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Opening call to order.

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All those in favor? David, do the invocation, please?

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Let us pray. Heavenly Father, thank you so much for your many blessings, for allowing us to be here tonight, or be with our children. Go through this year. Thanks once again. That's this meeting.

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And for the pleasure of allegiance.

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We

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have the approval of the agenda.

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So moved, Mr. Chairman.

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All those in favor?

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Any opposed?

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Prove of the minutes for October 27, 2014.

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One point.

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I think I may have misspoke last week when we talked about the land purchase with Grand

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Shrine of Water and Sewer.

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It should be seaside elementary instead of soccer.

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Need to flag that in the minutes.

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If we could go back to the approval of the agenda, as usual, it was just pointed out,

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I made a mistake.

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On the first executive session, we'll add a personnel discussion and add it to the

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negotiates pertaining to the purchase of property and the executive session.

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The second one for the evaluation of the superintendent will not be on the agenda.

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Can we re-approved that agenda, please?

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I move. Second. All those in favor. Any input? Thank you.

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I have no public comments.

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That correct. We did not miss anybody. And I do not believe we have any

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recognitions tonight.

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Honoring report, college and career readiness Edward Boyd.

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Board members, I think you have this information in your packet. It's well documented.

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these results were shared a couple months ago. I'll give you about a one minute highlight and

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then answer any questions. The SAT scores as you saw, the class of 2013, followed the class of

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2012 that had the historic gain, and they gained 30 points two years ago. We lost 31 this year,

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so we're back to a more normal SAT pattern. The ACT also had a slight drop, but the interesting

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feature on the ACT is that we had 16% more of our students who took that test this year,

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and for the first time ever, this district had more students who took ACT than took SAT.

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The AP results are the shining star of this monetary report because we had a record number

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of students who took AP courses.

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We also have a record number of students who passed the AP exam by scoring three or higher.

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and Ori County was one of five districts in the state that was named an honor

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role district for performance on AP. The graduation rate is also that's the

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on-time four-year graduation rate which means the students who enter the

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ninth grade and graduated exactly four years later is at the highest point it's

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been four years that's 78.8%. That's the summary of the four components and I'll

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that ask for any questions. Any questions, comments? Edward, is there any particular reason

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why those test scores went down?

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I don't have an answer for that. I think that the question

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probably is why was there such a gain last year? It's just two different classes of students.

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The class of 2012 was no better prepared than the class of 2013 when you look at the course

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work that they took. I think last year we were surprised to have a 30-point gain and would

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not have been surprised to see a regression back to more of the pattern that we had seen

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over the last five years, but we didn't anticipate a 31-point drop. It's just when you got

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two different classes of students and they only schooled accounts on your SATs is the last

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time you took it. So I don't really have an explanation because every indicator that

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that we tried to think that they would do better, it was possible, they just didn't do

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as well on the SAT.

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Mr. President.

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Thank you, Mr. Chairman.

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What is the distribution between those taking the SAT and those taking the ACT and our

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high schools?

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How are they directed for any particular test, or is it just...

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that my valina Allen might answer the counseling that they get to take the test. I think the

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percentages students who took the SAT was about 42 percent this year and the ACT was

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about 45 percent if I don't have those numbers right off the top of my head but it was real

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close but more students took the ACT. Now those could be duplicates because a lot of students

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take both.

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That was of the senior class. Right. Just to see just just measure

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against the senior class. Right. So if you took it in the eleventh grade your

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school would still count against this class that you graduate with even if you

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didn't take it again your senior year.

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That's correct.

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Thank you Edward. By the way

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if you join on your iPads I do have the list of speakers up here but if you raise

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your hand, that's fine too.

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New preventive report.

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I want to share a couple of things before Miss Ambrose comes up and talks about differentiated

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instruction that's going on in the district. I want to pass this around. This is a keeping

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pace with K-12 digital learning. This is an 11th edition that's published. It's a national

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publication. In Oory County Schools is listed in here. We're one of seven public school

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districts that are listed and it gives a two-page district snapshot of what's going

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on in our county.

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So I think this is a source of pride for all of us that we're featured in a National

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Magazine.

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I'll pass that around.

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Also in the last week we learned that a new book called Blended using disruptive innovation

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to improve schools by Michael Horn and Heather Staker and with a forward by Clayton Christensen

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and has just been published and in the introduction,

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there is almost an entire page on Ori County Schools

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and the work that we're doing in our district.

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So I'll pass that around too,

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but just two sources of evidence

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that people are watching what's going on here

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and that they think that we have got

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something that's worth watching and worth writing about

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and that should be a source of pride for you.

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I also asked Belinda Allen to share about an award that one of our administrators has received.

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As Allen, do you recall, evidently that email didn't go through.

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Well, you can tell about that, but also one of our learning specialists that was recognized for,

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I have to pull out my email, why don't you tell us about the student and I'll see if

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I can find that,

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that was it, thank you for sharing and now I'm going to ask Ms. Ambrose

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to come and talk about some things that we're doing to ensure that we address students

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that are high performing and struggling and those in the middle.

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I may have to ask Luke, oh I see it now, Lucas loaded this for me.

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Having trouble, I can help you.

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Back in the spring, Ms. McElrath had some conversations with myself and Edward Boyd about

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differentiation of instruction, and she went back to this visual.

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I've loaded it up on your screen.

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We use this visual to talk about access to the curriculum because we know based on the

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research that's coming out of the University of Oregon and we've signed the

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authors here that students 80 to 90 percent can access that core grade level

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curriculum and they'll be successful with some supports. We know that we have

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to differentiate and so we have strategic interventions in the yellow and then

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the red stands for intensive interventions. The right hand side of that

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diamond and this is the Worry County take on that model. The right hand side stands

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for students working above grade level, and the left hand side stands for students working

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below grade level. And the reason we turned this into a diamond, it was originally a triangle,

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is that we felt like we needed to look at more than just students who were struggling. We felt

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like we needed to look at all students. So this visual has been around a long time. It predates me.

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It got its start over a decade ago, but we've repeatedly gone back to this visual to remind folks,

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good solid grade level instruction and differentiation that's key and we believe

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that's what's gotten us or we know that's what's gotten us to the 78th National

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percentile in 2012 for the fifth grade math our elementary math in this

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district has historically been very strong and if you get it at root causes about

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why it looks the way it does it's because you've got good solid grade level

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instruction we use the everyday math program and elementary and then you

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differentiate, they actually have an additional period in the day where students are regrouped

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and the teachers were doing that by hand and they've been doing that for a long time.

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With the advent of digital content, some of those strategies have become less labor-intensive

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and I'll talk about that in a moment.

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But Ms. McArouse concerns and their good concerns.

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She worried that folks would look at this diamond and think, oh, the book of our kids are going

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to be just fine and sitting in a grade level,

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and getting grade level instruction.

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And that's not the case.

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We know we've got to differentiate.

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We've got to try to personalize for students.

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And the days when I taught the best thing you could do

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was to pull a small group aside.

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And those days, I had a lot of students in my classroom.

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And I would ask them to come in early before school,

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keep a macro school, work with them in a small group,

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try to work with them one on one.

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But you're responsible for making sure

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that you've got the other students actively engaged.

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and that was always a challenge.

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This visual is a visual that Heather,

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she and based on the conversations we had

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with Miss Macarath helped us put together

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this past summer, and what she did is she actually

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went into a middle school.

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She pulled the uprising sixth grade,

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the sixth graders coming in,

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and she plotted where the students are

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and their percentiles.

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And then she went in for us through lots of conversations

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back and forth about what we wanted to see

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and how we thought this visual would have helped us.

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She plotted past exemplary, and that's that black dotted line.

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We just made an estimate, and if you see the Twitter icon, that's because we actually

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used this in conversations with the administrative team when they came together in August.

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They each brought five member teams to Kingston Elementary School for two days, and we used

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this visual.

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So sometimes when we have these meetings, we'll tweet out or try to take questions and try

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to collect all the thoughts of the group.

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but that red line stands where we estimate based on new assessments, and we don't know 100% yet what that assessment will be.

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We think we know what it's going to be, but the announcement's not being released yet officially.

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But we know that it'll be a next generation assessment, meaning it'll be more rigorous than anything we've given before.

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So working with Edward Boyd and working with Heather and working with the instructional team, we went in there and handed through that red line.

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and then we looked at how many students coming into sixth grade fell below that red line and if this works,

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if it works, let me back up the way it's supposed to. Well, we had a J sliding in there which stood for a J curve.

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And the theory behind a J curve is get everyone to a particular point to try to close that gap.

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We're always going to have students that are working at different levels.

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And the goal really is to get them to where they need to be on the grade level.

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Not necessarily.

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We don't want to put a ceiling on the students who are achieving at very high levels, but

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we want to make sure the students that are struggling or who on grade level, we want

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to make sure we get them to a specific point in time where they should be for grade level

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so they're not behind.

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So that's the tweaking that we did to that visual.

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And in conversations with Ms. McAuff, we described the screeners we have in place, and this

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This is actually just one page out of an entire iBook.

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We put together multiple, multiple sources of information that schools can use in their

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data teams.

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And what we ask them to do and what we do here at the district level is we look at those

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This map results every time maps administered.

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And at the school level, they're taking every single student through this protocol. So we have a protocol for elementary. We have a protocol for middle. We have a protocol for high school. We have protocols for math. We have protocols for reading. So we're constantly taking each individual student, looking at them through that lens and deciding who needs an intervention. The reason that the protocols are important is that you wouldn't want a student getting an intervention based on just what the allocation of resources happen.

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to be at that particular school. We know you as a board want some consistency and some

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continuity and you care deeply about the performance of all the schools and all the children

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in all the schools in the county. So we try to put some standardized protocols in place.

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So it's not just happenstance or what's developed at a particular school so that we have some

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continuity across the system. So that's just one example. They take

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math. We look and see who can be successful in that core, who's going to be successful

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with some strategic interventions who needs, who needs really intensive interventions so we're

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constantly adjusting data. As you walk through our schools you'll see things like data notebooks.

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This is actually a page out of Mr. Washburn's data notebook. He put that in place this year at

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Murdle Beach High. He's looking at long-term instructional plans. He's looking at map, HFAP and of

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course. He's looking at benchmark analysis. He's having conversations with teachers. So instead of

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putting their date on a wall, that particular high school decided to put it in a notebook

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and each teacher keeps it and brings it with him or her when they come into the principal

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for a conference or when the principal or the administrative team visits that classroom

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the teacher often has that book available to that admin team and they use it in their collaborative

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planning.

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This is a shot from Gracie Floyd's Elementary.

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We have some common aspects of our wall.

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one of the things we're trying to work on this year is what what should a wall

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look like? Instead of leaving it up to each individual site, what are some

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suggested guidelines? That doesn't mean we would require every school to do their

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data wall the same way, but we would have some suggested guidelines that they could

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turn to for support. So this is a shot from Green Sea Floyd's Elementary. This is

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our first grade, Dibble's Next. This is a science benchmark this wall. When I saw

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All this while, it took my breath away, and again, it's from green sea floids.

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They had all the standards listed there and the indicators, and this is not a close-up

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shot and you can't see it.

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But when they list all the science curriculum for the grade level, they can plot those students

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in terms of what they've mastered.

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So they know when they come into that room for common planning with the coach, where they've

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got to make adjustments in the instruction to try to make sure that all students master it.

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This is a big step, isn't it, Mr. Poston?

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We've come a long way in regards to really trying to dig inside that science and social

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studies data.

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We know that you set that as a goal for us and we've paid attention.

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So basically those are the slides that I had that I wanted to share and I wanted to leave

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the bulk of the time open for questions or conversation because I know Ms. McGrath's

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about this and I know she wanted the board to have some conversation about this at

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retreat and I was unavailable at the retreat due to illness well

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00:18:28,000 --> 00:18:32,080
yeah I wasn't sure if you wanted

225
00:18:32,080 --> 00:18:33,780
to break in or not because

226
00:18:41,560 --> 00:18:44,600
yes

227
00:18:46,940 --> 00:18:48,400
yes

228
00:18:53,840 --> 00:18:58,420
I'm not sure

229
00:19:34,030 --> 00:19:36,790
No, that's a really good point, Mr. Poston.

230
00:19:36,970 --> 00:19:41,270
They also, in addition to those data walls, have data, most of the teachers at the elementary

231
00:19:41,270 --> 00:19:46,150
have some type of data notebook, and the other thing is those data walls, not for science

232
00:19:46,150 --> 00:19:51,370
and not for social studies, but for L.A. and math, to make sure that it's not just a minimum

233
00:19:51,370 --> 00:19:56,410
standard, they pay attention to percentiles, and that's a fairly new twist on those data

234
00:19:56,410 --> 00:20:01,290
walls for the system to really, because if a student grows, if you come in in your

235
00:20:01,290 --> 00:20:06,130
high achievement student at the 95th percentile in the fall, you could grow that

236
00:20:06,130 --> 00:20:10,910
number, that RIT score, but if you are less than the 95th percentile you lost

237
00:20:10,910 --> 00:20:16,390
ground. So that's there. You can't see that on those particular walls because those

238
00:20:16,390 --> 00:20:20,390
sites and social studies probably, we don't get percentiles back from that state

239
00:20:20,390 --> 00:20:24,310
assessment, but on the ELA and math, you'll get percentiles and their pain

240
00:20:24,310 --> 00:20:26,690
attention, did they move that percentile?

241
00:20:51,720 --> 00:20:52,000
We're trying.

242
00:21:01,220 --> 00:21:02,600
And we're

243
00:21:05,680 --> 00:21:06,740
probably doing it.

244
00:21:11,580 --> 00:21:17,440
You always ask great questions, Mr. Post, and yes, we'll continue to emphasize that,

245
00:21:17,540 --> 00:21:20,340
but we are trying to make sure that we grow that top end.

246
00:21:27,020 --> 00:21:28,320
Looking both ways now, yes.

247
00:21:28,720 --> 00:21:32,740
Go ahead, Karen. And we bring up the PowerPoint of the page with the

248
00:21:32,740 --> 00:21:34,580
diamond in the tweet on it, please.

249
00:21:35,060 --> 00:21:36,760
The diamond with the, please, right there.

250
00:21:37,140 --> 00:21:43,700
Okay, so from that diamond, I'm seeing the bulk of our students

251
00:21:44,030 --> 00:21:48,000
range from the 26 to 75 percentile.

252
00:21:48,880 --> 00:21:53,740
And I'm wondering if there are students in that range

253
00:21:53,740 --> 00:21:58,520
that are maybe just below grade level,

254
00:21:58,910 --> 00:22:01,640
but still not qualifying for,

255
00:22:06,860 --> 00:22:11,200
Let me describe the process and see if that answers the question.

256
00:22:12,000 --> 00:22:16,860
At the school, when they sit down, after we'll have a map administration midpoint

257
00:22:16,860 --> 00:22:21,560
the year, we have a map administration in the fall, they sit down and they use that protocol

258
00:22:21,560 --> 00:22:22,460
as a guide.

259
00:22:23,040 --> 00:22:30,020
However, teachers have the opportunity to provide input and we know that a data point is

260
00:22:30,020 --> 00:22:34,740
one point in time and that doesn't necessarily, you really need to look at multiple points

261
00:22:34,740 --> 00:22:35,320
of data.

262
00:22:36,020 --> 00:22:41,580
In regards to the students in the 26th to 75th percentile, they have a lot of supports

263
00:22:41,580 --> 00:22:44,060
that they provide at the building level.

264
00:22:44,440 --> 00:22:49,420
They run the four school programs, they often open up their computer lab, they run after

265
00:22:49,420 --> 00:22:54,440
school programs, they do some pre-teach, re-teach, pre-teach means if I have a student that's

266
00:22:54,440 --> 00:22:58,780
a little wobbly and those skills aren't secure, I may give them a heads up on the lesson and

267
00:22:58,780 --> 00:22:59,600
pull a small group.

268
00:23:00,320 --> 00:23:03,420
So they try to get at a lot of this through small group instruction.

269
00:23:03,420 --> 00:23:09,820
another way that we really think has a lot of potential and promise will be the

270
00:23:09,820 --> 00:23:16,320
digital content because when you take a map assessment right now we've got

271
00:23:16,320 --> 00:23:20,980
content that auto merges with that map assessment so if all of you were to be

272
00:23:20,980 --> 00:23:26,920
administered the map assessment your scores and those stringent areas would roll

273
00:23:26,920 --> 00:23:32,980
into a backpack that would have Karen, Harvey, Jimmy, K would have your name on it

274
00:23:32,980 --> 00:23:35,980
and those skills are particular to you.

275
00:23:36,640 --> 00:23:38,740
So you can be at the computer in the classroom,

276
00:23:39,300 --> 00:23:41,180
side by side, and working on different skills,

277
00:23:41,180 --> 00:23:44,080
or you can be working before school or at home,

278
00:23:44,220 --> 00:23:46,800
but you can be working on skills that are pertinent just to you.

279
00:23:48,280 --> 00:23:51,460
So there's content now that's even more adapted than that.

280
00:23:51,620 --> 00:23:54,920
That particular provider is a provider of digital content.

281
00:23:55,060 --> 00:23:56,940
We've had around a long time, and it only merges

282
00:23:56,940 --> 00:23:58,080
when you do a map merge.

283
00:23:58,380 --> 00:24:00,500
Unless the teacher goes in there and overrides that,

284
00:24:00,500 --> 00:24:02,600
and the teachers do have the opportunity to do that.

285
00:24:03,240 --> 00:24:06,680
And if they see that Susie needs work on a particular skill,

286
00:24:06,840 --> 00:24:08,340
they can go in there and adjust those lessons.

287
00:24:09,040 --> 00:24:13,120
But the newer content adapts on the fly as you take it,

288
00:24:13,220 --> 00:24:15,580
just like the map assessment adapts

289
00:24:15,580 --> 00:24:17,060
and will take you as far as you can go.

290
00:24:17,620 --> 00:24:19,460
The new digital content can do that.

291
00:24:19,820 --> 00:24:21,800
So as you move through, it'll adjust

292
00:24:22,440 --> 00:24:25,020
and you can go and go and go until you've mastered.

293
00:24:25,740 --> 00:24:27,840
And so you can be in a classroom doing the same,

294
00:24:27,840 --> 00:24:32,560
everybody on a computer in a lab or five kids in the computer or everybody can have their

295
00:24:32,560 --> 00:24:35,280
own device and they can be working at their own pace.

296
00:24:36,100 --> 00:24:41,500
So in terms of differentiation, one of the strategies we think has the most prog promise

297
00:24:42,260 --> 00:24:45,320
is that digital content and the blended learning.

298
00:24:46,400 --> 00:24:52,460
You mentioned before and after school health but that's not going to help kids who are dependent

299
00:24:52,460 --> 00:24:54,420
upon bus transportation.

300
00:24:54,420 --> 00:24:55,180
That's right.

301
00:24:55,580 --> 00:25:00,320
The buses before school, that's actually when they try to capture those bus riders because

302
00:25:00,320 --> 00:25:04,640
the buses roll in fairly early because they often, you know, they make them run.

303
00:25:05,220 --> 00:25:09,460
So your bus riders, when you're an elementary school principal, those are the ones that are

304
00:25:09,460 --> 00:25:10,640
their first, typically.

305
00:25:11,640 --> 00:25:16,460
So they'll put them in a lab or even in a classroom, utilize digital content.

306
00:25:17,660 --> 00:25:20,060
But we're very thankful for the digital content.

307
00:25:20,060 --> 00:25:25,540
we're very thankful for the PDL initiative because before we had these tools

308
00:25:25,540 --> 00:25:30,380
teachers did the best they could do. It was hard to manage and juggle all those

309
00:25:30,380 --> 00:25:34,740
groups. It's still hard work. Don't get me wrong but the digital content takes

310
00:25:34,740 --> 00:25:39,560
some of the labor out of it. We're very grateful for that.

311
00:25:43,620 --> 00:25:46,440
So with the PDL, are we

312
00:25:46,440 --> 00:25:50,600
to understand that next year when we get the test scores like we just got the

313
00:25:50,600 --> 00:25:55,620
federal test scores at the PDL that's been put in place this year is going to make those

314
00:25:55,620 --> 00:26:01,940
scores better. We're going to have different test, Ms. Graham, and it's a test unlike we've

315
00:26:01,940 --> 00:26:07,540
had before. The test we took last year was passed, that was tweaked, to be more common

316
00:26:07,540 --> 00:26:13,900
core like, so it was a harder test. And the map test that we gave was the common core version

317
00:26:13,900 --> 00:26:18,800
of the map test. South Carolina is getting new standards. Our teachers haven't seen those

318
00:26:18,800 --> 00:26:24,020
standards for next year yet they're still teaching common course standards. We

319
00:26:24,020 --> 00:26:29,400
haven't seen the assessment. Any time it's as long as I've been with the school

320
00:26:29,400 --> 00:26:33,140
system and I've been here a while whether it's been a teacher or a sister

321
00:26:33,140 --> 00:26:37,200
principal or principal or a district office administrator any time we take a test

322
00:26:37,200 --> 00:26:41,500
for the first time I have always seen us not look so good that first

323
00:26:41,500 --> 00:26:46,360
administration and then I've watched Ori County Schools climb back out of that so

324
00:26:46,360 --> 00:26:50,200
So I do not anticipate us looking great with the new assessment.

325
00:26:50,480 --> 00:26:53,760
I don't think the state of South Carolina will look great with the new assessment.

326
00:26:54,100 --> 00:26:58,400
And that's typically what we've seen in Kentucky and New York and some of the states that

327
00:26:58,400 --> 00:27:00,500
are farther along and ahead of us in the testing.

328
00:27:01,220 --> 00:27:04,760
So we won't take that test that we took last spring.

329
00:27:04,760 --> 00:27:05,840
It'll be a different test.

330
00:27:06,640 --> 00:27:09,580
Do I believe that PDL has the promise to help us improve?

331
00:27:09,640 --> 00:27:10,400
I do.

332
00:27:11,200 --> 00:27:12,600
Do I believe it's going to be a journey?

333
00:27:12,840 --> 00:27:13,200
I do.

334
00:27:13,200 --> 00:27:19,460
It changes the role of the teacher, the teacher has to be an analyzer of data, it changes

335
00:27:19,460 --> 00:27:23,240
the role of the principal, it changes what we look for when we're inside classrooms,

336
00:27:23,800 --> 00:27:28,520
it's a whole new way of teaching, and frequently when you have a new initiative you have what's

337
00:27:28,520 --> 00:27:33,780
called an implementation de-up, I don't anticipate a de-up because we're already going to de-up

338
00:27:33,780 --> 00:27:37,680
because it's a new tape, we're going to be low because it's a new tape, I don't think

339
00:27:37,680 --> 00:27:42,280
we'll be the lowest in the state of South Carolina, but I do not anticipate South Carolina looking

340
00:27:42,280 --> 00:27:46,360
very well and I don't anticipate many districts looking very well on the new

341
00:27:46,360 --> 00:27:51,540
assessments. I know that's a convoluted answer and I'm sorry but it's a

342
00:27:51,540 --> 00:27:52,180
different test.

343
00:27:58,650 --> 00:28:01,250
I do want you to know Miss Graham we are working hard

344
00:28:02,150 --> 00:28:07,050
indiligently on we we do data teams at the district level and I know that all of

345
00:28:07,050 --> 00:28:10,690
you care passionately about the school system and the children in it. We have

346
00:28:10,690 --> 00:28:16,230
data teams and we dig inside that data looking for for causes and looking for what

347
00:28:16,230 --> 00:28:20,330
we can do to support schools as they try to improve student learning in the buildings.

348
00:28:20,950 --> 00:28:25,650
So we realize we've got some spots that we've really got to be diligent about and provide

349
00:28:25,650 --> 00:28:27,090
some extra support and attention.

350
00:28:29,740 --> 00:28:30,540
Any other questions?

351
00:28:32,900 --> 00:28:33,200
Thank you.

352
00:28:53,580 --> 00:29:01,480
I would need a motion to go into executive session, 8.24, we'll go in at B to date 35, is that

353
00:29:01,480 --> 00:29:01,700
good?

354
00:29:02,580 --> 00:29:03,080
I'm sorry.

355
00:29:03,340 --> 00:29:03,980
6.24.

356
00:29:03,980 --> 00:29:05,800
or I should look through my glasses.

357
00:29:06,140 --> 00:29:06,700
It might help.

358
00:29:09,220 --> 00:29:13,700
First, I want to let you know that the advocacy group

359
00:29:13,700 --> 00:29:17,080
with the votes, the same people are going,

360
00:29:17,220 --> 00:29:18,420
but we have two extra votes

361
00:29:18,420 --> 00:29:20,880
and we'll split them between the two most senior members.

362
00:29:22,020 --> 00:29:24,740
And I believe it's Karen and Janice,

363
00:29:24,840 --> 00:29:25,620
you're both going correct.

364
00:29:25,900 --> 00:29:26,440
No, you're not going.

365
00:29:26,600 --> 00:29:27,300
Janice, are you going?

366
00:29:28,540 --> 00:29:28,940
Yes.

367
00:29:30,160 --> 00:29:38,240
and who else, and I believe you to a B.A. But anyway, just to let you be aware of it.

368
00:29:39,580 --> 00:29:47,320
And Janet, we have a motion to go into executive session, closing favor, and he imposes.

369
00:30:04,020 --> 00:30:22,340
All those in favor, say aye. Any opposed? We're going to move item D up to the beginning so that we have some people who need to leave. Possibly even save the district money. I don't know. Do we have a motion on item D? Consider approval, purchase of property.

370
00:30:24,630 --> 00:30:33,870
Okay, Pam. Thank you, Mr. Chairman. I'd like to make a motion to authorize a purchase of five adjacent parcels of land,

371
00:30:33,870 --> 00:30:42,130
and totaling 20.38 acres collectively referred to as the Wall Estate and located off of

372
00:30:42,130 --> 00:30:49,030
Sockistee Boulevard for $1.84 million as the proposed site for replacement.

373
00:30:51,540 --> 00:30:52,780
Motion to have a second.

374
00:30:55,440 --> 00:30:56,320
Any discussion?

375
00:30:57,580 --> 00:30:59,440
All those in favor say aye.

376
00:30:59,620 --> 00:30:59,760
Aye.

377
00:31:00,460 --> 00:31:01,120
Any opposed?

378
00:31:05,160 --> 00:31:07,540
Consider capital finance plan, John Gardner.

379
00:31:17,620 --> 00:31:18,460
Good evening.

380
00:31:19,040 --> 00:31:24,000
What we have for you today is a capital financing plan that we spoke to at the last meeting,

381
00:31:24,300 --> 00:31:26,200
and just a little bit of background information.

382
00:31:27,100 --> 00:31:33,720
Back in September 30th, 2013, the Board actually approved a funding, well, actually approved

383
00:31:33,720 --> 00:31:36,380
a facility plan of $314 million.

384
00:31:37,880 --> 00:31:44,300
That plan was later revised on June 9th, 2014, an amount of $427.6 million, and then we

385
00:31:44,300 --> 00:31:50,440
We also revised, again, on July 28, 2014, an amount of $451.6 million.

386
00:31:51,280 --> 00:31:55,420
During all this time, the board asked us to work on a financing plan with these parameters,

387
00:31:55,620 --> 00:32:00,240
they directed us to develop a financing plan that would not require an increase in milleach,

388
00:32:00,600 --> 00:32:03,900
nor would it require a result in a bond referendum.

389
00:32:05,020 --> 00:32:10,100
Well, working with our financial advisor, Mr. Nurk, who was here back in October, we ran

390
00:32:10,100 --> 00:32:16,420
several financing scenarios. Looking at both the project scope, the project timing of the projects

391
00:32:16,420 --> 00:32:22,440
and also the available cash flows. At the May 19th meeting, the financing plan was presented that

392
00:32:22,440 --> 00:32:28,900
did not require an increase in mileage or require a bond referendum. Well, based on the most recent

393
00:32:29,540 --> 00:32:36,960
capital plan of $451.6 million, the financial advisors developed a financing plan that were

394
00:32:36,960 --> 00:32:43,260
result in 488.5 million of funding provided through educational capital sales tax and the

395
00:32:43,260 --> 00:32:46,040
issuance of 8% general obligation bonds.

396
00:32:46,900 --> 00:32:51,500
So it's the administration's recommendation to the board approve the capital financing

397
00:32:51,500 --> 00:32:57,420
plan that includes the utilization of the educational capital sales tax and the issuances because

398
00:32:57,420 --> 00:33:02,740
there could be two issuances of the 8% general obligation bonds and a amount not to exceed

399
00:33:02,740 --> 00:33:09,880
the 156.89 million and before issued any debt the administration will bring back a resolution

400
00:33:09,880 --> 00:33:11,280
to the board for approval.

401
00:33:15,190 --> 00:33:19,390
We have a recommendation any questions comments or make a motion?

402
00:33:22,370 --> 00:33:23,810
I'll be more than happy to make the motion.

403
00:33:24,650 --> 00:33:29,790
This is the one regarding 156.89 million.

404
00:33:30,270 --> 00:33:30,910
Yes sir.

405
00:33:31,570 --> 00:33:36,130
I'd recommend that we approve the capital financing plan that includes the utilization of the

406
00:33:36,130 --> 00:33:43,010
education capital sales tax issuance of 8% general obligation bonds in the

407
00:33:43,010 --> 00:33:46,810
amount not to exceed 156.89 million.

408
00:33:52,020 --> 00:33:56,100
That's good. Do we have a second? Any

409
00:33:56,100 --> 00:34:02,040
discussion? All those in favor say aye. Aye. Any opposed? No opposed.

410
00:34:04,920 --> 00:34:06,020
And I believe

411
00:34:06,020 --> 00:34:07,480
of your still-upness, Mr. Cardinal,

412
00:34:07,820 --> 00:34:09,940
consideration, refinance bonds.

413
00:34:11,480 --> 00:34:13,880
And this is a resolution that is on your iPad.

414
00:34:16,260 --> 00:34:17,160
Am I correct?

415
00:34:17,360 --> 00:34:19,780
We would be making a motion to approve that resolution.

416
00:34:20,340 --> 00:34:21,220
That is correct, sir.

417
00:34:22,980 --> 00:34:25,520
One of the other things our financial advisor does for us,

418
00:34:25,540 --> 00:34:28,760
he looks at our outstanding debt and looks for opportunities

419
00:34:28,760 --> 00:34:30,160
for the district and state money,

420
00:34:30,600 --> 00:34:33,020
and typically how they would happen is interest rates would drop

421
00:34:33,020 --> 00:34:35,080
and we'd be able to refinance some of that.

422
00:34:35,080 --> 00:34:39,520
He shared with the board at the October meeting that there was two issues he was identified

423
00:34:39,520 --> 00:34:48,080
to 2005 B and 2006 A issues and based on current market conditions the district could experience

424
00:34:48,080 --> 00:34:56,860
over 15.6 million in net savings or 10.25 net present value savings as a result of the transaction.

425
00:34:57,500 --> 00:35:02,520
What you have there is the McNair law firm whose our bond council has prepared to close resolution

426
00:35:02,520 --> 00:35:09,640
for the issuance of bonds in a mountain not exceed $129.75 million for review and approval

427
00:35:09,640 --> 00:35:10,860
by the Board of Education.

428
00:35:11,460 --> 00:35:16,520
Defend upon financial markets the district would pursue any refunding opportunity in which

429
00:35:16,520 --> 00:35:20,360
a net present value savings of 5% or greater would be realized.

430
00:35:20,880 --> 00:35:25,460
And typically that's the trigger when you want to look at refunding any bonds as a 5% net

431
00:35:25,460 --> 00:35:27,060
present value gain.

432
00:35:28,700 --> 00:35:32,200
And did I miss it? That saves $15 million correct?

433
00:35:32,220 --> 00:35:34,960
Yes, that's correct, based on current market conditions.

434
00:35:35,340 --> 00:35:37,340
Do we have a motion to approve the resolution?

435
00:35:38,040 --> 00:35:40,340
Mr. Chairman, I move to approve the staff's recommendation.

436
00:35:40,940 --> 00:35:46,320
Second, any discussion? All those in favor say aye.

437
00:35:46,560 --> 00:35:46,700
Aye.

438
00:35:47,300 --> 00:35:47,960
Any opposed?

439
00:35:50,880 --> 00:35:51,680
Thank you very much.

440
00:35:52,060 --> 00:35:52,160
You.

441
00:35:54,650 --> 00:35:55,170
Janice.

442
00:36:02,230 --> 00:36:06,890
I'd like to go ahead and move to cancel the request for qualification number 14, 15

443
00:36:06,890 --> 00:36:08,350
dash 12 in its entirety.

444
00:36:11,110 --> 00:36:12,270
First part of the motion.

445
00:36:12,450 --> 00:36:13,630
That's my first part of the motion.

446
00:36:15,110 --> 00:36:15,970
We have a second.

447
00:36:17,370 --> 00:36:18,990
Excuse me, could you repeat that?

448
00:36:20,410 --> 00:36:26,010
I moved to cancel the request for qualification number 14, 15 dash 12 in its entirety.

449
00:36:26,230 --> 00:36:30,390
That has to do with what Ms. Tim has talked about at the last meeting with all the schools

450
00:36:30,390 --> 00:36:31,910
and where we are in the bidding process.

451
00:36:32,390 --> 00:36:33,630
Thank you.

452
00:36:33,930 --> 00:36:34,450
Neil.

453
00:36:34,750 --> 00:36:36,670
The only thing I want to make sure we clarify

454
00:36:36,670 --> 00:36:39,430
is the discussion last week centered around the building

455
00:36:39,430 --> 00:36:42,650
of the new schools by rescinding this RFQ.

456
00:36:42,810 --> 00:36:46,490
We're also rescinding the other facilities

457
00:36:46,490 --> 00:36:48,670
which was the addition at the middle and elementary

458
00:36:48,670 --> 00:36:50,890
and the addition at North Merle Beach Medal.

459
00:36:51,990 --> 00:36:52,150
Right.

460
00:36:54,130 --> 00:36:55,530
And we have a second.

461
00:36:55,970 --> 00:36:56,970
Any discussion?

462
00:37:01,180 --> 00:37:02,420
All those in favor say aye.

463
00:37:02,420 --> 00:37:09,340
Hi, I'm Harvey Nearne, SKC

464
00:37:09,340 --> 00:37:15,680
Kimi, Janice, Neal, Janice,

465
00:37:15,780 --> 00:37:16,920
you are recusing yourself.

466
00:37:17,860 --> 00:37:22,340
Joy, David, Jeffrey, could

467
00:37:22,340 --> 00:37:22,820
you get that?

468
00:37:24,950 --> 00:37:28,790
I'd like to go ahead and move to proceed with new procurements for Karolina Forest,

469
00:37:28,790 --> 00:37:34,850
Mertle Beach, Sockistee Middle Schools, St. James Intermediate Slash Middle, and Sockistee

470
00:37:34,850 --> 00:37:39,930
Elementary Schools as high performance, energy positive schools, and that the delivery

471
00:37:39,930 --> 00:37:44,050
method be selected and a new solicitation be issued as soon as possible.

472
00:37:44,610 --> 00:37:49,690
The delivery method analysis must include the objective of high energy performance standards

473
00:37:49,690 --> 00:37:56,310
and life cycle cost optimization and retain to the extent practical the prototypical conceptual

474
00:37:56,310 --> 00:37:58,390
and program already developed.

475
00:38:00,080 --> 00:38:00,680
And the question.

476
00:38:01,420 --> 00:38:01,800
Question?

477
00:38:02,440 --> 00:38:02,580
Yes.

478
00:38:02,760 --> 00:38:04,700
She did not mention North Middle Beach Middle.

479
00:38:05,000 --> 00:38:06,380
I have, I pulled those out separately.

480
00:38:06,380 --> 00:38:09,660
These were all new drawings for the new designs of the Middle

481
00:38:09,660 --> 00:38:12,440
Schools, Intermediate and the Sucka Siam entry.

482
00:38:12,880 --> 00:38:14,940
I have a separate motion for our renovations.

483
00:38:15,700 --> 00:38:17,160
It's very similar to that.

484
00:38:17,520 --> 00:38:19,620
But you have a, you're going to have a third motion.

485
00:38:19,620 --> 00:38:19,860
Yes.

486
00:38:20,480 --> 00:38:21,400
Thank you.

487
00:38:22,160 --> 00:38:23,100
Any discussion?

488
00:38:27,440 --> 00:38:34,540
It's my understanding that by redoing this, we will still not negatively impact the delivery

489
00:38:34,540 --> 00:38:37,100
date of the school's final construction.

490
00:38:37,800 --> 00:38:38,240
We will not.

491
00:38:39,000 --> 00:38:43,880
We have, I know that we had a meeting, or you had a meeting with the facilities management

492
00:38:43,880 --> 00:38:52,380
earlier and they are very comfortable with that need date of the fall of 2017 being a completed

493
00:38:52,380 --> 00:38:53,300
in advance of that.

494
00:38:53,300 --> 00:38:56,080
Mr. Dean, can you confirm that for me?

495
00:39:04,160 --> 00:39:10,900
I believe the delivery date would be approximately in the spring of 2017 rather than the summer,

496
00:39:11,440 --> 00:39:16,660
so the new delivery date by following this process would be approximately three months

497
00:39:16,660 --> 00:39:21,200
earlier, possibly more, but correct?

498
00:39:21,800 --> 00:39:24,080
Yes, we're looking for a 2017 open date.

499
00:39:34,790 --> 00:39:35,710
Do you have anything else?

500
00:39:37,360 --> 00:39:38,450
No other discussion?

501
00:39:38,450 --> 00:39:40,450
I've got a request to do that.

502
00:39:41,450 --> 00:39:43,110
Janice, could you provide clarification?

503
00:39:43,690 --> 00:39:49,050
When you say high-performance energy positive, is that requiring these schools to generate

504
00:39:49,050 --> 00:39:51,170
more energy than they consume?

505
00:39:51,490 --> 00:39:53,610
Is that a requirement of the RFQ?

506
00:39:58,620 --> 00:40:02,780
I'd like us to be looking into that, but I'd like us to be able to have the solar panels

507
00:40:02,780 --> 00:40:05,100
and to be like what we've been looking at at that.

508
00:40:05,280 --> 00:40:06,820
Sandy, Sandy Grove, who's that?

509
00:40:08,100 --> 00:40:08,580
Yes.

510
00:40:08,580 --> 00:40:16,560
Because as I read it, there are a few now requires those buildings to be high-performance energy-positive school

511
00:40:17,760 --> 00:40:23,680
You may want to and if that's your intent that's fine this chairman if that's your intent that's fine

512
00:40:23,680 --> 00:40:27,360
I want to make sure that's our intent because if we can't achieve that

513
00:40:28,380 --> 00:40:30,040
energy-positive schools

514
00:40:30,720 --> 00:40:37,420
Then we're going to have no qualifiers. I think it is it our ambition to be energy conscious, which I think is a good thing

515
00:40:37,420 --> 00:40:42,960
or is it our requirement that we have to produce energy out of these schools that's just

516
00:40:42,960 --> 00:40:45,180
trying to clarify the motion, Janice?

517
00:40:48,020 --> 00:40:49,460
I was just wanting to, I'm sorry, go ahead.

518
00:40:50,500 --> 00:40:51,980
No, I was asking Janice.

519
00:40:52,080 --> 00:40:52,600
Okay, go ahead.

520
00:40:52,860 --> 00:40:57,220
No, I was looking to make sure that, I mean, I'm not worried about selling back to CNT Cooper,

521
00:40:57,440 --> 00:41:01,160
I listened to the last meeting, but I want to make sure we are producing energy for these

522
00:41:01,160 --> 00:41:05,540
buildings, not necessarily that it's going to be sold anywhere, but that we are producing

523
00:41:05,540 --> 00:41:09,520
so that we do have lower electric bills, so that we are saving money.

524
00:41:10,120 --> 00:41:16,260
Would we consider other alternatives besides solar powered energy-producing schools?

525
00:41:16,440 --> 00:41:21,700
Would we consider lead schools, green globe schools, any of the other parameters out there?

526
00:41:21,900 --> 00:41:29,920
Wind schools, nuclear schools, why does this have to be an energy-producing school?

527
00:41:31,800 --> 00:41:33,280
And I make a comment on that.

528
00:41:33,420 --> 00:41:37,840
I was just asking Jen on her motion, but if she could answer.

529
00:41:38,240 --> 00:41:41,840
I was just basically going off of what we did the last time.

530
00:41:41,960 --> 00:41:44,300
We've been talking about this energy positive school.

531
00:41:44,440 --> 00:41:47,740
I thought it was something that was supported by the board that we wanted to go forward with,

532
00:41:47,780 --> 00:41:49,160
which is why it was a part of my motion.

533
00:41:49,800 --> 00:41:49,940
Okay.

534
00:41:50,100 --> 00:41:53,940
I'm just going to make sure you're clear on your motion because I think it is a bit limiting

535
00:41:53,940 --> 00:41:57,540
if we require our schools to be energy producing schools.

536
00:41:58,680 --> 00:42:03,380
Those are my questions, and I'll finish with one comment.

537
00:42:03,800 --> 00:42:08,360
If we want to be an energy producer, we have a lot of opportunities in this district,

538
00:42:08,540 --> 00:42:13,020
but solar powers on top of our district office, we can put solar panels on top of our existing

539
00:42:13,020 --> 00:42:14,080
elementary schools.

540
00:42:14,500 --> 00:42:20,000
If being an energy producer is the ambition of this district, I'm a little afraid that we're

541
00:42:20,000 --> 00:42:24,080
limiting ourselves as a board, if we're only saying this is our only option.

542
00:42:24,840 --> 00:42:28,900
This is what we want to be, and we're not looking at everything else that's out there.

543
00:42:28,900 --> 00:42:36,680
I think that I think if we opened up and looked at the different options out there, not saying

544
00:42:36,680 --> 00:42:43,180
that we may not come back to this one, I think we may be fairer and be more thorough

545
00:42:43,180 --> 00:42:45,420
in our investigation of energy saving methods.

546
00:42:45,740 --> 00:42:49,060
It's evident to me that it's important to this board to save energy.

547
00:42:49,700 --> 00:42:55,880
Energy has begun a big part of our conversation, sometimes I wish education would be as big

548
00:42:55,880 --> 00:42:56,760
part of our conversation.

549
00:42:56,760 --> 00:43:01,020
energy has been over these last two weeks, but if it is a big part of our conversation,

550
00:43:01,200 --> 00:43:08,160
if that is the ambition of this board, I would like, personally, one vote, to make

551
00:43:08,160 --> 00:43:12,540
sure that we give ourselves the opportunity to look at other opportunities to be energy

552
00:43:12,540 --> 00:43:17,300
savers besides energy-positive schools and that's the end of my comment.

553
00:43:21,110 --> 00:43:27,570
My, anybody else, my thought on this, first of all, is we have three brand new schools

554
00:43:27,570 --> 00:43:33,370
is opening up, that's going to cost us three to five million dollars. If we can reduce

555
00:43:33,370 --> 00:43:40,210
our energy cost by approximately a million dollars a year, or even 800,000 or 1.2, that

556
00:43:40,210 --> 00:43:44,890
is a million dollars worth of money we do not have to raise in order to operate those schools.

557
00:43:46,770 --> 00:43:52,250
This is being done all over the country. I don't see it as anything radical or motion. I don't

558
00:43:52,250 --> 00:43:57,210
believe said anything. I had to look at it when she handed it to me of what type of energy

559
00:43:57,210 --> 00:44:01,670
I do believe from what we've heard solar is probably the way to go here, but if somebody

560
00:44:01,670 --> 00:44:04,070
wanted to put a windmill up, I don't have any problem with that.

561
00:44:04,690 --> 00:44:07,330
But I do want to save a million dollars a year.

562
00:44:07,870 --> 00:44:11,710
We can control capital costs by building a school or not building a school.

563
00:44:12,150 --> 00:44:19,750
Some reason will agree we cannot control that easily our expenses and our income on expenses

564
00:44:19,750 --> 00:44:22,370
because it is constantly controlled by the state.

565
00:44:23,570 --> 00:44:29,490
One year we think we're going to be $10 million short, we end up $10 million ahead in the next year with $3 million behind.

566
00:44:30,350 --> 00:44:38,210
So I think with three brand new schools saving $1 million a year and its proximity is a good thing.

567
00:44:39,490 --> 00:44:49,470
And I believe, and I don't know if he wants to expand on this, but it's been shown to me at a meeting afterwards after our last board meeting that it's even

568
00:44:49,470 --> 00:44:52,490
and cost-effective to do this with existing schools.

569
00:44:53,110 --> 00:44:54,710
But when we're building a brand new school,

570
00:44:54,850 --> 00:44:56,910
I think it's extremely important to consider

571
00:44:56,910 --> 00:44:57,950
these options.

572
00:44:58,830 --> 00:44:59,570
Mr. Cox.

573
00:45:00,690 --> 00:45:30,530
I thought that the last meeting we were talking about, energy neutral as well as energy positive. There's a names are kind of deceiving. Energy positive just means it will produce more energy than it uses. And whether you sell it back to the electricity company or not, that's a matter of law and policy and everything else. But an energy neutral school, I guess would be one that does not, maybe Neil can expand on this.

574
00:45:30,530 --> 00:45:35,130
that doesn't use, it's just basically like a net zero, that would be a school that's

575
00:45:35,130 --> 00:45:37,090
not connected to the outside world.

576
00:45:39,170 --> 00:45:41,290
That's not what we're looking for. This is going

577
00:45:41,290 --> 00:45:46,250
to be connected to the outside world. There may be times when we buy power and pay a power

578
00:45:46,250 --> 00:45:51,690
bill, but the energy positive means that if you get a bill for $50,000, you receive a check

579
00:45:51,690 --> 00:45:57,850
for 60. Do you actually make money off of the power more importantly? We have just been

580
00:45:57,850 --> 00:46:02,290
having a major discussion on our utilities, $11 million a year, $8 million is electricity.

581
00:46:03,230 --> 00:46:05,690
Green New Schools is going to, that's correct.

582
00:46:06,530 --> 00:46:14,730
And if we can build these five schools and lower our costs, for me, that's what I would

583
00:46:14,730 --> 00:46:15,210
like to do.

584
00:46:15,670 --> 00:46:16,070
Who else?

585
00:46:16,230 --> 00:46:16,350
Neil.

586
00:46:16,630 --> 00:46:17,050
Mr. Chairman.

587
00:46:18,370 --> 00:46:22,270
Obviously, this is something that involves something that's very near and dear to me.

588
00:46:22,950 --> 00:46:27,770
So I spent a good bit of time over the last two weeks, I guess, for me rising myself.

589
00:46:27,770 --> 00:46:31,150
for the components of energy and energy consumption

590
00:46:31,590 --> 00:46:34,430
and truly trying to understand what the objective is.

591
00:46:34,730 --> 00:46:37,870
I think the objective is to get to the point

592
00:46:37,870 --> 00:46:39,830
that we have a net positive building

593
00:46:40,510 --> 00:46:43,750
that can encompass many different design features

594
00:46:43,750 --> 00:46:48,070
as well as other energy producing products

595
00:46:48,070 --> 00:46:49,150
such as solar panels.

596
00:46:50,010 --> 00:46:51,690
One of the things that we looked at,

597
00:46:51,850 --> 00:46:54,630
or I looked at with some folks that I work with,

598
00:46:54,630 --> 00:47:00,590
is, can we be net positive by retrofitting existing buildings?

599
00:47:01,250 --> 00:47:07,470
Take this facility, could we install perhaps solar panels and get to a point that it is

600
00:47:07,470 --> 00:47:08,110
net positive?

601
00:47:08,850 --> 00:47:11,830
The answer is yes, but there were some assumptions made.

602
00:47:12,230 --> 00:47:16,030
One was that we didn't factor in the cost of capital.

603
00:47:16,770 --> 00:47:18,950
We just looked at a payback period.

604
00:47:19,350 --> 00:47:24,590
We produce X amount, we sell X amount, we consume X amount, and we know what

605
00:47:24,590 --> 00:47:31,810
that we were avoiding. For some examples that we ran, just brief cost benefit analysis

606
00:47:31,810 --> 00:47:37,710
using the numbers from the Sandy Grove Project. And we had our folks, the folks that I work

607
00:47:37,710 --> 00:47:44,110
with, they confirmed the numbers were valid. We found out that it's about 11.3 year payback

608
00:47:44,110 --> 00:47:49,830
period for your investment. So if you were to install at that particular location, I think

609
00:47:49,830 --> 00:47:57,710
was 589 megawatts of solar power. Over 11.3 years it would pay for itself and then from

610
00:47:57,710 --> 00:48:05,550
that point forward it would be a revenue-enriching situation. There's also something that you

611
00:48:05,550 --> 00:48:10,670
can do internal to the building where you reduce your demand. There's actually two components

612
00:48:10,670 --> 00:48:17,610
of an electrical bill. One is the actual energy consumed. The second is the demand charge

613
00:48:17,610 --> 00:48:19,190
that you're having to pay.

614
00:48:19,610 --> 00:48:23,510
By utilizing some of the new high efficiency designs,

615
00:48:23,830 --> 00:48:25,670
you will in effect reduce your demand

616
00:48:26,230 --> 00:48:28,030
and also reduce your consumption.

617
00:48:28,230 --> 00:48:31,030
But the demand is the thing that you really want to reduce

618
00:48:31,730 --> 00:48:34,250
and that by incorporating some of these high performance

619
00:48:34,250 --> 00:48:37,130
design features, you can reduce that demand

620
00:48:37,130 --> 00:48:38,430
as well as the consumption.

621
00:48:39,310 --> 00:48:42,110
Will you ever get to a net zero building?

622
00:48:42,570 --> 00:48:44,430
I don't know, but I believe you can get

623
00:48:44,430 --> 00:48:45,650
to a net positive building.

624
00:48:50,040 --> 00:48:50,940
Anybody else?

625
00:48:51,280 --> 00:48:52,480
Thank you, Mr. Chairman.

626
00:48:54,120 --> 00:48:58,620
I guess as I'm listening to the conversation, you know, I appreciate the Board's concern.

627
00:48:59,000 --> 00:49:05,640
I know, I feel like, as I listen to you, the big concern of the Board is operational cost

628
00:49:05,640 --> 00:49:08,120
going down the road right there with you.

629
00:49:08,460 --> 00:49:13,240
It's something we have to look for, it's the sustainability of what we do in the future

630
00:49:13,240 --> 00:49:18,440
to continue to build traditionally and continue to use operational costs I think would not be

631
00:49:18,440 --> 00:49:20,320
being good stewards of what we're doing.

632
00:49:21,160 --> 00:49:24,520
I go back to my fear being we're looking at a single thing.

633
00:49:25,340 --> 00:49:27,320
We're talking to one person at the podium.

634
00:49:27,420 --> 00:49:28,420
I won't hurt one consultant.

635
00:49:29,680 --> 00:49:31,660
Maybe we had others not wanting here that night.

636
00:49:32,580 --> 00:49:34,760
Nobody's talked about recycling rainwater to flush

637
00:49:34,760 --> 00:49:35,360
commodes.

638
00:49:35,500 --> 00:49:37,640
We do it all the time in greater buildings right now.

639
00:49:37,960 --> 00:49:39,060
But nobody's talking about that.

640
00:49:39,080 --> 00:49:41,200
For a water usage standpoint or cutting down

641
00:49:41,200 --> 00:49:43,720
on water usage costs, nobody's looking at alternative

642
00:49:43,720 --> 00:49:44,600
septic systems.

643
00:49:44,820 --> 00:49:45,640
Septic does a cost.

644
00:49:46,260 --> 00:49:47,820
Nobody's looking at alternative stormwater

645
00:49:47,820 --> 00:49:52,360
measured, being promoted by the EPA, being promoted by the Clean Water Act right now.

646
00:49:53,180 --> 00:49:57,560
Not just maybe a call savings to the job, but also an environmentally friendly design,

647
00:49:57,940 --> 00:49:59,200
something we can teach our students.

648
00:50:01,060 --> 00:50:05,860
I know I'm going to lose this conversation I can see it on your faces, I just hope we

649
00:50:05,860 --> 00:50:11,300
don't limit ourselves with this motion going down a single road for a single product without

650
00:50:11,300 --> 00:50:15,960
giving ourselves the opportunity to look at a lot of different things, a lot of different

651
00:50:15,960 --> 00:50:17,680
designs, a lot of different opportunities.

652
00:50:17,680 --> 00:50:23,340
can serve the citizens of Oregon County in our schools in the future. Thank you. Thank you.

653
00:50:23,500 --> 00:50:29,580
Anybody else? Karen. So, Mr. Post, it's environmentally not

654
00:50:31,600 --> 00:50:31,980
being

655
00:50:31,980 --> 00:50:32,540
incorporated.

656
00:50:37,010 --> 00:50:38,650
They can, but we're not requiring it.

657
00:50:41,460 --> 00:50:42,180
Anybody else?

658
00:50:44,860 --> 00:50:46,360
We'll vote on the issue, Harvey.

659
00:50:51,460 --> 00:50:57,720
Oh, I'm sorry. You're asking for a vote? Yes, I'm sorry. I asked for any more comments. So,

660
00:51:03,200 --> 00:51:07,180
we're

661
00:51:07,180 --> 00:51:09,500
But would you say, David,

662
00:51:12,740 --> 00:51:14,300
you have one more part of the motion?

663
00:51:14,480 --> 00:51:15,320
I do, thank you.

664
00:51:16,540 --> 00:51:21,280
I move to proceed with new procurements for additions, renovation of north fertile

665
00:51:21,280 --> 00:51:26,680
each middle and midland elementary and that the delivery method be selected and new solicitations

666
00:51:26,680 --> 00:51:28,560
be issued as soon as possible.

667
00:51:28,980 --> 00:51:33,740
The delivery method analysis must include the objective of high energy performance standards

668
00:51:34,140 --> 00:51:38,240
and life cycle cost optimization and retain to the extent practical.

669
00:51:38,240 --> 00:51:42,440
any conceptual design and programming already developed.

670
00:51:43,400 --> 00:51:44,640
We have a second.

671
00:51:46,930 --> 00:51:47,650
Any discussion?

672
00:51:50,040 --> 00:51:51,700
Could she repeat the motion, please?

673
00:51:53,420 --> 00:51:55,820
Same thing except for the renovations.

674
00:51:56,400 --> 00:52:02,200
I move to proceed with new procurements for additions and renovation of North Martle Beach Middle and Midland Elementary

675
00:52:02,200 --> 00:52:08,460
and that the delivery method be selected and new solicitations be issued as soon as possible.

676
00:52:08,460 --> 00:52:14,120
The delivery method analysis must include the objective of high energy performance standards

677
00:52:14,380 --> 00:52:19,740
and life cycle cost optimization and retain to the extent practicable any conceptual

678
00:52:19,740 --> 00:52:21,800
design and programming already developed.

679
00:52:22,160 --> 00:52:23,060
Thank you.

680
00:52:24,950 --> 00:52:25,690
Any comments?

681
00:52:29,650 --> 00:52:30,130
Would Harvey?

682
00:52:30,710 --> 00:52:30,850
Yes.

683
00:52:31,790 --> 00:52:32,130
Aaron?

684
00:52:32,890 --> 00:52:33,690
Amy?

685
00:52:36,020 --> 00:52:36,500
Yes?

686
00:52:38,560 --> 00:52:38,960
Hughes?

687
00:52:39,420 --> 00:52:39,620
No.

688
00:52:44,950 --> 00:52:47,450
I believe that's an under-business we have a consent agenda.

689
00:52:51,750 --> 00:52:52,070
Second?

690
00:52:52,790 --> 00:52:54,310
All those in favor say aye.

691
00:52:54,650 --> 00:52:54,770
Aye.

692
00:52:58,010 --> 00:52:58,850
Motion passes.

693
00:52:59,130 --> 00:53:01,310
Do we have a motion to adjourn?

694
00:53:02,390 --> 00:53:02,950
Second.

695
00:53:03,470 --> 00:53:04,530
All those in favor.

696
00:53:04,910 --> 00:53:05,310
Aye.

697
00:53:05,630 --> 00:53:06,150
Any opposed?

698
00:53:06,770 --> 00:53:07,210
Thank you.