[0:50] Let me sit down.

[1:03] » Fantastic. Sean, you met officially. >> Do it.

[1:10] I am. Yes. >> All right, everybody. Thanks for coming

[1:14] tonight.

[1:24] » All right, we are at workshop six tonight. Uh we are going to talk a um

[1:29] mostly about the elementary schools. Um, so, uh, what you'll see in the

[1:35] presentation tonight and in the paperwork that's on your desk is only

[1:38] regarding the elementarymentaries. >> Um, so we're going to have a good

[1:41] conversation. Um, Andy, did you want to do the welcome?

[1:46] » Yeah. Um, you will recall that we have had a couple of meetings.

[1:53] Uh, we're looking at dates in uh, September, October, August, September.

[1:59] » Uh, September. We've got one in June >> and uh that's because you know a big

[2:05] committee to bring it through. There may be some additional work and so really

[2:09] what we're thinking about having you guys do tonight. It's really snowballing

[2:12] and we'll take you a little more through that as we go. But uh we we will want

[2:17] you guys to work through and give some creative suggestions to some of the work

[2:21] that we're going to do. really appreciate

[2:25] everybody continuing to be with the TOA and um again as always if you guys have

[2:32] questions between these meetings I am available um you know for any

[2:38] conversation maybe have in between meets um but I'll I'll talk further when we

[2:45] get a little further and I hear a lot of you clicking your binders if you don't

[2:50] want to take your other binders home there are boxes over here. Uh the

[2:54] district will reuse those. Uh they're smaller ones, so feel free to um either

[2:59] leave them at your table or put them in the box as you walk out. Okay.

[3:05] So, um today we're just going to do a little bit of a recap from last time to

[3:09] remind everybody. Uh we will talk about some school consolidation for the

[3:13] elementarymentaries um with a little bit of an exercise in there. Uh we do have a

[3:18] guest guest here um Ryan Mallister with Gertie Builders who will talk about

[3:22] construction costs and the current industry trends right now. Um we will

[3:27] also do an updated exercise for cost and priority setting because of the

[3:32] consolidation discussion that we're going to have ear a little bit later. Um

[3:36] and so what we want the group to kind of focus on is high, medium, and low

[3:41] priorities. So we've been focusing on just one big bucket. Now we're going to

[3:45] start looking at three different buckets. So what needs to happen within

[3:48] the first five years between five and 10 years and a after that 10-year process.

[3:53] So that's really what the long range plan is to make sure that we talk and

[3:57] address not just the short term but the long ru long-term u priorities as well.

[4:03] Okay. So just a reminder we are in April.

[4:07] We've got a couple of uh sessions before we break for the summer. we are going to

[4:12] add some workshops because of this consolidation discussion and making sure

[4:15] that we all get a consensus um on our discussion. So, um that um so

[4:22] we will end our workshops in October um then put forward the long range facility

[4:27] plan to the board for approval at the end of October.

[4:31] And that submission for um the deadline is in December to submit all of our

[4:37] documentation of the applications for the grants in uh for the awesome grant

[4:41] and the track grant. Uh this is a reminder, I know Andy

[4:45] mentioned those added workshops. These are the dates we're looking at. June

[4:49] 9th, September 1st, September 15th, and October 6th. So those would be the four

[4:54] added workshops that we have.

[4:58] And then as always, there's a a makeup session. So get in touch with Chris um

[5:04] if anybody happens to miss this evening. So this is our process right now. We're

[5:10] going to spend a couple of workshops on item six, working through those

[5:13] priorities. Um, we heard a an update on the polling last time. Um, and so some

[5:20] of that information is is imperative to talk about tonight and our next workshop

[5:25] when we talk about the U middle schools and high schools. Uh but that's why

[5:29] we're kind of right sizing our concepts and our budgets based on the

[5:33] conversations about um consolidation and right sizing the high schools and middle

[5:38] schools um based on the potential growth that we were talked

[5:43] about last time. So just a recap of that information um from

[5:49] flow analytics. The red bar is where your schools are now and then the green

[5:55] bar is where they anticipate you being in 10 years. And so these little little

[6:00] dots here are the current capacity of your school. So just a reminder of how

[6:05] much space is available based on the capacity and your current enrollment.

[6:10] And then the green bar your future projected enrollment.

[6:16] Um, and then just reminder of, you know, how many people are projected to not be

[6:21] enrolled is a little surprising, but it's something that we definitely want

[6:25] to address tonight. Um, and then in just looking at um the

[6:31] 2031 numbers, you have um six schools that are almost 70 to 85%

[6:40] utilized. And so that's what the the district mentioned is about 85% is

[6:45] probably the maximum that you want to have for utilization for any school. Um

[6:50] so that means you've still got quite a few schools that are and you've got 49%

[6:55] um utilization in some of these schools. So um that's one of the reasons why we

[7:00] want to talk about consolidation this evening.

[7:04] So, we intentionally are going to have you guys do some work tonight and

[7:09] brainstorm. Um, but I also will tell you this. If we

[7:15] were a district that did not have a bond expiring, the work would probably be

[7:20] different, right? Because if we have a bond expiring, we want to work towards

[7:24] that. Um, we must continually distinguish between

[7:28] what we ultimately can accomplish and what is possible in a given period of

[7:31] time. So as we look forward we will want you to keep that in mind as we are

[7:37] working towards a possible election which is you know uh community approval.

[7:42] So um one of the things that we are going to

[7:46] ask you to do is just really hone in on 203031

[7:52] numbers as well as the current because you know we always have that big chart

[7:56] in front of us and and we get lost. we don't really think about the different

[7:59] buildings. And so what we did was we took five years out and we're going to

[8:03] want you guys to look at that as well. So that you can say, okay, that's what

[8:07] it will look like in five years, right? Because we're working on fiveyear

[8:12] intervals. You may remember at the very beginning Ben Leines's model calls for a

[8:17] committee to be working every 5 years on facilities so that we don't lose track

[8:23] so that we can't you know like finding people that used to serve on the other

[8:27] committee. It's just harder and then we don't have the community voice in these

[8:31] decisions to the extent that we probably should.

[8:36] We talked I think Tim Washko asked right at the beginning hey we have all these

[8:40] elementary schools are we going to be doing something about that? And so, uh,

[8:44] talking with the board, um, in their one-on- ones, the idea that this group,

[8:49] um, would make recommendations about facilities because this is a fundamental

[8:53] undertaking. It's we're talking about our facilities, that we may make

[8:58] recommendations, but the board must do the work and we

[9:02] have two of them here and they're on the hook. Kind of, not really. I mean, a

[9:05] little bit. So um they would be making that decision and we would take time to

[9:10] process towards any of these recommendations. It is not my job to do

[9:15] it. I can't just say hey we need to do this this and this. It is the

[9:20] community's job to do this right and of course through the port. That is a a

[9:26] very important part and and it we have to work through we have to be able to

[9:29] answer questions as we do that. And so want to talk a few things here though.

[9:36] Um, so I'm putting some sideboards around this.

[9:40] Boundary change recommendations should relate to a given school and grade band.

[9:47] And I'll tell you why we're thinking about that. If we were to move a school

[9:52] to another elementary school because we, you know, you guys see that we have

[9:55] capacity, then that can spiral to, well, where

[10:00] will those kids go to high school, right? which means we can turn

[10:06] everything can be on fire and yet we're going for a bond right and so we are

[10:12] going to ask the committee to make recommendations only for like where

[10:16] those kids would go as elementary students we know that there is work to

[10:21] be done on boundaries and where kids attend so right now I think we get 50

[10:27] transfers a year to west Albany total of 200 kids

[10:31] west Albany has 1230 kids. South Albany has 1,400 plus. There's about a 200

[10:37] student difference. If the transfers weren't there, our boundaries right now

[10:43] for the high schools are 400 students different.

[10:47] There's work to be done there. Certainly not before bond. Right? So,

[10:53] I'm I'm just saying let's let's figure out what we can take on here and be

[10:57] realistic. Right?

[11:01] We recommend or we would recommend that you recommend that we form a separate

[11:06] committee in the future to work on that work as well. But that is so

[11:14] detailoriented that a committee on facilities would be

[11:18] drawn deeply into other things and it just it would be inefficient. We would

[11:23] all of a sudden have mission creep that becomes really complex. And so we're

[11:28] talking about facilities. Tonight's about elementaryaries. We want to start

[11:31] there. Okay. >> Tim had brought up at that meeting, how

[11:34] many elementary schools do we have? We have 14. That's a lot, right? And we

[11:40] average about 260 kids in each elementary. Heard the superintendent in

[11:43] Medford the other day say, you know, we're going to close a couple schools to

[11:46] they have downsizing enrollment. We think we can close two and be at what we

[11:51] consider the optimal 450 kids. Right now, I don't think we have the

[11:56] capacity to do that in this district. we'd have to build, you know, a couple

[12:00] more Oak Grove, Meadow Ridge type schools. So, we have to be very

[12:03] thoughtful about this. Let's go to the next slide.

[12:07] So, just to give you guys kind of a reminder of the timeline for a bond or

[12:11] school consolidation, we are tonight looking at this. We want

[12:16] you guys to think about it. Then we'll have you guys share out. We've got paper

[12:19] here and you guys can think about, hey, what should we do

[12:23] in May? we would come back after having heard every group and their thinking,

[12:28] come back in May. One of the things that could come out tonight is some really

[12:33] good questions and we would take the time to come back and answer those

[12:37] questions at the next meeting so that everybody is generally in consensus

[12:42] about what we uh are thinking about doing.

[12:46] Sometime in either May or June, we would somehow put a recommendation together.

[12:52] It could come I I depending on how much longer we're going to be as we build a

[12:56] bond that that could come to the board as part of the facility plan

[13:00] recommendations. It could come as a separate recommendation if we can get

[13:03] there sooner and then we would look to enact some re um some recommendations.

[13:10] What I am hoping for and you know board members you you guys will be very much

[13:16] all ears tonight because it is our hope that what we recommend the board is also

[13:24] in support of right so that they align um Corvalis jumped off the plan and

[13:32] surprised people and they ended up doing something that had not been talked about

[13:37] and that was very uh you know people felt caught unawares and so what we have

[13:42] to do is spend time that's in part my job the board members as well that we

[13:46] need to before May begin to um understand hey board this is what this

[13:53] means you know would this is this something that can work and it it takes

[13:57] a little bit more that's why I put May or June but that could even be August so

[14:03] that what we have this group is ready to do and the board is ready to do as well.

[14:11] Right? So that that's how you make a bill become law. It's got to pass both

[14:14] houses, right? And so it's it's a really important concept.

[14:20] That work would then be the boards to do through the fall and hopefully early

[14:25] spring. And then the bond that we have tenatively because we do have a bond

[14:30] expiring would be May of 27. And then either in 27th fall or at some

[14:35] point after that um there would be work on district boundaries,

[14:41] right? And again we want to have congruence. We want to have alignment um

[14:46] and so bringing both groups together um at some point might be worthwhile

[14:52] doing or we um you know it could be that you know they are able to follow this

[14:57] pretty well through board members report back and we begin to develop that. Let's

[15:02] go to the last one. So, here's what we're going to ask you guys

[15:06] to do tonight. Um, and I do want some time at closing tonight. Okay. Um,

[15:14] recommendations that we would ask you guys to think about is um

[15:19] schools that we may look to close or consolidate

[15:24] in the next two years. schools which the district may consider

[15:30] in the next 5 years because you're looking at the 3031 data tonight.

[15:37] The it says there at the end only roofs. I don't think that like if there's one

[15:43] consistent bugaboo that boards get into is if they put a bunch of money into a

[15:50] school and then close it a short time later.

[15:52] » Yeah. >> Right. And so that would be those would

[15:57] be for consideration in time and what you guys think about tonight

[16:02] after you've heard everybody else's ideas. Then we'll take a month we'll

[16:06] share those and have the board um look at those. But then we'll come back at

[16:10] the next meeting and see whether we can get a little further in that work. So

[16:14] that this is a really thoughtful process and we're thinking five years out as

[16:20] well as right now. The question to answer with each school,

[16:25] where will the kids go? It's first question the parents going to ask,

[16:28] right? What's going to happen to those kids? Where will they go? What does that

[16:31] mean? And I think we need to think about that. And I'm only asking you guys to

[16:35] think about where they would go at their elementary level. I'm not asking you to

[16:40] take on the world right now. This is what we think we can accomplish at this

[16:44] time. It may be that you guys are, you know, like there's a couple of really

[16:49] good ideas come out and I really look forward to that. Every time I visit with

[16:52] you guys, I I'm impressed with the smarts in the room. And you guys are

[16:57] taking an outside look at things and that's very helpful as well. Remember

[17:01] what JL Wilson said though, right? Because JL's given us two surveys and

[17:05] they show that we pull really well. He's kind of surprised at how well we pull if

[17:10] we stay within our tax uh rate. But at the same time, he did say this when he

[17:15] saw the last survey. Walk with care doing this work, right? So, we have to

[17:20] really think about that. It was clear when that poll question was asked that

[17:24] that can drag down a little bit uh the general support for long. So, we want to

[17:28] be very thoughtful about that. Finally, whatever we do, right, we're

[17:34] going to pull at least one more time, right? We're not going to go blindly

[17:39] from what we know now. We will pull at least one more time.

[17:44] » So, I think Jane's gonna walk us through some things.

[17:47] » Next slide.

[17:52] » Next one. >> There you go.

[17:57] » So, this was some stuff I think Dave Reese had asked this of us at a at a

[18:01] meeting. Um, it's just Dave's going to take us through some of the costs by

[18:05] school, by student, and just give us an insight into this. and um

[18:13] » it's pretty small in your books but um >> they do have handouts.

[18:18] » Okay. >> So, good evening. I'm Jane Niger, the

[18:21] business director for the district. This is my fourth year with the district and

[18:27] um before that I worked with Dave and Andy at Marsenium. So, um you had asked

[18:32] for costs for school and what we might save if we consolidated. So, I'm going

[18:38] to take you through our thinking with that and Dave's going to chime in as we

[18:43] go through this. But this first slide shows all the elementary schools. And

[18:48] this first column is the projected ADMR. Originally, ADMR is our average daily

[18:55] membership is how we're paid per student. And so, I always think of

[19:00] funding, I was comparing cost to revenue. And so, I use ADMR. The other

[19:06] numbers you're looking at is enrollments. It's the kids in the seats.

[19:09] So, they are different numbers. And when I was looking at this, at first

[19:15] I had our December enrollment and but Susie is

[19:20] working for a budget on how many students we will have next year and it's

[19:25] down about a hundred. So, I used Suz's projected enrollment for 2627.

[19:34] So instead of 3,300, we're at 32. And the next column shows the number of

[19:42] staff in the buildings. And that is the general

[19:48] budget, general fund, SIA, the state grants. So it excludes our special

[19:54] program staff. It excludes our title staff, but it does have custodial and

[20:00] food service because those staff change. If we close a school, we would realize

[20:05] some savings. So that is how I chose to leave out special programs and title

[20:11] because they would go with the students. And then the next column is the total

[20:18] cost from the general budget. So, it includes the supplies, the cost of the

[20:24] copers, um some general fund maintenance. So, in

[20:28] the general fund, there's about 700,000 that's budgeted just for school repairs

[20:34] and it's divided maybe 25,000 to a little school. So, it's that is included

[20:41] in those numbers that cost because we would realize savings from that if we

[20:45] closed the school. >> Salaries in that one too.

[20:48] » Yeah. all the salaries, payroll costs, insurance, PERS, all in

[20:58] just because you mentioned that our payroll costs are 40% on top of salary

[21:04] when you take in PERS and all the cost and our insurance is about 18,000 an

[21:10] employee and so it adds up really quickly. And the last column is the cost

[21:17] per student. And you can see there's four dark blue lines. Those are the four

[21:23] schools we're recommending to look at because they are the highest cost per

[21:28] student. They are the lowest enrollment. They're all below 200.

[21:34] Oak is just barely 199. And Tina, you can see, is the highest cost per

[21:40] student. But if we close central and merge to kina, I put that on the bottom.

[21:46] It goes down a thousand per student.

[21:53] Any questions on that slide before I

[21:59] » can I one question. Why is it so different from some of the schools? Like

[22:04] because you said title doesn't play into this,

[22:06] » right? So like what is it that makes Liberty be a significantly?

[22:11] » It's the if you look it's the FTE that makes the big difference. The other

[22:17] thing is >> and the number of students right

[22:20] » so principal divided across 110 kids principal divided across 304

[22:26] » the higher population then okay >> so if you look at oak they have 199

[22:31] students their cost is 14,000 and then Waverly

[22:37] almost the same FTE but only 171 students makes Waverly the highest cost

[22:49] And this slide shows it's a summary of the projected savings for us. And so it

[22:57] took that information FTE total cost and you'll see in the next slides how we got

[23:04] to the general ed savings. So this column is general fund dollar savings we

[23:10] would realize year after year.

[23:15] And then Dave is going to talk about future maintenance projects which

[23:19] doesn't come out of the general fund. It's our capital projects fund

[23:24] and our leftover bond dollar fund. Those would be one-time expenditures

[23:32] that we would not make. So basically what I did in that column

[23:37] was all the facility assessments that you've been looking at over the last

[23:41] couple months. I only thing I kept in there would be a roof or anything from

[23:47] the outside prevent water to come in. So if that building was sitting idle,

[23:51] everything else that would be due for maintenance or repairs would be pushed

[23:55] off just to keep it dry inside the building. So that's what's reflected in

[23:59] those costs. So the savings are everything else but to keep the building

[24:04] dry.

[24:10] » Questions on that?

[24:14] And this is a document. I've given you copies of this for the four schools.

[24:20] It's in a handout, but I wanted to show you the thinking. This is what we use to

[24:25] calculate what we might save. And so you can see I use Tangent as an example. We

[24:33] have a.75 administrator at Tangent. We would realize 100% of that savings

[24:40] because that principal would no longer be at that school. And then we

[24:45] guesstimated based on the students going to different

[24:50] schools 50% of the FTE would go with them. And so those savings are only at

[24:57] 50%. And this program budget is the school

[25:01] budget. So we realize 100% savings. Subs utilities

[25:08] I guess 50% because employees are 50%. And repairs and maintenance 100%.

[25:16] Because those are minor repairs that come up through the year. So the total

[25:21] savings is 8.29.

[25:25] And then this is what Dave was talking about. In our work, you've seen these

[25:30] cost estimates for the future maintenance projects. 2.3 million.

[25:36] But the roof we would still do. So that's not a savings. We're going to

[25:43] subtract it out. So for this school, it's 2.1 million savings in future

[25:49] repairs and maintenance projects that we would not do.

[25:54] Does that make sense?

[25:59] » I guess the number of staff is that contractually

[26:02] » this is actual staff who are in the building right now.

[26:05] » So our current headcount is it based on total number of people or

[26:11] is it based on school? I mean if you Yeah.

[26:17] » So it's based on >> number of kids. Okay.

[26:26] So Andy, I think you're backed on. >> I'm back on.

[26:29] » You are. >> Next slide.

[26:34] So again, um, what we're going to look have you look

[26:38] at and you should also have a handout on current enrollment and then 203031

[26:46] enrollment. And I think it's a separate handout as well, so it's big. You can

[26:51] see it. What we want to ask you guys to do is look at capacity versus

[26:56] enrollment, proximity to other school boundaries.

[27:00] You do have a 11 by 17 boundary map in front of you on the table. Um, it's in

[27:09] the middle of the table, I believe. And what we would like you guys to do is on

[27:13] a a chart paper, elect someone to kind of record the

[27:20] ideas, keep in mind um what the cap like say,

[27:25] hey, they should go to this school. Well, you should look and see what the

[27:29] capacity is in the school you're sending the kids to, right? Um we don't want to

[27:33] overenroll in a given environment. We want to take a look at where uh those

[27:38] moves might be made. We have included four schools. Those were the high cost

[27:44] and um I believe they're the four smallest enrollment. Right? So that is

[27:48] why they're on the list. Remember JL's guidance to this group. Be thoughtful

[27:54] about that and uh and just take take your look at this and see what uh what

[28:03] are like easy moves? what are uh by 203031

[28:09] we might have to do something right those kind of things and put up uh in no

[28:15] particular order you can say this one needs to happen now this one we need to

[28:19] watch and and just build a list it doesn't matter what order you go in

[28:24] terms of priority or whatever and then we're going to share out we'll listen to

[28:29] every group's thinking we'll generate some questions and then our work in the

[28:33] next 30 days will be to do that homework. Okay, Matt.

[28:38] » So, in the prior conversations, there was some discussions around the

[28:43] potential for building uh another elementary school. You know, how do we

[28:47] kind of do we consider that as part of this conversation of

[28:52] » the other place, even though this is elementary, you can also look at like

[28:56] what's the enrollment of a middle school nearby, right? Those kind of things are

[28:59] all like we want to we don't want to curb you to that extent. If you guys

[29:03] want to take a look at that and say, "Hey, this is this would be a great idea

[29:06] that would help solve that problem." That's worth us hearing and thinking and

[29:09] looking at wide open. >> Yes. Uh, so I'm thinking about Meadow

[29:16] Ridge and I have this perception that it's bursting at the seams and I see

[29:20] just more happening coming >> and whether or not

[29:26] uh there needs to be a boundary change there

[29:31] that it makes it well I say this is because when I look at what's the next

[29:35] closest school in the bridge I see >> for example as a boundary for kids to go

[29:42] » but I I guess that just becomes part of our notes that we take.

[29:46] » Yeah. That um >> so and I will I think I can answer some

[29:50] questions right now with a few pieces of information.

[29:54] » Number one, when I got to Albany, Meadow Ridge had 570

[30:03] K3. It is

[30:07] » 495 now. >> 495

[30:10] now. So the population has declined.

[30:14] » Okay. >> Uh second

[30:19] Millersburg students that reside in the Meadow Ridge cagement attendance area

[30:27] west of I5 in Millersburg. >> There are approximately 30 kids per

[30:33] grade. >> Okay.

[30:35] » Does that make sense? >> Y.

[30:37] » Okay. And if you look at projected enrollment, it continues to go down even

[30:43] though the building that was interesting. If you go back and look at

[30:46] those from our last meeting, >> as a whole, the ridges continue to go

[30:51] down even though there's >> we're not getting that many students.

[30:56] » Yep. >> I think I had one more fact, but I

[30:59] forget it. So Doris, go. So the question if we're considering the consolidation

[31:05] all those students don't have to go to that one school they can be split

[31:09] amongst other schools. Is that correct? >> Yes. Although I would say I I would

[31:13] think that that so that could be a question and then we would provide you a

[31:17] plot map of where the kids actually reside and we can bring that back at the

[31:21] next meeting. >> Is you mentioned something about open

[31:25] enrollment I think to upper grade earlier. Is that any impact in

[31:29] consideration for elementary schools? >> Well, we still have the ability for

[31:34] students to transfer. >> I mean, is it something that you expect

[31:37] as a result of shifting populations? >> That would be something we would want to

[31:42] consider, right? But it if if the if you were to consolidate and close a school,

[31:48] right, that would not like we have through flow the number of kids that are

[31:53] going transferring into that school and transferring out now. But there would be

[31:58] um like this district years and years ago had a practice where they would

[32:02] accept all people who wanted to transfer at the start and then someone would move

[32:05] into that district if the school filled up, they would have to go to another

[32:09] school, right, which is like the wild west. And so, uh, but that is like if

[32:14] you have an explicit question about one of those, we will look at that. We can

[32:17] put that together. >> It actually was in one of our docs last

[32:20] time. Yeah. If you go back transfers in and transfers out from each

[32:25] school, Kevin, are we just looking at projected enrollments or are we going to

[32:29] layer on top of projected costs to keep different buildings up? Because if we're

[32:35] » It's both. We would ask you guys to mix both and give that consideration. But

[32:39] for this exercise, it's just enrollment or we actually layer both.

[32:42] » No, I think like you know I balding comes to mind is a big one and and so

[32:48] yep, that's certainly a consideration. Bob,

[32:54] » um there's some

[32:57] talk about the the the two new schools, metal,

[33:05] making it a junior, I'm sorry, a middle school instead of an intermediate

[33:10] school. >> Timber and I'm sorry, timber metal.

[33:16] » Is that anything that we should consider in this conversation? So I think that's

[33:22] like if if you guys look at those numbers you okay that that will work

[33:26] right and and you want to put it up I'm I think that's something we could

[33:30] consider look at. >> Yeah.

[33:33] » Thank you. >> How many fourth fifth graders do you

[33:35] have at Timber >> like 270.

[33:43] » So we have 25 minutes. So, uh, >> get a put a recorder who wants to report

[33:49] out and, uh, put your ideas down. Love to hear.

[33:52] » So, when the short hand is on 11, >> we'll have everybody report back out.

[33:58] » Okay. >> Okay.

[34:00] So, >> I'm not your

[34:10] There's just one whole

[34:15] point having it over here.

[34:33] » You don't want to do that.

[34:47] So the amount of money

[35:03] » get our last ideas down on paper. We don't have

[35:07] » We can just write schedule this as a side.

[35:11] » Exactly. >> Before you leave.

[35:13] » Before you leave, get >> superend.

[35:20] » All right.

[35:24] » Is there a table who would like to go first?

[35:29] » Yep.

[35:41] All right. You can close the whole district

[35:44] » pretty much. >> A couple ideas we talked about. First

[35:48] one got the most discussion was closing Naz Central to Kina

[35:53] » which is 502 kids. Send them all to NAMS. All the NAMS kids then go to

[35:59] either Memorial and the 90 BEPs go to Kaipu.

[36:04] » Say that again. >> What's 90?

[36:06] » Say that last sentence again. >> Uh the 90

[36:09] » students that are in the bilingual ed we would combine. We've been talking about

[36:13] doing that anyway. So they would go to Calulia.

[36:16] » How did you move over there? >> Because I start the wrong table and I

[36:20] move. >> So they would go to Calouia.

[36:24] » So that was our first one. and they're also on the other side doing it from the

[36:28] natural >> lines. Uh the second one, we like the

[36:33] idea of building Millersburg, but with a caveat that you'd need to close Waverly

[36:37] to do that and then Waverly Kids would then go to Millersburg. Uh the last one,

[36:42] uh tangent, high cost, but it is I mean so far out there if you're to do that,

[36:48] um how popular is it going to be, but sending those kids then to Oak or

[36:51] Sunrise? Some discussion points that came up were

[36:56] the title status of the four schools that were highlighted. Um what

[37:00] determines that? Did that title status carry over to the other schools that

[37:05] they close those ones? Um it's kind of a more discuss we have any questions.

[37:14] » Thank you.

[37:21] » I'd like to go next. Go for it. >> I'm talking too.

[37:25] » All right. >> You're the only one who can read you

[37:27] right. >> That's fair. Do I have to put this up

[37:30] somewhere? >> Uh, yeah.

[37:31] » All right. I didn't want to cover theirs, but I can go up here.

[37:38] » Uh, so our table we discussed closing Central, closing Waverly, and closing

[37:43] Tangent, and also looking at options for closing North Albany Elementary School.

[37:48] Um, we talked about moving boundaries instead of having all of the kids go to

[37:52] one specific school that it currently exists, maybe moving boundaries of

[37:55] adjacent schools with capacity to make the move population locations within

[38:01] those boundaries to fit within where other adjacent boundaries would fit that

[38:06] population. Um, and then maybe joking, maybe not, do all of these whenever Andy

[38:11] retires. Uh and then uh question we had was closing

[38:17] schools. Uh was that connected directly to the bond before? Are we doing that

[38:21] before or after if that's something that we're doing? Um and then also being

[38:26] aware of if we are putting um ASAP doesn't necessarily mean next year, but

[38:30] more so if we are going to be closing these in the foreseeable future, not

[38:33] putting a ton of investment into them getting a bond or not. So that was kind

[38:38] of where we were at. Did I miss anything?

[38:42] » Sweet. Any questions? >> A+

[38:48] just for clarification, Fergrove was closed as a part of the bond when Oak

[38:54] Grove was rebuilt. >> That's correct.

[38:57] » Fairmont was not part of that. Fairmont had been closed prior.

[39:01] » Right. >> That's correct.

[39:02] » Okay. Well, Fergrove didn't have students in it, did it?

[39:07] » Yeah. Yeah. >> Well, before the before Oak was open.

[39:11] Definitely.

[39:16] » Not very large.

[39:22] » What is going on with Bird Road? Like is it just a a building we have that we

[39:25] don't do anything with it? Uh we are looking uh with the Wamd in Salem to put

[39:31] a regional behavior center there and they feel like they can serve Pulp

[39:36] County, Dallas central as well uh in that if they if they centrally located

[39:43] and it's it's not a bad thing. It's kind of like putting a you know there's not a

[39:48] lot of places to go for a kid who might want to leave that campus outdoors by so

[39:57] So, and we're still in conversation. >> It's a blue one, right?

[40:04] » Oh, we just got covered up. >> Yeah, that's okay. We'll flip back. Um,

[40:08] so we were saying that you would add on to Tina and Consolidate Central there.

[40:14] The question though would be is because this seems bond dependent, which comes

[40:17] first, the consolidation or the bond? Um and then which hopping down here,

[40:22] Waverly would consolidate to Tina Meadow and Southshore. And then Tangent we

[40:29] would send to Liberty and Oak like those who are west of 99 would go to Liberty

[40:33] and those who are east of 99 going to Oak which then allows it to absorb new

[40:37] development. Also um we felt like it seems unrealistic with functional

[40:42] capacities to consolidate four like to close four schools. And then we also

[40:47] revisiting the Millersburg Elementary concept felt like it kind of looks

[40:50] foolish to be spending money on building a whole new building for a new school

[40:54] site when um enrollment isn't the same. >> Yeah.

[41:09] » You can put it up there. That's great.

[41:17] So we just stayed with um the elementary schools ignoring not talking about what

[41:24] might happen with middle school but uh closing central movement to to teena.

[41:30] The question is can Tina absorb that population now or

[41:35] do we have to wait until we get an addition to the

[41:40] property? Um, we also talked about uh closing Oak and

[41:46] and consolidating that to Lafayette. >> Those two schools are very close.

[41:52] » Population uh movement would be relatively small. Uh and in the last

[41:57] bond, there was a large addition put on Lafayette. It has quite a capacity now.

[42:03] Um and then closing O'Hel Elementary and moving them to Oak Grove. Um, again, do

[42:12] we have to put a little bit more addition on Oak Grove to handle that

[42:16] capacity? And

[42:20] we didn't get to to my question on that as we were talking about it. Is that a

[42:24] temporary move and as we put a new school and where North Alman Elementary

[42:29] is right now or is it a permanent move? >> So, the Tina cannot absorb central now.

[42:39] Um so the move would have to put those that addition we had a six classroom

[42:43] addition as part of this bond package to take those class those students from

[42:49] central. >> Okay.

[42:51] » Our other question was are six classrooms necessary because the delta

[42:54] between functional capacity projected attendance is six to seven.

[42:58] » It is because they're separated by grade. They're not separated like it's

[43:01] not all um K through six. It's K through three, four, five, and six. So it's you

[43:08] would need those classrooms because it's a different grade.

[43:14] » Thank you for

[43:22] » All right. So we started with a question which seems like everyone else is on the

[43:27] same track of why are we not looking at possibly closing North Albany Elementary

[43:32] when the cost of repair is so high. Um but we did look at closing tangents and

[43:38] they would go to possibly Liberty Oak and Lafayette just kind of split them.

[43:43] » Um building upon Tina to take in all of Central and then also Waverly and the

[43:50] discussion was where we ended was trying to figure out would they go to Sunrise

[43:54] Periwinkle where would they go and how does that all work? So

[43:59] » actually potentially some of them could even go to the near

[44:03] » right. Yeah.

[44:13] talk. Give it everybody. All right. Any conversations or questions that came up

[44:18] with everybody's ideas?

[44:26] Well, we can take a break, couple minute, five minute break, and then

[44:29] we'll come back and talk about low, middle, high kind of tier. Um, priority

[44:35] settings. >> Thank you guys.

[44:56] » Back together.

[44:59] So, now that we've heard all of the different things, are we going to have

[45:02] like five minutes in our groups to talk about anything that we suggest

[45:06] different? >> Yeah, we're going to have we're going to

[45:08] have another exercise that's about

[45:19] everyone can start taking their seats.

[45:29] 101. >> I didn't want to do a 2011 for you.

[45:45] » Uh, some of you may know Ryan. Ryan Mallister is um with Gerting Builders.

[45:49] He worked um quite a bit of the 2017 bond work with Greater Albany. So, um,

[45:55] he's very intimately familiar with the district and the region. So, take it

[45:59] away. >> Yeah. Um, so Amy asked us to just kind

[46:03] of take a look at their co third party cost estimating from they hired and look

[46:07] at what our experience is. And just before I get there, just to kind of set

[46:11] the table. So, during the runup, there's a lot of different bond uh school bonds

[46:16] going on at the same time. If you all remember, we had a chance to work with

[46:19] Sweet Home, Jefferson, Monroe, Corvalis, and then GAPS, some other districts as

[46:24] well. So, for a while, we're doing a lot of school. Right now, we're working on

[46:28] two school projects. Um, both of them, one's out for pricing. Actually, they're

[46:33] both out for pricing, but um, you know, it's just the school construction market

[46:37] is as we're all as you guys are all kind of wrestling with, is is kind of in

[46:41] really challenging times. Um, so really just kind of understanding

[46:49] what the cost estimator put together and and we looked at it and based upon what

[46:54] we're seeing in the market today. So, for example, right now as a firm in the

[46:58] Midlammit Valley, we've got about $100 million in projects under construction.

[47:02] So, getting a good sense of where are the numbers at, where should they be?

[47:06] Um, and as a cost estimating firm, they're going to look at dollars like in

[47:10] today in 2025 and that and then from there the real question is are you

[47:15] making good assumptions based upon today's dollars and then the real magic

[47:18] comes of what is my escalation and what am I projecting that and so looking at

[47:25] the numbers they they put together um from from a public standpoint because

[47:31] these are all going to be public dollars you know the numbers are pretty much

[47:35] where they should as far as what we're seeing in today's dollars. Um, and then

[47:40] the real question goes back to es cost escalation. Figuring on about a 4 and

[47:43] a.5% annual cost escalation year-over-year.

[47:47] Um, seems about right. It's kind of what we're seeing. So, um, kind of not a

[47:52] rabbit trail, but just what we've seen in the last 6, eight months is costs

[47:56] really started to kind of stabilize on on the construction standpoint,

[48:01] but we've also seen there there's like every 6 months you're seeing material

[48:06] pricing increases anywhere from 5 to 10%. Mhm.

[48:09] » And so while that's kind of stabiliz while material while the price is

[48:14] stabilizing, you have this upward pressure and that's getting absorbed by

[48:17] the trade partners as far as they're decreasing their margins and that can

[48:21] only go so far. And so what we're seeing like in the bid world today is um there

[48:28] is a lot of competition. We can tell that subcontractors are reducing their

[48:31] margins, you know, just to get work. And so there is kind of a depressed

[48:35] subcontracting market. How long is that going to last? you know, it's hard to

[48:39] say, but it's I feel like there's probably some um

[48:46] pressures that are, you know, it's just like I just got to get a job. So, what

[48:49] is it going to take to get a job? Um, so does it really reflect what the number

[48:53] would be in an ideal situation? Probably not. So, you know, again, looking at a

[48:57] 4.5% cost escalation year-over-year, is that a reasonable assumption? It feels

[49:02] very reasonable to us. And and then we looked at the cost like of what a new

[49:06] construction cost today. We've priced out, we're currently pricing out a new

[49:09] elementary school that is privately funded. And then you start to look at

[49:13] the delta between uh privately funded and publicly funded schools. Uh and that

[49:18] cost delta again, it fits right where it needs to be. So um yeah, let's see here.

[49:25] Where else are some of my notes on this? Um, we're seeing just for the just for

[49:30] context in the market today as a general contractor, we're seeing just a lot of

[49:34] renovations, maintenance projects, and seismic projects. That's pretty much it

[49:38] and that's all that's out there. There's not a lot of new projects out there. Um,

[49:44] I mentioned inflation, fuel search charges, uh, the depressed subcontractor

[49:48] market. So just seeing things as we start to kind of you know look through

[49:52] the looking glass and you know just trying to understand what is it going to

[49:55] be like in in 2027 and what is it going to be like in 2032 from a cost

[50:00] standpoint. Um you have to kind of take a measured guess and and hope that the

[50:06] times we're going to live in are can be somewhat stable and and there aren't any

[50:10] major market outliers. But the I guess you know as we look at it today I mean

[50:15] that feels like a very reasonable assumption. So

[50:19] um yeah like I said we looked through there's a very first of all you got a

[50:23] very very detailed cost estimate that was done by the cost ad spending firm

[50:27] got very very granular made some really good assumptions the what we saw was the

[50:32] flexibility there's flexibility to really start look at systems as far as

[50:36] how important and you know do you go with a Cadillac system for lighting

[50:42] control or do you go with you know uh you know a Kia or do you go with a

[50:47] Chevy, you know, those different grades of systems. That's the ability to kind

[50:50] of play with, you know, your your budget bucket. And the same thing with, you

[50:54] know, HVAC. I mean, there's a lot of solutions out there that involve

[50:57] tremendously complicated systems. Um, but there's solutions out there that

[51:03] have um lower first cost, but then the maintenance cost increases. You know,

[51:08] you have a higher maintenance cost year-over-year. So, kind of weigh all

[51:11] that stuff out and kind of weigh through it. I mean th those are kind of the

[51:15] variables that you kind of get to play with and really starting to dig down and

[51:18] say what what what is the right decision here. So I don't know if I've muddied

[51:22] the waters but you know it it's just I guess probably the major takeaway here

[51:27] is looking at the numbers that you're going to see or maybe you've already

[51:30] seen uh based upon 2025 and then escalated at like a 4 and a.5% um it

[51:37] does feel like they're they're what we would expect to see in the market in the

[51:40] future. So, >> thank you.

[51:46] » Anyone have any questions for Ryan? >> What is the delta between public and

[51:51] » I was going to ask public and private >> public and private else be equal?

[51:55] » Oh gosh. You know >> I

[51:59] it's kind of a moving scale, but let's say it's somewhere between 15 to 15% 20%

[52:06] somewhere in that. It just depends. An electrician on a private job is pretty

[52:09] much going to get paid the same as a public job just because most

[52:12] electricians they get paid journeyman wages. You know then you start looking

[52:15] at well painters painters get you know can you get an inexpensive painter and a

[52:20] union painter. So it really starts to play out in that. But

[52:24] » general rule 15 20% >> 15 20% still holds

[52:31] » why why question >> prevailing wage prevailing wage

[52:33] » wage prevailing wage prevailing wage tax. Yeah. I Yeah. Prevented waving.

[52:40] » Exactly what it is. >> Materials won't cost the same.

[52:42] » Yeah. It's it's the labor. >> Yeah. For city's cost estimating, we

[52:46] usually average 20 to 30%. Um for to be on the conservative side just for play

[52:52] paying bully wages. So >> one

[52:55] » are we required to accept lowest bidder or do we have flexibility? Like I know

[53:00] the city has to take lowest bidder. Are we required legally for that or do we

[53:03] have flexibility? >> That's a tough question to answer. In

[53:07] theory, yes, you're supposed to take lowest bidder, but there are caveats

[53:10] because if the lowest bidder doesn't qualify their bid, they can be removed

[53:15] from the bid pool. So, there's that's it's yes and no.

[53:25] Any other question? I just wanted to bring Ryan into because we're going to

[53:28] get into another concept. I know everybody loves this exercise, but it's

[53:31] a slightly different. um we are going to talk about those high, medium, and low

[53:36] priorities instead of just all in one bucket like we were doing the last time.

[53:40] So um part of the reason to do this is because of that that long range plan. We

[53:45] know we've got some immediate needs. We know we've got some um needs that could

[53:50] probably be handled in the next 5 to 10 years and then some that we just don't

[53:53] have the budget for in this bond. So we're going to put those on the back

[53:56] burner for the next bond. Okay.

[54:02] So, um, this is one of the things, um, the last two times we did this, we just

[54:06] need to get to a consensus of, uh, what those three tiered, um, priorities want

[54:12] to be. By the time we're done with our our workshops and our work with you all,

[54:17] um, we should all feel really comfortable about the different tiers

[54:20] that we've, uh, created. Um, and this is just the result of the last couple. We

[54:25] saw this in the last um, last session that we had, too. But we would ideally

[54:29] have, you know, some some semblance that's an agreement across all those uh

[54:35] line items. Do you want to talk about this?

[54:39] » Yeah, I'll take you through this. Um I showed you these last time. This

[54:43] spreadsheet is actually on um all my computers that I have, my mobile one and

[54:48] the one in my office. It changes daily. Okay. So, this is our immediate needs

[54:54] and summer project. So, and there's going to be some things that I'm going

[54:57] to need you to mark off that I didn't get to Amy on your list here. So, um,

[55:03] and the numbers change daily. In fact, as I was sitting over there, we got our

[55:07] numbers emailed to us for the for the roofing and timber. So, those came in a

[55:13] couple hours ago. Lauren got those. So, we're working on this pretty immensely.

[55:18] So, just just as a quick update, um the some of these things will be going to

[55:24] the board for authorization on the 20th to try to knock some of these things

[55:28] out. We had to re we reviewed some assessments. Um PST Pacific Sports Turf

[55:34] does all of our field maintenance and assessments of those fields. We just

[55:38] received and reviewed some of the maintenance reports on those. Um we're

[55:43] getting close to um safety issues in regards to our fields and the use of our

[55:48] fields. So those have moved up into the immediate things and that's what I'll be

[55:52] taking to the board um the 20th. They're they're deemed they they're running the

[55:57] risk of being deemed unsafe to play on. >> That's replacement or is that repair?

[56:02] » That's replacement. >> Yeah. So those numbers are real numbers.

[56:07] Um there these ones have adjusted just a tiny bit based on square footage, but

[56:11] they're these numbers change on a daily basis as we're getting in quotes and

[56:16] making sure they're accurate and things like that. But these are these are some

[56:20] things slated for the summer. The Calouia freezer we're still working on.

[56:24] Turf at both fields, the pump station at West, the concrete we're grinding is

[56:29] actually occurring right now. I did some over spring break. We had since 2021, we

[56:35] had 78 reports of trips and falls across our district equaling about a half

[56:40] million dollars in payouts. And so all those trips and falls aren't concrete.

[56:45] Some of them were, right? So that's going on right now. Um South Al High

[56:50] School track was assessed and reviewed. Um it's it's almost unusable at this

[56:56] point. They're going to make it through this year, but they're they're running

[56:59] on spots where there are bare pavement on that field. So, they're going to

[57:03] stretch it out one more year, but that needs to needs to be done as well. Um,

[57:08] South Tennis Court is in the same same boat um types of things. So, those are

[57:13] things that we're we're knocking off the list for for this year. And so, so

[57:18] that's on I anticipate that. So, that can be coming off of your list for us as

[57:23] well. >> Okay. Yeah.

[57:25] » Why is there a difference between the two turf estim?

[57:29] » Uh, different size, square footage. Okay. Yeah.

[57:32] » I thought a football field was a football field.

[57:34] » Yes. There's the inlay the size of the track

[57:38] » the D side of the track is larger. >> The D zones are synthetic turf at south

[57:43] whereas the track at west. >> Yeah, that's that's a difference.

[57:48] » So just to clarify, these are the things we can take off of our consideration for

[57:54] the tiered. >> I didn't hear what he said something

[57:56] about the track at South Albany. They've you know the

[58:01] the round bars the D zones that are inside the track that's all turf to

[58:04] south the west that's that's all been we didn't have the same space there's not

[58:09] much >> and so the the next list is what Amy

[58:15] will work you through but you can see some of those things this isn't hasn't

[58:19] been updated but some of the things like replace the the football turf those have

[58:24] moved up to the top tier this this isn't getting updated for you so I'm sorry

[58:28] about So, this is a list I think Amy wants you

[58:33] to work with tonight. >> Yeah. So, some you'll see on our um and

[58:37] some of the information that's been put on your table that um getting through

[58:41] what's what's a higher priority versus a lower priority is part of these lists.

[58:46] Um and then also the renovation costs um that we have. So ideally we get to a

[58:51] point where we're saying okay this could probably be put off and also cons in

[58:56] consideration of which schools might be closed um which schools are considered

[59:01] just for re- roof over the next 5 years as we consider consolidation. Um so

[59:06] those are the things that we want to make sure that we start talking about um

[59:11] tier one, tier two, tier three or high, minimum, medium and low priorities to

[59:15] make sure that we start looking at what you know these are obviously the ones

[59:20] that um are still um this is your high priority. This that

[59:26] you're handling. So these are the ones that we want to have the team look at um

[59:30] to make sure that we're putting those in the right buckets. What's most

[59:34] important? what's not as important. >> Quick question. When when they put the

[59:38] the the turfs in or the fields in and they knew it was going to be a 10 year

[59:43] life or a 15 year life or or whatever the lifespan is on that field, was there

[59:48] any mechanism in place to to start saving every year? So in 15 years we

[59:53] would have the money replacement. >> I can answer that. Back then no. Now

[59:58] yes. >> Okay. So we have um so let if you go

[1:00:02] back to the previous slide I should have mentioned cost but we have about $3

[1:00:06] million of remaining bond funds about 2.6 in capital improvement funds. So the

[1:00:11] balance of those two funds is roughly about $6 million. So these projects will

[1:00:16] come out of that. I won't exhaust that account because there's other things

[1:00:19] that I we may need to move up the list based off your prioritization, but

[1:00:24] they're spending about half of that money. And basically, they're the same

[1:00:29] type of budgets for us to spend projects out of. The facility usage fees that we

[1:00:36] have been now collecting in the last couple years are put in to a capital

[1:00:41] improvement uh fund grant. Um what do you call

[1:00:45] capital improvement? project fund >> capital project fund and then there is

[1:00:49] some in there that we pull on earmarked just for sports maintenance and upgrades

[1:00:54] so yes there is a fund for that will it cover all that in 10 years I'm not sure

[1:01:00] but that's be our hope but it depends on cost and that that nature but there

[1:01:05] wasn't a fund when we got here but but there is that

[1:01:09] » and so Kevin I'll just add to that that what we are engaged in right now is a

[1:01:13] shift to prospective funing and planning, right? And so, you when I got

[1:01:19] here, there was still leftover bills from both fields, even though most of

[1:01:23] their useful life had been used up at that point. And what we're doing is

[1:01:27] we're just shifting to a a a management of it over time so that we're saving for

[1:01:32] the next one. And typically, you know, sometimes these things the costs can

[1:01:36] outrun what Dave can collect, but it's a lot easier to find 150,000 than it is to

[1:01:41] find. The other thing is we the turf fields

[1:01:45] they are wearing out right um south when we sweep it it gets mostly the green

[1:01:50] turf now because it is just degraded to the point that that's coming but it is

[1:01:56] um important to remember this both of those fields have huge engineered rock

[1:02:02] drainage underneath them so it isn't about oh let's just go back to dirt

[1:02:07] there would be a huge cost of going back to grass

[1:02:10] » no no I don't think anybody's advocating that

[1:02:14] » just if I put a roof on a rental house, I save money every year.

[1:02:18] » That's right. That's where we should

[1:02:23] be. >> Okay. So, as part of this exercise, we

[1:02:28] went through and you guys have seen a similar chart, but we focused it just on

[1:02:32] the elementary schools since we're just talking about elementary schools today.

[1:02:35] This is to kind of give you a snapshot of all of the repair costs that we've

[1:02:42] seen along with the educational adequacy stuff. So, um where is it? Uh six

[1:02:47] classroom edition at uh Tina or wherever is on there. New schools on there, but

[1:02:53] as well as like covered place, things like that. So, there's repairs. You can

[1:02:57] see the colors. We've correlated those with Dave's numbers. Red would be the

[1:03:04] stuff that they are taking care of. right away. Yellow is the medium need.

[1:03:08] Blue is the low need. And so really, these are just these are calculations.

[1:03:12] That's really what they are of showing dollars remaining to be spent over those

[1:03:17] three categories, those high, medium, and low years. And then we have cost per

[1:03:22] schools that do the same, high, medium, and low. So it's really just a chart. So

[1:03:27] when we're going through this exercise, if there's a repair, if you're like,

[1:03:30] "We're going to close Waverly, so we can take out $248,000 out of whatever one of

[1:03:35] those categories is." So use this as a reference. It's updated just for the

[1:03:40] elementary schools. >> Any question? These are all escalated.

[1:03:45] All of the soft costs and everything are in there.

[1:03:51] So, one thing to note um why some schools are grayed out and why

[1:03:56] some schools are not. >> So, your earlier conversation about if

[1:04:01] we consolidate schools, we just showed okay so if Tangent was closed and they

[1:04:07] those students were moved immediately um then you know those dollars those

[1:04:12] renovation costs would just go away. And so that's why we just did an example

[1:04:16] here and then another one over there at central like what it would look like if

[1:04:21] those dollars just weren't part of the equation. So from your earlier

[1:04:25] discussion you can look at those totals for each of these schools and say if we

[1:04:29] consolidate these schools in the first tier the immediate needs those dollars

[1:04:34] just go away with the exception of like a roof or um some sort of envelope

[1:04:39] repair. And so um as you talk amongst your groups with your particular um

[1:04:45] plans that you had come up with, do consider those totals um when you when

[1:04:51] you consider your um first, second, and third tiers. Does that make sense?

[1:04:56] » But you wouldn't back out like 13 million for Central. If you close

[1:05:00] Central, you back out 100,000, right? That's the

[1:05:03] » That's what we're showing there. Yeah, that's why it's on that the yellow. Yep.

[1:05:07] So that we left the totals are a little wonky on those just because of that.

[1:05:11] Yeah. >> Any questions?

[1:05:15] » It's a lot of numbers. That's why you have a worksheet. Um but really um those

[1:05:24] » it's not always just a cakewalk to go through all of this stuff.

[1:05:29] Um, and just a reminder, um, just to keep in the back of your mind, um, what

[1:05:34] the group wanted to consider is maintaining that levy rate. Um, and so

[1:05:39] that that dollar, the 167 million, 168 million. Um, so if you're not, if you

[1:05:45] think in the back of your mind as a group, what do we want to spend on

[1:05:48] elementary schools to save some money for the middle and high schools? Um,

[1:05:53] just keep that um, in your thoughts. So the red box is the current rate.

[1:05:58] » That's what your um your 220 levy rate would get. That would maintain your levy

[1:06:03] rate after your um >> that's the current rate. The continuum

[1:06:07] » to the continuum. Thank you. Yes. >> And we've been cautioned to not go.

[1:06:14] » Yes. >> So the purpose is what? The purpose is

[1:06:18] just when you're thinking about your high, medium, and low numbers,

[1:06:23] you're not going to spend 168 million just on the elementarymentaries. So, um,

[1:06:27] whatever percentage of the 168 million youth are thinking about spending on

[1:06:32] elementary or middle or high school, um, just know that, you know, next month we

[1:06:36] will talk about those middle and high schools. So,

[1:06:41] » you really want to cross out the two crossed out.

[1:06:47] Okay. So, we're going to do the same exercise, same similar exercise that

[1:06:51] we've done before. We've provided the sheets for the all schools. This is

[1:06:57] just for reference for everybody of the high priority items that Dave has

[1:07:02] already listed. >> So, well, we just got informed that he's

[1:07:07] taking care of those so we don't have to think about those. So you can cross out

[1:07:10] the football turf, both of them, and the track

[1:07:15] » and the grinding. >> We're still taking care of it, so we can

[1:07:18] still think about it, right? >> Sorry.

[1:07:25] » All right, give me a second. We're almost there, people. So I swear. All

[1:07:28] right, so then on the second chart, we have the medium priority items. Once

[1:07:31] again, these numbers align with what Dave has on his sheet. So remember that

[1:07:36] he also has a chunk of money that he's trying to save in that bond for facility

[1:07:42] repairs. So just keep that in the back of your mind. Don't look at the 21

[1:07:45] million say I got 140 million instead. Woo, you know, let's go crazy. So just

[1:07:50] remember that. And then on the last sheet, it is the low priority. And these

[1:07:55] are once again the items that Dave has listed on his charts as well that he

[1:07:59] wants in consideration. So you can mark things off. We want to keep Dave happy.

[1:08:03] So, but and then on your strips, these are the additional items that aren't

[1:08:08] being accounted for in all of these categories along with the educational

[1:08:12] advocacy items, adding a six classroom edition, those other sorts of things.

[1:08:18] » And this is when you say all schools, but you're only talking grade school,

[1:08:22] elementary. >> These are only elementary. We just

[1:08:25] wanted to show all the high school just on the made the big priority items.

[1:08:30] » Okay. because there really wasn't too much for elementary schools. Okay, so

[1:08:34] just like before, we're going to go through and assign items high, medium,

[1:08:40] and low priorities just like before, but remember, we're just focusing on

[1:08:43] elementary school. >> I think

[1:08:50] it should be >> the only thing Dave mentioned that they

[1:08:55] were taking care of the concrete grinding. We crossed that off.

[1:08:59] And realistically, you're not really targeting 168 million on this one. It

[1:09:03] could be something that's on the other list. That's a higher priority. And you

[1:09:07] can write things in as well. >> Likely,

[1:09:12] » right? How much time? >> We can

[1:09:18] have you still maybe

[1:09:26] » roughly. I mean, it's probably not exactly half, but it's probably

[1:10:26] All right, everybody. We >> have one minute.

[1:10:29] » You're not done. Time to wrap it up.

[1:10:34] » So, it was one of those things. They're trying to fit it within their budget.

[1:10:38] There's not something I would love to do 100% properly, but I was like, well,

[1:10:45] it's not my money, too. Uh do you want to

[1:10:52] recently? >> Um so we were finishing houses. We did

[1:10:56] 21 or 22 in like

[1:11:06] with the market slowing down.

[1:11:13] » I'll come to you. All

[1:11:25] right, we have our first presenter ready to go.

[1:11:29] » Drum roll.

[1:11:36] » Still building upon our assumptions from earlier today where we had closed a

[1:11:40] number of the elementary schools. A lot of these numbers change. Uh but focusing

[1:11:44] on the 1 to2 um the things we added were the

[1:11:49] irrigation, the secured vessel, uh the intercom system which is now obsolete uh

[1:11:55] is part of the emergency contact system, the carpet, uh the covered playground

[1:11:59] since we're not doing the air conditioning, we figured give them a

[1:12:02] covered area uh to get out of the heat, and then the lighting controls. So our

[1:12:07] priority ones are about 19.5 million. um the stuff that's three and a half

[1:12:13] only we added was the modular that number went down because we're closing

[1:12:17] some of the elementary schools we don't have to worry about um those modulars at

[1:12:22] those schools. So that's alone is 31. Um so 31 and 20 we're at 50ish

[1:12:29] and then on this one you see the number of schools we have closed reduce that

[1:12:34] total to about 138. Uh so again heavily focused on closing

[1:12:40] some of those elementary schools to reduce the uh the capital burden.

[1:12:45] » And remind me what was your plan from the first exercise?

[1:12:49] » Uh close or help me. It was uh Naz Central

[1:12:55] » and then Tangentina. >> Yes. Actually it was all of them.

[1:13:01] » Okay. >> Because you were redoing

[1:13:04] dams became >> the new elementary. the new elementary

[1:13:07] school. >> Oh, the two middle and the middle

[1:13:08] schools absorb the nails. Okay. >> Okay. I remember.

[1:13:14] » Any questions for this team? >> Yep.

[1:13:17] » Clarifying questions. Are you talking about closing tequina as well?

[1:13:22] » Yeah. To make sure that we heard you correctly. Yes.

[1:13:29] » Thank you.

[1:13:32] » Who would like to go next?

[1:13:40] These aren't sticky.

[1:13:44] » Don't make them sticky.

[1:13:50] » You're taping these up there or where are these going?

[1:13:52] » Uh on the

[1:13:58] » I can talk while we're figuring out. Uh so this is our high priority list. Uh,

[1:14:02] we crossed off the things that were schools that we weren't doing and the

[1:14:06] stuff that Dave mentioned earlier. Also, my math might be a little wrong because

[1:14:10] Dave was going around and crossing off numbers as we went. Um, but we were

[1:14:18] » still messing with numbers here. Uh, we were adding six classrooms to Tequina to

[1:14:23] account for closing uh, central. Um, we were securing the vestibules and we

[1:14:28] added uh, the covered play structure at Tina. um because we were going to be

[1:14:32] adding schools there for a total of 13.4 is where we're at and we were closing in

[1:14:36] central Waverly Naz and Tangent uh for our medium priority three or yeah

[1:14:43] 3 to 5 years uh we were still closing Waverly and we don't have to do the

[1:14:48] mechanical repairs because we were also closing Naz and Central on that one. Um

[1:14:53] so but we added cooling to the remaining four schools minus the four elementary

[1:14:58] that we were closing. Um, so that brought that total to 52.7.

[1:15:05] Um, and then this one is the low priorities. Again, we crossed off the

[1:15:09] schools that we weren't uh going to be servicing at that point. Um, and then

[1:15:15] did our modulars replacements for the ones on schools that we didn't close um

[1:15:20] for a total of 42. And this was 10 plus years out for any of those depending on

[1:15:26] enrollment and general maintenance such like that.

[1:15:31] » Any questions for this team?

[1:15:49] » We're really good at group projects. Oh, look.

[1:15:58] I don't know. >> So, to start with, we were assuming that

[1:16:05] we would be doing the two major projects between the two high schools. So, um

[1:16:09] that would be replacing the buildings at south and then the equivalent amount for

[1:16:14] west. Um and then which is about 82 million and then doing the 22 million or

[1:16:20] giving 22 million plus the 8 million grant for middle schools. So what we had

[1:16:25] left um we prioritized like we took off the things that wouldn't be needed um

[1:16:31] anymore. So, we prioritized the ADA door hardware upgrade, asbestous removal, um,

[1:16:38] and the playground equipment districtwide. Um, and then that took us

[1:16:42] over to doing all of the mid priority or medium priorities minus what we don't

[1:16:49] need because of schools closing. Um, and we figured Dave would just have to find

[1:16:52] the money for the temporary central and na um, mechanical repairs because we

[1:16:58] ended up closing Naz um, after all. Um, so that's a change, but

[1:17:05] we would do the six classroom addition at Tina replacing the internal clock

[1:17:10] systems because that was required for other mechanical upgrades. Um, Naze, we

[1:17:15] would add 10 classrooms to Oak Grove. um add secure vestibules and carpet

[1:17:20] replacement as well as the district roof repairs um window replacements

[1:17:26] aside for etnaz and then mechanical repairs and asbestous removal. So

[1:17:32] » So you're which consolidation was your team? we were doing um Waverly would be

[1:17:37] consolidated to um Meadow, Tina and um Southshore and then also that tangent

[1:17:45] would be consolidated to Oak and Liberty and then central to Tuna and the rest.

[1:18:00] » Yeah.

[1:18:14] Yeah,

[1:18:19] » I think as others have mentioned, there's just kind of a spaghetti effect

[1:18:22] where if you're closing schools down, a lot of these uh costs are just adjusted.

[1:18:28] But when you're looking at the high priority items and removing the ones

[1:18:31] that Dave had mentioned, we get down to about 1.6 million for those priority

[1:18:35] items. Um, when you start looking at medium priority,

[1:18:42] the same spaghetti effect, but we added the six classroom edition because we

[1:18:47] were moving central into tequina and tea that remodel. Uh, vestibules. We added a

[1:18:53] footnote to that where they're not really vestibs, they're locked doors and

[1:18:57] so there would need to be audits and training to properly use them so that

[1:19:01] people aren't forgoing the safety measures. Uh adding cooling was a

[1:19:05] contentious one for us because we're not sure what what the need is

[1:19:10] going to be there and it's going to add additional maintenance costs. So we

[1:19:14] talked about the uh amortizing of the school fields. adding a new complicated

[1:19:20] system is going to add overhead and electricity costs. Um, we weren't sure

[1:19:25] where that was captured, but you just add lighting to schools, playground

[1:19:30] structure. If you're consolidating them into those schools, we thought it'd be

[1:19:35] worth it to add a covered space for tequina modulars. Same kind of idea. Uh,

[1:19:41] by going from modulars to stick frame, maybe lowering some of those maintenance

[1:19:46] costs. And then on the low priority items,

[1:19:52] John uh variation site upgrades, carpet

[1:19:56] replacement, and long longterm maybe that new

[1:20:02] uh school as well. And we realized partway through that we were missing

[1:20:06] some of the >> No, this one we chose not to.

[1:20:10] » Oh, yeah. the NA that was one of the things that

[1:20:14] one of the schools that we were limiting so we didn't see the need for it

[1:20:20] » questions

[1:20:31] and then consolidating

[1:20:35] » hope into Lafayette >> and then Ted potentially one question

[1:20:41] that did come about a carpet replacement. Does that include asbesus

[1:20:45] abatement? >> Um, not necessarily because not all

[1:20:51] schools have abatement that the needs. So, it would be dependent. I think the

[1:20:56] abatement that was listed were for particular schools.

[1:21:00] » So, we can pull up the carpet. It's a it's a hidden cost maybe

[1:21:04] » potentially. I think as as the district has been replacing carpet, they have

[1:21:08] been pulling the tile. So, um, it's not as prevalent as you think it might be.

[1:21:14] So, >> depends on the student.

[1:21:17] » Yeah.

[1:21:21] » Yeah. Like the older if it's a rolled good instead of a tile, it's most likely

[1:21:25] been covered over, but if you've got tile, many times that's probably already

[1:21:29] been.

[1:21:32] » All right. Much like the last year, we pretty much left the first page alone.

[1:21:38] Most of the stuff is being done. So we had another one marked off from Dave as

[1:21:43] we were doing it. So our number is just about 1.2 million on that one.

[1:21:48] » 1.6. >> No, because Dave came along and marked

[1:21:51] that one off and we subtracted it. Um so then on our

[1:21:58] medium, we added the sixth classroom edition at

[1:22:02] Tina since our plan was to close Central and move it into Tina. replace lighting

[1:22:08] controls, carpet replacement, um modulars with the

[1:22:14] replace modulars, and we put that we would replace them with permanent at

[1:22:19] Liberty and Sunrise, but the other schools we had talked about possibly

[1:22:23] closing, so we weren't going to replace there. and then irrigation and site

[1:22:27] upgrades um except for at the five schools that we were possibly closing

[1:22:35] and replacing the internal clock systems and that brought us to 400. No, that's

[1:22:40] not that brought us to 48,33,191.

[1:22:47] And then on our low priority, we added cooling and covered play

[1:22:55] structures. And we did not do the math on that

[1:23:00] because well, that was the low priority. >> All right.

[1:23:05] » And there are some we didn't even put on the list. We thought it just is probably

[1:23:08] off the table for now. >> Yeah.

[1:23:10] » Okay. So, we need to call a 10 plus years.

[1:23:12] » Yes. >> Or not or to completely defunct and get

[1:23:15] rid of the school. And what schools did you guys close?

[1:23:17] » Uh we closed yes Central and moved them into Tina and

[1:23:22] we looked at possibly closing Tangent and possibly closing Waverly and

[1:23:27] questioning whether we should or close uh North Albony Elementary.

[1:23:33] So,

[1:23:40] » is there anything you heard from other teams that um you would consider or

[1:23:46] wanted to talk about? >> Good job.

[1:23:50] » Well, the group over there was kind of interesting because we stayed away from

[1:23:53] the conversation of touching anything middle school. like when there's the

[1:23:57] concept of being able to maybe move kids out of the middle school and have that

[1:24:02] become a a regional elementary school instead like we didn't

[1:24:08] » thank you. >> So that was interesting. I think that's

[1:24:10] a curious conversation in somewhere.

[1:24:15] » That's a lot of Yeah, a lot of moving pieces that would

[1:24:20] be a good conversation for the subcommittee that gets created.

[1:24:25] you want. >> We had a back and forth discussion about

[1:24:29] the cooling where where that needed to go. My thought is

[1:24:35] where what priority would be put on that if everybody sitting at the table was a

[1:24:39] classroom teacher, >> right? That's a good question because

[1:24:43] that was a big issue during the negotiations for their contract. So it

[1:24:47] was a very good big conversation for you.

[1:24:52] » Anybody keep cooling as a top top or middle tier?

[1:25:02] » Any other comments or observations you saw?

[1:25:11] » Um next time we like we mentioned we will be talking about middle schools and

[1:25:15] high schools. We are meeting with both the high school principles um to go

[1:25:20] through the different concepts um right sizing the additions um and then going

[1:25:24] through the upgraded list of needs with them too that um we can show them what's

[1:25:29] being h what's happening outside of the bond work. And so we'll go through this

[1:25:33] exercise but just with middle and high school next time. Um

[1:25:38] before we leave we do have a little bit of an exit poll um literally as you're

[1:25:43] exiting if you like. Um, so what we want to do, these are the concepts that came

[1:25:48] out of the first exercise. Um, and so what we want to see is, um, we've got

[1:25:54] some dots, red, yellow, and >> yeah, this is what you want to do.

[1:25:59] » Okay. So, one of the things that you guys have

[1:26:02] been talking about is, you know, what are the schools, those kind of things.

[1:26:07] And I, so like my job, the board is going to also have to, you know, come to

[1:26:11] agreement on this. So, we need to have you guys think a little bit more in

[1:26:16] terms of time and not just what, right? So, we we have anywhere from four

[1:26:22] schools or whatever to one there's over there and so Jonah has

[1:26:29] put up the different proposals around closing.

[1:26:36] I want to remind us all that JL came back and said, "I walk carefully here

[1:26:45] based on the poll." Right? So, my job is not like you guys

[1:26:51] say, "Hey, we're going to do all four. Let's just go do it." I would just go

[1:26:56] because I would know that we're probably going against what the community said in

[1:27:02] the poll, right? And so we have year after year here nothing that I've heard

[1:27:09] on the priorities list scream that it has to be done now because we said at

[1:27:14] the beginning there are some of these things that are low priority or that

[1:27:18] were on a closure list. We can still distinguish and spread those out in time

[1:27:25] so that we do not waste the opportunity of a bond.

[1:27:32] Right? So I would put caution on that because if we put a huge amount of

[1:27:38] headway before May of 2027, we begin to make that a more tenuous

[1:27:47] thing and that's like we have one of these school closures that's based on

[1:27:50] that passing, right? And so again, distinguish between

[1:27:56] what can be accomplished. None of these schools must close immediately. And we

[1:28:01] can be thoughtful about how we face this. And we can also

[1:28:07] separate the time of the decision from the date a school actually closes. And

[1:28:15] in fact, that's helpful, right? And so we have an exercise.

[1:28:21] Jonah's going to give you colors. You've been handed out. What do you have in

[1:28:24] your hands right now? Yeah. Liz, question. So, when I'm looking at the

[1:28:28] first uh deal there, it says Martha Elementary closing it and moving it into

[1:28:34] Oak Grove. Does that mean we would be moving the sped programs out of Oak

[1:28:39] Grove? >> Yeah, we we're just looking at the

[1:28:41] general concept today rather than a detail like that. What we really want is

[1:28:45] to have you guys go up and place stickers and and Jonah will do that, but

[1:28:51] I want you guys to not just think about what is your priority, but when we

[1:28:56] should do that. >> Does that make sense? So, Jody, you want

[1:29:01] to give them the color scheme? >> Yeah, you bet. Did everybody get some

[1:29:03] stickers? >> Yeah.

[1:29:06] » So, we've got some legends up here. Um, so green is 2027.

[1:29:12] So that would be the date of decision. Uh yellow is 2028 to 2030 somewhere in

[1:29:19] that that time frame. And then red is kind of a future bond.

[1:29:24] So all six scenarios are up here. So North Albany Elementary School closure

[1:29:30] going to Oak Grove. Hen Elementary School closure going to Liberty Oak

[1:29:35] Sunrise or Periwinkle. North Albany Elementary, Central and

[1:29:41] Tina closing and going to North Albany Middle School. And then the students

[1:29:46] from North Albany Middle School go to Memorial Middle School, Central

[1:29:50] Elementary School closing, moving to Tina with the addition of six

[1:29:55] classrooms. Oak Elementary School moving to Lafayette and then Waverly closing

[1:30:02] and going to either Tina, Meadow Ridge, Southshore, Millersburg, Sunrise or

[1:30:07] Perry.

[1:30:13] » So just superintendent thinking, right? So I will put timelines up and I think

[1:30:19] about what does this do for the situation in November of next year. what

[1:30:24] does this do and how does this create support or detract from it in April of

[1:30:31] 2027. So we have to think about those things because at some point in the

[1:30:38] future those things will either converge or will align and move smoothly. So

[1:30:45] that's what I would ask that you guys think about knowing that this is one

[1:30:50] chance May 27th. >> Yes, Joe.

[1:30:55] » Um so when we say 2027, are we saying that change would happen pre-bond work

[1:31:00] being done? >> Ah post bond work being done.

[1:31:04] » So um we may need to just clarify that a little bit Jonah. So um 26 let's look at

[1:31:11] 27 as the 2627 school year at the end of it. So the end middle of 27 June 27 that

[1:31:20] fall would be when that actually takes effect. So for a real life example,

[1:31:24] could you add on to tequina in just a >> no that bond would have to occur that

[1:31:31] move would occur in 28, >> right?

[1:31:33] » Sell bonds plan >> for the decision.

[1:31:38] » Doris, >> so why are we looking at the middle

[1:31:40] school? I thought we were doing that next.

[1:31:44] » Uh I think uh I had been asked by Matt about whether or not that could be

[1:31:48] partial partially a consideration here. Is that right? Did you ask me that to

[1:31:51] begin? And so we said we didn't confine it to that

[1:31:56] » because one troublemaking table brought it up,

[1:32:02] » but we didn't include it in our stuff. So

[1:32:06] » um give that some thought about this. I mean

[1:32:10] » we could if we weren't going for a bond, we would probably be more aggressive in

[1:32:15] that timeline and in the breadth of the project. But because we do have to

[1:32:20] appeal to the voters, then that's a consideration that I think we all need

[1:32:24] to think about. >> So if we wanted to put a certain colored

[1:32:29] sticker on multiple, but we only have three. Is are we limited to three?

[1:32:34] » Force choice exercise. >> Okay.

[1:32:37] » Pick your pick your face. >> Go take your time.

[1:32:41] » Put them up.

[1:32:46] Green is more

[1:33:11] for vacation. So we're going >> where you going?

[1:33:13] » Uh Fiji going diving for 10 days.

[1:33:25] It's been a great experience.

LRFAC Meeting April 7, 2026

Transcript