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[Call the Work Session to Order]

[00:00:05]

ALL RIGHT, SO WE'RE GOING TO MOVE ALONG IN OUR WORK SESSION.

SO THE FIRST ITEM WE HAVE ON THE AGENDA IS A DISCUSSION WITH THE TAG ACT OR TAG ADVISORY

[1. School Board Discussions with Talented and Gifted (TAG) Advisory Committee]

COMMITTEE. I CAN TURN IT OVER TO DR.

RIEF THAT WORKS FOR YOU.

THEY SURE. WELL, I DON'T SEE MR. MILLER HERE, WHO IS THE TAG ADVISORY CHAIRPERSON, SO BUT I DO SEE THE COORDINATOR OF THE TAG PROGRAM. SO DR.

TEMPLE, MILNER, MILNER.

OK. SO JUST AS LIKE A RECAP, AGAIN, WE HAVE AN AD HOC COMMITTEE THAT IS.

YOU KNOW, WAS PUT TOGETHER TO TRY TO LOOK AT HOW EFFECTIVELY THE BOARD IS INTERACTING WITH OUR ADVISORY COMMITTEES, HOW WE CAN COLLABORATE TOGETHER TO FURTHER THE GOALS OF THE STRATEGIC PLAN. AND SO WE JUST WANTED TO HAVE AN OPPORTUNITY TO HEAR FROM THEM.

I SHARED THE MOST RECENT ANNUAL REPORT THAT WE APPROVED ON THE CONSENT CALENDAR ON OCTOBER 20, FIRST WITH THE BOARD.

AND I DON'T THINK WE'VE GOTTEN THE SCOPE OF WORK YET FOR THIS CURRENT YEAR, SO WE'LL JUST TURN IT OVER TO YOU TO JUST HEAR ABOUT WHAT'S BEEN GOING ON WITH THE COMMITTEE.

ALL RIGHT. THANK YOU SO MUCH FOR HAVING ME.

SO OUR SCOPE OF WORK THIS YEAR IS UPDATING OUR LOCAL PLAN.

OUR LOCAL PLAN FOR THE GIFTED HAS NOT BEEN UPDATED IN ALMOST 10 YEARS.

SO THAT IS OUR NUMBER ONE GOAL FOR THIS SCHOOL YEAR.

WE HAVE A FEW PEOPLE WHO WILL BE WORKING VERY CLOSELY WITH ME ON THE STEERING COMMITTEE PORTION OF IT. BUT WE HAVE BROKEN UP OUR SCOPE OF WORK WITHIN THE LOCAL PLAN TO LOOK AT A CONTINUUM OF SERVICES ACROSS ACPS.

HOPEFULLY LOOKING AT MAKING SURE WE HAVE ACCESS TO RIGOR FOR ALL STUDENTS IN K THROUGH 12. THEN HAVING DIFFERENT LEVELS UPON THAT.

WE ARE ALSO LOOKING AT IDENTIFICATION PROCEDURES AND LOOKING AT OUR COMMUNICATION PLANS AND TRYING TO DEVELOP WHAT WE THINK WOULD BE BEST FROM THE COMMUNITY'S PERSPECTIVE AND BRINGING THAT BACK TOWARDS THE LOCAL THE OVERALL LOCAL PLAN.

OH, GO AHEAD. I JUST WANTED TO WELCOME DR TEMPLE MILLNER BECAUSE SHE IS OUR NEW DIRECTOR OF GIFTED EDUCATION AND WE ARE JUST REALLY EXCITED TO HAVE HER.

SHE'S ALSO A PARENT IN ACPS AS WELL, SO WE'RE REALLY HAPPY TO HAVE HER A PART OF OUR TEAM AND SHE BRINGS AN EXPERTIZE TO THE TABLE, ESPECIALLY WHEN WE'RE TALKING ABOUT EQUITY AND GIFTED EDUCATION.

HER ACTUAL DISSERTATION WAS ON EQUITY AND GIFT EDUCATION, AND YOU CAN SEE THE ACTUAL TITLE. BUT I KNOW WE TALKED ABOUT IT DURING YOUR INTERVIEW AND THAT'S WHEN I WAS SOLD ON THE RECOMMENDATION OF HIRING HER.

BUT YOU MAY WANT TO SPEAK TO THAT A LITTLE BIT BECAUSE I THINK IT'S IMPORTANT FOR THE BOARD. WE HAVEN'T REALLY HAD TIME AT FACE TIME LIKE THIS WITH YOU.

SO I THINK IT'S A GOOD OPPORTUNITY FOR YOU TO JUST GIVE A LITTLE BIT ABOUT YOURSELF.

WELL, THANK YOU VERY MUCH.

YOU ALL WILL BE SEEING ME A LOT THIS YEAR WITH ALL THE DIFFERENT PARTS OF THE PLAN COMING UP. BUT YES, THANK YOU, DR.

HUTCHINGS. SO I'M MEGAN MILNER.

I'VE BEEN IN THE AREA FOR 20 YEARS.

I CAME OVER FROM FAIRFAX COUNTY PUBLIC SCHOOLS IN FAIRFAX COUNTY, PUBLIC SCHOOLS OVER THE SIXTH GRADE TEACHER, AND THEN I TRANSITIONED INTO A GIFTED RESOURCE TEACHER AND I HAD A WONDERFUL, WONDERFUL PRINCIPAL.

MY YEAR THREE OF TEACHING WHO LOOKED AT TITLE ONE DIFFERENTLY, WHERE A LOT OF PEOPLE LOOK AT TITLE ONE FUNDS AS WE JUST REMEDIATE WHERE MY PRINCIPAL LOOKED AT TITLE ONE FUNDS AS A WAY TO INNOVATE. AND SO SHE HIRED ME FULL TIME IN A SCHOOL, WHICH TYPICALLY YOU'RE NOT IN FULL TIME AS A RESOURCE TEACHER IN A SCHOOL WHERE I WAS CHARGED TO TEACH IN EVERY SINGLE CLASSROOM TO UPDATE OUR YOUNG SCHOLARS PROGRAM.

IN ADDITION TO THAT, WE DEVELOP SOMETHING CALLED A LOCAL LEVEL FOUR PROGRAM, WHICH MEANT WE HAD KIDS WHO HISTORICALLY WEREN'T FOUND ELIGIBLE AT THE CENTRAL LEVEL.

BUT WE KNEW THAT KIDS WERE CAPABLE OF DOING WONDERFUL THINGS, AND WE WANTED TO MAKE SURE THAT WE PROVIDED ACCESS TO KIDS.

SO WE DEVELOPED A FULL TIME GIFTED PROGRAM WITHIN OUR LOCAL SCHOOL AND OUR POPULATION, AND OUR GIFTED PROGRAM REFLECTED OUR ENTIRE POPULATION ACROSS THE WHOLE SCHOOL SYSTEM, A WHOLE SCHOOL. IN ADDITION TO THAT, WHAT HAPPENED WAS OUR TEACHERS ACROSS THE ENTIRE SCHOOL DEVELOPED BETTER PRACTICES FOR TIER ONE INSTRUCTION BECAUSE WE HAD A MENTALITY OF OUR KIDS CAN DO IT AND OUR KIDS WILL DO IT ONLY IF WE GIVE THEM ACCESS TO DO IT.

AND SO PART OF THAT ALSO HELPED OUR IDENTIFICATION PROCEDURES WHERE WE DECIDED TO.

[00:05:04]

IF WE GIVE KIDS ACCESS TO HIGHER LEVEL THINKING, THEN WE COULD OBSERVE HIGHER LEVEL THINKING IF WE GIVE ACCESS TO KIDS FOR HIGHER LEVEL LEARNING AND THINKING, WE HAVE WORK SAMPLES THAT WE COULD DEVELOP PORTFOLIOS FOR TO IDENTIFY STUDENTS AS WELL.

AND SO THAT REALLY KICKED OFF WHAT MY WHOLE STUDIES HAVE BEEN ACROSS THE TIME I WAS LOOKING AT OUR TITLE ONE SCHOOLS AND ACCESS TO RIGOR FOR ALL.

AND WHAT THE BENEFITS WOULD BE TO MAKING SURE THAT WE HAVE FULL TIME GIFTED RESOURCE TEACHERS AT EVERY SCHOOL AND WHAT THAT MEANS TO HAVE THEM AS AN INTEGRAL PART OF A SCHOOL SETTING. AND WHAT I FOUND IS THE PHILOSOPHY AND MINDSET OF TEACHERS CHANGED ONCE THEY HAD THE TOOLS IN ORDER TO TEACH KIDS AT HIGHER LEVELS WAS WOW, I DIDN'T THINK MY KIDS COULD DO THIS, BUT THEY DID BECAUSE THEY GAVE THEM THE CHANCE.

AND THAT'S REALLY ULTIMATELY WHAT MY STUDY LOOKED AT IS PROVIDING CHANCES AND OPPORTUNITIES FOR KIDS AND NOT ADOPTING A PHILOSOPHY THAT OUR KIDS CAN'T.

AND SO I'M HOPING THAT WE COULD BRING THAT TO ALEXANDRIA AND CONTINUE NURTURING THAT I THOUGHT, AS WE'VE BEEN DOING OVER THE LAST FEW YEARS.

SO THAT'S WHERE I AM TODAY.

LONG STORY, AND I'M VERY HAPPY TO BE HERE.

AND I'M A PARENT AS WELL FOR AN ELEMENTARY AND MIDDLE SCHOOL, AND MY KIDS HAVE BEEN IN ALEXANDRIA CITY SCHOOLS FOR SEVEN YEARS.

SO HERE WE ARE. FRANK, THANK YOU FOR THAT.

I HAVE TO SAY IT'S NOT A LONG STORY.

IT'S A BEAUTIFUL, MUCH NEEDED STORY.

YOU MAKE IT SOUND SO EASY.

AND IN MY HEAD, I I DO ASK MYSELF CONSTANTLY WHY WHAT IS THE PROBLEM, RIGHT? SO I ACTUALLY HAVE TWO QUESTIONS FOR, IF YOU DON'T MIND.

THE FIRST IS.

WELL, I GUESS YOU KIND OF STATED, BUT WHAT YOU WHAT DO YOU PERCEIVE TO BE SORT OF THE BIGGEST ROADBLOCKS TO GETTING EVERYBODY ON BOARD WITH THE FOCUS ON TIER ONE? CHANGES CHANGES AT THAT LEVEL AS OPPOSED TO WORKING IN SPECIAL SILOS.

I JUST THINK THAT ACCESS TO HIGHER LEVEL THINKING IS GOOD FOR ALL KIDS, AND THAT SHOULD BE THE BASIS OF TIER ONE INSTRUCTION.

YOU KNOW, OVER THE COURSE OF THE SUMMER, I'VE HAD A LOT OF OPPORTUNITIES TO MEET WITH PARENTS OVER THE PHONE AND ON ZOOM.

SO WE'RE A LITTLE DISAPPOINTED THAT THEIR CHILDREN MIGHT NOT HAVE BEEN FOUND ELIGIBLE YET FOR TECH SERVICES.

AND WHEN I GOT DOWN TO THE BOTTOM OF THE CONVERSATION, THEY SAID, YOU KNOW, MEAGAN, I DON'T NECESSARILY THINK MY CHILD'S GIFTED.

I JUST WANT MY KIDS NOT TO BE FORGOTTEN ABOUT IN THEIR CLASSROOM.

AND THAT POINTS TO ME THAT WE NEED TO LOOK AT OUR TIER ONE INSTRUCTIONS, OUR TEACHERS ARE WORKING SO HARD.

THEY REALLY ARE.

BUT DO THEY HAVE THE SKILLS YET TO KNOW WHAT HIGH QUALITY, HIGH RIGOR INSTRUCTION IS? AND THAT'S SOMETHING I THINK WE'RE CONTINUING TO TO LEARN AND DEVELOP.

AND PART OF THAT IS PROFESSIONAL DEVELOPMENT, LOOKING AT OUR CURRICULUM RESOURCES AND PROVIDING TEACHERS TIME TO HAVE MODELS WHO COULD QUOTE TEACH IN THEIR CLASSROOM TO DO SO.

SO I THINK THAT'S ONE PORTION OF IT.

MS. GREENE, THANK YOU, GERALDTON, AND THANK YOU.

THAT IS A BEAUTIFUL STORY.

I LOOK FORWARD TO THIS STORY CONTINUING WITH YOU, WORKING WITH US, SO WELCOME.

SO WITH THE LOCAL PLAN THAT'S DEVELOPING.

CAN YOU TALK TO ME A LITTLE BIT ABOUT WHAT FAIRFAX COUNTY DID FOR THE IDENTIFICATION PROCESS AND WHAT MIGHT BE WHAT COULD BE IMPLEMENTED HERE? AND ONCE WE DO GET THAT LOCAL PLAN TOGETHER, HOW FAST CAN WE CHANGE WITH THE IDENTIFICATION PROCESS? TAG STUDENTS? YEAH, GREAT QUESTION.

GREAT QUESTIONS.

SO SO WE DO A LOT OF THINGS THAT ARE SIMILAR TO FAIRFAX COUNTY AND IN FAIRFAX COUNTY IS A LARGE SCHOOL SYSTEM, RIGHT? IT HAS A LOT OF RESOURCES BEHIND IT, AND WE HAVE A LOT OF RESOURCES TOO.

BUT I THINK FOR US AS A SCHOOL SYSTEM, WHAT MIGHT BE GREAT IS WHEN WE START DEVELOPING THE LOCAL PLAN IS TO REALLY LOOK AT HOW WE'RE STAFFING OUR SCHOOLS TO BE ABLE TO PROVIDE THAT KIND OF INSTRUCTION AND THAT KIND OF SUPPORT FOR TEACHERS.

SO RIGHT NOW, I'M ACTUALLY IN THE PROCESS OF COLLECTING DATA FROM OUR TAG DESIGNEES SO WE DON'T OFFICIALLY HAVE A RESOURCE TEACHER IN OUR SCHOOL SYSTEM.

WE HAVE TAGGED TEACHERS, RIGHT, WHO ARE TEACHING OUR FOURTH AND FIFTH GRADERS FOR ESSAYÉ SERVICES, BUT WE DON'T HAVE A GIFTED RESOURCE TEACHER.

WE'RE RELYING ON SOMETHING CALLED A TAG DESIGNEE, WHICH RECEIVES A STIPEND EACH YEAR, AND THE STIPEND IS NOT VERY LARGE.

SO A LOT OF TIMES WE'RE CALLING UPON OUR SCHOOL COUNSELORS, WE'RE CALLING UPON OUR ASSISTANT PRINCIPALS, WE'RE CALLING ON OUR TEST COORDINATORS TO TO DO THIS WORK AND AND

[00:10:06]

THEY DO WONDERFUL WORK.

BUT SOMETIMES THEIR SCHOOL COUNSELORS, THEY'RE NOT TEACHERS, THEIR COUNSELORS, AND THAT'S THEIR AREA OF EXPERTIZE.

AND SO PART OF LOOKING INTO DEVELOPING THIS LOCAL PLAN, I THINK, IS A WAY FOR US TO LOOK AT WHAT KIND OF SUPPORTS DO WE NEED TO PUT IN PLACE TO PROVIDE SCREENING OPPORTUNITIES TO PROVIDE OPPORTUNITIES FOR CODE TEACHING WITH A TEACHER WHO IS ENDORSED AND GIFTED EDUCATION? I THINK THAT'S A BIG PART OF WHERE WE NEED TO GO.

IN ADDITION TO THAT, WE HAVE OUR ESSAYÉ SERVICES AND THOSE TEACHERS ARE CURRENTLY TEACHING IN A SELF-CONTAINED CLASSROOM, WHICH IS GREAT.

BUT AGAIN, OUR KIDS CAN BE SERVED ALSO IN GENERAL ED SETTINGS, USING READING AND WRITING WORKSHOP MODEL AND AS WELL AS A MATH WORKSHOP MODEL, ESPECIALLY AT THE ELEMENTARY SCHOOL LEVEL. BUT THAT IS SOMETHING WHERE YOU JUST LIKE IN SPECIAL ED, YOU COULD DO A CODE TEACHING EXPERIENCE AS WELL.

SO I THINK PART OF IT IS MAKING SURE THAT IN OUR LOCAL PLAN, WE GIVE TIME TO PROVIDE THE PROFESSIONAL DEVELOPMENT SO WE COULD DEVELOP COACHES ALSO PROVIDING TIME TO BRING IN RESOURCE TEACHERS FOR EVERY SCHOOL.

ONE THING I ASKED OR TAG DESIGNEES IS TO SUBMIT THE QUESTIONNAIRE ABOUT HOW MUCH TIME THEY'RE SPENDING, SCREENING CHILDREN AND WORKING WITH PARENTS AND WORKING WITH A TAG OFFICE. I DON'T HAVE ALL THE DATA YET, BUT RIGHT NOW THE SMALL GROUP OF DATA THAT I HAVE IS THESE TAG. DESIGNEES ARE SPENDING FIVE HOURS A WEEK COMMUNICATING WITH PARENTS ABOUT THE TAG PROGRAM.

THEY'RE COMMUNICATING WITH ME ABOUT THE TAG PROGRAM.

THEY'RE ANSWERING EMAILS, THEY'RE DOING THE SCREENING.

THAT'S A LOT OF WORK.

AND IF YOU THINK ABOUT FIVE HOURS A WEEK, THAT'S ESSENTIALLY ONE WORKDAY.

THAT'S NOT NECESSARILY THEIR PRESCRIBED JOB.

IT'S IN ADDITION TO SO I THINK WITH A LOCAL PLAN, WE NEED TO START LOOKING INTO HOW WE COULD CREATE RESOURCES OR DIVERT RESOURCES THAT WE CURRENTLY HAVE TO STRENGTHEN THE PROGRAM TO STRENGTHEN TEACHERS AND AS WELL AS HAVE A BETTER MEANS TO IDENTIFY STUDENTS.

SO THERE'S THERE'S A LOT OF WORK TO BE DONE, BUT IT'S GOOD WORK AND THE WORK THAT YOU KNOW, DOCTOR IS REALLY DID MS. DOMINIC DID OVER THE YEARS WAS A GOOD JOB.

THEY REALLY DID A WONDERFUL JOB, BUT THEY ALSO WERE REALLY SMALL OFFICE OF ONE OR TWO.

SO HOPEFULLY, AS A LOCAL PLAN DEVELOPS, WE GET SOME MORE RESOURCES TO TO EXECUTE A PLAN IN WHICH IT'S FAVORABLE FOR ALL KIDS.

THANK YOU. YEAH. MS. LORBER. THANK YOU.

GREAT TO HEAR YOU.

LISTEN TO WHAT YOU HAVE TO SAY.

THIS IS A SORT OF WILL BE A QUESTION BORN OF A BIT OF IGNORANCE, BUT I'M TRYING TO FIGURE OUT. YOU KNOW, TRYING TO GET AWAY FROM THE SILO APPROACH, AND WE FINISHED ABOUT A YEAR AGO, HUGE VALUATION OF OUR SPECIAL CONSTRUCTION PROGRAM.

AND ONE OF THE BIGGEST FINDINGS WAS THAT OUR MTS PROGRAM WAS NOT BEING.

WELL, IMPLEMENTED THROUGHOUT THE WHOLE SYSTEM, ONE OF OUR GOALS IS TO MAKE THAT HAPPEN.

AND APPARENTLY THE BEST IMPLEMENTED EMPTY SS PROGRAMS ABSOLUTELY DO WHAT YOU'RE SAYING.

THE TIER ONE AND OUR CHAIR HAS ALWAYS SAID TO ME, YOU KNOW, IF YOU'RE FOR TIER ONE, EDUCATION IS WHERE WE NEED IT TO BE.

THAT'S GOING TO HELP ALL KIDS.

SO I'M JUST CURIOUS ABOUT HOW CLOSELY YOU MIGHT BE WORKING WITH THE HEAD OF SPECIAL ED, HEAD OF EDL, BECAUSE I'M CONCERNED ABOUT.

YOU KNOW, PROGRESS OF ONE GROUP VERSUS PROGRESS OF ANOTHER.

WITH SO MANY SPECIAL POPULATIONS.

AND I JUST KIND OF LIKE TO UNDERSTAND HOW WE CAN BEGIN TO SEE THEM.

HOW IT COMES TOGETHER.

NO, ABSOLUTELY.

SO EVEN ON THE LOCAL PLAN, I'M SENDING OUT EMAILS FOR A STEERING COMMITTEE MAKING SURE WE HAVE SPECIAL EDUCATION REPRESENTATIVE ON THERE AS WELL AS THE REPRESENTATIVE.

BUT YOU KNOW, WHEN I THINK ABOUT A CONTINUUM OF SERVICES AND GIFTED EDUCATION, I THINK IT'S SIMILAR TO MS. ON THE SPECIAL EDUCATION SIDE WHERE WE'RE LOOKING AT TIER ONE INSTRUCTION FOR ALL KIDS.

AND SO THE SAME THING IS WITH GIFTED.

IF WE'RE PROVIDING ACCESS TO ALL KIDS FOR HIGH LEVEL THINKING, YOUR NEXT STEP UP IS CALLED DIFFERENTIATION.

SO IT'S AN INTERVENTION IN TERMS OF ENRICHMENT, AND I THINK THE LANGUAGE CAN REALLY GO HAND IN HAND WITH EACH OTHER ALONG THE WAY.

BUT ULTIMATELY, THOUGH, TOO, WE HAVE AN UNDERREPRESENTATION PROBLEM IN GIFT EDUCATION THAT'S NOT JUST BASED UPON CULTURE OR RACE, IT'S BASED UPON SPECIAL EDUCATION, IT'S BASED

[00:15:03]

ON LINGUISTICS.

SO WORKING WITH THOSE TWO OFFICE IS EQUALLY AS IMPORTANT BECAUSE WE ARE MISSING OUT ON STUDENTS. AND SO IN ORDER TO HAVE A DECREASE IN THOSE GAPS, WE NEED TO WORK TOGETHER.

DID YOU HAVE A QUESTION? I ALSO SEE THAT NICHOLAS MILLER, SUAREZ, I JUST WANTED TO WELCOME HIM, AND WE DID.

WE KIND OF GOT RIGHT INTO IT, SO WE'RE GLAD YOU CAN JOIN US.

AND I'M I MEAN, I'LL JUST LIKE, ASK A QUESTION I HAVE, BUT I KNOW WE WOULD LOVE TO HEAR FROM YOU SO WHENEVER YOU WANT TO JUMP IN.

BUT I JUST ALSO WANTED TO SAY IT'S GREAT TO HAVE YOU.

DR. TEMPLE MILNER AND IT'S YOU KNOW, AND I ALSO WANT TO JUST APPLAUD THE WORK OF THE TAGUIG COMMITTEE BECAUSE I THINK THERE HAS BEEN A LOT OF GOOD WORK HAPPENING AROUND EQUITY. AND I AND, YOU KNOW, THE COMMITTEE HAS BEEN WORKING REALLY HARD.

THEIR REPORT IS PRETTY THOROUGH AS FAR AS LIKE THE ANNUAL REPORT AND A COUPLE OF THINGS THAT WERE THAT REALLY STOOD OUT TO ME THAT I WAS INTERESTED IN HEARING ABOUT.

ONE, IF YOU COULD TALK A LITTLE BIT ABOUT THE COMMITTEE MEMBERSHIP AND JUST REPRESENTATION GETTING DIVERSE VIEWPOINTS.

YOU ALSO TALKED ABOUT EXPANDING THE COMMUNICATIONS PROGRAM, AND I SAW THAT YOU HAD DONE A PROGRAM WITH P-TECH.

AND I THINK LIKE THAT'S SO CRITICAL TO IS JUST LIKE THE OUTREACH AND RELATIONSHIP BUILDING LIKE ACROSS THE DIVISION WERE KIND OF JUST SPEAKING TO THAT.

BUT IF YOU COULD TALK A LITTLE BIT ABOUT THAT RECOMMENDATION.

AND THEN ALSO LIKE HOW WE'RE EVALUATING THE PROGRAM, AND I LOVE THE PART OF THE RECOMMENDATION TO DO AN ANNUAL STUDENT SURVEY AND LIKE HERE LIKE THAT STUDENT VOICE, BECAUSE I'VE DEFINITELY AS A PARENT, I'VE HEARD KIDS TALK ABOUT, YOU KNOW, THEIR EXPERIENCE IN THE PROGRAM, STARTING IN ELEMENTARY AND GOING UP AND THE RACIAL DISPARITY, HONESTLY, AND HOW THAT'S IMPACTED THEM SOCIALLY.

SO BUT JUST IN GENERAL, YOU KNOW, FROM AN ACADEMIC AS WELL AS A SOCIAL AND EMOTIONAL STANDPOINT LIKE, I THINK STUDENT VOICE HEARING THE STUDENT VOICES.

SO SO YEAH, JUST ABOUT THE COMMITTEE AND THE COMMUNICATIONS AND HOW THE PROGRAM IS BEING EVALUATED. THOSE ARE SOME OF THE QUESTIONS I WAS INTERESTED IN HEARING.

UM. THE MAKEUP OF THE COMMITTEE.

WE HAVE.

THERE WE GO. I DON'T I DON'T GET ALL THE OTHER ADVISORY COMMITTEES.

I CAN'T TELL YOU HOW OUR DIVERSITY STACKS UP AGAINST THE OTHER ADVISORY COMMITTEES.

OVERALL, I FEEL WE DO A PRETTY GOOD JOB OF HAVING A DIVERSE GROUP IN THE ROOM AND MAKING SURE THAT WE'RE LISTENING TO VIEWPOINTS.

A COUPLE OF INTERESTING THINGS THAT HAVE COME OUT OF COVID WITH THE ZOOM MEETINGS WAS THAT WE SAW, I THINK, A LITTLE BIT MORE DIVERSITY IN THE ROOM WHEN WE WERE THERE, AND I'VE DEFINITELY GOTTEN FEEDBACK THAT ROLLING BACK TO SOLELY IN-PERSON MEETINGS IS LIMITING A LOT OF THAT DIVERSITY.

THAT HAS BEEN AN EXPLICIT FEEDBACK, AND WE HAD COMMITTEE MEMBERS DROP OUT FOR THAT STATED REASON. WE DID LOOK AT TRYING TO DO SOME HYBRID APPROACHES.

THAT'S DIFFICULT, RIGHT? JUST HAVING THE LAPTOP HERE IN FRONT WITH THE CAMERA AND TRYING TO GET ALL THE COMMITTEE MEMBERS AND THE INFRASTRUCTURE PART.

FROM THAT STANDPOINT, THE LET'S SEE COMMUNICATIONS OVERALL, ZOOMS WORKED PRETTY WELL.

WE TRY REALLY HARD TO FLOAT AROUND THE DIFFERENT SCHOOLS WHEN WE MEET IN PERSON SO THAT WE'RE CLOSE TO YOU AT LEAST ONCE A YEAR AND WE TRY TO MEET MONTHLY IN TERMS OF THAT AND REACH OUT TO BE IN THE SCHOOLS DIRECTLY TO SOME EXTENT.

I THINK THAT'S DUAL EDGED.

IT PUTS US CLOSE TO YOU AT LEAST ONCE A YEAR BECAUSE WE REALLY DO SIT DOWN AND SAY, HEY, HOW DO I GET TO EACH DIFFERENT PART OF THE CITY? IT ALSO PUTS US NOT CLOSE TO YOU AND NOT AT A CENTRAL LOCATION.

SO IF YOU'RE NOT PAYING ATTENTION TO THE CALENDAR, IT CAN BE HARD TO FIND.

SOMETIMES BECAUSE WE'LL BE AT MOUNT VERNON AND THEN WE'LL BE AT VERNON TODAY, AND THEN WE'LL BE AT TASB OR HHS NOW ALL FLOATING AROUND.

WE ARE LOOKING AT TRYING TO TEXT MESSAGING HAS BEEN A BIG THING.

WE'VE BEEN TOLD WE NEED TO DO MORE OF.

I THINK WE DID A GREAT JOB.

GREAT JOB GETTING THE TAG RECOMMENDATION FORMS ONLINE THIS YEAR AND NOT IN PAPER.

WE DID GET A LITTLE FEEDBACK ON MAKING SURE THAT PAPER COPY AND THE TRANSLATED COPY GOES OUT AS WELL. AND I THINK IF WE'D PUSH THAT OUT THROUGH TEXT, THAT WAS SOME OTHER FEEDBACK THAT WAS DO WE? OTHER COMMUNICATIONS METHODS.

COMING THROUGH. THE REPORT THAT I MISSED IN THERE.

[00:20:01]

SO EVALUATION, DOING THE STUDENT SURVEYS AND BEING ABLE TO GET OUT TO THE STUDENT SURVEYS, WHICH IS SOMETHING WE REALLY DO WANT TO DO AND FOCUS ON.

WE'VE WORKED REALLY HARD WITH THE ACCOUNTABILITY OFFICE IN THE PAST TO PULL OUR STANDARDIZED RECORDS IN AND HAVE A A STANDARD RUN THAT COMES THROUGH TO SHOW US THE BASICS OF THE PROGRAM AND JUST HOW HOW SCORES ARE WORKING, HOW DIVERSITY IS WORKING INSIDE OF THERE, BUT REACHING OUT TO STUDENTS AND PARENTS AND TEACHERS, HONESTLY HITTING ALL THREE PARTS OF THE PROGRAM TO SAY, ARE WE THERE SOMETHING ELSE WE'VE TALKED ABOUT AND WE'VE STRUGGLED WITH HOW TO DO WOULD BE REACHING OUT TO ALUMNI TO FIND SOMEBODY TWO OR THREE YEARS OUT AND SAY, HOW DID THE PROGRAM SERVE YOU? IN HINDSIGHT, COMING IN TO WAS, WERE YOU APPROPRIATELY PREPARED FOR WHATEVER YOU WANTED TO DO NEXT? SO OTHER THINGS THAT ARE COMING THROUGH.

I GET IT ALL.

ONE THING I JUST WANT TO ADD TO THAT, WE DEVELOPED A WALK THROUGH FORM, SO MS. DOMINIC, WHO'S MY OFFICE FOR THE YOUNG SCHOLAR SPECIALIST AND MYSELF, WE PLAN TO GO GOING TO OUR ELEMENTARY, MIDDLE SCHOOLS, HIGH SCHOOLS DO WALK THROUGH FORMS AND THAT'S PART TWO WALK THROUGHS. THAT'S PART OF OUR DATA COLLECTION AND HOW WE COULD ADAPT LOCAL PLAN AND UPDATE IT. AND THEN I THINK THAT'S JUST ANOTHER WAY THAT WE COULD CONTINUE TO EVALUATE THE PROGRAMS EVEN THROUGH THE WALKTHROUGHS.

OK, I HAVE MR. SUAREZ, AND I THINK WE'RE GOING TO TRY TO WRAP SOMETHING ABOUT TWO MINUTES.

MR. SUAREZ YEAH. AND I JUST I JUST HAVE ONE QUESTION AND THANK YOU, DR.

TEMPLE MILLNER, FOR YOUR SERVICE.

WE'RE EXCITED TO HAVE YOU BOARD.

AND THANK YOU, MR. MILLER, FOR YOUR CONTINUED SERVICE ON THE COMMITTEE.

YOU HAD TO RUN AS A CHAIR BEFORE SO REALLY APPRECIATIVE OF YOUR DEDICATION TO THE TAG COMMITTEE. MY QUESTION IS SORT OF HAVING BEEN THE LIAISON TO THE COMMITTEE AND KIND OF SEEING THE TRAJECTORY OVER THE LAST THREE YEARS IS REALLY ABOUT LITERACY BECAUSE WE, YOU KNOW, WE HAVE AS A BOARD ADOPTED THE STRATEGIC AREA OF FOCUS ON EARLY CHILDHOOD LITERACY.

AND I'M SURE I THINK YOU'VE HEARD THE STORY MANY TIMES.

BUT IN THE 1920 SCHOOL YEAR, RIGHT BEFORE THE PANDEMIC, WE WERE RAMPING UP TO A DISCUSSION ABOUT EARLY CHILDHOOD LITERACY, PARTICULARLY THERE WAS THIS DISCUSSION AROUND PUSHING VERSUS PULL OUT AND WHAT THE FORWARD LOOKING VISION OF THE DIVISION WAS GOING TO BE ON THAT ISSUE.

AND THERE WAS OBVIOUSLY A LOT OF DISCUSSIONS IN THE TAGGERT COMMITTEE ABOUT THAT QUESTION, YOU KNOW, OVER THE LAST SEVERAL MONTHS LEADING UP TO THAT.

AND SINCE THAT AND IT'S JUST I'M JUST KIND OF CURIOUS.

I I'D LOVE TO HEAR FROM BOTH OF YOU ON THIS SORT OF GIVEN THAT THAT WAS KIND OF PUT ON HOLD FROM THE PANDEMIC.

OBVIOUSLY, THINGS GOT DISRUPTED FROM THAT.

BUT GIVEN YOUR SORT OF COMMENTS ABOUT TIER ONE AND, YOU KNOW, IN RAISING ALL THE BOATS AND KIND OF ELEVATING THE INSTRUCTION THROUGHOUT THE DIVISION, I WAS JUST KIND OF CURIOUS WHAT REFLECTIONS YOU'VE HAD ON THAT ISSUE BECAUSE, YOU KNOW, THIS IS SUCH A COMPLEX ISSUE. THERE'S SO MANY THINGS THAT WE NEED TO DO AND TAG, YOU KNOW, TO TO MOVE THE BALL FORWARD. AND SO JUST THINKING ABOUT THE STRATEGIC PLAN AND THINKING ABOUT LIKE, WHAT'S THE BIGGEST BANG FOR THE BUCK? LIKE, WHAT'S THE THING WE NEED TO DO NOW? YOU KNOW THAT THAT IF WE WERE TO PICK ONE THING AND FOCUS ON IT AND DO IT REALLY WELL, I WAS KIND OF WONDERING WHAT THAT MIGHT BE.

AND OBVIOUSLY MY QUESTION MIGHT BE A LITTLE LOADED HERE, BUT I JUST KIND OF WANT TO I KIND OF WANT TO I KIND OF WANT TO UNDERSTAND WHAT YOUR THOUGHTS ARE.

AND AND I'M ASKING THE QUESTION BECAUSE A LOT OF YOUR BACKGROUND IN PHILOSOPHY KIND OF HOW IT CAME IN KIND OF INFORMS WHAT I THINK YOUR ANSWER MIGHT BE.

BUT I'M KIND OF CURIOUS WHAT YOUR THINKING IS BECAUSE OBVIOUSLY, YOU KNOW, THERE IS A VISION, YOU KNOW, FROM THE BOARD LEVEL ABOUT THIS EARLY LITERACY PIECE.

AND SO, YOU KNOW, I THINK IN THE BOARD IS A CONTINUING BODY.

SO, YOU KNOW, I'M ASSUMING THE NEXT BOARD IS GOING TO BE VERY INTERESTED IN THE EARLY LITERACY. SO I'M CURIOUS WHAT YOUR THOUGHTS ARE ON THAT.

YEAH, NO, I THINK IT'S A GREAT QUESTION, I THINK IT IS A HARD IT'S A HARD CONCEPT TO THINK ABOUT ABOUT, YOU KNOW, SHOULD WE JUST ONLY DO ONE CLASSROOM AND NOT HAVE A PULLOUT CLASSROOM AND THEN THE SAME RESPECT YOU THINK TO YOURSELF, WELL, THE ONLY WAY YOU CAN REALLY MAKE SURE THAT'S GOING TO HAPPEN IS THAT YOU CAN GUARANTEE THAT KIDS ARE GOING TO GET SERVICES AND THEY'RE GENERALLY CLASSROOM, RIGHT? SO IF YOU HAVE KIDS THAT NEED THAT HIGHER LEVEL OF THINKING BECAUSE WE HAVE KIDS THAT REALLY ARE ABOVE AND BEYOND THEIR GRADE LEVEL JUST IN THE SIMILAR WAY, SPECIAL ED, THEY HAVE SPECIAL NEEDS IN ORDER THAT NEED TO BE MET.

BUT IF THE TEACHERS AREN'T NECESSARILY PREPARED TO AND WELL EQUIPPED TO TO

[00:25:08]

DO THAT TYPE OF INSTRUCTION IN THEIR CLASSROOM, THEN OUR KIDS NEEDS WILL NOT BE MET.

SO THAT'S ONE THING THAT WE REALLY NEED TO THINK ABOUT IS WHAT DO WE NEED TO DO TO PREPARE TEACHERS AND THEY HAVE THE SKILLS, BUT THERE'S SO MANY OTHER LAYERS TO IT, RIGHT? WHAT DO WE NEED TO DO TO PREPARE SO KIDS ACTUALLY ARE GETTING THE SERVICES THAT THEY NEED AND NOT JUST SAYING, OH, WE DIFFERENTIATE, THEY HAVE THIS HIGHER LEVEL READING BOOK, BUT WHAT ARE WE DOING QUESTIONING WISE? HOW DO THEY HAVE PEER GROUPS IN THERE IN THEIR CLASS THAT THEY'RE ABLE TO HAVE BOOK TALKS WITH? SO I THINK THAT'S ONE ASPECT OF IT IS IS THE TEACHER PREPARATION ORDER TO MOVE IN THAT WAY. I THINK ALSO WITH THE THE EARLY LITERACY TOO, IS WE NEED TO TAKE A BIG LOOK ABOUT WHAT OUR KIDS ARE READING.

ARE OUR BOOKS THAT WE CURRENTLY HAVE IN OUR GIFTED CURRICULUM? ARE THEY APPROPRIATE FOR ALL OF OUR STUDENTS? ARE THEY REFLECTIVE OF OUR CHILDREN IN OUR SCHOOLS AND JUST LOOKING WHAT I'M SEEING NOW? WE HAVE SOME ROOM TO GROW.

AND SO I THINK THAT'S A PART OF IT, OF THE EARLY LITERACY AS WELL AS WE HAVE TO FEEL AS READERS THAT WE CAN RELATE TO CHARACTERS AND THAT'S WE'RE GOING TO GET BUY IN FOR KIDS AND ESPECIALLY KIDS WHO DON'T NECESSARILY WANT TO READ.

ALL RIGHT, THAT'S NOT THEIR STRENGTH.

SO I THINK THAT'S THE BIG PART OF IT IS THE TEACHER PREPARATION TO HAVE.

WE WANT TO MOVE TO A WAY WHERE WE'RE NOT HAVING THE OUT PROGRAM AND FOURTH AND FIFTH GRADE, THEN WE NEED TO PREPARE OUR TEACHERS TO DO SO.

THE GENETIC CLASS AND THEN WHAT KIND OF CODE TEACHING SUPPORTS COULD WE PUT IN THE CLASSROOM TO MAKE MANAGING GROUPS MANAGEABLE? WELL, WE CLEARLY HAVE A LOT TO DISCUSS IN THE FUTURE, BUT I'M LOOKING FORWARD TO IT.

SO I WANT TO THANK YOU BOTH.

AND ONE THING I MIGHT DROP OUT THERE IS I'M NOT SURE IF THE COMMITTEE HAS MAYBE HAD THE PARENT RESOURCE CENTER TO ONE OF YOUR MEETINGS BECAUSE THAT IS ANOTHER AVENUE OF COMMUNICATION. I THINK WE GENERALLY ARE USING IT MORE FOR SPECIALIZED INSTRUCTION, FIVE FOR KIDDOS. BUT.

THE GOAL IS THE SAME IS TRUE TO REACH OUT TO PARENTS WITH KIDS WHO HAVE SPECIAL NEEDS, SO. MAYBE INVITE THEM TO ONE OF YOUR MEETINGS, I THINK BE GOOD.

SO THANK YOU AGAIN.

[2. FY 2023-2032 Capital Improvement Program (CIP) Work Session #2]

OK. DR.

HUTCHINGS, YOU'RE UP.

ALL RIGHT, I'M GOING AND I'M GOING TO TURN THINGS OVER TO MS. GULICK, WHO IS JOINING US BECAUSE WE ARE GOING TO GO OVER OUR NON CAPACITY AND CAPACITY PROJECTS FOR FY 20 TWENTY FOUR THROUGH FY TWENTY THIRTY TWO.

AND THIS IS WHAT THE CIP BUDGET LAST.

OUR LAST TIME WE WERE TOGETHER, WE WERE GOING OVER FIVE TWENTY THREE C-TYPE.

SO WE'RE JUST EXPANDING THESE PROJECTS.

SO I'M GOING TO TURN THINGS OVER TO MS. GULICK SO SHE CAN INTRODUCE OUR TEAM AND SHARE OUR INFORMATION.

THANK YOU, DR. HUTCHINGS.

GOOD EVENING, BOARD, I HOPE EVERYONE HAD A GREAT HOLIDAY WITH ME TONIGHT.

DR. HART IS HERE AND JOHN FINNEGAN, OUR DIRECTOR OF EDUCATIONAL FACILITIES, AS WELL AS SOPHIE HUMOR, OUR PLANNER TOO.

AND SOPHIE, WHENEVER YOU'RE READY, YOU CAN GO AHEAD AND PULL UP THAT POWERPOINT.

THANK YOU. WE'LL JUMP RIGHT IN.

SO AS DR.

HUTCHINGS MENTIONED, WE COULD GO TO THE NEXT SLIDE.

THIS IS OUR SECOND WORK SESSION TONIGHT.

IT IS OUR FINAL WORK SESSION.

BEFORE WE GET INTO ADD, DELETE THIS WHERE THE SCHOOL BOARD WILL SUBMIT THEIR AD DELETES.

TONIGHT, WE WANT TO GO OVER.

I JUST REITERATE SOME OF THE PROGRAM GOALS FOR OUR TEN YEAR SKIP.

WE'LL TALK ABOUT AGAIN THE MAJOR NON CAPACITY AND CAPACITY PROJECTS FOR THOSE OUT YEARS OF THE KIPP. SO NOT THE FIRST YEAR, NOT THE MONEY WE'RE ASKING FOR NEXT SUMMER, BUT IN THE OUT YEAR, MAKING SURE WE'RE LAYING OUT A PLAN THAT MAKES SENSE AND THAT WE CAN PREPARE FOR. AND THEN ANSWERING THE QUESTION OR STARTING TO ANSWER THE QUESTION OF WHAT'S NEXT. WE HEARD THIS QUESTION AT OUR JOINT CITY COUNCIL AND SCHOOL BOARD WORK SESSION.

AND SO IN PREPARING FOR THE FUTURE, TRYING TO MAKE SURE WE'RE SET UP FOR WHAT HAPPENS AFTER THIS 10 YEAR CAP NOW THAT WE'RE KIND OF ON A STABLE PATH AND IT SEEMS TO HAVE BUY-IN FROM COUNCIL SO WE CAN MOVE ON TO THE NEXT SLIDE.

JUST READING. REITERATING THE SCHOOL BOARD BUDGET PRIORITIES, THE SCHOOL BOARD HAS ALIGNED THEIR BUDGET PRIORITIES WITH OUR GOAL AREAS OF OUR EQUITY FOR ALL STRATEGIC PLAN, WHICH REALLY ENABLES OUR TEAM TO FOCUS THE BUDGET ON THESE ITEMS OR THE NEXT SLIDE.

AND THIS IS A BUDGET SUMMARY.

YOU'LL NOTICE IN THE MEMO THERE WERE SOME SLIGHT ADJUSTMENTS MADE FROM THE ORIGINAL SUPERINTENDENT'S PROPOSED.

THOSE INCLUDED REALLY NON CAPACITY UPDATES BECAUSE WE RECEIVED THE JAMES K.

POLK FACILITY CONDITION ASSESSMENT, AS WELL AS MAKING SURE WE PROVIDED FOR SYNTHETIC TURF

[00:30:06]

REPLACEMENTS THAT ARE REQUIRED FOR FRANCIS HAMMOND AND JEFFERSON HOUSTON.

SO YOU'LL SEE THAT TOTAL AT THE END WENT UP SLIGHTLY TO FOUR POINT NINETY SEVEN POINT EIGHT MILLION. BUT OVERALL, STAYING ON TRACK, NONE OF THE CAPACITY PROJECTS CHANGE, JUST STAYING ON TRACK WITH THE OVERALL THE INTENT OF THE SUPERINTENDENT'S PROPOSED BUDGET.

I WILL NOW TURN OVER TO JOHN FINNEGAN TO GO THROUGH OUR NON CAPACITY PROJECTS.

THANK YOU, ERICA. GOOD EVENING, BOARD.

SO IF YOU GO OVER TO THE NON CAPACITY PRIORITY PROJECTS, I JUST WANT TO REITERATE THE PRIORITIES PRO PRIORITY ONE ARE THESE ITEMS TO BE ADDRESSED IN ONE TO TWO YEARS? AND BASICALLY, THAT INCLUDES ASSETS THAT ARE EITHER POOR OR IN FAILED CONDITION.

BASICALLY, THEY HAVE POTENTIALLY UNSAFE CONDITIONS OR THEY'RE FILLED, OR THEY CAN LEAD TO A CONDITION OF UNSAFE CONDITIONS OR FAILURE OR EXTREME COST INCREASES.

PRIORITY TWO ITEMS THAT NEED TO BE ADDRESSED IN THREE TO FIVE YEARS ARE TYPICALLY ASSETS THAT ARE IN FAIR CONDITION PRIORITY THREE ITEMS THAT WILL BE ADDRESSED IN FIVE TO 10 YEARS. THOSE ARE THINGS THAT TYPICALLY ARE IN GOOD CONDITION, BUT THAT ARE JUST STARTING TO COME UP INTO THEIR LIFE CYCLE.

THE END OF THEIR LIFE CYCLE, IF WE COULD GO TO THE NEXT SLIDE.

SO THE FACILITY EXPENDITURE FORECAST, THIS IS BASICALLY A PROGRAMMATIC BREAKDOWN OF THE SYSTEM INVESTMENT OVER TIME.

SO WE BREAK IT OUT INTO A FEW DIFFERENT OPTIONS HERE.

ONE TWO THREE FIVE, SIX TO 10 YEARS AND YOU CAN SEE OVER ON THE RIGHT HAND SIDE THE EXPENDITURE COSTS DURING EACH OF THOSE TIME FRAMES.

THIS BASICALLY TOOK THE SIP AND ANALYZED IT AGAINST THE NEW FACILITIES.

CONDITION ASSESSMENTS MANY PROJECTS IN THE FACILITY CONDITION ASSESSMENTS WERE ALREADY OUTLINED OR NOTED IN THE VIP.

SOME WERE JUST RECONCILED AND COST DIFFERENTIALS LOOKED AT AND COMPARED.

AND THEN ALSO ANYTHING THAT WAS NOT IN THE SIPP THAT WAS NEW FOR THE FCA WAS IDENTIFIED AND RECONCILED IN OUR OVERALL BUDGET AS WELL.

AND SOME OF THE KEY PROJECTS INCLUDE HVAC SYSTEMS, FIRE ALARM AND ELECTRICAL SYSTEM REPLACEMENTS, PLUMBING IN SITE ARTSCAPE IMPROVEMENTS, WHICH INCLUDES SIDEWALKS, DRIVE AISLES, PARKING LOTS, ET CETERA.

NEXT SLIDE, PLEASE.

SO JUST TO BREAK DOWN A LITTLE BIT, THE FCA PROJECTS IN FISCAL YEAR TWENTY TWENTY FOUR THROUGH TWENTY TWENTY SIX, THESE ARE THINGS WITH A LITTLE BIT MORE IMMEDIATE NEED.

YOU SEE OVER THERE ON THE RIGHT HAND SIDE, IT'S SEVENTEEN MILLION EIGHT HUNDRED AND THIRTY EIGHT THOUSAND DOLLARS IN THE NEXT FIVE YEARS.

AND THEN THERE'S A LITTLE BIT OF DETAIL THAT IT'S NOT.

IT'S KIND OF SMALL ON THE SCREEN, BUT HOPEFULLY YOU CAN READ SOME OF THAT.

LET ME JUST TOUCH BASE ON A COUPLE OF THEM.

ALEXANDRIA CITY HIGH SCHOOL WE WILL BE DOING SOME RENOVATIONS, WHICH INCLUDES FLOORING, ALL TILE, ET CETERA, THROUGHOUT FERDINAND TODAY.

THAT INCLUDES FLOORING, WALLS, TENANT IMPROVEMENTS TO THE FIFTH AND SIXTH FLOORS, AS WELL AS PUMPS FOR THE HVAC SYSTEMS. FRANCIS HAMMOND THAT INCLUDES PLUMBING, RESTROOMS, SOME REPAIRS AND THE D WING THAT WE WAITED UNTIL WE HAD OUR ROOF REPAIRS AND SOME OF THOSE THINGS COMPLETED BEFORE WE BELONG.

GW THERE WILL CONTINUALLY BE ASBESTOS REMEDIATION AND NEW FLOORING, AS WELL AS HVAC IN WILLIAM RAMSAY. SOME SAY ARTSCAPE AS WELL AS.

A FEW OTHER SMALLER RENOVATION ITEMS IN THE TRANSPORTATION FACILITY AS WELL.

A FEW THINGS BECAUSE THAT BUILDING GETTING INTO ROUGH SHAPE.

NEXT SLIDE, PLEASE.

SO SOME OF THESE CONDITION ASSESSMENT PROJECTS IN THE NEXT FIVE YEARS OR 27 TO THIRTY TWO, YOU'LL SEE THAT THERE ARE A LOT OF FIRE ALARM SYSTEM REPLACEMENTS THERE.

SOME RENOVATIONS RECONFIGURATION, A LITTLE BIT OF HVAC.

AGAIN, THESE ARE THINGS TOWARDS THE END OF THE FCA PROJECTION PERIOD.

IT'S GETTING TOWARDS THE 10 YEAR AND AGAIN, IT'S MORE THINGS THAT HAVE BEEN PERFORMING WELL AND THEY WILL JUST BE COMING UP INTO THEIR LIFECYCLE.

NEED OF CHANGE OUT.

IT'S NOTHING THAT IS CURRENTLY PERFORMING POORLY.

IT'S JUST THAT THAT STUFF GETS TO THE END OF ITS EXPECTED DURATION.

AND THEN THE FINAL SLIDE, PLEASE.

SO OF 24 TO 32, THIS IS JUST A BREAKDOWN OF THE NON CAPACITY SITES, EVERYTHING BY SITE,

[00:35:02]

SO YOU CAN SEE EACH OF THE DIFFERENT FACILITIES BETWEEN TWO, FIVE, SIX TO 10 AND THEN THE GRAND TOTAL. AND SO YOU'LL SEE A LITTLE BIT OF VARIATION HERE.

FOR EXAMPLE, MOUNT VERNON, YOU SEE ONE POINT EIGHT MILLION OVER THE NEXT FIVE YEARS, BUT VERY LITTLE AFTER THAT.

AS A LOT OF PEOPLE KNOW, MOUNT VERNON HAD SOME ISSUES WITH SOME OF THE INSULATION FOR THE CHILLED WATER SYSTEM.

THERE WERE SOME WINDOW ISSUES, THERE WAS ROOFING.

WE HAVE TOUCHED UPON A LOT OF THAT STUFF OVER THE LAST FEW YEARS.

WE ALSO HAVE A NEW PLAYGROUND, WE'VE GOT A RENOVATED AUDITORIUM AND WE ARE CURRENTLY RENOVATING THE LIBRARY.

SO WE'RE GETTING TO THE POINT WHERE A LOT OF OUR SYSTEMS HAVE BEEN UPDATED AND WE'RE GOING MORE INTO MONEY FOR RENOVATIONS, MORE FOR INTERIOR ESTHETICS, FLOORING, THINGS OF THAT NATURE. BUT THEN YOU'VE GOT SOME OTHER SCHOOLS THAT ARE A LITTLE DIFFERENT WHERE YOU SEE A LITTLE BIT MORE EVENLY SPREAD BETWEEN TWO TO FIVE AND SIX TO 10.

AND THAT DOES NOT MEAN THAT THERE'S A PROBLEM.

IT JUST MEANS. AGAIN, MOST OF THIS IS DRIVEN BY THE AGE OF THE BUILDING OR THE AGE OF THE ASSETS. WHAT THE FACILITY'S CONDITION ASSESSMENT DID WAS TAG EVERY ASSET IN ALL OF THESE BUILDINGS. SO NOW WE CAN DO SOME SENSITIVITY ANALYSIS AND LOOK SYSTEMWIDE AT WHERE OUR NEXT BOILERS WILL NEED TO BE REPLACED OR THE NEXT ROOFS, ET CETERA, ET CETERA.

SO WE'RE GETTING BETTER ON IDENTIFYING EVERYTHING AND PLANNING IT OUT BETTER.

IT'S JUST THAT SOME OF THESE FACILITIES ARE A LITTLE OLDER AND THEY MIGHT NOT HAVE HAD MUCH PROBLEMS, BUT IT'S JUST COMING TO THAT TIME OVER THE NEXT FIVE TO 10 YEARS WHERE WE NEED TO BE ON TOP OF THIS STUFF AND OUT IN FRONT OF IT INSTEAD OF BEING REACTIVE.

AND I WILL TURN IT OVER TO SOPHIE HUMOR.

THANK YOU, JOHN. GOOD EVENING SCHOOL BOARD MEMBERS.

BEFORE WE TALK ABOUT THE CAPACITY PROJECTS, WE WANTED TO GIVE AN UPDATE AND PROVIDE SOME CONTEXT FOR THE ENROLLMENT CHANGES WE'VE EXPERIENCED.

THERE HAS BEEN A DECREASE OF ENROLLMENT OVER THE PAST TWO YEARS, LIKELY DUE TO THE IMPACTS OF COVID 19.

AND THIS MAY SLOW THE GROWTH OF ACPS OVER THE NEXT 10 YEARS.

SO TOTAL ENROLLMENT FELL FROM FIFTEEN THOUSAND FIVE HUNDRED AND EIGHTY EIGHT STUDENTS LAST SCHOOL YEAR TO FIFTEEN THOUSAND FOUR HUNDRED AND SEVENTY SEVEN STUDENTS AND THE CURRENT SCHOOL YEAR.

THAT IS A NEGATIVE POINT SEVENTY ONE GROWTH RATE.

LAST YEAR'S GROWTH RATE CAPTURING SCHOOL YEAR NINETEEN TWENTY TO SCHOOL YEAR TWENTY TWENTY ONE HAD A NEGATIVE THREE PERCENT GROWTH RATE.

SO THIS YEAR'S GROWTH RATE ISN'T A RETURN TO THE POSITIVE GROWTH RATE THAT WE'VE SEEN IN THE PAST, BUT IT MAY CONTINUE TO LEVEL OUT OR RETURN IN THE NEXT FEW YEARS.

ADDITIONALLY, THE KINDERGARTEN CAPTURE RATE, OR HOW ACPS PROJECTS THE INCOMING KINDERGARTEN CLASS, FELL FROM A RATE OF FIFTY FOUR PERCENT IN SEPTEMBER OF TWENTY NINETEEN TO FORTY SEVEN POINT FIVE IN SEPTEMBER OF TWENTY TWENTY ONE.

THE NUMBER OF ALEXANDRIA BIRTHS ALSO PEAKED IN 2016 AND HAS DECREASED IN RECENT YEARS.

THOSE TWO DATA POINTS WITH THE LOWER CAPTURE RATE.

THIS MAY SLOW SOME OF THE GROWTH IN ACPS OVER TIME.

AND SO WE'VE TAKEN A LOOK AT WHAT THE CURRENT ENROLLMENT MEANS FOR CAPACITY THIS YEAR IN OUR SCHOOLS. AND JUST LOOKING AT THIS TABLE GOING FROM LEFT TO RIGHT, WE HAVE THE SCHOOL AND THE ACTUAL ENROLLMENT FOR SEPTEMBER 30TH.

TWENTY TWENTY ONE THIS FALL ENROLLMENT.

THE NEXT COLUMN, OUR NON ENROLLMENT OR PARTNER PRE-K PROGRAMS THAT SHARE SPACE IN THE BUILDING. WE ADD THOSE TWO COLUMNS AND THE NEXT COLUMN IS THE TOTAL NUMBER OF STUDENTS IN THE BUILDING. OUR CAPACITY AND THE NEXT COLUMN IS HOW MANY STUDENTS ARE SORRY, HOW MANY SEATS ARE BASED ON BASED ON THE SPACE AT THE SCHOOL.

AND THEN THE FINAL COLUMN IS THE UTILIZATION PERCENTAGE.

OUR TARGET UTILIZATION FOR THE SCHOOLS IS NINETY TO ONE HUNDRED AND TEN PERCENT.

SO ANY SCHOOLS FALLING IN THAT RANGE ARE GREENE AND THEN ANY SCHOOLS FALLING BELOW THAT RANGE OR ABOVE THAT RANGE AREN'T READ.

SO YOU'LL SEE THAT SOME OF OUR ELEMENTARY SCHOOLS FALL UNDER 90 PERCENT DUE TO THE ENROLLMENT THIS YEAR, BUT SCHOOLS AT THE SECONDARY LEVEL CONTINUE TO GENERALLY BE OVER UTILIZED. SO I'LL TURN OVER TO ERICA.

THANKS, SOPHIE. SO AND JUST HOPEFULLY THAT SET US UP FOR SOME OF THE CAPACITY PROJECT CONVERSATION. SO STILL MAINTAINING OUR CORE.

OUR GEORGE MASON ANCHOR KELLY MODERNIZATIONS IN OUR 10 YEAR SKYPE.

WE ALSO WE KNOW THE TRANSPORTATION FACILITY NEEDS A LOT OF WORK.

WE HAVE BEEN WORKING WITH THE CITY AND WAITING ON COMPLETION OF THAT.

WHAT ARE WHEELER STUDY, WHICH WILL ULTIMATELY DETERMINE A DIRECTION FOR THE TRANSPORTATION FACILITY IF THERE MAY BE CO-LOCATED MODEL WITH OTHER CITY SERVICES OR JUST WHAT WILL HAPPEN AT THAT WHOLE CITY AND ACPS CAMPUS AT WOOD OR WHEELER?

[00:40:06]

AND SO BECAUSE OF THAT, AS JOHN MENTIONED, THERE IS A LOT OF FUNDING IN OUR NON CAPACITY TO JUST BE ABLE TO GET THE TRANSPORTATION FACILITY TO FUNCTION AS AS IT SHOULD BE AND ANTICIPATING A LARGER SCALE PROJECT IN THE OUT YEARS OF THE CAP.

AND THEN WE ALSO HAVE A 17 OH THREE NORTH BEAUREGARD.

SO JUST A REMINDER THERE IS FUNDING IN THE NEXT YEAR, THE TWENTY TWENTY THREE, BUT THERE'S ALSO FUNDING IN THE OUT YEARS IN 20 30 TO BE ABLE TO RENOVATE THAT SPACE INTO OUR PERMANENT SIX HUNDRED STUDENT SCHOOL AND ACKNOWLEDGING SOME OF THE REQUIRED PLANNING THAT WILL HAVE TO HAPPEN TO SET FOR THAT TEST PRIOR TO THAT RENOVATION, INCLUDING DETERMINING THE PROGRAMING AND GRADE LEVEL FOR THAT PERMANENT SCHOOL.

SO LOOKING FORWARD TO THOSE CONVERSATIONS IN THE FUTURE.

AND THEN WE WANTED TO TOUCH A LITTLE BIT ON WHAT'S BEYOND TWENTY THIRTY TWO.

SO SOME OF THE WORK THAT SOPHIE, MYSELF AND OUR TEAM WILL BE WORKING ON IN THE NEXT COUPLE OF MONTHS, BUT ALSO PROBABLY OVER THE NEXT YEAR, IS JUST ASSESSING THE LONG TERM IMPACTS OF SOME OF THIS RECENT ENROLLMENT LOSS IT PRIOR TO COVID 19, OUR ENROLLMENT WAS THERE WAS KIND OF A STEADY GROWTH.

IT WAS MUCH EASIER TO PROJECT, I CAN SAY.

AND RIGHT NOW, WHERE THERE'S A LITTLE BIT OF UNCERTAINTY, WE KNOW THERE'S BEEN GROWTH IN THE CITY. WE KNOW THERE'S PROJECTED TO BE A LOT OF DEVELOPMENT, INCLUDING A RESIDENTIAL DEVELOPMENT, WHICH OF COURSE, COULD CONTRIBUTE TO ACPS GROWTH.

BUT ALONG WITH THAT, WE ARE SEEING THESE DECLINING BIRTH RATES AND THE DECLINING K CAPTURE RATE, WHICH ULTIMATELY LEADS INTO ACPS OVERALL ENROLLMENT PROJECTION FOR THESE FIVE, 10, 15 YEARS OUT.

SO THESE ARE THINGS WE'LL CONTINUE TO LOOK AT WITH THE CITY AND MAKE SURE THAT WE'RE PLANNING APPROPRIATELY.

WE'LL ALSO USING THE FACILITY CONDITIONS ASSESSMENT, BUT AS WELL AS UPDATED CAPACITY INFORMATION AND OUR EDUCATIONAL ADEQUACY ASSESSMENTS IN THE LONG RANGE EDUCATIONAL FACILITIES PLAN. WE'LL BE LOOKING TO DO AN UPDATE OF THAT PLAN SO THAT WE CAN UNDERSTAND WHICH SCHOOL MAY NEED TO BE MODERNIZED NEXT.

WHAT A PROJECT IS APPROPRIATE, ESPECIALLY CONSIDERING SOME OF THE ENROLLMENT GROWTH IN THE FUTURE. AND THEN ALSO, AS MENTIONED, CONSIDERING OUR NEEDS WITH SOME NEW DEVELOPMENTS AT SOME OF THE DESIGNATED SITES WHICH WE'VE TALKED ABOUT, SUCH AS POTOMAC YARD, GREEN HILL, EISENHOWER EAST, EISENHOWER WEST.

SO THOSE WILL BE SOME CONVERSATIONS WE'LL BE HAVING WITH THE CITY AS WELL AND DEVELOPERS IN THE FUTURE. NEXT ONE.

SO OUR OVERALL CALENDAR TONIGHT, AS I MENTIONED BEFORE, WAS OUR SECOND AND FINAL WORK SESSION. OUR NEXT STEP IS ADD DELETES.

DR. HART SENT THE SCHOOL BOARD TO ADD DELETE TEMPLATE TO DAY.

SO YOU SHOULD ALL HAVE THAT AND YOU ARE ABLE TO SUBMIT YOUR AD DELETES TO DR.

HART. WE ARE ASKING FOR THEM BY TOMORROW, END OF DAY, AND THEN THE STAFF WILL PREPARE, COMPILE THOSE AND SUBMIT THAT BACK FOR YOUR CO-SPONSORSHIP AND THE ONES WHICH RECEIVE ENOUGH CO-SPONSORSHIP.

WE'LL DISCUSS AT OUR DECEMBER 8TH MEETING IN THE ADLEY WORK SESSION, IF NECESSARY, WILL HAVE A SECOND ADULT WORK SESSION ON DECEMBER 14TH AND THEN ON DECEMBER 16TH.

WE'RE HOPING FOR YOUR ADOPTION OF THE BUDGET.

I ALSO WANTED TO MENTION THAT TONIGHT OR RATHER AS A PART OF YOUR DOCUMENTS, TONIGHT WE DID POST RESPONSES TO SCHOOL BOARD MEMBER QUESTIONS, WHICH WE RECEIVED PRIOR TO THE HOLIDAY BREAK.

THE ALL OF THE RESPONSES WERE POSTED, HOWEVER, THE ATTACHMENTS WERE MISSING, SO THAT SHOULD HAVE BEEN REPOSTED FOR YOU.

ALSO, YOU SHOULD BE ABLE TO LOOK AT THOSE ATTACHMENTS.

I BELIEVE IT WAS TWO ENROLLMENT CHARTS AND THE CAPACITY CHART.

NONE OF THE RESPONSES CHANGED.

THE ONLY REVISION WAS POSTING TO MAKE SURE YOU ALL HAD THOSE ATTACHMENTS.

YOU CAN GO TO THE NEXT SLIDE.

SO IF YOU THINK THAT'S IT, YEP, AND THAT'S IT FOR TONIGHT.

DR. HART, MYSELF, JOHN AND SOPHIE ARE HERE TO ANSWER ANY OF YOUR QUESTIONS.

OK, THANK YOU, MS. SCHOOL.

I'M GOING TO TURN IT OVER TO DR.

HUTCHINGS. I JUST WANT TO MAKE ONE QUICK COMMENT BECAUSE I JUST NOTICED THIS AND I KNOW OUR TEAM JUST NOTICED IT AS WELL, AND I WANT TO MAKE SURE WE MAKE AN UPDATE ON SLIDE 11 BECAUSE IT STILL SAYS T.C.

WILLIAMS. AND IT SHOULD SAY ALEXANDRIA CITY HIGH SCHOOL.

BUT WE STILL HAVE DOCUMENTS SOMETIMES THAT SAYS THAT.

AND NORMALLY I CATCH IT, BUT I'M ALWAYS HAVING PROBLEMS REMEMBERING A.C.

VERSUS T.C., TOO.

BUT WE ARE ALEXANDRIA CITY HIGH SCHOOL.

I DO KNOW THAT EVERYBODY.

AND WE WILL. WE WILL DEFINITELY MAKE AN UPDATE TO THAT.

YOU'LL SEE THE RIGHT NAME ON OTHER DOCUMENTS, LIKE THE ATTACHMENTS IT DOES HAVE.

ALEXANDRIA CITY HIGH SCHOOL WITH THIS SLIDE DID NOT WANT TO POINT IT OUT.

[00:45:07]

SAVES YOU SOME TIME.

MS. GREENE. OK.

QUESTIONS. FACTORY.

THANK YOU FOR THE PRESENTATION.

I HAVE TWO QUESTIONS.

OR, YEAH, THE FIRST ONE IS ABOUT THE ENROLLMENT PROJECTIONS.

YOU MENTIONED THAT WE WOULD GET THEM AT A FUTURE DATE, AND I WAS WONDERING IF THAT'S SOMETHING THAT TYPICALLY HAPPENS AT A CERTAIN TIME OF YEAR.

I THINK THE LAST TIME WE GOT THAT WAS IN MAY OF 2020, AND I KNOW THAT THE PANDEMIC HAS REALLY DISRUPTED THINGS.

BUT I WAS CURIOUS ABOUT THAT AND AND WHEN AND WHEN WE GET THAT IT WOULD BE IT WOULD BE HELPFUL TO. I DON'T KNOW IF THE CAPACITY LIKE THE SLIDE 11, IS SUPER HELPFUL WHERE IT SHOWS THE CURRENT ENROLLMENT AND THE CAPACITY AND THE UTILIZATION.

I'M INTERESTED IN ALSO SEEING THAT REFLECTED FOR LIKE THE SORT OF FUTURE, IF THAT'S POSSIBLE, TO INCLUDE WHENEVER THAT ENROLLMENT PROJECTION COMES.

AND THEN I I WANTED TO ASK SO ABOUT WHEN WE CAN EXPECT TO SEE THE ENROLLMENT PROJECTIONS.

AND THEN MY OTHER QUESTION WAS ABOUT THE K TO EIGHT SCHOOLS.

I RECALL THAT THE LAST TIME WE HAD THE PROJECTIONS, THERE WERE SOME ISSUES WITH THE MIDDLE SCHOOL CAPACITY AT THE K TO EIGHT SCHOOL.

SO IF I CAN TRY TO JUST SUMMARIZE, MY UNDERSTANDING IS THAT THE SIZE OF THE ELEMENTARY GRADES ARE IN SOME CASES OVER THE CAPACITY THAT THE K TO EIGHT SCHOOLS HAVE FOR MIDDLE SCHOOL. AND SO THAT WAS CREATING SOME SOME ISSUES THERE, WHERE MAYBE SOME STUDENTS WOULD HAVE TO NOT GO TO THE K TO EIGHT FOR MIDDLE SCHOOL.

SO COULD YOU JUST KIND OF REFRESH WHERE WHERE WE ARE WITH THAT AS WELL? JUST. SURE.

THANK YOU, DR. RIEF, FOR THE QUESTION.

I'LL START. AND SOPHIE, IF YOU HAVE ANYTHING TO ADD, FEEL FREE TO JUMP IN.

SO AS FAR AS AN ENROLLMENT UPDATE IN THE FUTURE AND THAT CAPACITY CHART AND SHOWING THAT FOR THE FUTURE, WE CAN CERTAINLY WORK ON THAT AND WE'LL WORK WITH DR.

HUTCHINGS AND THE TEAM TO FIGURE OUT WHEN THAT UPDATE CAN COME TO THE BOARD IN GENERAL.

SOPHIE AND I WILL WORK ON FINALIZING THE PROJECTIONS BY THE THE BY JANUARY, BY THE NEW CALENDAR YEAR.

BUT WE DO HAVE TO WORK WITH THE CITY ON THAT AND GET THERE BY.

AND SO THERE IS A LITTLE BIT OF A PROCESS.

SO JUST SO YOU'RE AWARE FOR K-8 SCHOOLS, THANK YOU FOR BRINGING UP THIS QUESTION BECAUSE THIS IS SOMETHING WE TALK ABOUT INTERNALLY A LOT.

SO OUR K-8 SCHOOLS ARE A LITTLE BIT OF A OF A DIFFERENT SCENARIO IN THAT WHEN JEFFERSON HOUSTON OPENED.

AND AS IT WAS BUILT TO BE AN 800 STUDENT K-8 SCHOOL MODEL, BASICALLY WE'VE MEASURED THAT CAPACITY TO BE ABOUT SEVEN HUNDRED AND FORTY BECAUSE OF THE WAY MIDDLE SCHOOL SCHEDULING WORKS. BUT OVERALL IN GENERAL, THAT WAS AN EIGHT HUNDRED K-8 SCHOOL.

IT SHOULD HAVE THE SPACE FOR THE ELEMENTARY CAPACITY THAT IT HAS THERE AND IN PAST YEARS IT HAS AND AND IS EVEN ABLE TO GROW AT THE MIDDLE SCHOOL AND TAKE SOME STUDENTS FROM OTHER SCHOOLS BECAUSE IT, YOU KNOW, MAYBE DIDN'T FILL ITS K THROUGH FIVE ENROLLMENT.

AND THAT'S KIND OF IN THE HISTORY THAT THAT'S CHANGING NOW.

THERE IS MORE K THROUGH FIVE STUDENTS, AND SO THEY ARE GETTING A LITTLE BIT TIGHTER.

THEY'RE USING A LOT MORE SPACES IN THE BUILDING FOR MIDDLE SCHOOL THAN MAYBE WAS ORIGINALLY ORIGINALLY INTENDED.

SO AS IF THAT CAN, IF THAT CONTINUES TO BE, THE TREND WILL HAVE TO TAKE A RELOOK AT THAT AT PATRICK HENRY, THE SCHOOL BOARD.

AND I THINK 2015 MADE A DECISION TO BY CREATING THE EARLY CHILDHOOD CENTER, WE WERE ABLE TO REMOVE THE PRE-K FROM THAT BUILDING THAT WE INTENDED TO BUILD INTO THAT SCHOOL.

AND THAT WAS SUPPOSED TO BE, I THINK, SIX PRE-K CLASSROOMS. BUT BY ADDING THOSE SIX CLASSROOMS BACK TO THE CAPACITY OF THE FULL K THROUGH EIGHT BUILDING, THE SCHOOL BOARD ELECTED TO INCLUDE THOSE AS PART OF THE K THROUGH FIVE PROGRAM. AND ONE OF THE REASONS THEY DID THAT IS BECAUSE THE EXISTING PATRICK HENRY WAS THE SIDE THAT SIZE.

SO BY CREATING THE EIGHT HUNDRED K-8 SCHOOL MODEL THAT WOULD HAVE BEEN REDUCING THE ELEMENTARY CAPACITY FOR PATRICK HENRY, WHICH THEY DIDN'T WANT TO DO SO WHEN THOSE PRE-K CLASSROOMS BECAME AVAILABLE, THE SCHOOL BOARD SAID THEY SHOULD BE K THROUGH FIVE CLASSROOMS. SO THAT GREW THE K THROUGH FIVE PROGRAMS SO THAT PATRICK HENRY IS MORE LIKE A NINE HUNDRED STUDENT SCHOOL, BUT IT DIDN'T GROW THE MIDDLE SCHOOL.

AND SO PATRICK HENRY, WHERE NOW SEEING DOES HAVE A PROBLEM AND WE HAVE PROJECTED THAT THIS WOULD BE A PROBLEM, THAT IT CANNOT FIT ALL OF ITS FIFTH GRADERS INTO SIXTH GRADE IF THEY ALL WANT TO STAY. SO WE I KNOW DR.

[00:50:01]

MOZINGO, MYSELF, DR.

HUTCHINGS. WE HAVE ENROLLMENT MEETINGS WITH A WHOLE GROUP OF PEOPLE AND WE DO DISCUSS THIS ISSUE AND WE DO KNOW THAT IT'S GOING TO BE BECOME MORE OF A PRESSING ISSUE, ESPECIALLY AS THE K PROGRAM HAS BEEN OPEN FOR A FEW YEARS THERE.

AND WE WILL HAVE TO EVALUATE THAT PROGRAM, POTENTIALLY AS PART OF THE REDISTRICTING POLICY PROCESS THAT WILL BEGIN, I BELIEVE IN THE SPRING.

SO THAT'S THE LONG STORY OF THE HISTORY.

AND THANK YOU, MS. GUPTA, BECAUSE I WANTED TO ADD THAT LAST PART THAT WE'RE GOING TO BE DISCUSSING THIS THROWN OUT REDISTRICTING POLICIES TO REALLY ADDRESS SOME OF THESE AND HAVING THIS CONVERSATION MORE IN DEPTH THAN NOW.

I COULD JUST ASK ONE FOLLOW UP QUESTION, ARE WE EVALUATING OUTCOMES FOR STUDENTS IN THE K TO EIGHT PROGRAM? JUST, YOU KNOW, FROM AN EDUCATIONAL PROGRAMING STANDPOINT, LIKE HOW ARE WE SEEING BENEFITS OR.

I'M JUST WONDERING IF WE'RE EVALUATING IT FROM THE EDUCATIONAL PROGRAMING STANDPOINT, IT SEEMS LIKE WHAT DROVE THE DECISION TO MOVE TO THE K EIGHT MODEL WAS MORE IT WAS MORE DRIVEN BY CAPACITY NEEDS, YOU KNOW, SO I'M JUST CURIOUS IF WHERE I THINK THERE WERE MULTIPLE CONVERSATIONS THAT WAS HERE AS THE DIRECTOR OF MIDDLE SCHOOLS AT THAT TIME WHEN WE'RE HAVING THAT DISCUSSION AND IT WAS BEYOND JUST THE CAPACITY, IT WAS ALSO ABOUT HAVING SMALLER LEARNING COMMUNITIES FOR MIDDLE SCHOOL STUDENTS AND HAVING THAT OPTION.

SO THAT WAS REALLY A LOT OF THE RESEARCH THAT WAS USED AT THAT TIME, WHICH WE STILL USE NOW BECAUSE SOME STUDENTS DO BENEFIT FROM HAVING A SMALL LEARNING ENVIRONMENT.

THE DIFFERENCE, THOUGH, IS IT'S NOT LIKE IT'S A MAGNET SCHOOL OR AN OPTION OR CHOICE SCHOOL, SO IT'S HIS OWN SCHOOL.

AND THAT JUST ADDS A LITTLE DIFFERENT COMPLICATION TO IT BECAUSE TYPICALLY NOT TYPICALLY, BUT IN SOME SCHOOL DIVISIONS, IF YOU HAVE A K-8, IT'S OPEN TO PEOPLE WHO WANT TO GO TO A K-8 OPTION.

IT'S NOT LIKE IF YOU MOVE TO THAT NEIGHBORHOOD, YOU GO TO K-8 TO A K-8 SCHOOL.

BUT THAT IS WHAT WE HAVE HERE, WHICH MAKES IT A LITTLE COMPLICATED BECAUSE YOU MAY NOT BELIEVE IN THE PHILOSOPHY OF A K-8 MODEL.

YOU MAY WANT YOUR CHILD TO GO TO A MIDDLE SCHOOL WHERE THEY HAVE A LOT MORE OPTIONS THAN THEY WOULD ADVOCATE, BUT YOU REALLY DON'T HAVE THAT CHOICE UNLESS THEIR SPACE.

BUT I THINK THIS IS ANOTHER CONVERSATION THAT WE'RE PROBABLY GOING TO NEED TO HAVE DURING THE REDISTRICTING POLICY PIECE.

YOU KNOW, I THINK IT'S ADVANTAGEOUS FOR US TO HAVE K-8 PROGRAMS AND IBE PROGRAMS. I MEAN, I'M A STRONG ADVOCATE FOR ALL OF ALL OF THE PROGRAMS THAT WE ARE OFFERING NOW.

BUT I DO THINK THAT IT IS.

IT'S A CONVERSATION AROUND, OK, WELL, WHAT ABOUT THE PEOPLE WHO ARE MOVING INTO THESE AREAS AND HOW CAN WE HELP THEM UNDERSTAND THE BENEFITS THAT THEIR CHILDREN WILL GET FROM IT IF THEY DO GO TO THESE SCHOOLS? BECAUSE IF WE OPEN IT UP TO START ALLOWING PEOPLE TO OPT OUT, WE'RE GOING TO GIVE BACK TO THE PROBLEM THAT WE HAVE NOW.

LIKE WHEN STUDENTS OPT OUT OF SAMUEL TUCKER OR STUDENTS OPT OUT OF MOUNT VERNON OR STUDENTS OPT OUT OF JOHN ADAMS. IT JUST CAUSES OVERFLOW IN ANOTHER BUILDING AND THEN IT CAUSES TRANSPORTATION ISSUES.

AND THEN IT LEADS TO SOME OF THE CHALLENGES THAT WE HAVE WITH OVERCAPACITY SCHOOLS.

SO. IT'S COMPLICATED, TO SAY THE LEAST.

OK. MS. GREENE. MICHAEL, CAN YOU TALK A LITTLE BIT ABOUT THE LAND ALLOTTED TO SCHOOLS AT POTOMAC YARD? AND I KNOW.

I KNOW WE TALK ABOUT THIS EVERY YEAR, BUT IT CONCERNS ME.

AND AS WE GET CLOSER AND CLOSER TO, I BELIEVE, THE QUESTION THAT DR.

RIEF ASKED.

IT SAID THAT IT WOULD BE AROUND 20 27 HAS ANY.

AND ALSO, I KNOW THAT OUR MAYOR TALKS ABOUT THIS FREQUENTLY ABOUT A PLAN FOR THIS.

ARE WE IN TALKS ON WHAT WE THINK WE MAY DO THERE? IS THERE ANY MORE TALKS WITH THE CITY? AND ALSO, COULD YOU TALK A LITTLE BIT ABOUT WHICH ALSO CONCERNS ME, THE HOUSING CO-LOCATION COMPONENT OF THAT SITE? AND THEN MY SECOND QUESTION IS ABOUT GREENE HILL IS DO WE DEFINITELY HAVE A DESIGNATED SPOT FOR A SCHOOL AT GREENE HILL? OR IS THAT SOMETHING THAT COULD ALSO GO AWAY OR THAT PLOT OF LAND SWITCH TO SOMEWHERE ELSE? YOU KNOW, AS THINGS HAPPEN, AS YOU KNOW, SO JUST IF YOU COULD TALK A LITTLE BIT ABOUT THOSE TWO SITES FOR US.

SURE. THANK YOU FOR THE QUESTION, SO AT POTOMAC YARD.

THERE IS A SET BLOCK, IT'S BLOCK TWENTY THREE.

I BELIEVE IT'S CURRENTLY PART OF THE PARKING LOT FOR TARGET.

[00:55:04]

SO IT'S BASICALLY KIND OF THE SOUTHWEST CORNER OF THAT PARKING LOT ALONG ROUTE ONE.

AND IT'S ABOUT AN ACRE IN SIZE.

IT IS DESIGNATED FOR SCHOOL USE, FOR THAT COMMUNITY, FOR THAT DEVELOPMENT.

IF WE WANT IT, IF WE CHOOSE, WE DON'T WANT IT.

IT GOES BACK TO THE CITY FOR SOME KIND OF USE AS PART OF THAT AS PART OF THE CITY'S AGREEMENTS IN THAT DEVELOPMENT.

THERE IS A CERTAIN AMOUNT OF AFFORDABLE HOUSING THAT HAS TO BE DEVELOPED AS PART OF THE POTOMAC YARD PLAN.

AND ONE OF THE SOLUTIONS THAT WAS IDENTIFIED WAS FOR THAT LOT, TO THAT BLOCK, TO CO-LOCATE HOUSING AND THE SCHOOLS.

THAT'S NOT TO SAY THEY HAVE TO BE THE SAME BUILDING.

THEY COULD BE NEXT TO EACH OTHER.

THEY CAN HAVE COMPLETELY SEPARATE ENTRANCES, BUT IT IS A IT IS AT LEAST PLANNED THAT WAY TO BE A SCHOOL CO-LOCATED WITH HOUSING.

SO AND THAT IS AVAILABLE IN TWENTY TWENTY SEVEN, WHICH IS WHICH IS BASED ON THE PROGRESSION OF THE DEVELOPER IN BUILDING RESIDENTIAL UNITS.

SO THAT'S HOW THEY DETERMINE THAT YEAR.

SO ONCE THEY BUILD US, I FORGET THE NUMBER, BUT A CERTAIN AMOUNT OF RESIDENTIAL UNITS, THAT'S WHEN ACPS WOULD BE ABLE TO HAVE ACCESS TO IT TO START DESIGNING AND CONSTRUCTING ON THAT SITE. IT'S COOL.

BUT AGAIN, WOULD THE CITY HAS INFORMED US THAT IT WOULD NEED TO INCORPORATE THIS HOUSING PIECE? OR AT LEAST WE'D HAVE TO SET ASIDE A PORTION OF THE BLOCK FOR THAT AND THEN FOR GREENE HILL? SO THAT IS A THIRTY THOUSAND SQUARE FOOT LAND DESIGNATION.

I DON'T BELIEVE AN ACTUAL LOT HAS BEEN IDENTIFIED, BUT AS PART OF THE AS PART OF THE PLAN, AS PART OF THE SMALL AREA PLAN, IT DOES SAY THAT THIRTY THOUSAND SQUARE FEET, WHICH IS ROUGHLY THREE QUARTERS OF AN ACRE, I THINK SO THAT SHE JUST SHAKING HER HEAD.

YES, OK, SO ROUGHLY THREE QUARTERS OF AN ACRE SHOULD BE DESIGNATED FOR SCHOOLS AND I BELIEVE I'M SORRY, SOPHIE, DO YOU KNOW THE YEAR ON THAT ONE? WHEN THAT WOULD BE AVAILABLE, I THINK IT'S FURTHER OUT.

NO, THERE'S NO SET YEAR IN THE SMALL AREA PLAN.

I THINK LIKELY WHAT WE'VE SPOKEN WITH THE CITY ABOUT IS THAT IT WOULDN'T BE VIABLE UNTIL PAST TEN YEARS HAS PASSED THE 10 YEAR OUTLOOK.

RIGHT, AND SIMILAR SIMILAR STIPULATIONS, I DON'T BELIEVE WE'VE TALKED ABOUT THE HOUSING CO-LOCATED HOUSING COMPONENT OF THAT, BUT SIMILAR STIPULATIONS.

AND THAT IT'S AVAILABLE FOR ACPS.

IT'S NOT NECESSARILY AVAILABLE FOR ACPS OWNERSHIP OR TO DO WHATEVER IT WANTS WITH IT.

AND IF WE DON'T USE, IT GOES BACK TO THE CITY.

MEAGAN. SO THERE'S NO ACTUAL PLAN ON OUR SIDE FOR THAT, FOR THAT PLOT OF LAND AT POTOMAC YARD RIGHT NOW, WE HAVEN'T TALKED ABOUT THAT AT ALL.

I BELIEVE THERE HAVE BEEN SOME INTERNAL DISCUSSIONS ON ON WHAT THAT SHOULD BE.

BUT AGAIN, IT DOES.

IT'S SUPPOSED TO BE A SCHOOL THAT SERVES THAT COMMUNITY AND WILL CONTINUE.

DR HUTCHINGS, I DON'T KNOW IF YOU WANT TO COMMENT ON ANY PLANS FOR THAT, BUT WE'RE CONTINUING TO WORK THROUGH WHAT THAT COULD BE AND WE DO HAVE SOME TIME TO BE ABLE TO DO THAT. YES, AND AND WE'RE STILL WORKING THROUGH THAT.

WE REALLY WANTED TO GET THROUGH THE REDISTRICTING COMPONENT BECAUSE THAT'S GOING TO HELP US SIGNIFICANTLY ON DATA POINTS THAT CAN GIVE US SOME DIRECTION AS TO WHERE WE NEED TO GO. I ALSO JUST WANTED TO JUST REEMPHASIZE WHEN THE DISCUSSION AROUND THE POTOMAC YARD LOT AND THE CO-LOCATION THAT THAT CONCEPT.

THAT'S AN IDEAL PLACE WHERE YOU WOULD HAVE A CO LOCATION BECAUSE OF THE CONCEPT OF THAT COMMUNITY, NOT LIKE HOW WE WERE AT, YOU KNOW, HAVING THOSE CONVERSATIONS ABOUT ADDING HOUSING TO PLACES THAT THAT'S JUST NOT THE CONCEPT AT ALL, BUT THIS THE WHOLE POTOMAC YARD CONCEPT, AND THAT'S EVEN PRIOR TO ACPS.

BEING A PART OF THE DISCUSSION WAS TO HAVE, YOU KNOW, AN AREA WHERE IT IS MULTI-USE, WHERE YOU HAVE SCHOOLS, YOU HAVE HOSPITALS, YOU HAVE HOUSING, YOU HAVE PLACES TO BUY YOUR GROCERIES THAT IT'S KIND OF A COMMUNITY BASED ENVIRONMENT.

AND THAT IS A CONCEPT LIKE AN URBAN CONCEPT THAT CAME OUT OF POTOMAC YARD.

SO I JUST WANTED TO MAKE THAT POINT JUST BECAUSE I KNOW IT WAS SOMETHING THAT WAS CONSISTENTLY DISCUSSED.

AND THAT'S WHY VIRGINIA TECH WAS SO EXCITED ABOUT HAVING THEIR LOCATION THERE AS WELL AND TALKING ABOUT HAVING HOUSING THERE FOR THEIR GRADUATE STUDENTS.

AND IN THAT TYPE OF THING, THAT CONCEPT, IT CAME OUT OF THAT.

THIS ISN'T TRYING TO JUST ADD HOUSING TO A SCHOOL LIKE SOME OF THOSE OTHER DISCUSSIONS WE'VE BEEN HAVING. I JUST WANTED TO MAKE THAT CLEAR.

MS. LORBER. YES, THANKS SO MUCH.

[01:00:04]

I JUST WANT TO CONTINUE THIS DISCUSSION A TEENY BIT BECAUSE I PERHAPS MISUNDERSTOOD IN OUR PAST CONVERSATIONS.

I ALSO UNDERSTOOD THAT YES, THAT'S THE CONCEPT FOR POTOMAC GARDENS, BUT I DID NOT THINK THAT THAT SMALL PATCH ACRE OF LAND WOULD BE SHARED WITH.

I THOUGHT THE IDEA WAS THAT SMALL PIECE OF LAND WAS BARELY ENOUGH TO BUILD A SCHOOL ON.

AND YES, IT WOULD BE ACROSS NEAR HOUSING, BUT WE WOULDN'T ACTUALLY BE BUILDING TRYING TO SHARE THAT PARTICULAR PLOT OF LAND WITH HOUSING.

IS THAT CORRECT? WELL, IT'S ON THE CORNER AND IT'S ON THE CORNER OF A HOUSING DEVELOPMENT, SO.

WELL, LET ME HAVE SAMUEL TUCKER.

YEAH, MOST LIKELY, IT COULD BE CONNECTED TO SOMETHING AND I DON'T KNOW WHAT.

I DON'T KNOW WHAT THE CONCEPT LOOKS LIKE YET IN REGARDS TO WHAT THE HOUSING DEVELOPMENT IS GOING TO LOOK LIKE IN THAT AREA.

BUT BECAUSE THE THE LOCATION IS SO SMALL, WE WOULD HAVE TO BUILD UP.

SO WE WOULD PROBABLY BE BUILDING UP.

AGAINST SOMETHING BECAUSE OF THE.

BECAUSE IT'S JUST SO SMALL, IT'S WHAT IT'S WHAT I'M ASSUMING, BUT I DON'T HAVE WE DON'T RIGHT NOW HAVE AN ACTUAL DIAGRAM OF WHAT THE HOUSING DEVELOPMENT IS GOING TO LOOK LIKE IN THAT SECTION. SO IT'S HARD FOR ME.

I DON'T WANT TO SPEAK FOR THE CITY OR ANYBODY TO PUT WORDS IN MY MOUTH AND SAY I SPOKE ON BEHALF OF THE CITY OR I TOLD THEM WHAT THEY WANT TO DO WITH THEIR PLANS.

BUT THAT IT'S POSSIBLE THAT THERE COULD BE HOUSING CLOSE TO THAT TO THAT LOCATION IN THAT SPACE, RIGHT? NO, I MEAN, THAT'S MY QUESTION IS ABOUT THE ACTUAL PARCEL THAT'S BEEN SET ASIDE FOR A SCHOOL THAT ARE WE BEING ASKED TO SHARE THAT PARCEL WITH HOUSING? THAT SEEMS GIVEN THE SIZE OF THE PARCEL.

MY UNDERSTANDING ALWAYS WAS THAT, YES, THIS IS GOING TO BE A NEW A NEWLY DEVELOPED AREA WITH LOTS MORE HOUSING, BUT I DIDN'T THINK WE WERE GOING TO BE ASKED TO SHARE THE ACTUAL PARCEL. AND MS. GULICK, YOU MIGHT BE ABLE TO TO KIND OF ELABORATE ON THIS, BUT I RECALL OUR CONVERSATION BEING AROUND US UTILIZING THE OTHER LOT THAT WAS GOING TO PROVIDE US MORE SPACE THAT WOULD BE EMBEDDED INTO THE STRUCTURE OF THIS POTOMAC YARD CONCEPT.

AND THAT WAS IN LIEU OF.

THAT. A SLIVER OF A LAND PIECE.

YES. YES. SO WE ORIGINALLY HAD A SMALLER AREA THAT WAS ROUGHLY 0.7 OF AN ACRE OR THREE THREE QUARTERS OF AN ACRE, FURTHER AND FURTHER INTO THE SITE CLOSER TO KIND OF THE RAILROAD. AND AS PART OF OUR CONVERSATION WITH THE DEVELOPER, WE CHANGE THAT SITE TO A MUCH LARGER SITE, AS DR.

HUTCHINGS IS SAYING, WELL, A LITTLE OVER AN ACRE.

SO ONE POINT I THINK IT'S LIKE 1.1 ACRES.

I BELIEVE WE BELIEVE OUR DEVELOPABLE SQUARE FOOTAGE FOR A SCHOOL MIGHT BE BETWEEN ONE HUNDRED AND TWENTY THOUSAND TO ONE HUNDRED AND FIFTY THOUSAND SQUARE FEET, WHICH IS LIKE A NEW PATRICK HENRY SIZE.

BUT WE'LL HAVE TO GO UP.

SO THAT MIGHT BE A NEW PATRICK HENRY IN SIX FLOORS AND THEN AND THEN MIGHT HAVE HOUSING NEXT TO IT ON THAT PARCEL OR HOUSING ON TOP OF IT ON THAT PARCEL.

BUT IT IS THE INTENT OF THE CITY'S PLAN FOR US TO SHARE THAT PARCEL WITH HOUSING.

AGAIN, ACKNOWLEDGING IT IS BIGGER THAN WHAT WE ORIGINALLY HAD.

MS. ANDERSON. THE WAY I UNDERSTAND STAND IT IS THE CITY HAS TO IN THIS DEVELOPMENT, GET A CERTAIN ALLOTMENT OF AFFORDABLE HOUSING, AND THEY ALSO ARE OFFERING TO INCLUDE US, BUT THEY'RE USING THE SAME PARCEL.

I MEAN THAT THAT IS THEIR PLAN.

I MEAN, IT'S NOT LIKE THEY'RE ASKING US TO LOOK AT IT.

I THINK IN THIS CASE, THE WAY I UNDERSTAND IT IS.

THEY HAVE IN THERE IN WHAT THEIR PLANS SAY THAT THEY HAVE TO HAVE IN A CERTAIN DEVELOPMENT, THEY THEY HAVE TO HAVE AFFORDABLE HOUSING AND THIS IS THE SPOT.

IT'S ALSO THE ONLY SPOT NOW THAT THEY'RE SAYING THAT WE CAN DO SOMETHING.

I THINK IF WE USE IT, IT'S GOING TO HAVE TO BE THERE, IT'S NOT GOING TO BE A CHOICE OF THE BOARD. WE UNDERSTAND.

DR RIEF, YOU GET ONE MORE QUESTION.

HEY. WELL, IT'S NOT ABOUT POTOMAC YARD, I'LL SAY THAT I WANT TO I WANTED TO KNOW.

ONE WAS ABOUT THE LIFESPAN OF THE TURF FIELD, SINCE THAT WAS SOMETHING THAT GOT ADDED TO THE CIP BUDGET. I WAS INTERESTED IN UNDERSTANDING WHAT IS THE LIFESPAN OF THE TURF FIELDS. AND THEN I HAD ASKED THE QUESTION FOR ABOUT HOW MANY FTES WERE THE EXPENDITURES WERE COMING OUT OF THE CIP BUDGET AND AND YOU LISTED SOME OF THE

[01:05:05]

DIFFERENT FOLKS AND ONE WAS THE COMMUNICATIONS SPECIALIST.

BUT THAT WAS JUST FOR CAPITAL PROGRAMS. AND I KNOW WE HAVE THE CIP NEWSLETTER AND I FEEL LIKE THE COMMUNICATIONS HAVE.

THERE'S BEEN LIKE A LOT OF IMPROVEMENT AROUND COMMUNICATIONS, BUT ONE AREA I IS ON THE WEBSITE UNDER FACILITIES AND SOME OF THE FACILITIES UPDATES, THEY HAD BEEN GETTING UPDATED AND LINKED TO THE SCHOOL WEBSITES, BUT THEN IT JUST KIND OF STOPPED IN 2020.

SO I WAS JUST WONDERING AND AND WHEN I WAS LOOKING AT THAT, I REALIZED THAT THE COMMUNICATIONS SPECIALIST IS SPECIFICALLY FOR CAPITAL PROGRAMS AND NOT FACILITIES.

AND I KNOW THAT, YOU KNOW, THINGS SEEM TO BE GOING FAIRLY WELL WITH THE FACILITIES RIGHT NOW. SO THAT'S FANTASTIC.

BUT JUST IF WE WANT TO POINT FOLKS TO INFORMATION ABOUT THE FACILITIES PROJECTS AT THEIR SCHOOLS, YOU KNOW, WHERE WHERE SHOULD WE SEND THEM OR CAN WE UPDATE THOSE SITES? FROM A COMMUNICATIONS STANDPOINT, YES.

SO AND I KNOW MS. BURGOS IS NOT ON THIS CALL, BUT I CAN TELL YOU THAT WE ARE DOING A FULL OVERHAUL OF THE ENTIRE WEBSITE TO MAKE IT MORE NAVIGATIONAL, I GUESS, FOR EVERYONE.

SO THAT'S REALLY A PART WE'RE TRYING NOT TO PIECEMEAL, RIGHT? BECAUSE WHEN YOU PIECEMEAL ONE, THINGS DON'T LINK APPROPRIATELY AND THEN PEOPLE FEEL LIKE, WHY DID YOU DO THAT BEFORE YOU DID US? SO A LOT OF THIS WORK IS HAPPENING BEHIND THE SCENES.

IT'S JUST NOT LIVE.

IT TAKES MONTHS FOR US.

AND REALLY, THE FULL LAUNCH IS NOT GOING TO HAPPEN UNTIL THE SUMMER OF THE ENTIRE WEBSITE AND MORE INFORMATION IS COMING TO THE BOARD ABOUT THAT.

I THINK THIS FRIDAY IN OUR COMMUNICATIONS PLAN.

SO YOU'LL SEE THAT SOME MORE DETAILS ABOUT THAT.

DR HUTCHINGS, DO YOU DO YOU MIND IF I ADD JUST A SMALL PIECE TO THAT PARTICULAR LATTER PART OF THE QUESTION, THEN I'LL TURN IT OVER TO MR FINNEGAN ABOUT THE TURF PIECE.

IN ADDITION TO WHAT DR HUTCHINGS MENTIONED, WE HAVE BEEN WORKING VERY CLOSELY WITH COMMUNICATIONS BECAUSE WE WANT TO MAKE SURE THAT THE WEBSITE REFLECTS THE RESTRUCTURING THAT OCCURRED ABOUT A YEAR OR SO AGO WITH EDUCATIONAL FACILITIES.

AND PART OF THAT IS THE CURRENT WEBSITE WILL HAVE SCHOOL PROJECTS LISTED BOTH UNDER THE EDUCATIONAL FACILITIES WEB PAGE, AS WELL AS THE MAINTENANCE AND CUSTODIAL SERVICES WEB PAGE. SO AS PART OF THIS GENERAL CLEANUP AND ROLLOUT OF THE NEW WEBSITE, WE HAVE BEEN WORKING VERY CLOSELY WITH MS. BURGOS, HER TEAM AND COMMUNICATIONS TO MAKE SURE THAT WE ARE STREAMLINING THAT INFORMATION AND MAKING IT EASIER FOR OUR PARENTS AND OUR COMMUNITY TO FIND UNDER THE APPROPRIATE OFFICE HEADING.

SO I JUST WANTED TO ADD TO THAT PIECE AS WELL.

AND THEN IN REFERENCE TO THE SYNTHETIC TURF FIELDS, SO SYNTHETIC TURF FIELDS TYPICALLY ARE WARRANTED FOR ABOUT SEVEN TO EIGHT YEARS IN THE TYPICAL LIFE EXPECTANCY IS AROUND EIGHT TO 10. YOU CAN GET MORE THAN THAT.

SOME OF IT IS JUST KIND OF THE WEAR AND TEAR OF THE USE.

THE MAINTENANCE WE ARE PARTNERED WITH THE CITY.

THEY DO GROOM OUR SYNTHETIC TURF FIELDS, WHICH MEANS THAT THEY MOVE THE RUBBER RUBBER PELLETS ABOUT AND LEVEL EVERYTHING OFF QUARTERLY.

SO THAT HELPS IN THE OVERALL MAINTENANCE OF IT IN THE LONGEVITY.

BUT RIGHT AROUND 10 YEARS IS WHAT WE USUALLY PLAN FOR.

OK. OK, THANK YOU.

IT LOOKS LIKE THAT IS ALL OF OUR QUESTIONS FOR THE EVENING.

SO THAT CONCLUDES OUR MEETING, AND JUST REMEMBER, IF YOU HAVE ANY DELEGATES TO PROPOSE, YOU HAVE THE FORM AND YOUR EMAIL.

THEY ARE DUE TOMORROW AND WE'LL MOVE ON FROM THERE.

THANKS, EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.