[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.