM, CAN I ASK YOU A QUESTION ABOUT, OKAY, SO UNDERNEATH THE CHART, PROJECTED RESIDENTS, STUDENTS, AND THEN DOWN BELOW THAT YOU HAVE TWO FIRST YEAR ANTICIPATED GROWTH AND THEN MINUS NIGHT OR FIFTH YEAR ANTICIPATED GROWTH.
SO AS, SO THAT CORRELATES WITH THIS, THE CHART, THE CHARTER BUS, AND IT'S JUST NOT IT'S FOR THE, THE GRAY TOTAL, NOT THE CHOICE OF, SO BASICALLY WHAT YOU'RE SAYING BASED ON, HOWEVER, YOU DO YOUR MAGIC ALGORITHMS. YOU'RE SAYING THAT YOU'RE ANTICIPATING THAT FIVE YEARS FROM NOW, THEY'LL BE DOWN NINE STUDENTS.
[00:25:02]
OKAY.OH, DO YOU, AND IN, IN LAYMAN'S TERMS, HOW DO YOU FIGURE THAT OUT? SO, I MEAN, THAT'S ALL, YES.
UM, NO, IT'S NOT, IT'S JUST, IT'S, IT'S A MATHEMATICAL MODEL.
IT TAKES A LOOK AT, FOR ELEMENTARY AND FOR KINDERGARTEN PRE-K K AND FIRST GRADE, IT LOOKS AT BIRTH FROM FOUR OR FIVE AND SIX YEARS.
SO I GET THAT BIRTHDAY AND THEN IT'S PROPORTION NOW, YOU KNOW, BY BY ZONES.
AND SO IT LOOKS AT HOW MANY KIDS THAT WERE BORN FIVE YEARS AGO, SHOWED UP FOR KINDERGARTEN THIS YEAR TO COME UP WITH A SURVIVAL RATE OF COHORT, SURVIVAL RATES.
WHAT PERCENTAGE OF KIDS, DIDN'T COOS AGAIN OF THOSE FOLKS.
AND THEN, SO IT DOES THAT FOR ALL OF THE SCHOOLS.
THEN IT STARTS LOOKING AT HISTORICAL AGAIN, RESIDENT STUDENTS AS WHAT I'VE LOOKED AT.
AND IT SAYS, OKAY, HOW MANY KINDERGARTENERS BECAME FIRST GRADERS, FIRST GRADE, SECOND GRADERS, AND ALL THOSE MOVIES ROOM.
AND THEN IT PUTS A WEIGHTED AVERAGE.
SO IT TAKES THE MOST RECENT TRENDS, MOST RECENT COHORT, AND PUTS MORE WEIGHT ON AND LESS WEIGHT ON THE PAST YEAR.
SO IT ASSUMES THAT WHATEVER TREND YOU'RE SEEING NOW, THE SORT OF A MORE VALID TREND IS FIVE YEARS AGO TREND, WHICH IS YEAH.
I WAS TRYING TO SAY THAT THE SCHOOL LEVEL, IT'S ALL THESE SMALLER UNITS THAT IT'S CALCULATING THAT LOOP.
AND HAVE YOU EVER GONE BACK AFTER A PERIOD OF TIME THAN JUST TO CHECK THE HARASSING ANY OF THE INFORMATION? I MEAN, WE HAVEN'T DONE IT FOR A WHILE, BUT WE HAVE IN ENOUGH.
FOR LIKE THE DISTRICT WHERE USED USUALLY LESS THAN A HUNDRED, NO KIDDING.
FOR 22,000 OR 10 PERCENTAGE WISE, IT'S LIKE, I THINK THE WORST I EVER WAS WAS LIKE TWO AND A HALF HOME.
THE YEAR THAT SHE WAS TWO AND A HALF OF ME SENT OFF, THAT WAS LIKE 2006, THE FEDERAL GOVERNMENT, UM, IT WAS DUE TO THE IMMIGRANTS AND IMMIGRANTS PLACED IN THE COUNTY.
WE HAD A HUGE INFLUX OF SPANISH SPEAKING IMMIGRANTS.
THAT WAS A WHOLE, BUT IT WAS LIKE ALL AT ONCE.
SO WE HAD THIS HUGE SPIKE AND WE WERE WAY OFF.
IT'S KIND OF LIKE, COVID, COVID DEFINITELY OFTEN COVID, BUT SHE'S PRETTY GOOD ON.
SO THAT'S, I THINK THAT INFORMATION THERE IS REALLY VERY INTERESTING AS YOU WENT THROUGH THE, THE SCHOOLS NORTH OF ABROAD AND YOU START LOOKING OKAY.
I KNOW YOU'RE NOT SEEING HERE WERE VERY FEW THAT WERE POSITIVE.
I THINK MAYBE PORT ROYAL WAS POSITIVE.
IT WAS UP 19 AND FIVE YEARS FROM NOW, BUT IT WAS SO I JUST THOUGHT THAT WAS REALLY VERY INTERESTING INFORMATION.
THERE'S A DESCRIPTION SORT OF, IT KIND OF GIVES AN OVERVIEW ON TOP OF IT.
AGAIN, THESE ARE, YOU'RE FAMILIAR WITH THOSE YOU'VE SEEN.
AND THEN WE JUST TAKE SORT OF THE BIG PICTURE, LOOK AT EVERYTHING TO WE'VE PUT ALL THE DATA TOGETHER BECAUSE WE HAVE HAD A PANDEMIC WITH COVID-19.
I WANTED TO BE ABLE TO SAY, LET'S LOOK AT ALL THE PROJECTIONS FOR THE PAST THREE YEARS.
SO WHEN I LOOK AT THE DISTRICT WIDE AND THEN WORKING ABROAD IN EACH CLUSTER, I'M SHOWING THE PROJECTIONS FROM 19, I'M SHOWING YOUR JUDGE, YOU SHOULD BE 20 AND 24, CERTAINLY IN 19, WE WERE ON A DIFFERENT PATH THAN WE ARE ON NOW.
SO LET'S TAKE A LOOK AT THAT AND TRY TO STAND ON AND WHAT EFFECT, YOU KNOW, HE'S SAYING WHAT EFFECT COVID, BUT IT CERTAINLY, YOU KNOW, LET US BE WRONG ONE PATH.
AND THEN ALSO, SO WE HAVE TO TAKE A LOOK.
SO IF NORTHERN VIEW FOR COUNTY, AGAIN, THE BLUE LINE HERE IS THE CURRENT YEAR PROJECTION.
THE YELLOW LINE IS LAST YEAR CONNECTION.
AND THE GREEN LINE IS 2019 PRE COVID PROJECTION, TOTAL CAPACITY.
AND AGAIN, WE'LL TALK ABOUT THAT NEEDED CAPACITY.
BE ABLE TO HAVE THAT AVAILABLE SPACE, THAT BUILDING TO BE FLEXIBLE.
THAT'S WHAT THAT GREAT JOB ON.
SO YOU'LL FIND THERE'S ONE FOR DISTRICT-WIDE THERE'S ONE FOR NORTHERN LEAD FOR COUNTY AS A WHOLE, UM, SOUTHERN BEAT FOR COUNTY AS A WHOLE, AND THEN EACH CLUSTER, EXCEPT FOR YOU FOR CLUSTER, YOU KNOW, THAT TREND LINES DIDN'T CHANGE, DROPPED A LITTLE LOW
[00:30:02]
FOR BATTERY CREEK.YOU KNOW, IT REALLY TOOK, UM, AND FROM WHAT WE WERE PROJECTING IN 19, WHERE WE WERE ACTUALLY PROJECTING A LITTLE ANGRY, SEEING SOME STUDENTS OVER HERE AND THAT COULD CHANGE AGAIN, WHICH IS WHY WE DO PROJECTIONS EVERY YEAR.
UM, NOT BRANCH METAL MINUS 1 0 3 17, BUT YET WE DON'T BRANCH HIGH PLUS 44.
IS THAT, IS THAT BECAUSE OF PEOPLE COMING FROM CHOICE INTO THE, AND POTENTIALLY 44, LET ME PULL THAT ONE UP, LOOK AT IT AND LIGHT, YOU CAN SEE THE DOTS, YOU SEE THE SAME THING ON HILTON.
IT'S KIND OF INTERESTING TO CLIMB A LITTLE HIGHER.
I MEAN, THAT'S THE PRIVATE PRIVATE SCHOOLS.
I DON'T KNOW WHAT THE IMPACT IS ON LOWER.
YOU MAY HAVE SOME HOMESCHOOLING GOING ON AND THEN THEY COME BACK AND TO COME BACK AND GO TO EARLY COLLEGE.
IT DEFINITELY HAS, BUT IT, YEAH, IT'S LOOKING AT SOME GROWTH AT LEAST AT THE HIGH SCHOOL.
BUT AGAIN, IF YOU REMEMBER WITH THE COVID, WE DIDN'T SEE A BIG DROP, NO DROP WHATSOEVER HIGH SCHOOL.
IT WAS ALL AT THE ELEMENTARY MINIMAL CHANGE AT THE MIDDLE SCHOOL.
SO I THINK THAT'S STILL BEING THERE.
SO HERE'S WHERE WE, THE FACILITY MASTER PLAN SECTION SECTION, THE THIRD PART OF THE FRONT OF HIS LAWYER, THAT'S REALLY WHERE WE SEE SOME FREQUENT CHANGES FROM UP.
ONCE AGAIN, THERE'S NO PROJECT AND WE'VE DIVIDED THE PROJECTS INTO THREE DIFFERENT CATEGORIES, UM, ADDITIONAL STUDENT CAPACITY STRENGTHENING DISTRICT INFRASTRUCTURE, AND THEN FACILITATE ON A SANCTION.
SO THAT ALL SESSION THERE TAKES THOSE PROJECTS NOW TO THOSE THREE CATEGORIES.
UM, WE DON'T WANT THE THAT'S PART OF OUR, AGAIN, THAT'S PART OF OUR RECORDING, WHY IT'S IN THE BULK, THAT'S WHAT WE'RE REQUIRED TO REPORT.
AND IT'S ALSO JUST REALLY DEPENDS ON WHAT THE INSTRUCTIONAL INTENT OF THE DIFFERENT FACILITIES IS GOING TO BE GOING TOWARD.
I MEAN, IF THERE IS GOING TO BE ANY CHANGE, WE KNOW IF YOU LOOK ON THE PAGE THAT TALKS ABOUT CAPACITY TRIGGERS, AND THAT WAS A QUESTION THAT, OKAY, SO BOARD ACTION FOR CAPACITY TRIGGERS.
IT SAYS LESSONS CLOSURE SLASH CONSOLIDATION LEVEL, EXAM SCHOOLS, RELATIONSHIP TO NEIGHBORHOOD SCHOOLS.
AND IT'S ALSO IN RELATION TO EPIDEMIC INTENT AND PLANS AND SO ON.
UM, SO THIS WAS CAPACITY USAGE.
IS THIS BUILDING CAPACITY OR PRO THIS IS BUILT ON BUILDING.
THIS IS BUILDING JUST TO MAKE SURE WHAT'S THESE GUYS TRIGGERS FOR GOD TO PLACE PROBABLE.
YEAH, I WOULD SAY WHEN WE DID RESENTED DISCUSSION AS FOR ALL THE SCHOOLS THAT WAS IN THE LAST TIME, THAT'S WHEN THE BOARD SORT OF SET IN PLACE AND JUST, YEAH, SO, SO THAT WAS PART OF THE REASON THAT THIS, I THINK THIS COMMITTEE WAS DESIGNED WAS BECAUSE IT LOOKS LIKE WE HAD HIT THAT TRIGGER.
AND SO THEREFORE, YOU KNOW, SOME THOUGHT HAS TO BE PUT INTO IT.
[00:35:02]
NECESSARILY EXACTLY WHICH ROAD TO GO DOWN OR HOW TO ASCERTAIN BACK, YOU KNOW, IT'S GOING TO HAVE TO BE A DISCUSSION WAY MORE THAN JUST THE BUILDING CAPACITY, LIKE YOU JUST SAID.UM, BUT THERE ARE, THERE ARE SEVERAL SCHOOLS THAT WOULD REQUIRE THAT TRIGGER AND THEY'RE ALL.
SO IF YOU TURN TO PAGE 49, I THINK IT'S VERY, VERY INTERESTING.
JUST LOOKING AT JUST NORTHWEST BROAD SCHOOLS AND YOU LOOK AT THE BUILDING THE PERCENT FOR THE BUILDING CAPACITY AND THE FAT, BUT THEN THE PERCENT OF THE PROGRAM CAPACITY, LIKE BEAVERDALE GOES FROM 38 TO 49, STILL UNDER THE 50 CASKET TRIGGER, BUT THAT'S OKAY.
BUT THEN YOU LOOK AT SOMETHING LIKE LADIES ALLEN, MIDDLE SCHOOL, 44% BUILDING, BUT 60% CAPACITY.
SO IT WOULDN'T BE TRIGGERED IF WE'RE JUST LOOKING AT CAPACITY AND THEN NOT SAY ANYTHING, BUT IT DOESN'T KNOW.
I'M JUST TRYING TO MAKE IT ALL MAKE SENSE.
AND, UM, I THINK THAT'S PART OF WHY YOU ALL ASK US TO DO SOME WAVES COUNSEL, WHAT IS IT ABSOLUTELY HAS TO BE PART OF THAT CONVERSATION? UM, I DON'T KNOW EXACTLY, BUT IT'S CLOSE TO 50 50, THEY'VE GOT AT LEAST 50%.
WE JUST HAD THE FRONT, THE FRONT HALLWAY CLASSROOMS THEY HAVE, IF NOT, IF THEY HAVE , WE HAVE ALL OF THOSE.
THERE MAY BE SOME IN THE BACK THAT ARE THERE, SO THEY DON'T HAVE NO, BUT YOU KNOW, THERE MAY BE A CLASSROOM WELL, BRAD JONES, FREDDIE JACK, I THINK ANOTHER VERY INTERESTING TIME GRAPHIC THAT YOU SHOWED THROUGH OR JUST NORTH OF ABROAD WAS THE, UM, SPECIAL EDUCATION THAT WOULD BE IN THAT FIRST SECTION.
ARE WE TALKING ABOUT STEM? I THINK THAT THE 25, BUT IT'S THAT SPECIAL EDUCATION STUDENT POPULATION? UM, IT, IT DID GROW THIS YEAR BY 156 STUDENTS.
AND WHAT'S ALSO INTERESTING IS WHEN YOU TAKE A LOOK AT MOSSY OAKS RIGHT NOW, THEY'RE HIGHER THAN BUFORD L BECAUSE I BELIEVE THERE WERE SEVERAL PROGRAMS THAT MOVED FROM HUBERT AND WHEN YOU'RE TALKING 24% OF YOUR POPULATION ARE STUDENTS IDENTIFIED WITH SPECIAL NEEDS.
THAT PUTS A VERY BIG STRAIN ON YOUR ADMINISTRATION.
THAT PUTS AN IEP MANDATORY LEA.
UM, IT PUTS, SO THAT TOO HAS TO BE PART OF A CONVERSATION.
I THINK WHEN YOU'RE LOOKING AT MAYBE UTILIZING BUILDING SPACE AND ADMINISTRATION APPROPRIATELY, YOU HAVE ONE SCHOOL THAT HAS THAT.
[00:40:05]
WELL, THERE'S, THERE'S ALL KINDS OF THINGS YOU COULD DO WITH THESE PERCENTAGES AND THIS DATA WHERE, YOU KNOW, AND, AND THEREFORE WHAT ADDITIONAL SUPPORT IS NEEDED, BECAUSE IT HAS A LARGER POPULATION OF STUDENTS WITH SPECIAL NEEDS AND OTHER SCHOOLS.WELL, I WILL SAY JUST TO KNOW THAT, YOU KNOW, WE'VE OVER THE LAST PROBABLY THREE YEARS, WE'VE BEEN MOVING AWAY FROM PLUS FROM MODEL TO SPREADING THROUGHOUT THE SCHOOL.
SO NOT THERE YET, BUT CONSTANTLY.
AND THAT HAS AN IMPACT ON FACILITIES BECAUSE PLAYGROUNDS WILL COME.
WE MAKE SURE THE SCHOOL IS IN THE CLUSTER MODEL, HEAVY IMPACT, ESPECIALLY THESE PLAYGROUNDS, THE OTHER SCHOOLS DID BECAUSE THEY WEREN'T, AS THEY DIDN'T HAVE THE SAME POPULATION.
NOW THAT THAT POPULATION BEEN SPREAD OUT, WE HAVE TO GO BACK, ADD THOSE PIECES.
RIGHT? SO NOW JUST, I THINK THERE'S ONE REAL PRIME EXAMPLE THAT DEMONSTRATES HOW IT DOES.
IT'S NOT AS SIMPLE AS IT LOOKS.
IT'S NOT JUST THE BUILDING CAPACITY AND SO ON AND DEALS.
AND DEPENDING ON WHICH TYPE OF SPECIALIST, IF YOU'VE GOT A POPULATION THAT NEEDS THAT SENSORY ROOM, RIGHT, THAT'S THE WHOLE SPACE, THEN YOU WON'T BUY LOOPS, EMPTY LIGHTS ARE OFF THAT ALL DOWN, IT'S WYATT.
UM, BUT THAT'S PT AND OT, KENDALL, SENSORY DOWNTIME, AND ALL OF THOSE KINDS OF FUNCTIONAL SPACES, SOME OF THAT VITAMIN TIPPERARY BECAUSE OF THE CONSTRUCTION.
AND SO SOME OF THAT INFANTS OF PROGRAM MIGHT GO BACK.
WHITE WAS TALKING ABOUT SOME BIG THINGS.
DO YOU REMEMBER, UM, ONE OF THE FUTURE TOPICS IS SUPPOSED TO BE SPECIAL EDUCATION, AND THIS IS THE REASON THAT PROMPTED THAT WAS BECAUSE I KNOW THERE'S BEEN SOME SHIFTING IN PHILOSOPHY THERE'S BEEN SHIFTING AND THINGS, AND ALSO IN LOCATIONS AND STUFF LIKE THAT.
IT'D BE REALLY GOOD INFORMATION TO UNDERSTAND WHAT OUR POPULATION IS, WHERE IT IS AND HOW IT'S BEING SERVED, YOU KNOW, SO, OKAY.
I'M GOING TO START, I MEAN, OBVIOUSLY A CONVERSATION, BUT IT JUST SEEMS LIKE WELL, NO, I JUST WAS REMINDING YOU ALL THAT ON OUR FUTURE TOPICS.
I THINK SEVEN MONTHS AGO, I'D ASKED FOR AN UPDATE ON SPECIAL ED AND THAT, AND SO TYING THAT INTO THIS WILL GIVE SOME OF THE MEAT TO WHAT YOU SAID, CAROL, THAT PERHAPS SOME OF THOSE PLACEMENTS WERE TEMPORARY.
SO IT WOULD JUST BE, YOU KNOW, SO YOU LOOK AT THIS, WELL, THIS 20% IS GOING TO DROP DOWN TO 18 BECAUSE THE PLAN IS, ONCE SOME THINGS GO BY STUDENTS, WE MOVED BACK.
SO IT'S GOING TO GO FROM 17 TO HIGH.
AND IS, IS THAT THE, IS THAT THE INSTRUCTIONAL INTENT? UH, DR.
STRATOS, IS THAT, IS THAT WHAT THE PLAN IS? OR IS THERE A PLAN FOR ANOTHER LOCATION THAT WOULD HAVE A SPECIFIC PROGRAM WHERE THEY DEVELOP RELATIONSHIPS? ABSOLUTELY.
ADMINISTRATION, TEACHERS, THE BUILDING, YOU DON'T WANT KIDS ON A BUS, ESPECIALLY THE MEDICALLY FRAGILE OR THE AUTISTIC STUDENTS, YOU KNOW, THEY THERE'S PATIENTS.
THAT'S WHY I WAS ASKING YOU JUST SOUNDED LIKE AS AFTER WE START TO DISCUSS THE BUDGET, THAT THIS IS DEFINITELY SOMETHING THAT NEEDS TO BE A CONVERSATION PRIOR TO A BUDGET DISCUSSION, THAT COULD BE BECAUSE IF THOSE THINGS CAN BE PUT IN PLACE, ALL OUR PROCESS CAN BE STARTED AND OVER, YOU KNOW, UH, THAT MAYBE WANT TO DO SOMETHING.
NO, UH, AS, UH, AS IT WAS THE, IN TERMS OF NO, BECAUSE I HAVE NO, RIGHT NOW I HAVE A PRINT OUT OF CREDITS CONCERNS ABOUT THEIR KIDS GETTING THESE, UH, THE, THE, THE NEST NECESSARILY SPACE.
AND RIGHT NOW WE DO, WE, WE DO ALL KNOW THAT WE DON'T HAVE SPREADSHEETS ABOUT VILLAINS.
[00:45:01]
ABOUT MAY EVEN IMAGINE WHEN WE DO GET THEM IN THERE, WE DON'T, WE DON'T WANT TO HAVE A STATION THAT SHE HAD LIKE WORK MODE AND SHE CAN'T SERVE, SERVE OUR KIDS.IF WE CAN GET, WE CAN GET AN OUTLINE OF HOW WE CAN SERVE THEM AND WHERE WE CAN SERVE THEM AT.
I THINK THAT WOULD, THAT WOULD BE, UH, WE WILL BE VERY, VERY HELPFUL SO WE CAN KNOW MAYBE THAT WOULD MAKE YOUR SCHOOL.
I SAID, WE HAVE, ONCE THEY TEACH IT AND IT'S DONE, IT'S OKAY TO HAVE ASSISTANCE, MAYBE TWO OR THREE SPARE TEACHERS.
AND WHERE ARE WE PLACING THEM? SO THAT'S, THAT'S WHAT I'M DRIVING.
THAT'S WHAT I'M DRIVING AT IN TERMS OF WHAT .
I THINK THAT STAFFING CONVERSATION IS VERY IMPORTANT, WHICH IS, WHICH IS WHY WE NEED DR.
BUT I'M TRYING TO LOOK AT IT THROUGH THE LENS OF FACILITATES, BECAUSE THAT'S WHAT THE FOCUS OF THIS, YOU KNOW, SO WHAT, HOW DO WE BEST USE OUR FACILITIES? AND, AND I HEAR WHAT YOU'RE SAYING, AND I HEAR WHAT YOU'RE SAYING, BUT IN TERMS OF USING FACILITIES, IF WE'RE HAVING, WE'RE HAVING MORE STUDENTS IN CERTAIN BUILDINGS, FOR INSTANCE, OFFICES USE A REFERENDUM ELEMENTARY SCHOOL REFERENDUM, DR.
MAGICIAN HAS A LARGE AMOUNT OF SPED STUDENTS THAT MAY, MAY NEED TO HAVE CERTAIN MORE SPED CLASSES AND TEACHERS TO SERVE THOSE STUDENTS IN THAT IF YOU HAVEN'T READ A REFERENCE IN REFERENCE TO ELEMENTARY SCHOOL, IF WE HAVE ONE OPEN CLASSROOM SPACE, AS ON THE USE THAT MAYBE WE CAN CREATE THAT.
SO THAT'S WHY I'M GOING TO ASK, BECAUSE I FEEL ONE, ONE COMPLIMENTS, THE OTHER, YEAH.
NOTHING'S IN ISOLATION, ALL WORKS TOGETHER.
, THAT'S WHY ACTUALLY THAT, THAT QUESTION IS TO BE SLUMP.
SO THEY ARE HANDICAP THAT THERE IS, I THINK THE SEVERE BOUNDARIES.
I WAS WONDERING IF THOSE SECOND, I THINK I SHOULD MIDDLE SCHOOL THERE.
AND THEN AGAIN, THEY TRY TO MEET THE NEEDS OF THE STUDENTS OLD-SCHOOL AS MUCH AS POSSIBLE.
SO I'VE JUST COME AT SO SPECIALIZED THAT'S ABOUT KING STREET TONIGHT.
IS THERE ANYTHING IN HERE? NOT KING STREET.
I DIDN'T SEE ANYTHING INDIRECT KING STREET.
SO KANE STREET, WE HAVE NOT PASSED, BUT I MEAN, AS FAR AS FACILITY A FACILITY AND, UM, JUST, UH, BECAUSE MR. CAMPBELL, DO YOU REMEMBER WHEN WE WENT WITH DR.
BROWN AND DIDN'T SHE SAY SHE WANTS A LARGER SPACE.
SHE COULD USE THE LARGEST SPACE.
SO I JUST DIDN'T KNOW IF, IF THIS IS A FACILITIES PLAN, IF KIM STRAIGHT SHOULD HAVE BEEN INCLUDED AS FAR AS LEGALIZATION OF IT.
AND THEN SOME DISCUSSION OF THE DIFFERENCE IS SO AS FAR AS PROJECTS, WE'LL TRACK PROJECTS FOR 10TH STREET, JUST LIKE ANY OTHER SCHOOL COME LATER, BUT UTILIZATION, THERE'S NO REQUIREMENT TO PROVIDE IN SERVICE IT'S AS THEY'RE QUESTING, UNLIKE PUBLIC SCHOOL, WE'RE REQUIRED TO ENSURE THAT WE HAVE THE NUMBERS NEEDED WHERE EACH STREET IS KIND OF, FOR THOSE THAT SIGN UP, SAY THAT QUICK.
THAT'S WHAT SHE SAID, MEDTRONIC.
SO I GUESS I WAS LOOKING AT IT AGAIN, WE WOULDN'T HAVE THEM ENROLLMENT PROJECT.
WE CAN'T HAVE, I'M NOT ASKING FOR ONE OF THESE PAGES.
I WAS WONDERING WHERE IN FACILITIES AND RECOMMENDATION OR A THOUGHT PROCESS ON, IS THIS THE BEST USE OF, OF A BUILDING? I MEAN, IT'S THE BEST USE OF, YOU
[00:50:01]
KNOW, I MEAN, IS THIS, I GUESS WHERE, WHO MAKES A DECISION THAT, OKAY, KANE STREET IS A MULTI-MILLION DOLLAR PROPERTY, DOWNTOWN BUFORD, BUT IT'S THE BEST SPOT THAT WE HAVE BECAUSE WE HAVE NO OTHER SPACE.I MEAN, WHERE'S THE, WHERE'S EVEN THE CONVERSATION ABOUT IT.
DO YOU SEE WHAT I'M SAYING? YEAH, NO, EXACTLY.
I MEAN, SO, UM, THERE'S BEEN SOME SIDEBAR, THERE'S BEEN NOTHING THAT SPECIFIC, UM, UM, DOES PETE HOUSE INCLUDED IN HERE? WHAT I'M WONDERING IS ALL OF OUR FACILITIES YOU'RE GETTING, YOU'RE GETTING INTO YOUR NEXT STAGE OF CONVERSATION ABOUT THOSE.
IF YOU HAVE THIS EXTRA CAPACITY NORTHERN BUFORD COUNTY, WHAT COULD IT BE USEFUL? YOUR POINT MAY BE, OR ONE OF THE THINGS TO INVESTIGATE IS THAT COULD ADULT ED USE SOME OF THE EXTRA CAPACITY THAT WE HAVE COULD, UM, UH, THE, UH, YOUR DAD, WOULD WE DO THAT? NOT HAVING THE EXTRA SPACE, THE ANSWER WOULD BE NO, BUT THAT COULD BE PART OF THAT CONVERSATION.
I THINK THAT WE'RE SAYING BY SAYING THAT TO ME IS KIND OF DEVIATING FROM HER QUESTION AND, AND, AND BASICALLY I AGREE BECAUSE I WAS ACCEPTED FOR WHAT TIME, AND I KIND OF DID THOUGHT THAT, UH, WHEN, UH, WHEN, UH, WHEN I WASN'T LOOKING AT MYSELF LEARNING ABOUT BECAUSE I REMEMBER WE MET BEFORE AND THEN WE MOVED OVER HERE.
SO I WAS LIKE, HOW WILL YOU NEED TO DELIVER GOOD UTILIZATION OF IT? WHAT IS JUST OVER HERE? BUT THEN WE HAD TO TWO SIDES OF IT.
SO, YOU KNOW, HOW DID THAT, SO REALISTICALLY, I THINK THAT ALL, ALL, ALL OF OUR BUILDINGS SHOULD BE IN THERE.
AND THEN BECAUSE OF THE FACT THAT IT'S OUR JOB, NOT TO JUST WORRY ABOUT ONE BUILDING WE'RE ABOUT ALL ABOUT BUILDINGS ARE IMPORTANT BECAUSE THAT.TO MAINTAIN ENDED UP WITH A PTP OF EVERY SINGLE, SINGLE BUILDING THAT WE HAVE.
AND THAT'S KIND OF THE MESSAGE BECAUSE THE PEOPLE WOULD PICK ON US NOW THEY'VE BEEN FEEL SOMEBODY BECAUSE THEY FEEL SLIGHTLY BECAUSE WE'RE NOT WORRYING ABOUT THE WORK CONDITIONS THAT THEY'RE WORKING IN THE RIGHT CHOICE, RESPONDING TO SAY THE SAME THING, BUT THEN WHEN THEY COME UP AND THEN ALL OF A SUDDEN, THEY, WHEN THEY DO HAVE AN ISSUE, THEN IT'S SUCH AN EMERGENCY EMERGENCY.
IF YOU DID IT TO GET AFFECTION, TO GET UP AND RUNNING.
SO I, I DO THINK THAT ALL OF THEM, THAT'S THE THING.
I THINK THAT ALL OF THEM SHOULD BE.
AND THEN ALL OF THEM SHOULD BE DEALT WITH ACCORDING TO HOW WE DEAL WITH.
THAT'S ALWAYS QUESTION HERE, EDUCATION, EDUCATION.
WE ALSO SUPPORT, I MEAN, I THINK THAT'S MORE, UM, WELL, THAT'S WHERE THE ACADEMIC SIDE HAS TO GUIDE US.
DOES I KNOW THERE'S SOME PROVES AND UTILIZATION THERE, THEIR BABY OUT WITH THE CAPACITY.
BUT THERE ARE, WHEN YOU GET INTO ADULT EDUCATION AND RIGHT CHOICES, THOSE ARE SPECIAL POPULATIONS THAT HAVE SPECIAL NEEDS THAT MAY NOT MIX IN ALL SITUATIONS.
AND SO REALLY, I DON'T EVEN, I MEAN, WE'VE HAD PROGRAMS WHERE THE RIGHT CHOICES HAVE BEEN MORE IN BUILDINGS NOW THAT HAS ITS PLUSES AND MITES.
YOU MAY USE UTILIZATION SPACE BETTER, BUT IT MAY NOT BE THE BEST ATMOSPHERE FOR THOSE THINGS.
UM, SO THAT'S WHERE THAT HAS TO BE.
I MEAN, THAT'S WHERE IT WILL A PARTNERSHIP DISCUSSION.
IF WE START TO LOOK AT THOSE NOW TO YOUR POINT, MAYBE THERE, IT SOUNDS LIKE THAT'S WHAT YOU'RE ASKING US TO START LOOKING INTO THOSE.
SO THIS COMMENT IS RIGHT ON TARGET RIGHT NOW.
WE HAVE TO LOOK AT ALL OF THE CAPACITY BECAUSE WE'RE GOING TO HAVE TO JUSTIFY EVERY BIT OF IT.
AND IF WE GET SOMEBODY THAT COMES IN PUBLIC COMMENTS AND SAYS, WELL, ACTUALLY THIS STUFF NOT DON'T WANT.
AND I DO THINK THAT THERE'S ONLY, YOU KNOW, THIS, THIS COMMITTEE
[00:55:03]
DOESN'T NECESSARILY HAVE THE EXPERTISE THAT YOU GOT, THAT IF YOU GUYS HAVE TO BRING THAT TOGETHER AND, AND SUGGEST, MAKE SUGGESTIONS LIKE, OKAY, SO WE, UM, HAVE THIS FACILITY, YOU KNOW, UH, THAT WE'RE PAYING INSURANCE AND UPKEEP AND IT'S FALLING APART AND THE NEEDS THIS, BUT WE HAVE AN IDEA THAT BECAUSE OF THIS SEAT, YOU KNOW, LESS CAPACITY IN THIS BUILDING, WE COULD PROBABLY TRANSFER THIS AND WE TALKED, I JUST SOMETIMES FEEL LIKE I, YOU KNOW, OKAY, WELL, WHAT'S THE NEXT STEP? WELL, I THINK YOU GUYS ARE THE NEXT STEP.I COME BACK TO THE REFERENDUM AND HOW WE GOT BEAT UP THIS SCENE ABOUT , OH, YOU'RE WASTING ALL THIS MONEY AND YOU SHOULD BE CONSOLIDATING.
SO YOU CAN PUT MORE MONEY INTO, I MEAN, NOT NECESSARILY, BUT WE HAVE TO BE ABLE TO JUSTIFY EXACTLY.
IF WE HAVE, WE HAVE TO HAVE A STORY, RIGHT.
YOU KNOW, WE'RE NOT, WE'RE AWARE OF WHAT WE GOT AND THIS IS NOT RIGHT.
SO WHAT I THINK, I JUST HEARD, TELL ME IF THIS IS NOT, WHAT I JUST HEARD IS THAT YOU'RE ASKING US TO COME UP WITH THE PLAN FOR USE OF SOME OF THE ADDITIONAL PASSIVE WE HAVE IN NORTHERN DIFFERENT COUNTY, WHICH WOULD INCLUDE ITEMS SUCH AS, UM, KING STREET, EARLY CHILDHOOD MOVING OUT OF GOING INTO MID RIGHT CHOICES.
IS THAT WHAT OUR, I'M NOT SURE.
I NECESSARILY, I THINK MORE, MORE OF WHAT IS GOING ON IN THE UPDATED WE'RE A LITTLE BIT, THE SAME WAY, HOW YOU UPDATE US ON WHAT'S GOING ON IN A BATTLE CREEK HIGH SCHOOL IN THE SAME WAY, HOW YOU UPDATING US, WHAT'S GOING ON THINKING HIGH, SPEND A BIT OF PINK HOUSE.
WHAT DO YOU SEE COULD BE THE NEEDS? IS IT GROWING? YOU KNOW, BECAUSE NOT LONG AGO BEFORE US, THEY WERE JUST A, UH, A, AN AND BASICALLY IT WAS THE INFORMATION THAT THE PICK HOUSE PROBABLY TO ANOTHER PLACE.
SO WHAT THEY WOULD, THAT WOULD, THAT BE SAID, THEN LET'S UNDERSTAND WHAT THEY HAVE.
SO, SO, SO, SO IN OTHER WORD, IF I KNOW WHAT'S GOING ON WITH MY OLDEST SON, I DON'T KNOW WHAT'S GOING ON, WHAT MY MIDDLE SON AND MY, AND MY OTHER SON, I WANT TO KNOW THE WORLD EVOLVING NOW, NOT TO SAY, TO REMOVE ANY OF THEM OR TO CHANGE WHAT THEY'RE DOING BY THAT.
I NEED TO KNOW THE UPDATED UNDERSTANDING TO BE ABLE TO PROCESS AND DIGEST WHAT EACH AND EVERY ONE CAN I GET THIS? THIS IS MY DISTRICT.
AND I GET TALKED TO, AND THEY DRIVE BY THIS HEADQUARTERS.
WHAT ARE YOU DOING? LOOKING AT ALL THOSE CARS, LOOK AT ALL THOSE CARS.
THAT'S NOT THE CASE, BUT YEAH, IT'S THIS BUILDING WE'RE USING ALL THE CAPACITY OF VISIBILITY.
IT'S ARE IT IN THE RIGHT PLACE? I MEAN, THERE'S, THERE'S A WHOLE LOT OF ISSUES BECAUSE THAT'S WHAT THEY SEE AS THEY DRIVE BY.
AND, AND I'M, I'M CONSTANTLY STUTTERING AND STAMMERING AND SAYING, YOU KNOW, PEOPLE WORK IN AN OFFICE, NO ONE THERE'S A BASKETBALL COURT OVER HERE THAT'S BEING USED, BUT, YOU KNOW, THAT'S, THAT'S, WE DON'T ADVERTISE WHAT HAPPENS IN THIS BUS DRIVERS.
THE PROBLEM IS THAT WE'VE GOT TOO MANY CARS OUT.
MINE'S THE OPPOSITE WHERE OUR BUILDING IS BURSTING.
TRY TO TURN IT INTO OFFICE SPACE.
I MEAN, IT'S HARD TO MAKE IT JUST SO Y'ALL KNOW.
Y'ALL DID APPROVE LAST YEAR, UM, FUNDING FOR RENOVATION OF THIS BUILDING.
WE DO HAVE AN ARCHITECT CURRENTLY WORKING ON THE NEXT, WE STARTED LAST WEEK, WALKING A MEETING WITH THE CHIEF OFFICERS THAT IS AN EFFICIENT.
AND THEN, UM, AS WELL, AND I, I NEED TO CHECK THINGS AS FAR AS KEYED STREETS KEEPS RE BEING EVALUATED.
I DID ASK YOU DURING AN OPERATIONS COMMITTEE LECTURE TO INCLUDE THAT I I'M, I'M PRETTY DARN SURE.
I THINK WHAT WE DID IS WE TOLD THEM TO ADD THAT WE NEED TO MAKE SURE KING STREET AND I MEAN, WE CAN
[01:00:01]
DO A PINK HOUSE.I MEAN, THE THING ABOUT, UM, AND I SAY THAT BECAUSE EARLY CHILDHOOD IS, YOU KNOW, AS COM THEY HAVE THE PINK HOUSE, DOESN'T EVEN COME CLOSE TO ME.
OH, I KNOW I DO MOSTLY HERE AND PICK OUT.
AND THEN, SO THEY'RE TRYING TO HIDE SPACE.
WE'RE ACTIVELY IN THE PINK HOUSES.
IT'S JUST ALWAYS BEEN THERE AND BEEN USED.
IF I GO LOOK AT IT, WHAT IT'S GOING TO BE.
IT'S LIKE, AH, THIS IS SORELY INADEQUATE.
SO W WHEN YOU, BUT WHEN YOU HEAR THAT, YOU KNOW, AND I'M NOT PICKING ON THE PINK OUT.
SO, BUT, BUT IF YOU HEAR IT THAT, OKAY, IT'S A PLACE WHERE OUR PARENT LIAISONS ARE AND THAT IT STORES, UH, EARLY CHILDHOOD MATERIALS AND THE BUS IS PARKED THERE.
AND THEN RIGHT NEXT DOOR IS LADY'S ISLAND MIDDLE.
THAT HAS PLENTY OF ROOM FOR BUS TO PARK AND MIGHT HAVE SOME ROOM.
BUT I MEAN, I'M JUST SAYING, SO I HAVEN'T ASKED ME, YOU KNOW, YES, YOU HAVE TO KNOW WHERE YOU ARE.
BUT I WOULD AGREE WITH WHEN YOU WRITE IT BACK AND SAYS, I THINK I UNDERSTAND YOUR ASSAY.
UM, SO, YOU KNOW, AGAIN, TO THE CISCO'S POINT, SURE.
THESE ARE, YOU KNOW, THE PINK HOUSE COSTS US FOR INSURANCE AND EVERYTHING, YOU KNOW, X ZILLION DOLLARS A MONTH.
AND SO, BUT IF WE WERE TO MOVE THIS AROUND AND, YOU KNOW, JUST THAT KIND OF FORWARD THINKING, PLANNING ABOUT FACILITIES, WHEN WE ASKED YOU, WHICH IS NOT TRUE.
SO WE CAN RESPOND TO PEOPLE SAY, WELL, WHY NOT? I MEAN, THAT KIND OF EXTRA DATA YOU CAN BUY, BECAUSE I HAVE TO TELL YOU, I REALLY FORESEE EXACTLY, WHICH IS WHY WE DID THIS COMMITTEE, BECAUSE WE GOT TO HAVE, IT'S GOING TO BE HUGE ABOUT THE EXCESS CAPACITY, THE PERCEIVED ACCESS, UNLESS WE'VE BEEN ANSWERED THAT, BEEN SAYING ABOUT PROGRAM CAPACITY AND TELL US THE WHOLE STORY, BECAUSE IT'S THE RIGHT THING TO DO.
IT'S THE RIGHT THING TO HAVE SMALLER CLASS SIZES, WHICH MEANS YOU NEED MORE CLASSES.
I MEAN, ALL OF THAT, AND MAYBE THE PROFESSIONAL, ALL OF THEM, NO, YOU DON'T, YOU DON'T NEED, I MEAN, TEACHING TRAINING TEACHERS LIKE PROFESSIONALS SO THAT THEY DO HAVE A PROFESSIONAL PLACE.
THAT'S NOT THAT THEY'RE NOT DISPLACED BECAUSE YOU'D HAVE TO HAVE AN IEP MEETING IN THAT ROOM, YOU KNOW, OR JUST, YOU KNOW, YOU HAVE TO SET OUR SCHOOLS UP FOR THE 20, 25 AND 2030, AND THEN I CAN'T LOOK JUST LIKE 1937.
WELL, I MEAN, AND THAT IS, YOU KNOW, WE ARE TALKING ABOUT THE COUNTY TO REALLY DIFFERENT PROBLEMS IN SOUTHERN UTAH.
YOU HAVE A SHRINKING POPULATION STUDENT POPULATION, AND YOU HAVE AGING FACILITIES.
SO REALLY WHAT YOU WANT TO DO IS RIGHT-SIZE THE FACILITIES AND IMPROVE THEM ALONG THE WAY.
SO THEY CAN LAST FOR THE NEXT 10 YEARS, BECAUSE WE KNOW THAT THE FACILITIES THAT WE HAVE, IF EVERYTHING CONTINUES, SAME DIRECTION, WE WERE GOING TO NEED TO FIND BETTER USES FOR WOMEN AND RECONFIGURE THAT.
I MEAN, ONE OF THE THINGS ABOUT OLDER BUILDINGS IS THEY HAVE ALL THE SMALLER CLASSROOMS. SO MAYBE THEY'D BE RENOVATED PART OF OUR FACILITIES ASSESSMENT WE'RE DOING RIGHT NOW.
MAYBE THE LOOK AT IS THAT IS CERTAIN BUILDINGS, ARE THEY BETTER INNOVATED OR BETTER? WHAT'D YOU CAN'T DO THAT IN A VACUUM WITHOUT YOUR INSTRUCTIONAL THORACIC REVISION.
SO THE INSTRUCTIONAL VISION MIGHT BE THAT THEY'RE GOING TO BE, YOU KNOW, WHY TO START.
THIS IS WHAT EDUCATION IS GOING TO LOOK LIKE IN THE NEXT 10 YEARS AS TO HOW CAN WE ADAPT? SO, I MEAN, GOT IT.
WELL, WHAT I'M HEARING TOO, THAT IT SEEMED LIKE THE, THE DOCTOR MORALE ,
[01:05:03]
THEY HAVE TO HAVE WE AT THE TABLE TO ENGAGE IN THIS CONVERSATION AND ALSO TO SEE WHAT SOME OF IT, WHAT THEY HAVE FIVE OF, WHAT MANY IT, MY GRANDMOTHER WOULD SAY, WHAT ARE THE, WHAT ARE, WHAT ARE THEIR THREE TO FIVE YEARS GOALS? WHETHER THEY RECEIVE THE DISTRICT IN THIS ERA OF WRONG AS WELL, TO SEE WHAT IS NEEDED, BECAUSE THAT ALSO KIND OF TELLS US WHAT MEMBER STATES IS THAT WE DO HAVE , BUT WE'RE NOT PROBABLY GOING AS FAST AS YOU WANT THEM BECAUSE OF THE HIGHER, WHEN IT'S REALLY TASTE, THEY HAVE WHAT WE GET TO GO THAT PLACE.BUT I DO THINK THAT THIS SIDE OF IT, IT IS WHAT IT IS.
IT IS JUST BEGIN TO START GROWING BACK AS WELL.
ARE YOU TALKING ABOUT HOW RIGHT NOW WHO'S MAKING A PUSH TO START OPENING THESE FACILITIES BACKUP THAT HELPS PEOPLE.
SO SOME PEOPLE ARE STAFF FEEL MORE, MORE COMFORTABLE NOW MOVING THE KIDS AWAY AND KNOWING THAT, THAT THOSE, THAT THOSE DOORS ARE OPENING BACK UP.
SO, YOU KNOW, THAT'S, THAT'S ANOTHER THING JUST TO THROW OUT THERE TOO, THAT WE WANT TO HAVE TO, YOU KNOW, UNDERSTAND THAT, THAT, YOU KNOW, COULD POSSIBLY STOP HURTING ON BOTH SIDES.
I MEAN, TO YOUR POINT, I DO THINK IN, WE'RE ALWAYS WATCHING, THEY'RE KIND OF EXPECTING SOMETHING TO BE AUTOMATED.
YOU KNOW, AND, UM, SHE WAS GOING THROUGH THIS ONE EARLY CHILDHOOD CENTER SERVICES, THE BUFORD CLUSTER, JJ SAY, YOU GOT SO NONE OF THE EARLY CHILDHOOD CENTERS, THEY ALL SERVE A SPORT.
SO THEY'RE NOT A, THEY'RE NOT A FACILITY THAT CONGREGATES A WHOLE LOT OF STUDENTS AND LESSONS THAT EARLY CHILDHOOD SPECIAL EDUCATION.
SO, SO NONE OF THEM, EVEN THE ONES THAT PLUGGED IN ARE CONFIGURED THAT WAY.
SO YOU'VE GOT THE PCC IT AT DAVIS, RIGHT? YOU'VE GOT THE ECC AT ST.
PAUL'S AND WELL, I WOULD JUST SAY WHERE HEADSTART PROGRAMS ARE, BECAUSE THAT'S A HUGE, CAN I CHECK THE BALANCE SHANKLIN AND SAID DAVIS.
SO, AND SO WHERE, SO WERE KIDS AT LIKE LADY'S ISLAND ELEMENTARY? UM, MASIA UM, PORT ROYAL, WHERE ARE THOSE? AM I NOT ASKING THE RIGHT QUESTION? WELL, THEY WOULD HAVE, THEY DON'T HAVE THE HEAD START, BUT THEY WOULD HAVE PRE-K CORRECT.
SO THEY DON'T HAVE THE HEAD START.
SO NOT QUITE, AS FAR AS THEY DO HAVE OUR INDIVIDUAL PRE-K SEPARATE RIGHT.
EVERETT SCHOOL, EVERY ELEMENTARY THAT DOES NOT HAVE HEAD START HAS A REAL PRE-K IS THAT EVERYBODY HAS PRE-K.
SO, I MEAN, YOU CAN KIND OF LOOK AT THE ENROLLMENT.
IF YOU KIND OF TELL YOU, WILL YOU SEE PREPAID RATE, SEE A PRE-K FOUR AND PRE-K THREE PRE-K THREE THAT PROBABLY NEEDS TO HAVE A PLACE FOR PATRON OR TO PAGE 43 OR THREE K THREE KIDS.
SO I'M ASSUMING THAT THEY, THAT IS EARLY CHILDHOOD SPECIALIST.
THREE IT SHANE, WHERE YOU GET HILTON HAD SIX AND LOVED, INTUITIVE, SUPER ALLY FOR YOU.
SO THAT, THAT SHOWS YOU WERE STARVING.
SO PRE-K THREE BEACONS AND THE DISTRICT NOW THAT THEY'RE MIXED IN WITH THE PRE-K FOUR KIDS, RIGHT? SO THE EARLY CHILDHOOD SPECIAL ED CLASS IS ONLY GOING TO HAVE 10 KIDS IN IT.
HALF OF THEM ARE THREE-YEAR-OLDS THE OTHER HALF OR FOUR YEARS.
AND WE SAW SOME MEMORABLE WEEK.
I CAN'T REMEMBER WHAT YOU'RE DOING.
I KNOW THIS LADY I REMEMBER WAS ST.
HELENA, OR WE SAW THE LITTLE TINY BABIES IN THERE.
WE PRETTY MUCH HAD TO START ONCE, BUT SOME OF THOSE PRE-K CLASSROOMS HAD REALLY TINY, REALLY TINY.
SO I GUESS MY QUESTION THEN IS JUST FORWARD THINKING AS FAR AS WHAT IS GOING TO BE NEEDED IN THE BUFORD CLUSTER, YOU KNOW, MORE, IS IT GOING TO NEED MORE OF THAT? ARE YOU GOING TOWARDS THE PRE-K FOR ALL? IS THAT WHAT YOU'RE SAYING? YOU KNOW WHAT, PRIOR TO THIS MEETING, I WAS THINKING ALONG THOSE LINES, BUT OUR DISCUSSION BEFORE WE EVEN STARTED THE MEETING MIGHT BE, IS IT, IS THERE GOING TO BE UNIVERSAL PRE-K? IS IT GOING TO BE SOMEDAY THAT WE HAVE TO ANTICIPATE
[01:10:01]
THAT OUR BUILDINGS WILL ACCOMMODATE THAT BECAUSE IT WILL BE SOMEDAY CORRECT? DO YOU KNOW? YES.I THINK WE KIND OF HIT ALL THAT DISCUSSION SOMEWHERE ABOUT OUR NEEDS.
AND THEN IF THERE IS, IF WE DO GO TOWARDS JUST IN OUR DISTRICT, PRE-K FOR ALL, YOU'RE TALKING ABOUT DOUBLING THE NUMBER OF PRE-K CLASSROOMS AT A MINIMUM VERSUS THE PRE-K NUMBERS.
YOU KNOW, WHEN THAT CAME OUT EARLY AND THEY STARTED TALKING ABOUT PUSHING THROUGH AND I WAS LIKE, OH MY GOODNESS.
AND YOU GOT TO REALIZE EVERY SCHOOL DISTRICT IN THE COUNTRY IS GOING TO BE LOOKING AT THAT GOING THAT THERE IS NO WAIT, WE CAN, THERE IS NO WAY YOU CAN SNAP YOUR FINGERS AND WE CAN DO SO.
AND I, AND YOU KEEP, I DON'T KNOW WHEN IT'S GOING TO HAPPEN.
I MEAN, TO ME, I THINK YOU NEED TO SET A GOAL AS A DISTRICT, AS A TIMEFRAME.
MAYBE IT'S PRE-K FOR ALL IN 10 YEARS, IT'S 20 YEARS.
I DON'T KNOW WHAT IT IS, BUT IF YOU GIVE ME THAT NUMBER, I COULD START WORKING THERE SAYING WE'RE GOING TO BE PRE-K FOR ALL FIXED YEAR.
WHAT WOULD THAT LEAD TO OTHER AGENCIES TOO? BECAUSE YOU ALSO, YOU ALSO WANT TO BE FUNDED OF, WELL, W W WHAT AGE GROUPS HAVE DOES THAT, IS THAT, THAT INCOMPETENCE.
SO, AND THEN ALSO WE HAVE A, WE HAVE HEADSTART WHO WERE ALREADY SERVING THOSE TO THOSE STUDENTS.
SO DO WE WANT TO GO AND PEE ON THEM AND DO THAT? IF THEY'RE, THEY'RE GIVE THEY'RE GETTING SERVICES.
SO, YOU KNOW, WE HAVE TO BE, WE HAVE TO BE VERY FRIENDLY ON HOW WE DO THAT.
I THINK THAT COULD CREATE SOME, IF IT'S A FEDERAL PROGRAM, SHE WASN'T TALKING RIGHT.
THAT WOULD BE, THAT WOULD BE, THAT'D BE DIFFERENT VERSUS US GOING OUT AND DOING THAT.
WELL, PART OF THAT BIG CONVERSATION, WHAT DOES THAT LOOK LIKE? CAN WE SET UP TO A COUPLE OF PRINCIPLES AND, AND THEY'RE, YOU KNOW, THEY HAVE SOME FOUR YEAR OLDS AND THEN IN THEIR BUILDINGS OR A HEADSTART WITH SOME 40 VOLTS, AND THEY WOULD LOVE TO HAVE HEADSTART FOCUSED ON ZERO TO 28 AND US BEFORE, WHENEVER I CAN'T REMEMBER WHICH PRINCIPALS THAT WERE, BUT THEY'RE LIKE THAT WAY.
WE KNOW THAT WHENEVER HE, WHEN HE IS FIVE AND IN KINDERGARTEN, WE KNOW WHAT THEY'VE DONE.
SO I HEAR WHAT YOU'RE SAYING, BUT WHEN YOU GO OUT AND THAT, WASN'T WHAT SOME OF OUR SCHOOL VISITS WE WENT TO SEE, I TALKED ABOUT THAT.
THEY SAID ZERO IN A GREAT WORD.
I MEAN, YOU LOOKED AT WITH THE COMMUNITY SERVICE AND I WOULD NOT BE A PROPONENT I KNOW THAT HEAD START HAS BEEN COMPETING FOR FOUR YEAR OLDS.
WE ARE IN COMPETITION, KNOW THAT THEY ARE ONE WE HAVE WANTED, AND NOW THEY'VE COMMITTED TO MOVING MORE TO THE THREE AND NINE.
CAUSE THAT'S, THAT'S SOMETHING WE CAN SERVE, WE CAN DO ABOUT IT.
AND THAT IS WHERE THEY CAN FOCUS.
NOW, IT'S JUST LIKE US JUST KIND OF TAKE THEM A WHILE IN THAT DIRECTION.
IT'S NOT GOING TO HAPPEN OVERNIGHT.
SO, I MEAN, IF YOU WANT TO GIVE US GUIDANCE ON FACILITIES, IT'S THAT PLAN.
AND THAT'S NOT A, WELL, I MEAN, THAT'S WHERE WE CAN WORK WITH THE, UH, EARLY CHILDHOOD.
YOU START TALKING THAT AND START TO WORK TOGETHER TO WHAT IS THE 10 YEAR PLAN, BECAUSE WE CAN START SETTING UP OUR BUDGETS AND OUR BUILDINGS BASED ON THAT 10 YEAR PLAN.
BUT WITHOUT THAT, WE'RE JUST GUESSING, WELL, I THINK I SEE YOUR PARENTS CONSIST OF RIGHT NOW MORE, UM, UH, DR.
WHITE AND, AND, UM, AND, UM, SEE WHAT, WHAT, WHAT THEY ARE ANTICIPATING IN, IN TERMS OF PROGRAMS AND FUNCTIONING ON THIS WALL.
ON THIS SIDE OF THE BROAD BEFORE THAT HAS HAD THAT HEADS-UP PIECE, I, OR THE 40 YEAR OLD, I DON'T THINK THAT OUR STATUS WITH THE PERSON WAS ONE, BUT THE PRINCIPLE OF NOT, NOT AT THE HELM OF THE TABLE TO ENSURE WHAT WE'RE DOING WITH THE WHAT'S, UH, WHAT, WHAT THE BUILDING IS AND HOW WE ARE KEEPING THEM SO HAPPY AS A MEMBER OF THIS COMMITTEE.
I THINK THAT THAT'S JUST FOR ME, WHAT I SEE, I THINK THAT IS WHERE WE POSSIBLY BETTER SERVE TO START SEEING CERTAIN THINGS.
I FIGURED OUT HOW WE CAN START FORMULATING THE SPACE THAT WE DO HAVE, WHAT ARE ALSO, WHAT ARE STILL THE NEEDS.
I DON'T, I DON'T THINK THE PROBLEM YOU WON'T CREATE IT BECAUSE
[01:15:01]
RIGHT NOW HAIRSTYLE HAS A RIBBING.IT DEPENDS UPON YOUR INCOME, HOW MUCH MONEY YOU MEAN.
THERE'S A LOT OF DEMAND AND YOU'RE JUST FINE, RIGHT? AND THAT'S THE REASON WHY A LOT OF PASTORS SAY THEY WANT THEIR FOUR YEAR OLD, THEY CAN GIVE YOU A CERTAIN AMOUNT OF MONEY, MONEY.
AND THAT PLAN HELPS US THAT HELPS US FILL THOSE CAPACITIES IN NORTHERN ENEMY NOW.
AND I'M GOING TO BRING UP SOUTHERN BEEF COUNTY HERE.
THE PROBLEM IS COMPLETELY DIFFERENT.
SO THERE IS NO HISTORIC AND THEY WANT TO, I MEAN, IT'S ALL ABOUT SPACE, SO WE HAVE TO CREATE THEM SO THAT OUR PLANNING THERE, AS OPPOSED TO CREATE THAT SPACE HERE, YOU'RE TALKING ABOUT HOW DO WE PLAN TO USE THE SPACE WE HAVE THAT IF THAT'S OUR PLAN THAT HELPS FILL SOME OF THOSE GAPS WE'RE SEEING.
RIGHT? SO YOU'RE, SO, SO YOU'RE SAYING THAT IF WE, AS A BOARD WERE TO PROVIDE THAT DIRECTION, THEN YOU CAN DO THE INFILL.
WHEREAS I GUESS MAYBE I WAS THINKING IT WAS THE OTHER WAY AROUND.
YOU ALL WERE GOING TO COME WITH THOSE IDEAS.
I DON'T, I DON'T THINK WE CAN GIVE YOU THE DIRECTION ON WHERE YOU WANT TO GO FOR US AND YOU HAVE AN OPTION, OR YOU HAVE NO, YOU CAN BRING IT.
NOW WE WOULDN'T GET INTO THAT.
ALL I CAN TELL YOU IS THAT, WELL, WE HAVE TO DO, TYPICALLY, IF YOU WANT TO CONVERT A HEADSTART REQUIRES HOT WATER, SOUND LIKE A BIG DEAL, BUT THEY HAVE TO HAVE IT.
AND THEY HAVE TAX BATHROOM, OUR PLAN ON SOMETHING LIKE THAT.
IT'S ADDING BATHROOMS TO THE EXISTING CLASSROOMS AND KIND OF ROLLING THAT OUT.
AND WHERE ARE WE GOING TO DO THOSE? SO THE, UM, WE CAN BURT THOSE BUILDINGS TO WARD.
PRE-K IT STAR ACTUALLY DID DAVIS WENT FROM BEING AN ELEMENTARY AGE.
THOSE ONCE AGAIN, A LICENSE, ONCE AGAIN, I THINK THAT WE'VE LOST FOCUS INTO SAYING THAT WE HAVE A CHANCE TO UTILIZE THE SPACE THAT WE DO HAVE FOR SMALLER CLASS SIZES, BECAUSE NOW, NOW REGARDING WHERE WE WERE GOING TO PUSH IT IN UPON THAT WE DON'T HAVE TO BE, WE'RE TALKING ABOUT HELPING THE KID WE DO HAVE ACHIEVE POSSIBLY TO ACHIEVE.
I THINK THAT IT WOULD BE MORE, IT WOULD BE MORE, IT WOULD BE MORE FRUITFUL FOR US TO WORRY ABOUT THE ACHIEVEMENT GOALS THAT WE HAVE RIGHT NOW, AND BE ABLE TO, UH, BETTER SERVE OUR KIDS IN SMALLER CLASS SIZES AND OTHER THINGS VERSUS GOING INTO SAYING, LET'S JUST TAKE THE EASY OPTION AND DO HEADSTART TO ME.
I ASKED YOU THAT THESE ARE THE EASIEST TO EAT YOUR OPTION VERSUS, AND THAT'S TRUE, BUT I'M SAYING LIKE, LIKE THE CONVERSATION HAS SHIFTED WITHIN THE LAST TWO MINUTES TO SAY, OKAY, WELL, LET'S MAKE THIS THE FOCUS, OR THIS IS WHERE WE GO INSIDE.
I'M LIKE YOUR FAVORITE SETTINGS.
YOU HAVE ALWAYS SAID THAT WE HAVE TO LEARN HOW TO CHEW GUM BECAUSE IT SEEMS LIKE, LIKE, LIKE WHEN WE WERE FIRST DISCUSSION THAT, YOU KNOW, WHEN DID SHE, BUT WE STOPPED TALKING ABOUT SORT OF BUILDERS AND WE THOUGHT SOLUTION, THEY JUST PUT AN EXPERIMENT.
THAT'S NOT, THAT'S NOT SOLUTION IN HERE.
IF I SAY, WELL, HOW ARE YOU PROCEEDING THE DIFFERENT POLICY THINGS? I AM SHOCKED.
RIGHT? SO, WELL, I'D SAY ONE OF THE THINGS WE HAVEN'T CALCULATED CAN IS THAT WE TALKED ABOUT TEACHER TO STUDENT RATIO IN NORTHERN COUNTY.
IF YOU TAKE OUT, KUSA TAKE OUT BROAD RIVER, MAYBE FOR YOUR STUDENTS, TEACHER RATIOS ARE GOING TO BE DOWN 15 AND LESS.
IT'S GOING TO BE, YOU LOOK AT A WELL-READ.
SO THEN FREDDIE WAS SAYING YOU'RE DOWN AT 12, 12 STUDENTS FOR EVERY TEACHER.
SO IN WHAT WE'RE SEEING AS THE TRENDS IS THOSE ARE GOING TO GET SMALLER SO THAT THE STUDENT TEACHER RATIO IS ALREADY THERE.
SO THOSE ARE ANY EXISTENCE TODAY, PLACES.
NOW WE MIGHT SAY THAT WE NEED CREATE MORE STUDENT TEACHER RACE, THROWING KUSA IN BROAD RIVER, BUT OUTSIDE OF THAT, ALL THE OTHER ONES WERE ALREADY FOR LOW .
SO THAT'S HOW WE'VE GOT FACTS, NOT THESE THINGS THAT YOU SPIT IN FROM HIM, BUT UNDERSTOOD PROJECT, NOT AS FAR AS I KNOW
[01:20:02]
THAT MANY OF THEIR PROGRAMS ON FROM STATE, WHICH ONES DR.AND SHE'D GIVE YOU AN IDEA OF WHERE SHE'S GOING, BUT SHE DIDN'T MENTION SOMETIME A LITTLE BIT.
SHE'S GOING TO BE TALKING TO THE STATE.
I DON'T EVEN THINK THEY CAN GET THEIR NAMES UPSTAIRS.
NO, IT DOESN'T HAVE AN ELEVATOR.
AND I THINK SHE, SHE DIDN'T KIND OF PINCH IT.
SHE THINKS SHE WOULD LIKE TO WAIT.
AND I DON'T THINK ANYTHING JUST LOOKING INTO STUFF AND COMING UP WITH IDEAS DOESN'T MEAN ANYTHING'S BEING DONE.
IT DOESN'T MEAN ANYTHING'S CHANGING.
WHAT ARE THE PROS AND CONS OF THIS? YOU KNOW, THAT IS A GOOD POINT.
I DON'T THINK WE'VE DONE THAT ON FRIDAY, BUT WE CAN GET BRITISH TEEN SPEAKS THE LANGUAGE A LITTLE BIT.
JUST WHAT IS HER WAIST? SHE DIDN'T GET WHATEVER SHE WANTED.
IT MAY BE SOMEWHERE OUT THERE THAT SHE WANTS THE, HOW MUCH IS IT? IT'S A ONE AND A HALF TIMES.
I DON'T KNOW WHAT SHE FEELS LIKE.
WELL, WHICH AGAIN IS IT THE OPPOSITE PROBLEM? RIGHT.
AND IT IS SUCH A VALUABLE PROGRAM.
IT IS SUCH A VALUABLE PROGRAM TO HAVE THAT.
UM, JUST BY LOOKING AT THIS DOESN'T MEAN, WE DON'T THINK THE PROGRAM'S NOT ABOUT WE, YOU WENT TO YOUR NEXT SLIDE.
I THINK THAT'S KIND OF, I THINK WE'VE KIND OF ALREADY DONE THAT.
WE'VE TALKED SOME ABOUT THE SITE VISIT YOU TALKING ABOUT HOW THAT TIES INTO WHAT YOU'RE SAYING.
I JUST, UM, I'M NOT, I KNOW I'M NOT TRYING TO RUSH THAT.
SO I ASKED TO HAVE, UM, YEAH, HE DIDN'T GIVE US THIS PLAN CONCEPT OF WHAT'S USED IN SPACE.
I THINK THAT IS SOMETHING I HAVEN'T DONE IT BEFORE.
WE'RE GOING TO WORK THROUGH IT.
UM, WHAT KIND OF TIME? I MEAN, THAT IS SOMETHING YOU WANT A PLAN ON HOW TO USE THE SPACES THAT WE HAVE, WHETHER IT IS ACADEMIC RECOVERY, WHETHER IT IS FINDING SPACE FOR ADULTING, WHETHER ADDITIONAL SPACE FOR DELTA, WHETHER IT IS NOW, WE NEED THE GUIDANCE ON THEIR OWN CHILDHOOD, ADDITIONAL EARLY CHILDHOOD SPACES.
WHAT ARE WE WANTING A PLAN FOR HOW THOSE TRACES, BUT NOTHING THOUGHT UNDER STRESS, BUT THEN HER LITTLE THERE TOO, ABOUT OTHER THINGS, COMMUNITY INVOLVEMENT, HOW MUCH DO YOU WANT ME TO BE IN OUR SCHOOLS THAT INVOLVE POTENTIAL? WE HAVE SOME OF THAT NOW, SIR.
YOU KNOW, I DON'T HAVE YOU ALL HAD THOSE CONVERSATIONS WITH THE AGENCY, ARE THEY LOOKING TO SPAN THOSE KIND OF THINGS AS WELL? SO SOME OF THAT GUIDANCE IN DEVELOPING THIS PLAN NEEDS TO INCORPORATE THOSE CONVERSATIONS.
AND SO I THINK SOMETIMES IT'S DIFFICULT TO KNOW WHAT THE NEXT STEP IS, BUT IT'S GOT TO START SOMEWHERE AND, YOU KNOW, BECAUSE IT IS SO COMPREHENSIVE.
SOME OF THE PRINCIPALS WITH WHOM WE SPOKE SAID THEY WANTED TO EVEN HAVE A PLACE WHERE KIDS COULD STAY THE NIGHT, IF THEY NEEDED A SAFE PLACE.
I MEAN, PRINCIPALS ARE TALKING ABOUT BEING A COMMUNITY.
UM, AND OH, I KNOW, BUT I THINK IF YOU START, IF YOU START WITH WHAT WE HAVE AND IS THIS THE BEST UTILIZATION OF WHAT WE HAVE IN YOUR OPINION, AND I'M NOT EVEN LOOKING FOR A PLAN NECESSARILY, LIKE THIS IS WHAT WE THINK SHOULD HAPPEN, BUT THESE ARE SOME OPTIONS AND IT MIGHT COME OUT THAT YOU'RE LIKE, WHAT WE HAVE NOW IS EXACTLY THE BEST OPTION.
YOU KNOW? I MEAN, I THINK WHAT MAY BE, WHAT WE DO IS
[01:25:01]
CONTRACT AT THE NEXT MEETING WITH KIND OF A GATE.NOW, I THINK Y'ALL ON Y'ALL SIDE.
THE HOMEWORK IS WHAT DO YOU WANT TO DO WITH EARLY? WE CAN GET, I CAN GET AN ACADEMIC SIDE TO HELP LEAD THAT AND THE COMMITTEE.
SO WE TALKED SEVERAL TIMES ABOUT COMBINING, LIKE HAVING ACADEMIC AND OPS TOGETHER OR FINANCE AND OPS, BUT IT'S ALWAYS OVERLAP.
AND THEN FIND THAT, I THINK ALSO WHEN IT COMES TO EARLY CHILDHOOD, I THINK THAT EARLY CHILDHOOD HAS HAVE A DIRECT, I THINK THAT AS WELL.
I'M GOING TO CONTINUE TO SAY THAT WE MUST BE GOOD NEIGHBORS TO AT 18, I HAVE GOTTEN IMPORTANCE THAT WE HADN'T BEEN GOOD AT NATURE.
SO THEREFORE THAT'S WHY I'M GOING TO PUT THAT OUT THERE BECAUSE I HAVE KNOWN OF IT AND I AM NOT GOING TO MOVE IT IN A WAY THAT DISRUPTS MY COMMUNITY OR BRINGS PROBLEMS, UH, TO, TO, TO, TO, TO WHAT WE'RE TRYING TO DO.
THAT DEFINITELY THAT WE SHOULD HAVE.
IT'S NOT HAS TO UNDERSTAND THAT WE COME ON THE FEDERAL, WE CANNOT MS. CAMPBELL, BUT THAT'S NOT HERE.
THEY'RE AT THE END OF THE DAY, IT'S ABOUT AND WE CAN CHANGE OURS.
WE CAN HELP THEM AS FAR AS GIVING THEM SOME SPACE FOR, FOR HAIRSTYLE.
BUT WE CANNOT CHANGE OUR POLICY ABIDE BY WITH THE FEDERALLY AND, UM, THAT'S WHAT THEY ASKED HIM, CAMPBELL.
NEIGHBORS SAYS IF THAT'S HOW I UNDERSTAND.
I THINK YOU ARE WHAT I'M SAYING.
EVEN WHEN THEY TALK ABOUT THE CLEAN OF BILL, YOU KNOW, WE THINK THAT ALL THE MIDDLE THERE AND ABOUT THE GRASS CUTTING, YOU KNOW, FEDERAL GOVERNMENT DIDN'T HAVE ANYTHING TO DO WITH IT.
THERE'S STILL, WE ARE NOT ALONE.
WE HAD A LONG DISCUSSION CONCERNING THEIR ISSUE.
I THINK THAT OUR GOAL IS TO COME BACK WITH KIND OF JUST A SUMMARY OF HOW WE APPROACH READY KIND OF A TIMELINE AND MAYBE STEPS THAT WE NEED TO DO DEVELOP.
YEAH, NO, JUST NOT BEFORE THE NEXT MEETING, THAT MAY BE A PIECE IN OUR PLANNING COMMITTEE TODAY.
MR. CANNON'S BECAUSE THERE IS A SECTION ON HERE.
THIS IS THE POWERPOINT AND THE 2019, UH, REFERENDUM.
AND IF YOU TURN TO PAGE 16, PAGE 16, ALL RIGHT.
SO ON PAGE 16, PHASE TWO REFERENDUM SAYS NOVEMBER 8TH, 20, 22 OR NOVEMBER 7TH, 2023.
SO ANTICIPATION OF ANOTHER REFERENDUM, THE REMAINING ITEMS WOULD BE THOSE LISTED HERE.
I'M LOOKING AT THE SECOND BULLET.
THE SECOND BULLET SAYS, LADIES ISLAND, MIDDLE SCHOOL RENOVATIONS OR REPLACEMENT FOLLOWING A COMMUNITY COMMITTEE TASKED WITH RIGHT-SIZING NUORDER AND BUFORD COUNTY SCHOOLS.
[01:30:01]
DON'T THINK THIS IS, YOU KNOW, AN EDICT.YOU DON'T NECESSARILY HAVE TO FOLLOW THIS, BUT IT'S A LOT OF FUN TO GET THE COMMUNITY INVOLVED.
BUT WHAT DOES THAT LOOK LIKE? AND IS THIS SOMETHING WHERE DOES ONE START WITH THIS? AND SO I'M THROWING IT OUT.
I REALLY THINK THAT WE NEED TO HAVE IN TOWN, A SERIES OF TOWN HALL ALL TO WELL, RANCH WOULD BE GOING, YOU KNOW, AND TO ME, I THINK WE HAVE TO SAY, HERE'S OUR PROBLEM.
I THINK THE FIRST THING WE DESIGNING THING, HERE'S WHAT WE THINK WE GOT TO INFORM THE PUBLIC.
HERE'S OUR CHIN AND LAY ALL THE, PLAY, ALL THE DATA.
AND IT'S SPECIFIC TO THEIR AREA AND SAY, OKAY, NOW HERE'S WHAT WE'RE TRYING TO DEAL WITH.
WE'RE TRYING TO DEAL WITH CAPACITY.
WE'RE TRYING TO DEAL WITH EFFICIENCY.
WE'RE TRYING TO DEAL WITH THE COMMUNITY, FISCAL CONSTRAINTS, RESTRAINTS AND LET THEM, LET THEM TELL US WHAT THEY THINK.
AND THEN WE TAKE THAT BACK, PUT IT ALL TOGETHER AND THEN COME BACK TO THEM AND SAY, OKAY, WE'VE HEARD WHAT YOU SAID.
NOW HERE'S A COURSE OF ACTION.
ONE COURSE OF ACTION, TWO COURSE OF ACTION.
WHAT DO YOU THINK? AT LEAST WE CAN START TO NARROW IT DOWN, TO SEE WHERE WE'RE GOING TO BE.
THAT TO ME IS A PROCESS THAT WILL TAKE SOME TIME.
BUT IF WE DON'T DO THAT, WE'RE GOING TO BE IN BIG TROUBLE.
SO YOU WANT TO DO IT BY CLUSTER.
SO DO YOU WANT TO DO IT? I THINK IT HAS BE BY AREAS.
FIRST QUESTION IS WHY ARE WE WE'VE BEEN DOING THAT WHEN WE HAVE SEEN WHAT THE USE OF WHAT USED TO BE CAN GET OUT FROM THE TWO? WELL, WE HAVE, WE HAD SEEN WITH THE VISION OF, OR I THINK WE PUT THE AND IF YOU DON'T UNDERSTAND ME, THAT'S WHAT I'M SAYING.
YOU, WE TELL THEM THE SITUATION, THIS IS THE SAME.
RIGHT? WE HAVE A, WE HAVE THE BP, THE ST.
HELEN ELEMENTARY AND THEY DESIGN AND MEET AS A LIBRARY.
AND WE SAY, OKAY, LET ME SHOW YOU WHAT WE HAVE TODAY, DISASTER.
WELL, LET'S LAY IT ALL OUT AND SAY, THIS IS WHAT WE'VE GOT, RIGHT? THIS IS WHAT WE THINK WE WANT TO DO, BUT WE WANT TO HEAR WHAT YOU THINK WE SHOULD DO.
RIGHT? AND BOOM, BOOM, BOOM, BOOM, BOOM, LISTEN, I WANT TO HAVE THIS.
I DEFINITELY WANT TO KEEP BOTH SCHOOLS OR WE WANT TO HAVE LIKE, TO HAVE IT IN ONE PLACE.
I DON'T KNOW WHAT THEY'RE GOING TO SAY.
AND THEN WE GET BACK WITH ALL OF THIS.
ALL OF THE AREAS DO THE EXACT SAME THINGS.
AND THEN WE PULL IT ALL TOGETHER AND WE SAY, OKAY, WE CAN'T TAKE ONE AREA IN ISOLATION ON HOW WE'RE GOING TO FIX THIS THING, GOING TO HAVE TO THEN TAKE ALL THAT INPUT, COME BACK AND SAY, OKAY, HERE IS A COURSE OF ACTION, ONE COURSE OF ACTION.
AND IT'S GOING TO BE HERE, HERE, HERE.
AND WE GO RIGHT BACK TO THAT SAME GROUP AND GET THEIR FEEDBACK ON IT.
ARE THEY ALL GOING TO READ? I MEAN, WE'RE NOT GOING TO PLEASE EVERYBODY, BUT AT LEAST IF WE CAN HEAR THEM ALL RABBI, I AM MOLESKIN.
IT SAYS IT'S FASTER BECAUSE NOW YOU'VE PUT THEM UP IN ARMS BECAUSE SOONER OR LATER, WHAT ARE THEY? THAT MAY BE A POINT, BUT IS IT THAT OUR CREDIT GOES TO THEM AS A PLANET PLACE AND UNDERSTANDING AND KNOWING WHAT'S THE POSSIBILITY VERSUS GOING TO THEM, TELLING THEM.
AND THEY HAVE COMMITTEE AND AT THE SAME BOARD MOST CLOSELY ON HOW TO JUST GET DOWN.
SO, SO, SO THEREFORE, WHAT WOULD THAT, NOW I'M TELLING YOU WITHIN THERE THAT'S, THAT'S WHAT WE'RE WALKING INTO.
WHY STAR, STAR STAR ON HIS LEFT WHEN YOU DON'T HAVE TO, UNTIL WE HAVE SOME SOLID FACTS ABOUT, HEY, THIS IS WHAT WE'RE THINKING, BUT ALSO WHAT YOU GOT TAKING.
AND, AND THEN NOW THEY'RE LESS THE DEFENSE BECAUSE THEY'RE UNDERSTANDING THAT WE PUT SOME WORK IN AND TRY TO MAKE THEM DO SPECIALTY POSITION SPACE.
AND ALSO THEY GIVE YOU GET YOUR FEEDBACKS VERSUS JUST GOING IN THERE.
WILL YOU SHUT OFF IT? THEN I'M
[01:35:01]
TELLING YOU WE'RE GOING IN THERE AND WE'RE STARTING TO WE KNOW WE KNOW THAT HE KNOWS NO GUN IT ONLINE.IT'S THE PRINCIPAL SHOWED US THE WATER'S COMING DOWN.
CAN YOU GO NEXT? THAT'S MY KIDS WENT TO THAT SLIDE TO LOOK FOR IT IN THE MIDDLE DIDN'T EVEN KNOW.
SO IF THEY GET UPSET BECAUSE OF THAT, THEN TOUGH, YOU KNOW, BUT WE HAVE , YOU KNOW, WHY DO YOU WANT TO GO TO SCHOOL THEN? YOU KNOW? UM, UH, CAPE CONSTRUCTION, PARKING LOTS AND DRIVERS SIDE, UH, ROADWAYS MOVE.
THEY HAVE TO GO SOMEPLACE ELSE BASKETBALL.
THAT'S WHAT I'M ASKING ME FINISH.
SO THOSE ARE, THOSE ARE THE THINGS THAT IF THEY GET UPSET, THEN NO TOUGH.
AND THEN AGAIN, SAME YOU JUST TELL US, TELL US YOUR PHONE.
RIGHT? TELL US WHAT, TELL US WHAT THIS IS, THE HILL I'M GOING TO DIE.
THAT SCHOOL HAS TO STAY HERE, PERIOD.
YOU GOT THAT OR TELL US, TELL US WHATEVER.
BUT UNTIL WE KNOW, AND, AND YOU KNOW, WHO IS GOING TO COME, PEOPLE THAT ARE GOING TO COME TO THAT FIRST MONTH ARE GOING TO BE THE PEOPLE THAT ARE GOING TO STAY AND LOOK AND SEE WHAT WE COME BACK WITH.
RIGHT? AND SO LET THEM LET THEM VENT ON US.
THIS IS GOING TO, IT'S GOING TO BE EMOTIONAL.
BUT THAT'S WHAT, FRANKLY, THAT'S WHAT WE START WITH.
AND SO WE KNOW HOW TO PACKAGE IT AND COME BACK TO THEM AND SAY, WE HEARD YOU, HERE'S OUR CONSTRAINTS.
WHICH ONE WOULD YOU LIKE? OR YOU DON'T LIKE ANY OF THEM? WELL, OKAY.
THAT TELLS US SOMETHING, BUT THAT GIVES THEM A SENSE THAT THEY ARE PART OF THE PROCESS.
I MEAN, IF I CAN, I'M GONNA, UM, I, I AGREE WITH MOST OF WHAT YOU SAY.
I, I, I WANT TO DO A DIFFERENT APPROACH ON, UM, MAYBE WE START WITH, WHAT IS THEIR IDEAS WE HAVE TODAY? WHAT DOES EVERYBODY SEE HERE? LET'S TAKE ST.
HELM ELEMENTARY PRIME EXAMPLE.
I DON'T THINK I WAS DISHEARTENED TO HEAR YOU SAY THAT YOU BELIEVE THAT THEY THINK THEY'RE GOING TO CLOSE IT BECAUSE UNDER NO PLAN EVER TALKED ABOUT, AND I THINK SAY ELEMENTARY IS A PRIME EXAMPLE, TAKE IT.
WHAT DO THEY WANT? AND THEN AT SCHOOL, LET'S SAY WE WANT TO RENOVATE IT.
WHAT DOES THAT MEAN? WHAT DOES THAT MEAN FOR ST.
HELENA ELEMENTARY? UH, IF, IF WE'RE THE MEDICAL, THE DENTAL.
SO INSTEAD OF SAYING, THIS IS ALREADY IDENTIFIED, THEY LIKE TO GO DOWN THOSE PARENTS SUPPORT ROOM.
SO LET'S LOOK AT WHAT EVERYBODY WANTS AND THEN LOOK AT WHAT WE HAVE, THEN TALK ABOUT HOW THEY MATCH UP AND THEN TALK ABOUT HOW THAT'S, WHAT I THINK IS GOOD QUESTION.
SO ONE OF THE THINGS THAT CAME IN A PASSIVE STRATEGIC PLANET, UM, IT WAS SOME YEARS AGO WHEN YOU TALK ABOUT COMMUNITY AND GET BROAD RIVER IN ONE OF THE STRATEGIC PLAN, AS THEY TALKED ABOUT HAVING DENTAL THAT CAME UP IN THE PAST STRATEGIC PLANS IN OUR CURRENT STRATEGIC PLAN, ARE THERE ANYTHINGS ARE OTHER IDEALS AND LISA PROFESSIONAL DEVELOPMENT, ARE THOSE THINGS THAT WE SHOULD BE PULLING OUT TO ALSO ADD TO THE TABLE TO SAY, WHAT IS THE POSSIBILITY THAT'S WHERE PART OF THAT LIST ABOUT A STRESS STATUS.
WHAT WAS IN THAT STRATEGIC PLAN AGAIN, THAT WAS JUST FOCUSING WHAT WOULD CHOOSE THOSE FACILITIES.
BUT THERE MAY BE OTHER THINGS THAT NOBODY THOUGHT OF AND I'M FACILITATING SLAMS AS WELL.
WHEN YOU SAY COMMITTED, WHEN YOU SAY MEDICAL AND THEY HAD THAT CONVERSATION TO HAVE IT AT BROAD RIVER, THAT'S HOW WE GOT BACK TO SHIP OR BROUGHT IT UP AT THAT TIME.
YOU STILL HAVE, YOU STILL HAVE THE COMMUNITY THAT WENT AND VISITED.
ALL THE SCHOOLS GOT ALL $600 MILLION WORTH.
WELL, AND ALSO THE FACILITIES ASSESSMENT.
[01:40:02]
YES.WE'VE GOT TO BE ABLE TO SAY THIS SCHOOL NEEDS TO BE TORN DOWN AND CRUCIALLY.
WHEN YOU START TALKING ABOUT THE MODERN, WHAT PEOPLE WANT OUT OF SCHOOL, MAYBE SOME BUILDINGS THAT JUST DON'T HAVE, THEY JUST DON'T MATCH UP WELL.
SO WE CAN START GIVING THEM THAT INFORMATION TO SAY, LOOK, WE'VE LOOKED AT ST.
HELEN ELEMENTARY AND IT'S FINE.
IT COULD BE RUN A BABY OR NOPE, GOTTA BE, IT STARTS WITH YOU'RE RIGHT.
THAT YOUR TITLE MIDDLE SCHOOL, THE DRIVEWAY IS ACTUALLY ONE OF THE BIG, WE CAN MAKE A HUGE IMPROVEMENT.
IT'S SAYING, YOU KNOW, YOU POINTED OUT WHAT I MEAN, JUST THAT ENTRANCE.
BUT ANYWAY, SO MR. CAMPBELL, WHAT DO YOU THINK IT WOULD BE A GOOD IDEA FOR OUR NEXT BIG MEETING, ALONG WITH THE PLAN.
WHAT'S YOUR BRINGING BACK, NOT A PLAN, BUT THE, YOU KNOW, BACK, UH, SOME IDEAS OF HOW TO MAKE YOUR APPROACH TO THIS BECAUSE YOU'RE AFRAID TO TEST SOME IDEAS.
AND I'M SURE I DO AGREE WITH MR. SMITH.
IT'S GOING TO BE LIKE, WE'RE KIND OF RUNNING TO GET THINGS DONE.
I MEAN, BECAUSE I WAS WANTING TO GIVE THEM TIME TO PROCESS TO, UH, OR SOMETHING LIKE THAT.
I PUT IT IN BECAUSE YOU HAVE ALREADY THOUGHT ABOUT THIS, UH, YOU KNOW, ABOUT THIS GOOD.
SO IT'S TIME TO THINK ABOUT, AND I UNDERSTAND THAT, BUT I'M ALSO THAT THIS DIDN'T HAPPEN OVERNIGHT AND WE'RE NOT GONNA BE ABLE TO ILLNESS OVERNIGHT.
AND I, ARE YOU HEARING WHAT I'M ASKING MR. ROBIN, HOW DID YOU, WHAT AM I ASKING? YEAH.
YOU'RE ASKING HIM TO BASICALLY, WHEN YOU COME BACK, WHAT'S GOING TO BE THE CHARACTERISTICS.
I'M ASKING MR. CAMPBELL, IF HE FEELS AS CHAIR OF THIS COMMITTEE, AS APPROPRIATE TO ASK ROBERT TO COME BACK WITH SOME IDEAS OF HOW A COMMUNITY, BUT COULD HAPPEN, HOW WOULD, WHAT WOULD BE THE BEST? I'M SURE.
FRANK HAS SOME IDEAS ON WHETHER DICK'S IDEAS, CORRECT? NEWER IDEA.
WHAT, WHAT WOULD BE A WAY HE WOULD WANT TO START TO ADDRESS THE STATED CONCERN THAT THERE HAS TO BE A COMMUNITY COMMITTEE WILL BE FOLLOW THE SAME FORMAT WHERE EVERY BOARD MEMBER WOULD RECOMMEND A FEW COMMUNITY COMMUNITY MEMBERS.
IS THAT WHAT WE DID LAST TIME? WHAT, WHAT, WHAT MIGHT BE SOME IDEAS OF HOW TO GET IT STARTED? BUT IF THIS HAS NEVER PUT ON THE TABLE TO TALK ABOUT, THAT'S NEVER GOING TO HAPPEN.
SO I'M NOT RUNNING DOWN TO TRY TO GET SOMETHING DONE OVERNIGHT.
I'M TRYING TO GET IT PROCESSED, STARTING, AND WE CANNOT WAIT THIS .
I WISH WE MOVING THERE, BUT I'M JUST SAYING THAT THE SPEED OF IT IS CONCERNING BECAUSE LIKE WE'RE EMOTIONAL ISSUES.
IT'S LIKE SOME MORE REAL EMOTIONS ABOUT GAZING.
AND I THINK THAT SOME PEOPLE JUST MAKE EMOTION BASED OFF OF WHAT I SAID.
NOW YOU ALREADY HAVE TIME TO THINK ABOUT IT BECAUSE APPARENTLY SHE BROUGHT IT FORWARD.
SO I WANT TIME TO THINK ABOUT IT IS HOW I CAN BEST.
MUST'VE REALLY HOW I CAN GO GET THIS DONE, BUT SAY THAT WE'VE MADE IT BETTER TODAY.
WE WANT TO GO WITH THIS OPTION AND GET, AND GET IT DONE.
THAT'S JUST, HOW WE SHOULD DO THAT BECAUSE WE CAN HAVE SAT AROUND TALKING ABOUT THIS MARCH, NOVEMBER.
THE HIPAA IS SO GREAT AND WE CAN'T PAY UNTIL START TALKING ABOUT THAT.
IF OTHER PEOPLE HAVE LOOKED AT THAT AND BRING IT BACK, YOUR IDEAS ALSO NOT THIS ONE, PHOTOGRAPH THE CIRCLE.
DOESN'T HAVE TO BE AT A SECOND MEETING THE THIRD DAY FROM, SO OUR NEXT MEETING AND OUR NEXT MEETING WOULD BE NEXT MONTH.
THAT WHAT WOULD BE OUR AGENDA TOPICS FOR OUR TEXTS.
AND OUR NEXT MEETING WILL BE STILL MEET IN MARCH OR BECAUSE APRIL, SORRY, NEXT MEETING IN APRIL WOULD BE APRIL 26.
WHAT ABOUT THE 25TH? THE 25TH? NO, THAT'S THE MONDAY.
[01:45:01]
MONDAY THE 25TH.SO YOU ALL TEMPERATURES SO 30 OR I SHOULD KNOW THIS, THE WITNESS BREAK.
THAT'S WHY ONCE THE FACILITY CONDITION ASSESSMENTS COMPLETED.
WELL, WHERE I THINK WE TALKED THE OTHER DAY TALKING ABOUT IT.
UM, WE'RE LOOKING AT PROBABLY BRINGING THE 8% WAS A THOUGHT OF HAVING INITIAL REVIEW OF MAY HAVE SECOND DAY MAY HAVE A MEETING IN JUNE TO REVIEW THE IDEA OF BRINGING YOUR BOARD BY THE FINAL MEETING.
THAT'S THREE SHOTS PRIOR TO GOING TO THE STAGE IS WHAT I'M THINKING.
THAT'S JUST THE BEGINNING OF APRIL 20 OF WHAT TIME? 30.
SO THE NEXT MEETING, WE'RE GOING TO COME BACK WITH, UM, A OUTLINE OF HOW TO ADDRESS THE NORTHERN LINE OF CAPACITY USE IN NORTHERN NOW TIME FOR TACKY AND THEN ARE YOU ALSO, AND THEN THE NEXT ONE WE COULD ADDRESS EXCELLENT PLAN OUTLINE FOR THE PASSAGE TO USE FOR NORTHERN SET.