Board of Supervisors Joint Work Session with the School Board   12/4/2024

1. Call to Order.

• • SPEAKER_10
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    County Police Officers who are
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    Thank you for your
• • SPEAKER_05
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    Unfortunately, our chair, Judy Lee, is unable to be here and also Allison Spillman is not here.
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    But we do have a quorum and I will just ask my colleagues to introduce themselves.
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    I'm Kate Acoff.
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    I represent the Jack Jewett District.
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    I am vice chair and serving today as the backup chair for Ms.
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    Lee.
• • SPEAKER_13
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    I'm Ellen Osborn.
• • SPEAKER_02
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    and Rebecca Berlin, the Whitehall representative.
• • SPEAKER_12
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    Thank you, with that the school board meeting is now
• • SPEAKER_10
  • 00:02:29
    I want to adopt, thank you.

2. Adoption of Work Session Agenda.

• • SPEAKER_10
  • 00:02:33
    Our board has a work session agenda and I want to make sure we officially adopt the work session agenda.
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    So I'm looking for a motion to adopt the work session agenda.
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    So we have a motion to supervise Lepistow-Curtley, second from supervisor McKeon, without objection.
• • SPEAKER_03
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    Mr. Pruitt.
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    Hi.
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    Mr. Andrews.
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    Yes.
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    Mr. Galloway.
  • 00:02:52
    Yes.
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    Ms.
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    Malley.
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    Yes.
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    Ms.
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    McKeon.
• • SPEAKER_10
  • 00:02:54
    Yes.
• • SPEAKER_03
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    Ms.
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    Lepistow-Curtley.
• • SPEAKER_05
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    Hi.
• • SPEAKER_10
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    Thank you.
• • SPEAKER_05
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    I could just interject, I failed to identify our superintendent, Dr. Nath Oz, my name is Ms.
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    Zawa, who will be our chief financial officer and many other senior staff of the school division.
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    Thank you.

3. Five-Year Financial Plan Work Session.

• • SPEAKER_14
  • 00:03:24
    Thank you Chair Andrews for the introduction.
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    Good afternoon to the Board, the School Board Vice-Chair and the rest of the School Board.
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    Again my name is Andy Bowman, Assistant Chief Financial Officer.
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    I will be leaving the staff portion of this presentation today with my counterpart, Michael Pazala.
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    One of the advantages of going first is I always get to start and thank Maya for all the partnership we have in budgeting.
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    I really appreciate all of her strategic insights for good questions, especially in the last few years through the pandemic.
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    You need to be very nimble and respond to a lot.
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    So again, thank you Maya for that partnership.
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    I like to frame as I start work sessions with board supervisors, certainly today, around the county's strategic plan.
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    and GoFive is educational learning that is the basis of today's topic.
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    But it's one I want to take a moment to acknowledge that GoFive is not just education in the same way that the other goals are not education.
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    Just as I've benefited from a strong partnership with Maya and her team, there are many else in the organization where those partnerships extend.
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    So it would be a slide that would be too long and too small to read if I were to list every partnership that went out there.
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    But as a few examples I've listed out here, many of the partnerships that take place on a day-to-day basis with Albemarle County government and public schools.
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    What's this slide is two takeaways.
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    First, I could not list everything out there.
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    So if anyone's in the back or listening online and you do great partnership, I'm sorry, I couldn't list you.
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    I didn't need to make this readable.
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    The second thing that I want to emphasize is there are some partnerships here that are really about the day to day.
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    If you look at the bottom right around financial processing, IT support, a lot of these partnerships here are very strategic in nature and about moving forward and improving services in the community.
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    The Board Supervisor's goal of safety and well-being is reflected very well in these partnerships in the upper left of this list with the Human Services Program of Bright Stars and Family Support, the Public Safety with the Joint Training Exercises, the recent School Zone Speed Camera Enforcement Program.
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    Workforce Stabilization and Customer Service is a goal of the Board of Supervisors, also a priority of the School Board, and we see that reflected in the joint planning that's underway right now for the Employee Health Clinic, with two locations opening in 2025, and the joint management we do in the Health Fund, and the programing that.
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    Also, the new financial system replacement project.
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    That is a project that will be going live in April, following the systems that we've had for human resources and community development that have gone live for county government in recent years.
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    Our community development will go live in next month.
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    In the upper right, we can see a lot of overlap with the quality of life in terms of the public tools for participation and project enable, which is the economic development strategic plan update that will be underway.
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    I know many county government staff who enjoy participating in the ACPS's career pathways program every year, as well as the longstanding partnership going back decades in the usual use of space and programming of fields and facilities with parks and recreation.
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    So, while today we're really going to focus on the CIP.
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    I just felt important to start with this to acknowledge the depth and breadth of all of these partnerships that take place on a day-to-day basis.
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    For today, there are a few desired outcomes staff has prepared for the board.
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    The first is an understanding of the school board's capital request.
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    For the last few months, the school board and the school staff have been very hard at work developing five-year requests.
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    Their board has had two engagements to discuss that and provide direction to their staff.
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    This is the third year in a row.
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    We've had both full board and full board get a chance to engage with the school board's request at that level of discussion.
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    The second outcome we have is just get an understanding of where we are in the adopted CIP.
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    Where do the revenues come from?
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    How are those funded?
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    And what will be on staff's mind as we look forward to the fiscal year 26 budget process and the fiscal year 26 to 30 CIP.
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    Finally, some discussion of strategies and next steps from today.
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    We'll walk through an agenda where I will briefly kick off a recap of the board supervisor's discussion in November and an introduction to the CIP.
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    And after my brief comments, Ms.
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    Koumazal will present the school board's CIP request.
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    at that time it would be a good time for questions for the Board of Supervisors and of course any other comments to engage with understanding that request and after that it may be a good time to take a break in the meeting.
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    We'll begin then to come back and I will discuss the overview and the CIP and next steps from today followed by again a lot of board discussion.
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    I know the agenda is specifically board discussion but that is the most important part of today.
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    We do not have three hours of staff presentation.
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    This is going to be as much time as we can generate for that board discussion.
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    So with that, I just want to look a little bit back where we were before we look at where we're going next.
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    On November 20th, staff presented to the Board of Supervisors a five-year financial plan, something we do regularly in our budget process.
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    This was really focused on the general fund, anticipating that the formula amounts to public school operations and capital would be provided.
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    So a lot of the purposes of the five-year plan is to project our revenues, project our expenditures, align them with the strategic plan, and see what we may need to do differently in the long term.
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    A few major takeaways there.
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    On the revenue side, this is a quote from our Economic After Report that was issued in October.
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    Revenue outlook is partly sunny and partly cloudy.
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    There is not an imminent threat of a recession, as based on what we know today, that has maybe been a little more endowed in past years.
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    However, at the same time, we're not expecting to see the rate of a very historically strong revenue growth that's taken place over the recent years.
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    It may have more of this low and steady feel.
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    Right now, in fiscal year 25, we monitor our revenues and they are tracking very closely with our budget.
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    two of the last three years.
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    We've done revenue updates the middle of the year to provide those updates as the economy has changed.
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    Right now we're not anticipating that because things are running as expected.
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    The second update is we worked with the Board's strategic plan to walk through the six goals and 23 objectives.
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    How are we making progress across all of those to continue to move things forward?
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    And really making sure that where those new resources were, where those resources have been recently put in place, how are we driving forward the results of the strategic plan?
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    A certain major takeaway in a five-year plan is it's common.
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    We have a five-year plan in our operating budgets.
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    The intent is not to balance that.
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    The intent is to look outwards and maybe how do we do something differently to balance that in the out years.
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    Five years ago we had a five-year plan and Disquitter 25 was not balanced.
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    We now have a balanced budget.
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    So part of this starts in those strategic discussions knowing the time and planning can be on our side to work towards that.
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    The final takeaway staff had from that plan about what's out there is there are always prior commitments and obligations that are coming.
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    We open or we build a capital facility and now we need to open and operate it.
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    We may have grants that expire.
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    We may have other things that are committed.
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    Those are always out there.
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    The next two years, fiscal years one and two, those are going to be much greater than they have been in recent years.
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    That's true for county government, and I know that is for public schools as well, because as the Q-Schools that will soon be under construction open, there will be operating impacts, though, that will be much more significant than the operating impacts when we've done expansions.
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    Those will be anticipated to open in this later 27.
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    So the final slide, we share this in the budget a lot.
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    We talk about multi-year planning at the capitol at the same time because those projects by nature take many years.
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    This is appropriate on the operating side as well and this is a concept both boards understand well.
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    some boards I may remember in fiscal year 24 when that budget was adopted.
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    The book boards agree with the strategic approach.
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    This is that box on the bottom left, take $4.9 million of revenue and put that in the capital project one time to advance some strategic projects.
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    And then when fiscal year 25 rolled around, that funding would be there to support some ongoing obligations that were starting in 25.
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    Fiscal year 26, we can look ahead and we can see a number of obligations that are on the horizon.
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    The examples we put on this slide, I won't go into much detail.
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    But my final slide for introduction is really just now looking into the Capital Improvement Program.
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    This is one because terminology matters and timing matters, so I just wanted to set the stage to help us all speak the same language.
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    So we're talking about the CIP.
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    We're often talked about either the plan over five years or the budget which is present.
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    So the capital budget is the budget that is appropriated, is the first year that the Board of Supervisors adopted in May.
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    What's also included in the capital budget is any prior projects that were appropriated and are continuing to move forward because projects take often more than one year to implement in a capital budget.
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    And so we'll see some of those when we talk about the capital budget later.
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    It's not just the money that's approved this year.
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    It's continuing this death effort to implement those projects to see them through to operation.
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    Next, when we talk about the CIP, we'll be focused on years two through five.
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    And that is really important because that comes as a starting point for the next update that we're going to prepare for fiscal year 26 to 30.
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    The last few years has been very common.
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    If a project is included in the CIP, staff will work, whether they be project updates to time in or scope or schedule.
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    County, New York, New York,
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    Finally, again, to echo the multi-year impacts of the general fund and the school fund.
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    As facilities come online, we'll need to operate them.
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    But the other major thing we have to plan for is the debt service that it takes to fund the projects in the CIP.
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    I'm going to talk about that in much more detail later.
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    But this is just to kick us off with some common terminology.
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    So for just a moment, I'm going to do some musical chairs.
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    Ms.
  • 00:13:35
    Koumezawa will be here, and she will talk about the CIP request for Albemarle County Public Schools.
• • SPEAKER_16
  • 00:13:54
    County Public Schools.
  • 00:13:55
    I'm going to first start with our CIP request overview and justification for the projects that you have in front of you.
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    As always, we begin our presentations with how this topic aligns with our strategic plan.
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    will focus on equitable and transformative resources.
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    I'll first begin with an enrollment update for the current school year.
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    The blue line that you see is the actual enrollment of our K-12 students.
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    The dotted green line is the projection that is made each year in the fall before.
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    As you can see, there was a big gap during the pandemic.
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    is able to more closely predict what our students, our incoming students, would look like as we get further away from the pandemic.
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    For this year in particular, you can see that we under projected our students.
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    We projected that we would have 13,624 students and the actual students we saw this fall were 133 more than we thought.
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    When you look at the actual number of students enrolled last fall to the actual number of students enrolled this fall,
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    For the long term, as you're aware, we do a 10-year enrollment projection.
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    This is based on historical regression trends.
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    This incorporates many factors, such as students moving into the county, moving out of the county, students moving between schools, or moving to private school or home school alternatives.
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    County, New York City, New York City, New York City, New York City,
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    University of Charlottesville
  • 00:16:32
    that's 482 students in the next five years.
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    That's a fairly moderate growth.
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    And then over 10 years, that's where the growth picks up a little bit more.
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    We anticipate to grow by 7.8% or over 1,000 students.
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    This is just a snapshot of our elementary school boundaries.
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    It was too much to try to overlay the middle and high school, but you can see the red boundaries.
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    County's development pipeline.
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    We can see a lot of it is concentrated along the 29 North Corridor, in the Baker Butler and Holley Meade boundaries, as well as some in the Agner Hurt, the Agner boundary, and then some in the western feeder pattern around Trose and Brownsville, and then the southern feeder pattern at North.
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    some of the largest developments where we anticipated the highest student yields are listed on the right.
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    Those are North Fork and North Point in the Baker Butler boundary and Holleymeade and Brookhill and Holleymeade Elementary School boundary.
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    What does that mean for our schools?
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    This is just a table that shows the number of dwelling units by boundaries, including elementary, middle, and high.
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    There is a lot of variation within what are these dwelling unit types.
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    They could be multi-family, they could be single-family, and the assumptions of how many students who might yield very greatly based on the types of units.
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    So there is a range over to the right of potential student yields, depending on the
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    Housing Unit Types.
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    I've highlighted the ones where we anticipate the highest impacts in yellow.
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    As I mentioned on the previous slide, that includes Baker Butler and Holly Mead that feed into Lakeside and then Albemarle, as well as Agner, and then in the southern feeder pattern, Mountain View, and in the western feeder pattern, Brownsville.
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    We anticipate about 11,000 new units coming online based on information from the Community Development Department, which could yield several thousand new students over a long horizon.
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    So how does this translate to the CIP projects that are requested?
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    A lot of the schools that I mentioned are listed here, as well as the 10 year maximum capacity conflict.
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    So this is over the next 10 years, what is the peak enrollment number?
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    And when you divide that peak enrollment number by the current capacity at that school, you get this percentage that is around 100% or higher for these schools.
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    The next column shows the same information on the number of dwelling units in the development pipeline.
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    And then towards the right where it says CIP projects, those are the projects that are either currently underway or are being requested to address these capacity concerns that we currently have or are anticipating over the next 10 years.
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    Another way to look at our capacity projects is this timeline.
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    We currently have three projects underway.
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    One is the Albemarle High School Second Floor Connector Wing, High School Center 2, and Mountain View Upper Elementary School.
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    All these three projects are anticipated to open for the 26-27th school year.
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    The ones that are in
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    In addition to capacity, a lot of the projects that you see in the FY26-30 CIP requests are related to renovations and improvements.
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    This is an overview of all of our school buildings and when they were originally built, that's the top half of the slide.
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    The ones that are bolded are ones that we shifted consciously from the last presentation.
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    So you can see those were newly added in those decades.
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    One thing, one other thing I'll point out is that we had to newly add a 91 to 100 years category since Stony Point will be 91 years old.
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    But that is that we have made improvements and renovations to our school buildings.
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    And that's what the second
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    graphic on the bottom attempts to show.
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    We have made improvements at some of the schools and when you wait the areas of the school that have been renovated or modernized and you wait that against the original parts of the building, we come up with a weighted age and that's what this is showing.
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    Even with the weighted ages, you can see that a lot of our school buildings are aging.
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    This facility's conditions assessment closely correlates to the age and the weighted age of the school buildings.
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    This is a current assessment of different areas of the school and ranked by a score that we've that our building services team.
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    There are five schools at the bottom of the ranking with the lowest numbers.
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    These are the ones that you will see are requested as projects in the five-year CIP.
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    They're also our oldest schools.
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    We've done something similar.
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    This is new in the past year.
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    We've done the same conditions assessment for our middle schools.
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    And you will see CIP projects request for these three middle schools, Walton, Burley, and Community Lab.
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    The CIP projects when you refer to the project request list are called elementary school renovations or elementary school improvements and the middle school master plan studies.
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    So those are the projects that are requested as a result of these assessments.
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    At the high school level, you will see a project also called high school improvements or high school renovations.
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    We have conducted similar facilities conditions assessments.
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    This is an excerpt from the Albemarle and Western Albemarle high school master plan study where they looked into detail at all three of our high schools and came up with ranking systems to determine a quantitative score for each of the schools.
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    High School and Western Albemarle are the lowest and those are the two schools that we're focusing on with the request for high school renovations.
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    In addition, a lot of these project requests are supported by master plan studies.
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    So this table summarizes recent master plan studies that we've conducted in support of the CIP request.
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    really begins with the high school planning study in 2017, in which it was recommended that we build multiple high school centers, phased over time to address capacity and equity of access to specialized programs.
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    The study also recommends renovating all the high schools to support the learning and vision through high school 2022.
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    And the two projects that you see that are related to this master plan are high school center two and high school renovations.
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    The next master plan study listed here is what I mentioned, the Albemarle High School and Western Albemarle High School master plan.
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    This is a more detailed look at what those renovations at those two schools should look like.
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    And you will see that the request for high school renovations, the details of that are reflected in that master plan.
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    The next one is the Lambs Lane Master Plan conducted in 2022.
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    The purpose of that study is to transform the Lambs Lane property from a collection of buildings into a main ACPS campus.
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    And that CIP project request is called Lambs Lane Master Plan.
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    And then our most recent master plan is the middle school master plan.
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    And this plan provides for short and long term improvements
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    City, and equity needs, and that project is labeled middle school master.
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    Since there are a lot of projects that I am referencing, this is another way to look at what the timing of all these renovations projects will look like.
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    is the most closest to the furthest out, so year one, three, or five.
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    We are currently working on renovations at the current Mountain View Elementary School, so you won't see that as part of the request.
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    But you will see renovations at Albemarle High School, the special education facility at Ivy Creek,
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    and then the first few schools in our improvement program, Stony Point, Community Lab, Lambs Lane, Blue Road, and Elevator Edition at Mountain View as part of the first year projects.
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    And you can see there's projects have been staggered so that we can implement these in a feasible way and that the funding request is spread out over several years.
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    So I'll talk a little bit more about the actual materials that you have in terms of what those projects are.
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    You have in front of you a kind of a thicker packet that's called the 2023 Long Beach Planning Advisory Committee report recommendations.
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    You will recognize that the school board request for this year closely aligns with that report.
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    That report has all of the details around each of the projects.
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    which we've talked about before but there are some key changes from that report that I would like to point out.
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    Costs have been updated as far as the latest data that we have.
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    Any unfunded projects have an inflationary factor added to them and then we also had some placeholders which we typically do.
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    We're still working through some things and when we have the cost for that we will replace placeholders with actual budget amounts.
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    We've updated the timing for unfunded projects.
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    Those are pushed forward, obviously.
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    And then we've also clarified the high school renovations project to simplify the timing for those projects so that it's addressing one high school per year, Albemarle, Western, and then Monticello.
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    The Northern feeder pattern elementary school, that scope has been increased to accommodate not 500
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    and the recent activity.
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    and then finally the middle school master plan.
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    In the report at this point last year there was a placeholder as this master plan had not been completed yet.
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    Just a few weeks ago the master plan is complete and the details around the recommendations are now included as part of the CIC project request.
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    Those include improvements to community lab, Walton and Furley.
  • 00:28:21
    and you might remember that those are the three schools that I highlighted in the facilities conditions assessment.
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    So all these different tools and reference materials do align with each other than just different ways to show the projects.
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    And then finally, you will see there is a new project beginning in year five called preschool center.
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    And we will have a more detailed scope of that as part of next year's recommendations.
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    This is a summary table of the full school board CIP request.
  • 00:28:54
    This includes ongoing programs and some of the projects that I have mentioned for a total five year CIP amount of $560 million.
  • 00:29:09
    I'll change gears a little bit to talk about our ongoing programs.
  • 00:29:15
    These programs appear as requests every year.
  • 00:29:27
    The categories that we have in the CIP are project management, facilities, maintenance and replacement, network technology, school board, school bus replacement, and electric school bus purchase.
  • 00:29:39
    These remain unchanged with the exception of the school bus replacement program which is requested at $23.8 million over the next five years.
  • 00:29:52
    The reasoning for this is that we have an aging fleet.
  • 00:30:01
    in 2011.
  • 00:30:02
    And based on a 12-year replacement cycle, we currently have 89 buses that need to be replaced.
  • 00:30:09
    This is not a projection of the next five years, but currently there are 89 buses in needed replacement.
  • 00:30:15
    Our current funding level, which is fairly flat from year to year, does not address this need.
  • 00:30:21
    So the backlog continues to
  • 00:30:28
    It's not new.
  • 00:30:29
    And then the second reason is that we are putting more miles on our buses each year based on our routing and our activities, resulting in about 10,000 miles per year on average.
  • 00:30:40
    We anticipate that after a five-year ketchup period of purchasing around 30 buses per year, we may be able to reduce the number of buses purchased after that five-year ketchup
  • 00:30:55
    and historically average levels of school bus purchases.
  • 00:31:03
    Something else I would like to go over is the historical five-year CIP funding.
  • 00:31:08
    When you compare what has been requested by the LRDAC and the School Board.
  • 00:31:15
    Over the last three CIP cycles, we've had between 34% and 61% of projects funded.
  • 00:31:23
    That's what the red bars show.
  • 00:31:26
    What the blue shaded area shows is that as there are projects that are unfunded, that
  • 00:31:36
    forward.
  • 00:31:37
    It doesn't go away.
  • 00:31:39
    So that blue shade will continue to grow as projects continue to be unfunded and as we update project costs for inflationary factors each year.
  • 00:31:50
    The table on the bottom shows some example projects that are included as part of this visual.
  • 00:31:59
    This is also a chart that I believe both boards are familiar with.
  • 00:32:05
    This is the amount of historical capital budgets, so adopted capital budgets each year.
  • 00:32:10
    So that's a one-year time frame, not the five-year CIP.
  • 00:32:14
    The light orange being the total capital budget, and the dark orange being the ACPS portion.
  • 00:32:21
    This has been adjusted for inflation, so you can also see the levels of increase and decrease among in recessionary times.
  • 00:32:29
    and then the table on the right is just another way to look at the percentage of ACPS projects as part of the entire capital budget each year.
  • 00:32:43
    So at this point I'll keep this slide up which is a summary CIP project request list.
  • 00:32:50
    The handout that you have that's the one pager grayscale
  • 00:32:55
    University.
  • 00:32:56
    That is a little bit more of a detailed version of this, but largely the same that you can reference and I'll pause here.
  • 00:33:03
    If you have any clarifying questions about anything
• • SPEAKER_06
  • 00:33:48
    so.
• • SPEAKER_16
  • 00:34:23
    and the equity of access.
• • SPEAKER_06
  • 00:34:35
    University of Charlottesville
• • SPEAKER_16
  • 00:34:54
    all of the middle schoolers in the county.
  • 00:34:56
    Some are at capacity, some half capacity, and by looking at all the schools, you're making sure that everyone is receiving the same level of consideration for improved facilities.
  • 00:35:09
    and
• • SPEAKER_06
  • 00:35:38
    to one school having maker spaces and nobody else going to do it.
  • 00:35:42
    And the other argument was, well, this is where it starts, so that's really going to do it.
  • 00:35:47
    So I appreciate the approach here.
  • 00:35:50
    Your slide 19, if I understand the scores correctly, LAWS seems to be the one with the lowest rating among these high schools, but it's not the first one to get the most from them for many years already.
  • 00:36:03
    So I just wanted to know what else was involved in that.
  • 00:36:14
    to go forward.
• • SPEAKER_16
  • 00:36:16
    But they're part of the same project request in terms of priority.
  • 00:36:20
    But as many years later is where the second one at the lowest school.
  • 00:36:25
    We're requesting Albemarle High School renovations in year one and Western in year two.
• • SPEAKER_15
  • 00:36:30
    Is that right?
  • 00:36:32
    I would also add that particular assessment on that slide was from the 2017 FENI study.
  • 00:36:36
    And since that period,
  • 00:36:42
    have done some, for example, was part of the 2017 laundry referendum.
  • 00:36:47
    There was a project at Western that had four classrooms, as well as did significant renovation inside the science portions of that building, as well as some of the seating spaces.
  • 00:36:59
    So it's a slightly more outdated assessment compared to the elementary school.
• • SPEAKER_06
  • 00:37:07
    So many things that are called for in slide 19 may have happened.
  • 00:37:19
    I was completely shocked by the school bus prices because I remember when many years ago, I remember the school bus expense was brought from the school board budget to the local government CIP but with the thought that there was outside money that was going to come to help with that and so that seems to disappear.
  • 00:38:26
    I think it's very compelling, but it does show how in many, many years the schools may not be having everything that the CIP has, but it certainly has a majority of many of the dollars, so I took some comfort in that.
• • SPEAKER_10
  • 00:39:03
    Rosses.
  • 00:39:06
    Take those as
• • SPEAKER_04
  • 00:39:11
    Yes, thank you, Jim.
  • 00:39:13
    And this was really a great report.
  • 00:39:15
    Thank you very much.
  • 00:39:16
    Lots of data and information.
  • 00:39:18
    I appreciate it.
  • 00:39:20
    As we often say, I feel like I'm drinking from a water hose here a little bit.
  • 00:39:24
    But just a couple of clarifying questions to get started, and then I know Jim's going to let us come back and have other comments and questions.
  • 00:39:32
    You said you built in an inflation factor, but just curious what that was.
  • 00:39:41
    for the future.
  • 00:39:42
    Yeah, I'm just five percent.
  • 00:39:43
    But that's what I want.
  • 00:39:44
    Thank you.
  • 00:39:45
    It's five percent.
  • 00:39:46
    That's good.
  • 00:39:48
    All right.
  • 00:39:49
    And I guess just to kind of piggyback on the school bus issue, we were looking at 30 diesel school buses each year.
  • 00:40:12
    doing other things rather than diesel buses for the future.
  • 00:40:17
    So I'm hoping that that will very much change.
  • 00:40:20
    Having said that, how it will change, we don't really know.
  • 00:40:24
    But I recognize that the CIP is very fluid and it can change from year to year.
  • 00:40:31
    So environmentally speaking, diesel is not where we want to be going and you are aware of that.
  • 00:40:38
    and certainly our trip to Champagne, Urbana that you all went on showed at least one option of a different model.
  • 00:40:45
    So just to comment that the purchase of 30 diesel buses each year is
  • 00:40:52
    and we're breathtaking when we're thinking about what we're doing to change our transportation model.
  • 00:40:58
    Just also to make a comment that, so you all know, the Board of Supervisors this month, December, will be, has the opportunity to support a regional transit authority establishment.
  • 00:41:15
    So if you wanted to come and listen to that discussion at all, it might be informative for you.
  • 00:41:20
    It'll be next week.
  • 00:41:22
    So looking at establishing an authority, a transit authority, will give us, hopefully, long term, not immediately, but more money for transit, which we certainly hope that the school systems transportation will be able to take over those discussions.
  • 00:41:42
    So that's just more comment.
  • 00:41:45
    I was curious about land acquisition.
  • 00:41:47
    You have a note about land acquisition.
• • SPEAKER_16
  • 00:41:54
    There's no specific site in mind.
  • 00:42:00
    This is in anticipation of a new middle school, a new high school, a new elementary school, really could be at any level.
  • 00:42:09
    We just feel that if the funding is appropriated and an opportunity becomes available, there would be a
• • SPEAKER_04
  • 00:42:20
    for at any level really at this point and depending on the site it could accommodate a different school type so it just depends on the availability yeah okay thank you all right and just sort of question I hate to get into comments or larger issues right now so I think those are the only questions asked
• • SPEAKER_17
  • 00:42:57
    was kind of an
• • SPEAKER_18
  • 00:43:13
    This might be maybe less interesting for y'all's buses, but can you give me just a quick overview of what are the dollars and cents per bus and how does that money actually flow?
  • 00:43:24
    Is it not front cost?
  • 00:43:25
    Is it something that you receive some kind of state or federal financing assistance on?
• • SPEAKER_16
  • 00:43:30
    We pay about the current cost is about $137,000 per bus in terms of financing that
• • SPEAKER_14
  • 00:43:46
    There is a small portion of state funding that goes to supporting those buses, and the rest of the cost of the bus would be funded by a combination of cash and borrow proceeds.
  • 00:43:55
    Later in the presentation, I'll talk about the strategy about how projects are funded each, but it is a project that is funded by multiple funding sources.
• • SPEAKER_16
  • 00:44:03
    The state funding, I believe, is around 270.
• • SPEAKER_14
  • 00:44:06
    Approximately.
  • 00:44:08
    I think that's exactly right.
• • SPEAKER_16
  • 00:44:18
    Millions for the program.
• • SPEAKER_10
  • 00:44:49
    Thank you.
• • SPEAKER_08
  • 00:44:51
    Thank you for the report.
  • 00:44:54
    I'm realizing this is, this happens again, this coming.
  • 00:45:01
    I just realized that.
  • 00:45:03
    So the projects I don't see in here that I see on the five year request, I just have a few questions about that because the rationale is not in here.
  • 00:45:12
    So the community lab school, that's been
• • SPEAKER_16
  • 00:45:23
    It's part of the middle school master plan study, so it was a placeholder and the master plan study was just recently completed.
  • 00:45:32
    And as part of that master plan study, there is a recommendation to renovate community lab and build an addition onto that building.
• • SPEAKER_08
  • 00:45:40
    And is the addition of programmatic change because it's, at least by the numbers, it's not a capacity?
• • SPEAKER_16
  • 00:45:47
    It would increase from currently 240 students to 400 students.
• • SPEAKER_08
  • 00:45:53
    But are you doing some sort of, like, is there a 150 person wait list to get in the community?
  • 00:46:00
    I'm trying to understand, this seems to be, usually on your editions, it's all driven by accommodating the current students that go there.
  • 00:46:09
    So you have a 150 student wait list that
• • SPEAKER_07
  • 00:46:18
    there's a there's a let's just say there's a difference between what the current principal in practice is able to house there in terms of their current owner based on some of the issues that were presented in terms of the age of the building and the adequacy of the facilities that he doesn't stack he doesn't
  • 00:46:41
    Rolett to the complete capacity, but there is more than 100 student weight list.
• • SPEAKER_08
  • 00:46:47
    So I think the rationale like you provide for your projects for this cycle, because we're not going to have this until next year.
  • 00:46:55
    If you could send that, if you've got it obviously, we need to understand it.
• • SPEAKER_16
  • 00:47:01
    and the other I'll mention the other middle schools are approaching capacity so this would alleviate other middle schools and it's not just focusing on community.
  • 00:47:10
    We have more seats open and would pull students out of our company.
• • SPEAKER_08
  • 00:47:16
    So the lakeside is your big problem.
  • 00:47:18
    Early in Walton pass capacity, even in the future outlander, they always have.
  • 00:47:23
    As Walton's all, I don't know how you get more students at Walton.
• • SPEAKER_16
  • 00:47:29
    It's in that master plan.
• • SPEAKER_08
  • 00:47:30
    With your new elementary school factor.
  • 00:47:39
    The $100 million that's out there in the future for a high school project, you got the $10 million and $29 million and then $100 million in fiscal year 30.
  • 00:47:47
    What is that about?
• • SPEAKER_16
  • 00:47:50
    That is a placeholder project that the first amount is for design, the second amount is a placeholder construction amount, knowing that that is in need, that is upcoming.
  • 00:48:01
    We are currently discussing with LRPAC and staff to determine exactly what the scope of that project is.
  • 00:48:08
    and that will be for more details of that will be provided in the upcoming recommendation.
• • SPEAKER_08
  • 00:48:14
    You've got high school improvements and additions.
  • 00:48:22
    So the placeholder number in there is for additions, one at Western Albemarle and one at Monticello.
• • SPEAKER_16
  • 00:48:39
    But it hasn't been, again, it's a placeholder amount, and that is in on top of the other high school projects you see.
• • SPEAKER_08
  • 00:48:48
    So the Western Elmer High School Improvements is not an addition?
• • SPEAKER_16
  • 00:48:52
    There is a small addition as part of that project, but that project is mainly focused on the renovations of that school as it is our oldest.
• • SPEAKER_08
  • 00:48:59
    So the hundred million could be centers, it could be additions at the current high schools.
• • SPEAKER_16
  • 00:49:05
    And the recommendation might be a new high school as well.
  • 00:49:08
    It just hasn't been, we're working on what the official recommendation is based on feedback and discussions that we're currently having.
• • SPEAKER_08
  • 00:49:22
    So I would have the same request as the community lab school.
  • 00:49:25
    It would be helpful to have kind of a rationale when it's in there and talk through it.
  • 00:49:32
    And as the school board had conversations about back when the school board decided to do the centers, there wasn't an educational philosophy reason for doing the centers.
  • 00:49:46
    It wasn't just to avoid building a comprehensive high school.
  • 00:49:50
    That was a happy outcome because we didn't have $150 million to go to Compton High School.
  • 00:49:56
    But that wasn't the driving factor.
  • 00:49:57
    The driving rationale was that this was the approach we were going to take to educating high school students at the center mall.
  • 00:50:05
    So now I'm seeing the conversation of a new high school coming in, which seems to be in conflict with that pedagogical decision.
  • 00:50:12
    So I'm just wondering, has the school board decided on a different philosophy that comprehensive high schools needed?
  • 00:50:19
    No.
• • SPEAKER_05
  • 00:50:20
    We have not had that conversation.
  • 00:50:22
    I mean, the original plan was to build a series of centers.
  • 00:50:27
    And if we had gone with a 2019 approval of that project, we would be looking at another project now.
  • 00:50:35
    But it was always to build a series of centers, put in money into existing high schools to upgrade them, and then plan for subsequent centers.
  • 00:50:51
    We have not had a conversation about a new high school as a board at all.
  • 00:50:57
    And the $150 million price tag you just mentioned is probably more like $200 million.
  • 00:51:09
    Community.
  • 00:51:10
    I would like to see us looking at a second center site more toward Western.
  • 00:51:16
    We did look at properties in that direction, you know, several years ago.
  • 00:51:21
    And we did not find one that we thought we have some ideas going forward.
  • 00:51:27
    But I'm still committed to that.
  • 00:51:29
    We haven't done a recent poll of the whole board, but we're not looking at a company that's in my school.
  • 00:51:34
    I think that that would require massive redistricting.
  • 00:51:39
    University.
  • 00:51:54
    was a overall price tag would be less, at least for the five to ten years.
  • 00:52:01
    It wouldn't require disruption.
  • 00:52:02
    It would provide equity across and look at all of our high school students together.
  • 00:52:06
    And that's the direction I think we're going to continue to go.
  • 00:52:10
    But in the meantime, as Ms.
  • 00:52:12
    Koumazala noted, we had
  • 00:52:15
    300 students added this year, which is double what we predicted.
  • 00:52:19
    And 100 of them were at Western.
  • 00:52:22
    And that's three to five classrooms.
  • 00:52:27
    And we have to do something, which tends to placeholder.
  • 00:52:31
    We know we're going to have to do something.
• • SPEAKER_08
  • 00:52:33
    I understand.
  • 00:52:35
    Thank you.
  • 00:52:38
    But it sounds like the school board has to have that conversation.
  • 00:52:45
    County, New York.
  • 00:53:07
    I don't think the rationale I know she's going by the rationale she was given so somewhere in here there's sounds like a disconnect between approach and if that 100 million or 110 is for additions and figuring it out the centers that's great I appreciate that rationale but I don't want to start having these meetings
  • 00:53:31
    looking out five years conversation about a new high school when a new high school is not feasible or possible or even wanted.
  • 00:53:40
    So, and that's not my call.
  • 00:53:41
    That's Yall's call.
  • 00:53:43
    So, um, but, but I would, you know, we were going, the board always gets advocacy for different things.
  • 00:53:56
    and when advocates start advocating for something that's not even a possibility or even getting worked up to be against it as a possibility, that's an unfair thing to put citizens through.
  • 00:54:07
    So that's my concern.
  • 00:54:10
    So thank you for clearing that up and if there's work the board has to do and if the answer changes then let us know.
  • 00:54:25
    University.
• • SPEAKER_10
  • 00:54:31
    Thank you very much for the presentation.
• • SPEAKER_06
  • 00:55:01
    by the historical capital budget funding where you see the whole budget and then you can receive over half of what you receive.
  • 00:55:13
    You receive 54% of the total budget that comes in for the entire county.
  • 00:55:20
    So that's just stating a couple things.
  • 00:55:23
    Regarding the elementary school of the northern feeder pattern,
  • 00:55:38
    We do anticipate, obviously, the square footage of that building would increase.
• • SPEAKER_15
  • 00:55:52
    We anticipate that being about 80,000 gross square foot building.
  • 00:55:56
    I believe our fit test studies did assume a two-story building.
  • 00:56:01
    With the larger capacity, we might need to look at three stories in some portions.
  • 00:56:05
    We do have precedent
  • 00:56:08
    County, Charlottesville
• • SPEAKER_06
  • 00:56:33
    Electric, the school buses, what is the longevity of a diesel bus?
  • 00:56:37
    Because I think it's a lot more than projected for electric, but I'm not positive.
• • SPEAKER_19
  • 00:56:45
    Well, 12 years?
  • 00:56:47
    Yes.
  • 00:56:48
    We recently updated it to become more in line with what a lot of our other surrounding counties are using.
  • 00:56:53
    Previously it was 16.
  • 00:56:54
    16, and now it's 12.
• • SPEAKER_06
  • 00:57:05
    and the electric buses.
• • SPEAKER_12
  • 00:57:07
    15 years.
  • 00:57:12
    15 years based on the life of the battery.
• • SPEAKER_06
  • 00:57:16
    Okay, okay, so there might be economies there.
  • 00:57:21
    Thank you.
  • 00:57:23
    The preschool center, do you have a location for that?
• • SPEAKER_16
  • 00:57:27
    This is also a new project that the
• • SPEAKER_06
  • 00:57:40
    County.
  • 00:58:04
    is that your definition of equity?
• • SPEAKER_16
  • 00:58:07
    The definition of equity is making sure that every student has the same access to the same quality facility and things inside the facility.
  • 00:58:17
    So there are some schools that are more in need of others based on the assessments.
  • 00:58:21
    So the requested budgets for each school align with the specific needs
• • SPEAKER_06
  • 00:58:34
    was hoping when you were talking about equity because I know a school that's very, very old is only going to have one or two plug-ins because, you know, they didn't have them.
  • 00:58:44
    They didn't need a magnet, whereas now you need a lot more.
  • 00:58:48
    So, okay, so it would be to upgrade each school to a standard.
  • 00:59:00
    So in 2019, 2020, we had over 14 years.
  • 00:59:31
    and lastly class size, will we be discussing that later?
  • 00:59:36
    Class size increases, decreases, because that
• • SPEAKER_16
  • 00:59:48
    So, with regards to long-term facilities planning, we assume that current class sizes will be unchanged for the purposes of long-term planning.
  • 00:59:58
    In terms of what we're going to do next year, that's an operating budget discussion that we'll have to have.
• • SPEAKER_05
  • 01:00:19
    High School's class size right now is 22, 24, so it's four.
• • SPEAKER_06
  • 01:00:25
    Yes, okay.
  • 01:00:27
    That's interesting.
  • 01:00:29
    Slow.
  • 01:00:29
    Okay.
  • 01:00:30
    Thank you.
  • 01:00:31
    Those are all my questions.
• • SPEAKER_10
  • 01:00:33
    Thank you.
  • 01:00:34
    My question, my main question is, because this focus on this is more the homework that I needed to do and probably failed to do very well.
  • 01:00:43
    Slide 27, it talks about historical
  • 01:00:50
    what was asked for like say last year that didn't appear versus what's new.
  • 01:00:59
    And of course, we have our budget from last year where we had projections for five years that include school needs.
  • 01:01:11
    But what I'm taking from slide 27 is that that's the red bar, and it didn't match what was asked for.
  • 01:01:18
    And now this is being
  • 01:01:21
    added on to what was asked for before.
  • 01:01:23
    And so I'm still trying to wrap my head around what's new in this compared to last year's request, let alone what was considered part of the five-year plan last year.
  • 01:01:33
    So that's a big picture item that I'm trying to eventually get my.
  • 01:01:39
    Thank you.
  • 01:01:42
    And then we'll turn it to you to determine whether the questions or additional comments.
• • SPEAKER_05
  • 01:01:47
    Well, I guess we can go ahead.
  • 01:01:50
    County, and
• • SPEAKER_02
  • 01:02:13
    County, New York
• • SPEAKER_16
  • 01:02:38
    to Public School of Western.
  • 01:02:41
    That is typically somewhat predictable.
  • 01:02:43
    This year it was an outlier in which we did not predict that typical trend.
  • 01:02:48
    It was a higher incoming group of students.
  • 01:02:51
    That was one area that we did not predict.
  • 01:02:54
    Another area is kindergarten enrollment.
  • 01:02:57
    We have seen very small kindergarten classes, both last year and this year.
  • 01:03:02
    and so the way our methodology works is we're usually moving the kids up based on historical patterns and so we anticipated a small first grade class this year because we had a small kindergarten class last year but the first grader showed up, new first grader showed up that weren't kindergartners so that was another area that we missed and so whenever there's these kind of
  • 01:03:28
    County, New York City,
• • SPEAKER_02
  • 01:03:55
    for Children with Disabilities, is it regarding life within classrooms, space within classrooms, I think helping to understand the difference between a Crozet and a Stoleebleed will help bring light to some of those equity concerns.
• • SPEAKER_16
  • 01:04:11
    That's a great question.
  • 01:04:14
    We do include some of the details of the assessments in the an appendix H of the report.
  • 01:04:20
    There is an interior assessment component
  • 01:04:26
    Structure and Systems.
  • 01:04:30
    Those are the three main components.
  • 01:04:32
    And then within that we have assessed in, you can see line by line, very detailed metrics.
  • 01:04:41
    And then for each school to make sure that we're looking at each school in the same light.
  • 01:04:45
    And so you can see the detailed scores behind that.
• • SPEAKER_02
  • 01:04:55
    We've only completed, so this is an internal assessment done by our staff.
• • SPEAKER_16
  • 01:05:00
    We have completed that for the elementary and middle school.
• • SPEAKER_08
  • 01:05:04
    The high school assessment that we have is from the 2017 HBA FNC study that was done.
• • SPEAKER_13
  • 01:05:33
    I would just say every year we present a needs-based budget based on what professional educators around us believe that we need to meet the educational outcomes that we want as a community.
  • 01:05:55
    If we're going to talk about class size, let's not talk about class size without also talking about
  • 01:06:01
    County, New York.
  • 01:06:26
    University.
  • 01:06:27
    Looking at slide 27, that's pretty distressing as the blue bar gets even larger.
  • 01:06:36
    And so if as a community we're going to consistently not get what we think we need as a school board, I want us to be honest with community and say that we're okay with being a generation behind in school building.
  • 01:06:56
    because, essentially, if you look at the age of our schools and the gap that we have now, it'll be, I don't know how we're going to dare ourselves out.
  • 01:07:07
    I mean, it's generations.
  • 01:07:09
    I mean, it's, you know, 100-year-old schools.
  • 01:07:12
    And I appreciate the fact that several of you think that, you know, in slide 28, which is the next one on this page,
  • 01:07:22
    is compelling because the orange bar is more than half of the yellow bar.
  • 01:07:27
    I appreciate the fact that the schools are getting a significant portion of your capital funding.
  • 01:07:35
    But obviously, on bias, the schools are just so incredibly important, especially in the roles that we take on now in terms of support and just educating.
  • 01:07:46
    We're doing a lot.
  • 01:07:49
    So that's my thoughts.
• • SPEAKER_12
  • 01:07:58
    Williams, too, and mostly comments.
  • 01:08:01
    When we look at slide 27, that really has given me heartburn, I guess, ever since 2019.
  • 01:08:09
    And I think it was roughly the time that we first proposed the cinema model.
  • 01:08:13
    And when we first proposed that model, it was with the understanding that all of our existing high schools would also be renovated so that they would be able to sort of do the job that we would expect to be done.
  • 01:08:25
    And so that difference between what was asked for and what was received really goes back to at least 2019 with the cinema project.
  • 01:08:35
    University of Charlottesville
  • 01:08:56
    Um, disturbing to me.
  • 01:08:58
    Our school system is really pretty affluent, really, when you think about it, our county, really.
  • 01:09:04
    And when you look at the buses that some of our school, some of our students are being taken to school in, it looked like they were from the 1930s and 1940s.
  • 01:09:12
    It looked like something from a Bonnie and Clyde.
  • 01:09:16
    So I think we really need to also look not only at the age of the buses,
  • 01:09:21
    and what they look like their age and how practical they really are in our school system.
  • 01:09:28
    So those are three things that have really given me hard burden quite a few years.
  • 01:09:34
    Not just what this slide is showing, but at least back to 2019.
• • SPEAKER_05
  • 01:09:38
    Thank you, Mr. Page.
  • 01:09:43
    Mr. Pace.
• • SPEAKER_09
  • 01:09:44
    Yes, ma'am.
  • 01:09:45
    I have a specific question, Maya, in terms of
  • 01:09:49
    So I'm thinking about AHS, but it could theoretically involve our other two high schools, comprehensive high schools.
  • 01:10:02
    But how big are we willing to let those AHS get in terms of student population by continually adding on to it?
  • 01:10:13
    Is that something we thought of?
• • SPEAKER_16
  • 01:10:15
    Yes.
  • 01:10:16
    We often talk about school size and what the ideal school size is.
  • 01:10:21
    That is one of the topics that the Long Range Planning Advisory is focused on.
  • 01:10:26
    We've gotten some research
  • 01:10:31
    It's been an ongoing consideration.
  • 01:10:35
    I don't have a specific answer for the CHS.
• • SPEAKER_09
  • 01:10:38
    That's great.
  • 01:10:38
    Thank you.
  • 01:10:39
    And then a couple of comments.
  • 01:10:41
    In terms of our high school philosophy, I just wanted to say how I was looking at it.
  • 01:10:48
    The center model allows us to be more flexible, because we have three comprehensive high schools.
  • 01:10:55
    And I do see that there will be plenty of students in the future who can benefit from that model.
  • 01:11:01
    and the University of Charlottesville.
  • 01:11:02
    We have a lot of students who are going to be in educationally, but there's going to be a number of students who need something else to be happy in secondary education.
  • 01:11:10
    And that's where I think the centers, if we develop this properly, can definitely help us meet that need.
  • 01:11:19
    And then as far as student population, we were talking about that earlier.
  • 01:11:31
    from that a little bit.
  • 01:11:32
    And certainly the pandemic has a lot to say about why it's like that.
  • 01:11:37
    But, you know, we're not just making, we're making a lot of programmatic changes and we're doing educationally in the division.
  • 01:11:50
    And I really could see a whole lot of students, not just because they're coming into new units, but because they're coming back.
  • 01:12:02
    I think that's what happened in Western this year.
  • 01:12:04
    I think a lot of private school students decided to return.
  • 01:12:09
    So that's something we need to keep in the back of our minds.
• • SPEAKER_05
  • 01:12:14
    Thank you.
  • 01:12:15
    With respect to what Mr. Pace just said, we did see a bump in ninth grade enrollment this year, which is people who have had their children in private schools or home schools and brought them back.
  • 01:12:28
    Just a couple of comments with respect to the buses, I agree with
  • 01:12:32
    Diantha, Ms.
  • 01:12:34
    McKeel, that it would be nice to go gung-ho on electric buses, but they cost over $300,000, and we don't have a charging plan for the county.
  • 01:12:47
    We don't have the infrastructure to be able to maintain that at this point.
  • 01:12:52
    So the buses that we have acquired, we've acquired with grants.
  • 01:12:57
    But we're sort of, until we have an infrastructure plan for the county, we really can't go forward very robustly on that.
  • 01:13:05
    But within that acquisition period, I would hope we would shift, and there would continue to be some subsidies.
  • 01:13:12
    And with respect to the pre-K, the pre-K Center is very early in concept.
  • 01:13:18
    County.
  • 01:13:18
    We have at least nine ten.
  • 01:13:19
    So the idea would be that would
  • 01:13:41
    We tried very hard with the two schools, the high school center and the elementary school to use land, to do projects where we didn't have the land cost.
  • 01:13:52
    And similarly, there is a proffered parcel on the Brookville site.
  • 01:13:57
    Right.
  • 01:13:57
    On that site, there's a seven acre site, so that could work.
  • 01:14:08
    and that's a lot where the growth pattern is.
  • 01:14:11
    So, my bias would be to go where we have L. Albemarle.
  • 01:14:16
    We don't have to do those land acquisition costs.
  • 01:14:19
    With respect.
  • 01:14:20
    There are 11 classrooms.
  • 01:14:22
    11 classrooms.
  • 01:14:23
    So, and they're predominantly in the urban ring.
  • 01:14:27
    Agner, Greer, and Woodbrook.
  • 01:14:28
    Yeah, yeah.
  • 01:14:29
    So, that would free up 11 classrooms.
  • 01:14:33
    And all of those
  • 01:14:37
    City, so that would be a rationale for doing it.
  • 01:14:42
    With respect to class size, and I know there's been some tension between the supervisors and the school board about that, and some of the research on class size says some kids do well if you shoehorn 30 kids in a classroom.
  • 01:14:57
    That's really not our focus.
  • 01:15:00
    We have 13% of our kids are English language learners.
  • 01:15:05
    We have 12 percent of our kids are special ed or disabled students.
  • 01:15:11
    We have 13 percent that are Hispanic, 11 percent that are Black, and we have 30 percent, 30.3 percent of our students are low income.
  • 01:15:22
    And for these students, they're benefiting enormously in smaller class sizes.
  • 01:15:27
    So, and these students, although they're concentrated in the urban way, they're all over the county.
  • 01:15:34
    We have corn fields in every single school.
  • 01:15:37
    And additionally, we have 350 last year homeless kids.
  • 01:15:39
    So large classrooms, 354 last year.
  • 01:15:41
    And we're on trend to meet that again.
  • 01:15:43
    Class size is important for the learning of these kids.
  • 01:15:59
    and for our teachers.
  • 01:16:02
    And it's the number one priority of our community.
  • 01:16:04
    So obviously, we did some class size jiggling during the pandemic after the great recession.
  • 01:16:15
    But we were looking at increasing class size by half a student here and first-hold student there.
  • 01:16:23
    I would be very unhappy.
  • 01:16:25
    But if that was a major route,
  • 01:16:29
    to dealing with our capacity issues.
• • SPEAKER_10
  • 01:16:50
    University, the University of
• • SPEAKER_05
  • 01:17:24
    County Schools Foundation
• • SPEAKER_04
  • 01:17:48
    and, of course, those, as Kate said, and I'm sorry, I didn't mean to just jump into it.
  • 01:17:52
    Those children are, as Kate said, those homeless children are scattered throughout the county, but they're concentrated in the urban ring.
  • 01:18:03
    in a, I hate to say it, but in a way, since they're concentrated, it does make it easier to look at how to help them because they're not spread over 700.
  • 01:18:14
    You see what I'm saying.
  • 01:18:15
    So that gets us being able perhaps to make sure that class sizes in the appropriate areas are correct.
  • 01:18:24
    Having said all that, can I just add a couple of
  • 01:18:33
    Elementary School, which is where your next elementary school will be.
  • 01:18:37
    That's the plan.
  • 01:18:39
    Right.
  • 01:18:40
    And then, of course, we are working on right now the next elementary school to relieve the overcrowding at Middleview.
  • 01:18:47
    So that one will be opening pretty quick.
  • 01:18:49
    Wow.
• • 01:18:50
    26, 27.
• • SPEAKER_04
  • 01:18:51
    27.
  • 01:18:51
    But in our world, that's sort of fast.
  • 01:18:54
    It's sad to say, but it is.
  • 01:18:56
    We talked about VDOT projects as being eight, nine, 10 years long.
  • 01:19:05
    And when we get back to the high school kids, we know that land costs are where the real expense comes.
  • 01:19:15
    We have proffered land that we've all talked about up on 29 North that we received when we approved the Brookhill development.
  • 01:19:27
    It was proffered land on Brookhill, but proffered land across the road.
  • 01:19:33
    and I would just urge all of us to look seriously at that master plan that we've done for the Lambs Lane campus that will free up space if we can move that bus station, car wash, gas station, all of that extraneous stuff out up into that proffered land where we both, which we both own,
  • 01:19:58
    County, and
  • 01:20:21
    and I think that I was really happy to see that Lambs Lane campus, that master plan in your documents.
  • 01:20:33
    So that getting done could accelerate to some degree what you all are doing with your work in high school.
  • 01:20:44
    I do appreciate the center model.
  • 01:20:47
    I think that educationally is a really great model because it does afford a lot of students that don't want necessarily that comprehensive high school education every day of the week.
  • 01:21:00
    It gives them an option.
  • 01:21:01
    And boy, when I go over to center one and look at what is happening over there, it is as extraordinary.
  • 01:21:07
    So the center two at the landslide campus that will be opening will be a great option as well.
  • 01:21:20
    I just would like to remind folks that we need somehow or another in this.
  • 01:21:26
    We are not members of the, we don't have any members of the General Assembly here, but getting that one cent tax increase
  • 01:21:36
    referendum bill that we all fought for so hard last year, which would have provided, I believe, $24 million.
  • 01:21:45
    And for our CIP would be a game changer.
  • 01:21:51
    And of course, the governor vetoed it last year and couldn't get, I think, three or four members of the General Assembly
  • 01:22:04
    would not support it after the veto, so we never managed to get that bill through.
  • 01:22:09
    But going back and looking at that bill is really going to be critical because I'm sure that bill is going to come back up again.
  • 01:22:17
    And certainly as we have a new governor in the next couple of years, I am very hopeful that
  • 01:22:23
    We can get support in the General Assembly.
  • 01:22:25
    That would be, you know, by referendum in this community.
  • 01:22:29
    But we've had good luck in this community, passing referendums from school construction and school costs.
  • 01:22:36
    I guess that's more comment.
  • 01:22:39
    But I don't want to lose track of that bill.
  • 01:22:41
    And I know you all have a legislative aid that I probably is working on it.
  • 01:22:45
    We have always supported it as well.
  • 01:22:49
    And again, probably more comment.
  • 01:22:52
    The diesel bus piece I mentioned because I think when the public looks at this we all just need to remember that transit is changing and that was the only point I was making and I'm not sure in the long run we're going to be needing to buy as many buses for the school division because
  • 01:23:17
    is changing.
  • 01:23:18
    We're trying to move, as Charlottesville has done in many other communities, we're moving kids to more of the high school and the middle school option, more ridership on the transit bus system.
  • 01:23:33
    but we've got to get our transit bus system improved and that's where the transit authority will really help us and I'm talking long term but certainly we have lots to do to get a robust transit system in this this community and I guess oh I've really appreciated the comment about
  • 01:23:58
    The school buses in the 12 years, just a question.
  • 01:24:02
    I remember when I was on the school board, we managed to get 14 and 16 years out of our school buses because we rotated them from the rural area to the urban area and they were driving in different areas and you all are still doing that.
• • SPEAKER_19
  • 01:24:17
    We do all that and there's also a component about mileage and our buses are reaching mileage before engaging out.
  • 01:24:23
    We have 17 buses that have over 215,000 miles on them.
  • 01:24:30
    All right, I'm Jamie Gelner, Director of Transportation.
  • 01:24:33
    And in my old job, I would update the policies.
  • 01:24:40
    And the policy was updated because our mechanics were so good at keeping our buses ready at 16 years.
  • 01:24:47
    But prior to that, it was 12.
  • 01:24:50
    And we're moving back to that.
  • 01:24:52
    And so I think I also wanted to ask Maya, was this proposal put forth last year as well?
  • 01:25:06
    and you were asking again.
• • SPEAKER_04
  • 01:25:08
    And I'm not saying that we shouldn't devide any diesel buses at all.
  • 01:25:11
    I'm just saying that we have to put it into the perspective of what we're looking at environmentally in the future and the changes may be coming, but not to say that you don't need some replacement diesel buses right now.
  • 01:25:23
    I get that.
  • 01:25:26
    And I guess those are my only comments or questions right now.
• • SPEAKER_11
  • 01:25:30
    Thank you.
• • SPEAKER_06
  • 01:25:59
    is that continuing?
• • SPEAKER_19
  • 01:26:01
    We do have four type A buses.
  • 01:26:02
    I don't know that we're going to continue to buy additional smaller buses.
  • 01:26:07
    We have really good news this year with our transportation in terms of being able to get all of our children to school, but I think we have to keep asking, you know, how many kids are packed on those buses to get them there and what kind of length of the ride times they have and the quality of that bus ride.
  • 01:26:31
    County.
• • SPEAKER_06
  • 01:26:45
    was there for you?
  • 01:27:11
    I guess I'm just curious if that is an age level in the system event or if it's just the handling event that they're having great numbers of kids leaving and then coming back, which would add for confusion.
• • SPEAKER_16
  • 01:27:29
    I can send you the exact date and around that.
• • SPEAKER_06
  • 01:27:31
    Okay, well please share with everybody because I think that this makes for other people to ask other questions about other questions that they have.
  • 01:27:43
    County, and
  • 01:28:04
    I will ask you to remember that there are decades of undone local government projects where, for decades, the only things that got done were public safety and schools.
  • 01:28:15
    And so, 40 years ago was when things began to turn around and more local government projects began to be put in for the county as a whole.
  • 01:28:28
    But it's been a long time to see that every time there was a recession or a drop in revenue or whatever,
  • 01:28:36
    because the priorities were where they needed to be.
  • 01:28:41
    But that is why this has a different perspective.
  • 01:28:47
    And I will say what I have heard about the 1% sale tax is that Prince Edward's delegation is already carrying forward, so we all need to get organized to file on to that.
  • 01:28:55
    Prince Edward County.
• • 01:28:57
    That's good.
• • SPEAKER_10
  • 01:28:58
    Thank you.
  • 01:29:02
    No comment on capacity since that's come up several times.
  • 01:29:21
    Upper Elementary School is already underway at this point.
  • 01:29:27
    Pretty much in the bag, so I feel like we need to make sure that our projections match what we've approved so that we're looking at what's
• • SPEAKER_06
  • 01:29:53
    I just want to clarify regarding class sizes because you mentioned increasing half a student for a full student and I'm in the form of principal.
  • 01:30:04
    I did that a lot and 22 is around the sweet spot.
  • 01:30:10
    I know some classes
  • 01:30:23
    University of Charlottesville, Rivanna
  • 01:30:49
    and so on.
• • SPEAKER_10
  • 01:31:12
    University of Charlottesville
• • SPEAKER_08
  • 01:31:33
    was a discussion.
  • 01:31:35
    It was just a discussion.
  • 01:31:35
    Like a guiding principle.
  • 01:31:37
    I mean this would have been 2012, 13, 14 kind of time frame.
  • 01:31:43
    That was when we discussed what size an elementary school should be and what size should a middle school be and what size should a high school be and the seven of us gave our comments on it all but I just couldn't remember if that was a guiding policy or not.
• • SPEAKER_04
  • 01:31:57
    I remember some real work we had about
  • 01:32:05
    What we found was that some of our schools were so small.
  • 01:32:10
    that they were actually serving as us.
  • 01:32:14
    They were not good for the students, because everybody thinks the smaller the school, the better.
  • 01:32:19
    But what the study showed was that some of the smallest schools, where we had like 150, 170, 580 children, that there was more bullying, because the children, as B said, didn't have a way to get into another group of kids.
  • 01:32:34
    So there is some data.
  • 01:32:37
    and there were some discussions and studies to show that a school could be too small.
  • 01:32:43
    That was a whole school size and it was basically, we were looking at elementary schools and it was generated because we had a school that we couldn't keep teachers in, we couldn't keep principals and there was a lot of unfortunate, some bullying incidents going on and so we were trying to study the size of our elementary schools.
• • SPEAKER_05
  • 01:33:05
    We have had a more recent conversation about whether we, especially when Brownsville was almost nine-hundred students, whether we should have a ceiling on the size of our elementary schools.
  • 01:33:21
    We didn't have, at the same time we were talking about the center model and trying to have a series of centers that would reduce the size.
  • 01:33:29
    I don't think any, we did not have an appetite for a lot bigger Albemarle
  • 01:33:35
    High School, but we didn't, I mean, I think our target is around 600 for an elementary school has been.
• • SPEAKER_08
  • 01:33:52
    University.
• • SPEAKER_05
  • 01:33:52
    We have a plan for the Northern Theater Pattern School, but my concern is with respect to capital and school sizes is not to build too small because I know Diantha was on the school board before I was, and I know that
  • 01:34:21
    University, New York.
  • 01:34:41
    You know, we're already talking overcrowding there.
  • 01:34:44
    I mean, this is explosive growth in some of our schools.
  • 01:34:49
    And that, we thought, we were building robustly for a 10-year window.
  • 01:34:53
    And it's only been half that.
  • 01:34:57
    So that's why we increased the size of the northern theater pattern.
  • 01:35:02
    The birth point school was 600.
  • 01:35:05
    I mean, the costs are so enormous that building it too small
  • 01:35:13
    is irresponsible.
• • SPEAKER_04
  • 01:35:14
    So I would agree with that.
  • 01:35:16
    And I think many of us nodded our head in agreement when we took that to 600.
  • 01:35:21
    Matter of fact, we had discussions, and I know the Planning Commission has had discussions about looking at the center model and suggesting that, you know, when you're looking at building a new center like the one at Albemarle High School or at that Lambslake campus that you just wanted
  • 01:35:39
    University.
  • 01:35:40
    The recommendation was for that extra.
• • SPEAKER_05
  • 01:35:58
    I mean, the growth, I mean, I think someone pointed out we're not back up to pre pandemic numbers, but we're pretty darn close.
  • 01:36:07
    We're like 13,887 or something like that.
  • 01:36:11
    And we I see no reason that we're not going to continue to grow.
  • 01:36:15
    I mean, every time I drive down the road, I see another development and I cringe because of not because I'm not pleased that our community is growing, but I just I know the impact on our schools.
• • SPEAKER_06
  • 01:36:32
    What is our projection for 250,000 at 2050?
  • 01:36:34
    I may have my numbers wrong.
  • 01:36:36
    Are you asking about total population?
  • 01:36:40
    Total population in the county.
• • SPEAKER_10
  • 01:36:41
    Yeah, not in the school district.
• • SPEAKER_08
  • 01:36:43
    We're around 115 and the report had said 31,000 people, so that's how much of that.
  • 01:36:56
    It's about 150.
• • SPEAKER_04
  • 01:36:57
    The reality is that we're an aging community as well.
  • 01:37:00
    We're getting children.
  • 01:37:03
    But the majority, a lot of the people that are moving in are over 15.
• • SPEAKER_06
  • 01:37:25
    County, New York.
• • SPEAKER_14
  • 01:54:06
    University.
  • 01:54:08
    I would like to provide an overview of where we are in the current adopted budget and CIP, both on the revenue and expenditure side, and look at how those are put together and how the financial side of that works.
  • 01:54:21
    This is not the start or the end of the discussion.
  • 01:54:23
    There are some next steps today that will continue on the staff side and future things for the board to consider in the budget process.
  • 01:54:29
    So I'll walk through some options there and then, of course, leave as much time as we can
  • 01:54:36
    as we
  • 01:54:53
    and I want to walk through in a little more detail the cash equity in green which makes up 28% of the CIP revenues and then the plan borrow proceeds in red that make up the majority of the CIP revenues.
  • 01:55:07
    What I'm not going to talk about today is all those revenues in black text on the right because those revenues are specifically tied to projects.
  • 01:55:15
    So for example, the state funding we get for school buses can't be reversed to another project.
  • 01:55:20
    If there is a joint park project with the City of Charlottesville around parks, that funding can't be shifted to any other project.
  • 01:55:26
    Most of those revenues are directly tied and not discretionary in the way that cash and borrow proceeds would be.
  • 01:55:34
    So to take a closer look at these two revenues, first on cash equity, and what I have on these slides are the sources of where that money comes from on the left and how it gets applied on the right.
  • 01:55:44
    The cash equity that comes into the CIP is primarily from what we call a shared revenue formula that we use to share funding among school operations, county government operations, and the CIP in debt.
  • 01:55:56
    I'm not going to go through that in detail because we published the full formula in the budget book, but in essence, we do a few step calculation and of the change in revenues, 54% goes to school operations.
  • 01:56:05
    36% goes to county government operations and 10% goes to
• • SPEAKER_00
  • 01:56:16
    is one of
• • SPEAKER_14
  • 01:56:41
    Cash is used on the right side.
  • 01:56:43
    The very first thing that happens before any capital projects can be considered is the payment of the debt service.
  • 01:56:48
    You can think of this as the county's mortgage.
  • 01:56:50
    It is our principal or interest related to all prior bond issuances.
  • 01:56:54
    Bond issuances are primarily done for 20 years.
  • 01:56:57
    There are some exceptions, but 20 years is a very good rule of thumb.
  • 01:57:00
    And there will be times where when conditions are favorable, a staff would recommend refinancing that debt.
  • 01:57:06
    But by and large, that happens not as periodically as the regular issuances that take place over time.
  • 01:57:12
    So after debt service is paid with that cash equity, the remaining amount goes to any projects that are eligible for borrowing.
  • 01:57:19
    That is 5% of the cost.
  • 01:57:21
    So for example, if you had a project that was about 60 million, we would look to pay for that, assuming no other revenue sources.
  • 01:57:28
    About 3 million or 5% of that would be paid with cash.
  • 01:57:32
    57 million out of 95% would be paid for with borrowed proceeds.
  • 01:57:38
    There are some projects that are not eligible for borrowing based on the type of expense they are, based on the life cycle being relatively short.
  • 01:57:45
    We're just doesn't make financial sense to.
  • 01:57:47
    So in that case, we need to make sure we have the cash every year after we pay our debt service to fund those things.
  • 01:57:55
    Next is, again, the majority of CIP revenues come from planned borrow proceeds, and these are from bond issuances that the county does on a regular basis.
  • 01:58:05
    Most recently, there were issuances that were completed in 2021 and 2023.
  • 01:58:10
    There was a refinancing done in between in 2022 because the length of the bonds and the rates compared to what they were then, to what they were originally issued, those were favorable conditions, and that creates more capacity as well.
  • 01:58:22
    County.
  • 01:58:40
    So borrow proceeds are very important because that's the money that comes into the county and it directly relates to that debt service, that mortgage payment that goes out.
  • 01:58:47
    So we're going to take a little time to talk a little bit more about what debt service and debt capacity looks like.
  • 01:58:55
    The county has a triple AAA bond rating.
  • 01:58:58
    This was the first two of those ratings by the three major credit rating agencies were issued in 2003.
  • 01:59:05
    The third came along in 2013.
  • 01:59:09
    This is a relatively rare thing in the United States where there's only 55 counties across the entire country of 3,000 plus counties as of last month had this.
  • 01:59:19
    In the state of Virginia, we're in fairly good company because of the 90 or so counties of Virginia, 13 of them actually have triple AAA bond ratings.
  • 01:59:30
    This is a rating that, once it's attained, it's more than just a certificate.
  • 01:59:34
    It has to be maintained with the fiscal discipline and the planning that takes place every year.
  • 01:59:38
    And every time the county goes out for a bond issuance, we go through a process with the rating agencies to have this rating reaffirmed.
  • 01:59:45
    Well, they look at all our financials and look at all sorts of key metrics.
  • 01:59:49
    Now, a question that we often get, what are the benefits of that county bond rating?
  • 01:59:54
    And this is one where, I know sometimes when I talk about medicinal bonds to people, I can lose them quickly.
  • 01:59:59
    So I'll put this in the terms of, how would this mean to an individual?
  • 02:00:02
    So if you think about that, triple AAA bond rating is essentially like having a perfect credit rating.
  • 02:00:09
    So when you have a perfect credit rating, there's a lot of benefits.
  • 02:00:13
    One, that means you have a lot of future flexibility.
  • 02:00:16
    So if in your personal budget, your mortgage is a low portion of your expenses, that gives you a lot of flexibility to do everything else.
  • 02:00:23
    If your housing costs are a much higher portion of your budget, you've got to pay your mortgage a rent first every month.
  • 02:00:27
    That does not give you the flexibility that you need to address another budget.
  • 02:00:30
    So communities who have higher debt services and percentage of their budget don't have as much flexibility even in the upcoming years to address whatever that may be in their strategic plan.
  • 02:00:40
    So that future flexibility for the board is the primary advantage.
  • 02:00:44
    The second is it does save money in the long term.
  • 02:00:48
    The county has a triple triple A bond rating.
  • 02:00:50
    We can always get the best rates relative to the market.
  • 02:00:53
    If you use a personal example, imagine you had a home project and you had nine contractors show up to your door to work on that.
  • 02:00:59
    Chances are you'll get a really good deal from nine people bidding on that.
  • 02:01:03
    That's exactly what happened in 2023 when the county issued its tax exempt bonds.
  • 02:01:08
    There were nine people right at the start or nine companies to purchase those bonds, allowing for the best rate possible.
  • 02:01:15
    The other advantage, too, is that while some localities struggle, there may be a question about can they access to the market?
  • 02:01:22
    Will there be an appetite for those bonds?
  • 02:01:24
    That is not the case for AAA-bond-rated communities where they are able to access the market, whether that be as planned, or for some catastrophic, unforeseen reasons, if they had to do something in an emergency, they would be able to borrow there, too, if they needed to.
  • 02:01:38
    just as someone, again, with a perfect credit rating, you have that flexibility, you have the competition for your services, all of that leads to lower cost for the debt service and future flexibility for the board as they consider how to plan their budget annually.
  • 02:01:52
    So debt capacity is primarily measured in two ways, and these are set by the board's financial management policies.
  • 02:01:59
    These are charts that are very common as we look into budget process.
  • 02:02:03
    The chart on the left is looking at the annual debt service payment.
  • 02:02:07
    How does that compare to the ongoing operating revenues for county government and schools?
  • 02:02:12
    We can see there on the left, there is a line in red that is the policy maximum that is informed by best practices and our financial advisors of what would sort of be a ceiling to maintain our AAA rating.
  • 02:02:24
    As we can see in that chart, there is headroom.
  • 02:02:26
    We are not at the red line.
  • 02:02:28
    And it is actually, it's also notable.
  • 02:02:30
    It's not as obvious here, but right now at fiscal year 25, that headroom is roughly five and a half percent.
  • 02:02:36
    But that moves up to just over seven percent fiscal year 29.
  • 02:02:41
    That increase is right now, we're at a time where the five largest capital projects in any history are taking place between the course project, the purchase of the Rivanna futures land,
  • 02:02:51
    and then the three schools that we've discussed.
  • 02:02:53
    As those rebonds are issued, that is going to drive the county's debt service cost up and take more of the transfer to capital to go to those debt expenses.
  • 02:03:01
    So within the headroom, that is why that is changing.
  • 02:03:04
    On the right, we have what is the total outstanding debt, not just one year, that total outstanding debt and how does that compare to the county's tax base?
  • 02:03:12
    This is one where we have a little bit more headroom and historically we do, but we can see that inches up a little bit over time as well.
  • 02:03:18
    But both of these metrics are very important.
  • 02:03:22
    So there is capacity that is not used.
  • 02:03:25
    So from a just a pure debt capacity perspective, could more be done?
  • 02:03:29
    The answer is yes.
  • 02:03:30
    What they catch to that though is there's the affordability and the cash related to that debt.
  • 02:03:34
    Now I'm going to walk through an example later on how that plays out.
  • 02:03:38
    But the reason that more projects were not added to the CIP was not about that debt capacity.
  • 02:03:42
    It speaks to the related cash and affordability, which again, I'll discuss more detail in just a moment.
  • 02:03:48
    So before I walk through kind of next steps of what could be possible, I'm going to turn my attention next to the expenditure side of the CIP.
  • 02:03:55
    This is, again, what was adopted in May by the board, 330 million.
  • 02:03:58
    We can see that the majority of that, as historically been the case, goes to public schools.
  • 02:04:03
    And then we see the functional areas that are on the right for county government.
  • 02:04:07
    The largest functional area is community development.
  • 02:04:11
    That is the county's transportation and leveraging program where the county will put dollars in and draw down up to $10 million for projects from the state to help leverage that for transportation needs.
  • 02:04:25
    Something else that is really guided by the Board's financial management policies is the emphasis, as Ms.
  • 02:04:30
    Koumazal noted, on ongoing programs.
  • 02:04:33
    The Board's financial policies speak to the importance of big carrying of current assets for, you know, before anything else to avoid more long-term, costly repairs, unexpected things that would happen.
  • 02:04:44
    University.
  • 02:05:00
    It was, you know, indicated on the Tsukumazawa slide, the school facilities maintenance replacement is by far the largest portion of those, which again makes sense because we have more school facilities than we do county facilities and that.
  • 02:05:13
    Something to keep in our mind though is that as we have expanded and building new facilities, whether it be for schools or county government,
  • 02:05:20
    that continues to put that pressure on the ongoing programs.
  • 02:05:22
    It's not just facilities, such things as fire rescue apparatus.
  • 02:05:25
    A lot of our small vehicles are not in the CIP, but the bigger engines, bigger ambulances, those are things as our system has changed, you get included here as well.
  • 02:05:35
    Also school buses being part of the ongoing programs as well.
  • 02:05:38
    So, as Ms.
  • 02:05:39
    Koumazal, we had a lot of discussion about school buses, walked through the challenge of the bubble we're in in a few years.
  • 02:05:45
    That's reflected in the school's priorities, and that would be reflected in the county's philosophy of addressing that first before adding in new standalone projects.
  • 02:05:53
    So, to take a look next about the non-to-one coin programs, what are the standalone programs that make up that
  • 02:06:02
    What I'm first going to do is focus on what is approved right now, the board's appropriated funding, and these are all moving forward.
  • 02:06:09
    First of all, public schools, and I'm going to clarify, this is what is adopted in 25, and also what was approved in a prior year, and it's still running forward, and these projects take more than one year to implement, typically in the county budget.
  • 02:06:20
    So there's 93 million currently appropriated in these standalone projects beyond the going programs that are currently underway.
  • 02:06:26
    I'm not going to spend much time on these projects because they were discussed in detail, but I do want to acknowledge those as one of the goals in these strategic plan.
  • 02:06:36
    Next is county government, and this is going to be more projects, but they are on average smaller because of the nature of them.
  • 02:06:42
    What we have on the left side is the six goals and the four strategic plan, and these are color coded to correspond to those.
  • 02:06:49
    For example, Quality of Life has objective statements around parks and recreation.
  • 02:06:52
    We can see currently appropriated, we have improvements at Viscount Run, Darden Tau Athletic Fields, an urban pocket park and a trailhead for some ADA improvements there.
  • 02:07:02
    Moving up to the top line, we have the infrastructure projects with transportation leveraging.
  • 02:07:07
    I designed at the Northern Convenience Center.
  • 02:07:09
    Last year there was a Southern Convenience Center that opened on the southern end of the county.
  • 02:07:13
    This contemplates one on the northern end of the county.
  • 02:07:16
    I'll also include in here the Rivanna Futures because that property purchase has been made because the $5.50 million does have substantial debt service payment.
  • 02:07:24
    I did want to call that out as a specific thing that does have a higher debt service than our other smaller projects that are out there.
  • 02:07:31
    We have some community nonprofit projects that the board has approved.
  • 02:07:35
    And then on the very bottom line, the force systems modernization, I spoke about our financial management replacement system that is part of the CIP.
  • 02:07:43
    As well in county government, we have some funding for workforce facility renovations as part of that strategic plan.
  • 02:07:49
    Then in the bottom right relative to safety and well-being, the largest project on going right now and the majority of that 95 million is the courts construction project.
  • 02:07:57
    which is, as you all can see, if you drive downtown, very much underway, as well as some smaller improvements that were taking place at Station 11, which is Monticello, Southamptown.
  • 02:08:07
    So these are already appropriated.
  • 02:08:08
    Moving forward, the board doesn't need to provide any other direction or action on these in the budget.
  • 02:08:12
    They are just continuing forward.
  • 02:08:14
    What is next on the slide are those projects both for county government and schools that are as part of the fiscal year 26 to 29 CIP.
  • 02:08:22
    So, typically what happens in recent years in our CIP, you know, barring great recessions, barring pandemics, barring those things, projects tend to start in one year and move up as those projects are updated.
  • 02:08:33
    and so what we can see going to these next slides that are approved but not appropriated to be spent because they're in the future year.
  • 02:08:40
    We see there's a lot of the projects that are going to continue on the previous year because funding will be added for things like darting down athletic fields or transportation leveraging.
  • 02:08:49
    What I've done on this slide is highlight and yellow those things that would be brand new in those out years from 2026 to 2029 that were not referenced on the previous slide.
  • 02:08:58
    So for example working across the top row
  • 02:09:01
    The Northern Convenience Center was being designed.
  • 02:09:03
    The construction of that would be contemplated in fiscal year 27.
  • 02:09:07
    Central Library of Renovations is a project that appeared in the CIP last time.
  • 02:09:11
    This is the downtown Central Library that is jointly owned 50-50 with the City of Charlottesville and actually has a majority of use of county residents.
  • 02:09:20
    That is an aging facility that would both do some renovations and upgrades to that.
  • 02:09:25
    It would be designed in fiscal year 27 with construction to begin in fiscal year 29.
  • 02:09:30
    We have continuing parks programming in green.
  • 02:09:33
    We've discussed the northern feeder pattern with design and construction in fiscal year 27 and 28.
  • 02:09:38
    And then we have continuing work in core systems, modernization of facilities for county government, and also acknowledging school renovations are included not at the requested level, but there is an announcement that is included in fiscal year 26 to 29.
  • 02:09:53
    So next, we always have to keep our mind of what are some of those things that are beyond the CIP that we're beginning to work through with staff right now.
  • 02:10:00
    We heard from the public schools about their request and some of those projects.
  • 02:10:05
    I want to share some of the things that are on the mind of county government right now as we begin to develop the CIP.
  • 02:10:10
    And these are items that we'll have more recommendations about, but these are just some of the things we are weighing as we gain new information every day of now to the recommended budget being released in late February.
  • 02:10:22
    Starting from the top, the course construction project, that is not fully under contract yet.
  • 02:10:26
    So that is one we are watching just as material costs and everything changing to see if we have any variability we need to plan for.
  • 02:10:34
    Next up is our fire rescue apparatus replacement.
  • 02:10:36
    As our fire rescue system has grown and evolved, particularly in the last 20 years, when really the first station in Monticello was constructed, we are seeing some of those apparatus coming due for replacement with that had the longer life cycle.
  • 02:10:51
    The third item is one that has been and developed for a couple of years and we have an updated request we received from the Emergency Communication Center.
  • 02:11:00
    This is the 911 call center located off of Ivy Road.
  • 02:11:03
    It is a regional facility operated by the city of the county and the UVA who partner in that program.
  • 02:11:09
    and this is not a new facility but work that would take place at the current site to address both an aging facility and also the amount of capacity.
  • 02:11:17
    The volume of public safety calls particularly during the daytime as we have many people come to our community has really increased quite a bit and they've added staff to respond to that also as we've added public safety staff in the field.
  • 02:11:30
    So this is really a response to similar to the Central Library of an aging facility
  • 02:11:35
    time has grown.
  • 02:11:36
    The county has a larger share.
  • 02:11:37
    That's about a $20 million project, but that is a for the county share.
  • 02:11:42
    But that remains very much under review.
  • 02:11:43
    But that is one I want to spend a little more time talking through because it will come back in the budget process.
  • 02:11:48
    And though it was requested last year, the ECC was not included in the CIP.
  • 02:11:53
    The ECC has continued their work to refine that project with to sharpen their pencils and also to clarify scope.
  • 02:12:01
    The Board has a community nonprofit project.
  • 02:12:04
    Traditionally we receive requests for affordable housing projects.
  • 02:12:07
    We'll see different parks groups for more capital investments that may be out there and that will be before us again to consider in the budget.
  • 02:12:17
    Transportation really refers to the revenue sharing program.
  • 02:12:22
    is one of the largest cities in the state.
  • 02:12:23
    We have to plan very far out and we're working with our community development staff to make sure we're positioned in the county to draw down funding when it's needed on that timeline.
  • 02:12:32
    The Rivanna Futures debt service appears again because of the strategy in Rivanna Futures where that property was purchased to look at how that would be developed and be a hub for economic development and defense industry and academics and all of our key community partners.
  • 02:12:47
    So how that evolves over time is something we need to consider in the out years now that the county has ownership and control of that property.
  • 02:12:55
    Finally, in technology systems related to the workforce of customer service, this really refers to end of life systems that we have our eye on once we complete our major technology system replacements from HR, our community development, and the financial management system.
  • 02:13:10
    There will be some other ones out there, and we've done a lot of work with our IT department to make sure that we are planning for those, again, assuming they are as appropriate for the capital budget, that's a review that we do with public schools to make sure we're budgeting in the right place, but planning for those replacements as well.
  • 02:13:24
    So this is not a recommendation, but these are some of the things the staff is evaluating right now as we begin to update and prepare a recommended CIP from fiscal year 26 to 30.
  • 02:13:37
    So this slide is one that was shared with the Board Supervisors of River 20 Account Executive Spoke to.
  • 02:13:43
    And this is, again, taking a look at our strategic plan and a few key takeaways that we talked about.
  • 02:13:50
    One, actually three observations.
  • 02:13:52
    One, I'm just now realizing the colors on this chart don't correspond to the other, so please don't try a match of colors on that.
  • 02:14:01
    But the first is one of the board's strategic plans, and I know this is an important priority to the school board as well, is that workforce and customer service.
  • 02:14:08
    By having staff who are well trained, who are recruited and retained, we are able to advance all of the strategic priorities in a way that we can't do if we are not successful in that goal.
  • 02:14:19
    We've also put the second observation is those red circles we put around the goals of safety and well-being, education and learning, and workforce and customer service.
  • 02:14:28
    Those are the majority of where the county's funding goes, and those are the ones where it really takes funding to move those forward.
  • 02:14:35
    We cannot quite simply re-engineer some of our processes in a way that we can around there.
  • 02:14:39
    Of all three of those, we know that we have been for years planning to replace our systems, and those are coming live.
  • 02:14:47
    The last two systems went live in fiscal year 25.
  • 02:14:51
    County Year 25.
  • 02:14:52
    The education and learning, we know the work the school boards have talked about, about getting those center two in Southern Elementary and those will soon be under construction.
  • 02:15:02
    We know the safety and well-being.
  • 02:15:04
    We've had the courts project that's gone on for quite some time that is now coming to fruition.
  • 02:15:09
    We know we have grant funding to respond to the changing dynamic in our community, volunteer by arrest and service, and continuing to keep up those service demands.
  • 02:15:18
    So that's one, as we talked with our board, of all of those examples.
  • 02:15:22
    All of the goals are important, but thinking of one where our cost drivers and the next budget, those three circles are the ones that really caught our attention.
  • 02:15:32
    So that's an overview of the CIP.
  • 02:15:34
    My last few slides are going to be really about where do we go from here.
  • 02:15:38
    So right now the staff is working through kind of a five-step plan to update the adopted CIP.
  • 02:15:43
    First taking that starting point where we want to make sure that we are honoring the board's past endorsement or projects included in the CIP.
  • 02:15:50
    and then continuing to update our staff and financial assumptions.
  • 02:15:53
    So we'll do a revenue update of what the next five years look like.
  • 02:15:56
    We'll look at our interest assumptions.
  • 02:15:58
    We'll look at all of the just kind of day-to-day things that we do to make sure we're working with the latest information, which will continue beyond this meeting.
  • 02:16:06
    But number three, we're here in joint board meeting on December 4th.
  • 02:16:10
    This conversation will continue with the board on February 26th when the county executive recommends a CIP.
  • 02:16:16
    then the board will have a series of work sessions, public meetings, and other activities as we work through the recommended budget process.
  • 02:16:23
    But a fair question that may be on the board's mind would be, well, to the extent possible, how will additional projects be included in the CIP?
  • 02:16:30
    What are those factors as staff would weigh?
  • 02:16:32
    So the first thing, assuming available revenue is there, is that we would look to the strategic plan and how do we get that?
  • 02:16:39
    The board has six strategic goals, making up 23 objectives, and we need to make sure our staff are aligned to make sure we're making meaningful progress on all of those to the extent we can.
  • 02:16:49
    So this brings us back to this chart on our tech capacity, and I'm going to walk through a little bit of math and kind of the art of what could be possible right now.
  • 02:16:57
    So this is the chart where we have the tightest headroom of our debt service, our annual payment as a percentage of our annual operating revenues.
  • 02:17:07
    So I will say this is an exercise where I would encourage the boards not to feel in need to memorize any number, because they will change in February.
  • 02:17:16
    But this is really where we are right now, based on the adopted CIP.
  • 02:17:20
    And what is some of the thought process that goes into that?
  • 02:17:23
    So I mentioned before, Episcopal 29, that yellow line shows where the headroom is the tightest.
  • 02:17:29
    The county's debt ratio is about 7.1%.
  • 02:17:32
    So the county does have capacity to borrow more based on its financial policies.
  • 02:17:40
    If the county were to go to 8% of its headroom in that year, the county would have the ability to initial $60 million in bonds for projects.
  • 02:17:49
    is another what-if if the county wanted to go to 9% that could issue another $122 million of bond projects.
  • 02:17:56
    That $122 million includes the $62 million, it's not in addition to.
  • 02:18:00
    I did not put a line up to 10% because the board of supervisors has been very clear we should not plan to go to our maximum and I see the heads nodding around the table as well.
  • 02:18:09
    If anyone at home wants to do the quick math you can figure it's about another $60 million but I have not modeled that because the board hasn't been very clear.
  • 02:18:16
    The reason for that, why that is, is you wouldn't want to be in a position where you're planned at your maximum.
  • 02:18:21
    There would be a dramatic slowdown or change in the economy and you could inadvertently find yourselves upside down and above your policies.
  • 02:18:28
    You also wouldn't want to be above your maximum because you then have eliminated your flexibility to do something different in the future as the world has changed a lot in the last five years.
  • 02:18:37
    It will probably change a lot in the next five years.
  • 02:18:39
    There will be opportunities that may come up and having that flexibility is what can position the board to take advantage of those opportunities.
  • 02:18:46
    So if that capacity exists, but in the projects, what else needs to be considered?
  • 02:18:50
    It really comes down to the cash that is needed to execute on those.
  • 02:18:55
    So just a series of questions.
  • 02:18:57
    Some of these have answers.
  • 02:18:58
    Some of these will depend on the projects.
  • 02:19:00
    So hypothetically, if we pretend that's $6 million, if we're moving to the 8% level into Squidder 29, does that county have the capacity?
  • 02:19:07
    Yes, we do.
  • 02:19:09
    Most importantly, does the county have the related cash funding that would be needed to?
  • 02:19:13
    And there's two types of cash that we need.
  • 02:19:16
    First, we need the 5% of the project to be funded by cash, and we did 95% that would be borrowed for.
  • 02:19:23
    That would be about $3 million up front.
  • 02:19:27
    That $3 million is a much easier ask than what is actually the much more costly impact.
  • 02:19:32
    After the bonds are issued, we'd pay in that debt service the following year for the next 20 years.
  • 02:19:36
    So for every year, for the next 20 years, if that $6 million was utilized, if the county used at least revenue bronze, which is our traditional approach, there would be a $5 million annual expense the county would have as part of its budget.
  • 02:19:50
    County, and
  • 02:20:12
    You know, $5 million is a significant sum of funding.
  • 02:20:15
    Currently, the value of one penny on the real estate tax rate is about $3 million.
  • 02:20:19
    So if the board were to take action, it's, again, hypothetical, they would need to have about 1.7 cents if it were to be just that action fully dedicated to capital, not split among the normal funding formula.
  • 02:20:31
    Okay, that's just a hypothetical for perspective, not a recommendation, but just kind of get a sense of what options could be and kind of the art of what is possible.
  • 02:20:40
    So that's the financial aspect, but there's other impacts that need to be considered outside of the CIP.
  • 02:20:44
    Again, what is that impact of future flexibility?
  • 02:20:47
    Once that headroom goes up, it doesn't come down until debt is being retired, which is happening on a regular basis.
  • 02:20:53
    Perhaps that can be refinanced.
  • 02:20:54
    We'll look at those options, but that really does eliminate future flexibility until that does take place.
  • 02:21:01
    The second consideration, depending on what is being approved for in the capital budget, is the ongoing operating costs, whether that be in the general fund or the school fund.
  • 02:21:10
    and then finally the ability to execute that will just depend on the project and that sometimes can be a more of a question of timing.
  • 02:21:15
    Is it a land acquisition?
  • 02:21:17
    This land acquisition is a design.
  • 02:21:19
    Some of that may influence what year that goes in.
  • 02:21:22
    So these are, you know, just kind of a hypothetical example of what could be possible should that cash be present and everything else.
  • 02:21:30
    I'll mention that at this point we're really talking about the capital budget.
  • 02:21:33
    I know both wards, they will have pressures in the operating budget.
  • 02:21:36
    whether that be state-of-the-art as a workforce, other investments that may move forward, you know, public safety, responding to evolving populations, whether that be the school population, as the school board members alluded to, or our county government.
  • 02:21:48
    So what does that look like?
  • 02:21:49
    So what I do want to end with, this will be my last slide, of just examples of possible strategies.
  • 02:21:57
    These are not items we need for discussion on today.
  • 02:22:00
    This is, again, just to talk about what are some of those big levers out there that can change the trajectory of the CIP?
  • 02:22:06
    of course, when the board considers this is the budget process, they won't be looking at just the CIP, they'll be looking at the operating budget and all of the needs that they will need to weigh is their work to balance the budget.
  • 02:22:16
    So these options, starting at the top, first is just understanding the impact of our calendar year real assessments.
  • 02:22:23
    Real property is reassessed on January 1st every year, so we need to always work in our fiscal year of what is the assessment we know and what do we think will happen in the next reassessment.
  • 02:22:33
    So, should we have a strong reassessment and we'll know that in mid January we are county assessors for the board supervisors.
  • 02:22:41
    If there were to be a strong reassessment and the county board did not change the tax rate, that would generate additional revenue.
  • 02:22:48
    Something the board supervisors understands very well as part of their deliberations every year in terms of where does that impact.
  • 02:22:54
    In addition, the board can consider, as they can every year, tax rate changes.
  • 02:22:59
    The board in recent years has sought to diversify revenues with increases to food and beverage taxes, transit and occupancy taxes, cigarette tax, personal property tax was adjusted last year.
  • 02:23:09
    Of course, the real estate tax would be an option as well.
  • 02:23:11
    But those are all these tools that are available in one of the board's supervisors.
  • 02:23:16
    Third is a tool that's available to both boards if there's the option to invest any one-time funding that's available.
  • 02:23:22
    So at the end of the fiscal year under financial management policies, there's a certain amount of funding we want to ensure we have to maintain our reserves.
  • 02:23:29
    Beyond that, that one-time funding is really discretionary as long as it's used for a one-time expense.
  • 02:23:35
    So one of the ways coming out of the pandemic is both the Board of Supervisors and the School Board have taken funding from year-end or one-time savings, put that into the CIP, and that has helped advance projects
  • 02:23:49
    is a little less straightforward than the others, and this would be a very hard decision just to hypothetical if either board desired to reprioritize revenue that funded the operating budgets, whether that be ongoing or one time.
  • 02:24:00
    So I'll walk through an example of what this could look like.
  • 02:24:04
    So I'll start with the school board as an example, but the board of supervisors should have the same approach.
  • 02:24:10
    Hypothetically, next year, if the school board's formula for operations, if that increased $10 million, normally that would go to $10 million to support all of the operating needs that are available to public schools.
  • 02:24:22
    If the public schools had a priority to say, actually, some of the needs in capital are even more compelling than operating, they could say, if some of that $10 million, let's have $9 million for operations, and that $1 million could be applied to the CIP to make that request to the board's supervisors.
  • 02:24:37
    that one million and one coin of cash every year can go a lot farther because now it could be borrowed for and there could be 12 million of renovations, whatever projects would be.
  • 02:24:46
    The county could do the same operation to take some of these operations and apply that instead to capital.
  • 02:24:55
    It's all coming from the same source.
  • 02:24:56
    Tax revenues primarily fund our public schools, county government operations, our debt service, all of that.
  • 02:25:02
    So this would be very different, and it would be very hard, because though I'm not an expert on the school budget, I know you all have a lot of pressing needs and operations, just as the Board of Supervisors do.
  • 02:25:11
    But when it comes into more constrained budgets and revenue growth, your prioritization is necessary, and that is one tool in the toolbox that if the Board were to desire, the school board, that could be explored.
  • 02:25:24
    The final option, and one the Supervisor McKeel alluded to earlier, was this longer term strategy will be available by February 26 when the recommended budget is released of the state authority to enact a referendum for a 1% option local sales tax that would be dedicated to school construction.
  • 02:25:42
    Supervisor McKeel mentioned that was passed both Houses of the General Assembly.
  • 02:25:47
    It was vetoed by the governor and by two votes fell short of an override to the veto.
  • 02:25:53
    County.
  • 02:26:12
    I said that 24 million would be such a game changer in our county financials.
  • 02:26:15
    I've been doing budget for more than a few years and that would be the largest change that has taken place in our budget as the time we've been doing that.
  • 02:26:23
    These are not to say the only things that could be considered, but these would be the largest tools in the toolbox that would be available.
  • 02:26:29
    and so really this kind of wraps up the staff portion of the presentation really to follow what the schools had and really understanding where are we now at a high level, what has been approved, what is planned, what are some of those county government issues on the horizon and then how does what is funded fit into the context of our triple AAA bond rating and the related financial policies and where did we go from here.
  • 02:26:50
    So I'm available for questions but this is really the remainder of the work session, time for the board to continue any questions or discussion or
• • SPEAKER_10
  • 02:27:06
    Thank you.
  • 02:27:08
    No questions.
• • SPEAKER_06
  • 02:27:11
    Thank you, Andy.
  • 02:27:14
    But just two things to think about when I'm rolling around with my brain without any ability to solve it is we don't know what's going to happen in the new year at the national level.
  • 02:27:25
    So that whenever there's uncertainty, it just makes me be super, super curious about everything.
  • 02:27:34
    I think that you were afraid to this other item called the ability to execute what I have written down in all caps was the other capacity issue is the limitation in the amount of project, number of projects that our staff can successfully bring to completion because the last thing we want to do is to get overextended and then have errors and corrections and other disasters that end up costing a whole lot more in the long run.
• • SPEAKER_04
  • 02:28:07
    Hill.
  • 02:28:09
    Not just to have a couple of questions, but I do want to say that I'm really interested in hearing what the school board questions might be.
  • 02:28:18
    I wish we could kind of flip that a little bit.
  • 02:28:26
    I really would like to just, Jeff, I'm looking at you and I don't want to really put you on the spot, but I'm going
  • 02:28:49
    Futures is all about.
  • 02:28:51
    Because I'm not sure, when I was on the school board, I wasn't following issues like that at the board of supervisors level.
  • 02:29:00
    And I just think for them to have, and maybe you all are perfectly clear on what Rivanna Futures is all about, but I think giving Jeff an opportunity to just go over it might be helpful.
• • SPEAKER_01
  • 02:29:18
    This is not something that we rehearsed.
  • 02:29:21
    No, I'll put it on the spot.
  • 02:29:23
    No, no, but that's okay.
  • 02:29:24
    There's been a flurry of activity this week with Mr. Henry and Ms.
  • 02:29:31
    Kilroy, our Economic Development Director, with our property and our work that we're doing.
  • 02:29:38
    It is a 460 acre acquisition.
  • 02:29:42
    It occurred about a year ago.
  • 02:29:45
    It is property that totally surrounds the 75-acre footprint, which is known today as Rivanna Station.
  • 02:29:54
    Station houses 3,000 employees that have been there since 2002, three defense agencies.
  • 02:30:03
    These are civilian intelligence agencies that report up through Washington through the Department of Defense along with 300 military personnel with the U.S.
  • 02:30:14
    Army that operate currently at this location.
  • 02:30:20
    Ms.
  • 02:30:20
    Malick, who's in her 17th year with the board, has been working earnestly, I would say, since the mid-2000s, 2004 or five, six time frame, including entertaining a visit from then Governor Warner, who came over to Charlottesville with concerns that through BRAC, that's the base realignment enclosure, that we could lose some or all of that footprint going forward with that economic engine.
  • 02:30:48
    I would back up and I would say to the school board that there has been a study done through Weldon Cooper Center that suggests that the defense industry in this region is about $1.2 billion per year.
  • 02:31:05
    $600 million of that originates out of Rivanna Station.
  • 02:31:08
    It's second only to the University of Virginia, and as you might guess, that far out distances our DOD economic footprint.
  • 02:31:17
    However, the defense industry is super important to this region and even more important to our state.
  • 02:31:26
    Our military and Department of Defense presence in Virginia is first out of 50 states.
  • 02:31:33
    The acquisition was a defensive move, defensive in the sense that we needed to position ourselves to make sure that Washington D.C.
  • 02:31:41
    knew that this community supported Rivanna Station's work.
  • 02:31:46
    And there's no better way to do that than to be in control of the property that is just around that footprint to ensure in the future that the federal government knows that this community is going to support growth.
  • 02:31:59
    But it's a defensive move first.
  • 02:32:01
    and then a long-term offensive move being able to align with the federal government, the state government, private industries that are Department of Defense, support level private sector, and academic institutions.
  • 02:32:19
    And so it is an amazing project.
  • 02:32:23
    We've closed on the property about a year ago.
  • 02:32:27
    There's a significant amount of staff work.
  • 02:32:30
    station was highlighted
  • 02:32:47
    The work out there was highlighted and both Senators Warner and Kane spoke to the importance of this investment as we go forward.
  • 02:32:56
    So I think it's only a matter of time until we see additional investment out there that will be good investment for our local economy.
  • 02:33:06
    And I would tell the school board also that is really off the back of a napkin.
  • 02:33:11
    County.
  • 02:33:12
    And if you would like more information on that, our staff can provide that to you because this is just important to not just Albemarle County, but it's important to our region.
  • 02:33:22
    It's important to the Commonwealth because it's really one of the only sites in Virginia that is poised to grow.
  • 02:33:30
    So these are good jobs for our community.
  • 02:33:32
    And those folks out there, they are really good citizens in our community, well-paying jobs, and it's important for our community.
  • 02:33:39
    So I hope that's good.
• • SPEAKER_04
  • 02:33:44
    and I just think it's good for the school board while we're talking about revenues and economic, this is an economic development driver for our community to try and make sure that we have revenues going forward in the out years that support the work that we're trying to do and to protect those jobs in our community.
  • 02:34:04
    And the only, and one of the other questions I made a note of
  • 02:34:10
    about our mention in here, the 9-1-1 Center.
  • 02:34:15
    And I know at one point, I think Andy mentioned that we were talking about buying a separate piece of property.
  • 02:34:22
    Now we're talking about just enlarging the center because of the need.
  • 02:34:26
    Jeff, again, I'm going it all to you today, but I'll talk a little bit for us about the 9-1-1 Center and how
  • 02:34:36
    County, New York.
• • SPEAKER_01
  • 02:34:52
    and the University of Virginia
  • 02:35:15
    County.
  • 02:35:31
    as much as 40 to 50% during the day.
  • 02:35:34
    And that's the regional nature of our community where intuitively all of you have stories.
  • 02:35:41
    But we know that we grow by population during the day.
  • 02:35:45
    Nighttime population is your permanent population that pays the majority of your taxes.
  • 02:35:50
    But your daytime population growth does put a stress on critical infrastructure in the community.
  • 02:35:55
    And people drive into this county for a variety of reasons.
  • 02:35:59
    and our 9-1-1 system is one of very many parameters that we can get a feel for.
  • 02:36:06
    What is that growth in daytime population?
• • SPEAKER_04
  • 02:36:15
    I think that's an interesting note when we're talking about what we're having to provide that really we don't have as much control over all the folks that are coming into our community and that includes tourists.
• • SPEAKER_01
  • 02:36:28
    Well we're a destination community and there's so many good things about that where you have more people coming in than
  • 02:36:39
    University has an amazing effect on that, being a town really of 30,000, with 18,000 at the university and 12,000 at the hospital, so it's a 30,000 employment center.
  • 02:36:53
    But it's more than that.
  • 02:36:54
    I know the hospital pulls in a lot during the day, but we have traveling tourism.
  • 02:36:59
    County.
  • 02:37:00
    We are a destination community in many ways.
• • SPEAKER_04
  • 02:37:04
    I just thought it was something to add to this discussion when we're talking about revenues and expenditures and what we're doing with our CIP.
  • 02:37:11
    And the only other question that I would have is maybe, Andy, could you review one more time for me, but maybe for the folks at the table, but also anybody that's listening?
  • 02:37:22
    So the tax rate
  • 02:37:24
    when we increase the property, the real estate tax rate, could you talk about the breakdown and how that plays out in simple terms for everybody one more time because we split that with the schools.
  • 02:37:42
    and Purpinney, so you could help us with that.
• • SPEAKER_14
  • 02:37:44
    Yes, so the value of a real estate, depending on the real estate tax rate, and if the board would permit me to use approximate math to just keep it simple, it's about $3 million.
  • 02:37:54
    That number will change in February after the assessment, but it's about $3 million.
  • 02:37:59
    10% of that growth would go to pay for the capital and debt program, it would be about $300,000.
  • 02:38:07
    of that remaining 2.7, a little under 2 million would go to public school operations, under 1 million would go to county government operations.
  • 02:38:18
    and the board can also raise the personal property tax rate.
  • 02:38:21
    It's a much smaller revenue.
  • 02:38:22
    It's about $100,000 per penny.
  • 02:38:26
    So for there, it's about $3,000, $54,000, and $36,000.
  • 02:38:30
    As we come back to the budget, we'll have that very clear part of the board's decision-making process.
  • 02:38:35
    Just for some approximate numbers, that's where we are.
• • SPEAKER_04
  • 02:38:38
    Thank you very much.
  • 02:38:39
    It's always good to have that reminder.
  • 02:38:41
    I appreciate it and that's all I have.
• • SPEAKER_18
  • 02:39:06
    in the coming fiscal year and is going to be increasing steadily for the next five years.
  • 02:39:12
    Could you just give, again, I know this is in advance of any of the dollars actually being tabulated, but could you give us the quick napkin math just for the board as a reminder as we discuss this?
• • SPEAKER_14
  • 02:39:24
    We did.
  • 02:39:25
    I'm going to, with my shoulder, I think the gap was around 3% in the first year.
  • 02:39:32
    Yeah, so it's of a general fund gap of 3%
  • 02:39:37
    University of Charlottesville
• • SPEAKER_18
  • 02:40:03
    County.
  • 02:40:04
    Um, current expenditures, current obligations.
  • 02:40:07
    That's not
  • 02:40:10
    County.
• • SPEAKER_14
  • 02:40:11
    So that did include growth in our expenditures to date.
  • 02:40:17
    If the board were to contemplate a more significant investment in affordable housing that is currently done, that would add to that deficit beyond that.
  • 02:40:26
    I think the funding for housing contemplating that plan was, some board members may describe it as modest.
  • 02:40:35
    If there is something to be done more substantial, that would be pushing that further.
  • 02:40:39
    Sure.
• • SPEAKER_18
  • 02:40:41
    I appreciate that background.
  • 02:40:44
    This is another kind of almost embarrassingly straightforward question.
  • 02:40:49
    But when we are talking about bumping up our borrowing, bumping up to 8% total borrow debt and getting that $60 million in juicy, juicy funding, and that has an ongoing debt service cost of approximately
  • 02:41:16
    is that, regardless of how that debt is, or regardless of what those projects are being spent on, is that entirely borne out of county operating funds?
• • SPEAKER_14
  • 02:41:25
    To clarify, I have a slide up here.
  • 02:41:28
    The first $3 million would just be for the initial upfront cost to complete the project.
  • 02:41:33
    Got it.
  • 02:41:33
    Because we typically don't borrow $100% from projects.
  • 02:41:36
    The ongoing cost would be $5 million or slightly less if you go to the general obligation route, it would be needed for that.
  • 02:41:43
    if you could please repeat the second party.
• • SPEAKER_18
  • 02:41:44
    So is that we would do these projects for things for both capital and or for both I'm sorry for both school and county capital projects.
• • SPEAKER_14
  • 02:41:53
    Yeah that example does not specify what it is when we look at the CIT it's really looking at county government and public school projects together and trying to find that right blend of priorities.
• • SPEAKER_18
  • 02:42:05
    And so the last element of the question is if I take out 60 million in debt
  • 02:42:13
    leaving aside the technicalities of the fact that I'm not straight funding $60 million in projects.
  • 02:42:18
    40 million of it goes to schools, 20 million of it goes to a housing moonshot fund.
  • 02:42:26
    Am I still paying as the county out of operating funds rather than the school all of the debt service?
  • 02:42:33
    Even though I'm only taking 20 million of that 60 million?
  • 02:42:36
    I think I am.
  • 02:42:37
    I'm just asking for clarification.
  • 02:42:43
    Or maybe I'm making a fundamental misunderstanding about what this money is, in which case, please correct.
• • SPEAKER_14
  • 02:42:50
    Yeah, so I apologize a minute.
  • 02:42:51
    I'll say one thing.
  • 02:42:53
    When money goes into capital, there is not a 60-40 split because of the nature of capital projects.
  • 02:42:57
    And Ms.
  • 02:42:58
    Kuhn-Mazala's data demonstrated that very well, because otherwise we would never be able to build a school with county government.
  • 02:43:04
    Some years had to be 40% of the funding, or we would never be able to do a course project.
  • 02:43:08
    Now that weighs out.
  • 02:43:09
    And so if that's 60 million, we're to go to bondable projects, whether that be county government or schools and whatever percentage is, that debt service would be 5 million.
  • 02:43:17
    That way, if instead, some of that funding were to be just for cash projects only, then that would be a little bit different.
• • SPEAKER_20
  • 02:43:28
    You're asking which budget?
  • 02:43:30
    You're asking which literal budget?
• • SPEAKER_14
  • 02:43:33
    Yes, whose budget is paying for that service, regardless of how that is.
  • 02:43:37
    Yes, that service is a general fund operating expense.
• • SPEAKER_06
  • 02:43:42
    The cash.
• • SPEAKER_14
  • 02:43:43
    Yes.
• • SPEAKER_06
  • 02:43:45
    So it is all on the local government side.
• • SPEAKER_04
  • 02:43:48
    It's hours.
  • 02:43:49
    It's hours.
• • SPEAKER_14
  • 02:43:51
    That is under Virginia code, the ability for a county government versus school boards to hold that debt.
  • 02:43:56
    There's a legal reason why that is the way it is.
• • SPEAKER_18
  • 02:44:00
    is what I thought.
  • 02:44:01
    I just wasn't sure, and as I was thinking, that doesn't feel fair.
  • 02:44:09
    I think that is all the questions I have.
  • 02:44:12
    It's my first one of these, so I'm still trying to stay quiet and learn more.
• • SPEAKER_14
  • 02:44:19
    at one point you said something about 1.7 tax and can you just read I must have been sure it's fine I threw out a lot of hypothetical scenarios here so hypothetically we if the county were to issue 60 million bonds the ongoing debt service and operating expense to the general fund the county we need to have five million to fund that
  • 02:44:42
    If the board were to choose to raise the real estate tax rate and dedicate that entirely for that debt service payment, that would take 1.7 in the real estate tax rate.
  • 02:44:51
    To do the 60 million.
  • 02:44:53
    Yes, if the board were to go through the normal split of the 54, 36, and 10, that would be a lot more pennies to go to that.
  • 02:45:00
    That's the simple version of the 1.7.
  • 02:45:02
    20 years, right?
  • 02:45:09
    Yes, that money would need to continue over the course of the time.
• • SPEAKER_08
  • 02:45:25
    Your slide on the ongoing versus non ongoing.
  • 02:45:31
    You had a, this is, I don't recall this before,
  • 02:46:06
    University.
  • 02:46:26
    just changed so much that it's not really a matter.
  • 02:46:28
    It doesn't really matter.
• • SPEAKER_14
  • 02:46:29
    I have not seen one.
  • 02:46:30
    I think some of that is going to be the approaching communities.
  • 02:46:33
    I know there are communities in the state of Virginia who do not prioritize maintenance replacement.
  • 02:46:37
    And they have a different set of problems in how that plays out.
  • 02:46:43
    I know that's one that I have not seen that metric, but I don't know if there are CFOs.
• • SPEAKER_00
  • 02:46:49
    Jacobson, new chief financial officer.
  • 02:46:52
    The split between ongoing and non ongoing programs is not a typical split you see in the financial community due to bonds, bond ratings.
  • 02:46:59
    But it is a it's a different perspective on how we how we categorize projects within our currency I think.
• • SPEAKER_08
  • 02:47:06
    So it's good to see I mean the ongoing programs just the maintenance and all of that the increases year over year.
  • 02:47:14
    So every time you put the new
  • 02:47:20
    I don't know how you get it that strategically to plan.
• • SPEAKER_14
  • 02:47:23
    I guess you just have to keep looking at it every year.
• • SPEAKER_08
  • 02:47:25
    We do every year.
• • SPEAKER_14
  • 02:47:26
    That's certainly not a rubber stamp approach.
  • 02:47:28
    We go through a review.
  • 02:47:29
    I know that our Billion Services team goes through an exhaustive review of what is the plan to maintain their assets.
  • 02:47:33
    And think of this is a new slot we share.
  • 02:47:35
    I think credit goes to my own, that one for this year.
  • 02:47:39
    Tell the story of where does the money actually go in the CIP?
  • 02:47:42
    Where most of our discussion with the board level is for those standalone projects.
  • 02:47:46
    Because the board is prioritized for maintenance and replacement.
• • SPEAKER_08
  • 02:47:50
    Thank you.
  • 02:47:52
    The 40 to 40, you don't have to go there, but the slides, 40 through 42, where you color code them to the strategic plan, those are excellent slides.
  • 02:48:00
    That's an excellent way to present.
  • 02:48:03
    I've seen CIP presented many years, and I think this could be one of the most easiest to communicate out to folks looking at it to show how it goes, especially how it connects back to our strategic plan, which I always love the thread.
  • 02:48:20
    was the natal be connected in the budget.
  • 02:48:21
    So my job on that.
  • 02:48:23
    Thank you.
  • 02:48:24
    So I'm just going to ask the big, forget the policy requirements and the triple A bond rating and all of that stuff.
  • 02:48:34
    If I were, this Osborne mentioned it, she's right to do so as a school board member, I'd probably be saying the same thing if I were still sitting there.
  • 02:48:41
    But what would it take to do their ask?
  • 02:48:45
    What percentage would we have to go over 10%?
  • 02:48:51
    I think it's important for our community to understand as we do in our budget for all our requests.
  • 02:49:31
    is going to need to see that, well, what does it take to give a $10 million trust fund if Bill housing a trust fund?
  • 02:49:38
    Well, $10 million, we heard, would take what?
  • 02:49:40
    About three point, some sense, dedicated.
  • 02:49:45
    Great.
  • 02:49:46
    And not split with the school division.
  • 02:49:47
    Dedicated.
  • 02:49:48
    So, if the local government did their split to get $10 million for housing, that would take $10.
  • 02:49:54
    So, we can't, we can't
  • 02:50:01
    We, the school board and the supervisors, both can't talk to constituents in a way without understanding the reality.
  • 02:50:11
    Okay, we're going to raise the tax rate 30 cents, or we're going to low-pass our triple-A bond grading by 10% and take it up to 20.
  • 02:50:22
    So it's the same kind of point about the high school.
  • 02:50:25
    If it's not going to exist,
  • 02:50:30
    We should know what it would take.
  • 02:50:31
    We should know what it looks like.
  • 02:50:33
    Like you corrected me on what would be about $200 million for a high school these days.
  • 02:50:36
    So we need to know that information.
  • 02:50:39
    But we also have to have a very specific and direct conversation with folks to go, all right, here's what it would take.
  • 02:50:46
    Is there anybody in the room ready to do that?
  • 02:50:50
    And if there are, great.
  • 02:50:51
    And if constituents want to support it, then they can come out and they can do so.
  • 02:50:56
    But as I'm learning, talking, and we haven't even got to the school board's advocacy groups, but just already with the support of supervisors, we're getting advocacy on issues within the local government side.
  • 02:51:11
    And it's important, and I'm having conversations with those folks to say, well, okay, here's what it would take to do your ask.
  • 02:51:18
    And here's what else couldn't be done in the meantime.
  • 02:51:23
    And we can't just act like none of that's going to exist.
  • 02:51:26
    So I just, I think this budget cycle coming with the information that's been provided after us really living, I hate to use this to say it, but living large on big revenue coming from real estate values that have jumped up and now that coming down, that these next two budget cycles are probably going to be pretty interesting.
  • 02:51:47
    So we need to be directing clear with our constituents and now we discuss it.
  • 02:51:51
    For what it's worth, that was commentary on the question.
• • SPEAKER_06
  • 02:51:59
    Galloway's commentary because that's what I wish to
  • 02:52:53
    County, New
  • 02:53:21
    million, that would be for the CIP, right?
• • SPEAKER_14
  • 02:53:25
    Yes, if we were dedicated directly there, yes.
• • SPEAKER_06
  • 02:53:27
    Okay, but that's not split with the schools or it is?
• • SPEAKER_14
  • 02:53:30
    Under that scenario, that would need to be dedicated.
  • 02:53:33
    If the funding were to be split, it would take a lot more pennies than what's said in two, because only 300,000 for capital can generate that.
• • SPEAKER_06
  • 02:53:41
    So really that 60 million could be all for the county or could be all for schools?
• • SPEAKER_14
  • 02:53:48
    Yeah, the projects would really depend upon what would be prioritized next in the strategic plan and also the timing of those projects and all the other considerations we would work through.
• • SPEAKER_06
  • 02:53:55
    Okay, thank you, those are my questions.
  • 02:53:59
    I'm anxious to hear from the school board.
• • SPEAKER_10
  • 02:54:00
    Yeah, how is that my, which is why I'm anxious to hear from the school board.
  • 02:54:04
    Here are their questions.
  • 02:54:06
    We would be brief, but we're never brief.
• • SPEAKER_11
  • 02:54:08
    But we have five minutes left.
• • SPEAKER_02
  • 02:54:16
    I appreciate you saying
  • 02:54:36
    this is this is something that is not well understood by our community and we need to help them better understand what the cost of a high quality education is and our education and all of the services of the Board of Supervisors and coordination with the schools provide what that really costs as we've said we have many people moving here but to continue to have this be a great place to live and work
  • 02:55:06
    We need to continue to invest, I agree, both in our parks, both in our land, but as well as in our schools to make sure we have both an educated workforce and a happy workforce going forward.
  • 02:55:20
    So I support kind of our collective kind of CFOs working on that to show what
  • 02:55:30
    and then I think the other thing I say is we heard a little bit about what you need, what the Board of Supervisors needs from us to understand those priorities and how we got there, but that would be my other question back to you.
  • 02:55:45
    What specifically do you need about both the justification around enrollments or about wait lists?
  • 02:55:54
    but also how those will meet the needs of our students and our families and our community members.
  • 02:56:01
    So any further clarification we can give as you're going into that prioritization and anything we can do to work together on that prioritization, I know we would love to come to the table and do that.
• • SPEAKER_12
  • 02:56:20
    I would really like to know maybe what the effects would be for paying for all of the things that we really need in the school system.
  • 02:56:32
    What effect it would have on the tax rate, on the bond rate, on the rate that the county has.
  • 02:56:40
    and this is probably really way off in the middle of left field.
  • 02:56:44
    But I'm thinking about counties like Loudon and Fairfax and Prince William that have really explosive growth and how many new schools they are building and maybe what lessons we might be able to learn from them, what we might find out about what they are doing to sort of address some of those needs.
• • SPEAKER_09
  • 02:57:10
    I really don't have any additional questions beyond what my colleagues have asked, but I will say that this is a really great presentation, very educational.
  • 02:57:21
    It certainly helped this board member who's still in his rookie year understand the process much better.
  • 02:57:30
    Thank you.
• • SPEAKER_05
  • 02:57:34
    I also want to thank Mr. Bellman for the presentations.
  • 02:57:44
    One of the things that I wanted to, it sounds like, from my perspective, as a school board member, in addition to looking at what the prospects are for the next year, I know it's a five-year plan, but it's really a one-year pay-as-you-go sort of plan in terms of commitments.
  • 02:58:07
    I mean, the only way to get to a more ambitious catch-up plan for financing is to raise the revenues, either through a tax increase, borrowing against the ceiling, praying and advocating for the sales tax, and those are the only realistic ways to go.
  • 02:58:30
    And so, I know that Rivanna
  • 02:58:35
    Station is an economic driver, but I think another variable for economic growth is how good the school systems are.
  • 02:58:42
    And I think some of our schools could be a whole lot better physically.
  • 02:58:48
    The physical space where students learn is important in their learning.
  • 02:58:53
    And I really think it's important for the county
  • 02:58:59
    to think about how can we catch up?
  • 02:59:02
    Just like we're trying to catch up with our school bus purchasers, how can we catch up?
  • 02:59:06
    Because one of the slides that Maya showed, we were falling behind.
  • 02:59:13
    And someone called it a wish list.
  • 02:59:16
    I mean, our statutory obligation is to present a needs-based funding request.
  • 02:59:26
    We under present, I mean, we hone that request pretty tightly because we know we're not going to get anything close to the amount of funding.
  • 02:59:36
    But is there a proactive way we can think about this that will catch us up a bit?
  • 02:59:42
    I mean, we can't catch us up all the way.
  • 02:59:47
    But if every year the financing is the same and we draw a line at 40%, we're just going to fall further and further behind.
  • 02:59:55
    I do appreciate the work that everybody does.
  • 02:59:57
    And I do understand that the supervisors have a lot more diversity of projects on their agenda than we do.
  • 03:00:08
    But I think that one of the most important things that a community does is support its students and its public education.
  • 03:00:18
    And I thank you for what you do.
  • 03:00:20
    But nonetheless, I'm asking for more.
• • SPEAKER_04
  • 03:00:31
    University.
  • 03:00:31
    Everybody can nod their heads to that.
  • 03:00:34
    I just have a quick question, though, and I guess this is to Matt, Jeff.
  • 03:00:39
    Would it be beneficial to see if we could come up with a one-pager or something simple that gets to what I'm hearing around the table for our community that actually clarifies for the public
  • 03:00:54
    How the funding, how this all works, especially around the CIP because I think that's where the angst is right now.
  • 03:01:05
    If we could come up with something between the two staffs that we could use in the community to talk about.
• • SPEAKER_01
  • 03:01:10
    We'd be happy to take that on as an action item coming out of here.
• • SPEAKER_04
  • 03:01:14
    That would be great.
  • 03:01:21
    and I do agree it would be nice.
  • 03:01:23
    I agree with Ned and I think some of the others as well.
  • 03:01:26
    It would be nice for the community as we're going through the budget cycle and our discussions to understand the implications of the ask from the school system on the tax rate because I think that's the bottom line, right?
  • 03:01:41
    And I'd like to know from the implications for the
  • 03:01:45
    the whole five year, you know, you have the one year, but then you have a total of five years.
  • 03:01:50
    It would be nice to see if we could get that broken down and look at that and the implications if we just did it on what the tax rate would be.
• • SPEAKER_05
  • 03:01:57
    Is that again, if I could add to Mr. Richardson's to do.
  • 03:02:02
    Well, I think it's both Jeff's and Matt's right.
  • 03:02:06
    I mean, I think there's for a lot of our community, the difference between the operating budget and the capital budget is
  • 03:02:14
    Bayfield and Mystery.
  • 03:02:16
    And so if we could at least start with a preamble.
  • 03:02:18
    Sure.
  • 03:02:19
    Thank you.
• • SPEAKER_04
  • 03:02:20
    Yeah.
  • 03:02:22
    I think that as we go through the next few months, I think something like that would be helpful for both of our boards and our community.
• • SPEAKER_10
  • 03:02:31
    I'm going to try to wrap up soon.
• • SPEAKER_06
  • 03:02:35
    Two things I was thinking about that Andy was wrapping up when people were asking about the maintenance for these new projects.
  • 03:02:43
    I think about bringing back the list, the line where above the line and below the line from 2008 and on because that was the basis of the CIP discussion was these are the things we're obligated to take care of.
  • 03:02:55
    These were our existing buildings and when you used up whatever your available cash is, if there's something left over, then you work on the priority list above and below and it made it very clear
  • 03:03:09
    about and things that were not to the right level of the line crept their way up as other things got out of the way and got paid off.
  • 03:03:18
    That was quite easy for folks to follow.
  • 03:03:21
    So I will put that back on your list of things to think about.
  • 03:03:26
    Regarding the 6040 split, there's been a lot of discussion around here and I will just offer a slightly different perspective.
  • 03:03:32
    And that is 30 years ago when the split was designed.
  • 03:03:37
    and New York City.
  • 03:03:55
    everything was done by volunteer fire and now that's tens of millions for those two the public safety department is incredibly important just as schools are but has been a growing service demand that we have all worked on so I think we all need to think about whether the 6040 is correct because I don't know what the answer is but I know we've all for the last five years
  • 03:04:20
    made comments about trying to consider this and so I will just lob their grenade and say let's think about how we think about it at some other meeting.
• • SPEAKER_18
  • 03:04:35
    I do just want to also while we're talking about the 6040 split and just generally how we split our budget I think it's always helpful to remember that since it is by percentage everything moves in lockstep.
  • 03:04:47
    right?
  • 03:04:47
    So we talked about existing budget obligations that we're going to have to do something about the shortfall that's already predicted in the budget and also plans that the board, that members of the board have telegraphed that they are interested in.
  • 03:05:02
    I'm thinking around housing.
  • 03:05:04
    These all come with a likely property tax toll, right?
  • 03:05:09
    Like increasing to 10 million above what we've programmed is probably guessing we've
  • 03:05:14
    If we were
• • SPEAKER_10
  • 03:05:35
    I think we might be getting a set of ourselves.
  • 03:05:38
    Right.
  • 03:05:38
    I throw this out here.
  • 03:05:39
    And I don't want to go down at it at this point.
• • SPEAKER_18
  • 03:05:43
    I throw this out here, though, because I think it's helpful to remember that the baseline that we are talking about with CIP today is not the actual baseline.
  • 03:05:53
    Because these all move in lockstep.
  • 03:05:55
    Whatever changes happen to the budget, they're all going to follow in lockstep based on the 10% that goes to CIP, which means
  • 03:06:04
    Incidentally, the whole rest of the budget gets pulled upwards.
  • 03:06:08
    So I just mentioned that to share with my colleagues on the school board that there is going to be a natural upward pull on all of these items that are in your budget because of just things we already know we have to do.
  • 03:06:22
    Even ignoring housing out there, but even just looking at the known revenue expenses gap that we have identified, there's going to be a quantifiable
  • 03:06:35
    is pretty calculable, I would think, on what that's going to do to capital, on what that's going to do to scope up very well.
• • SPEAKER_14
  • 03:06:59
    County Executive
  • 03:07:27
    We do have a little mod.
  • 03:07:28
    We can try to follow up just so that everyone is aware of what that can be.
• • SPEAKER_05
  • 03:07:52
    I want to thank all the supervisors and all my colleagues on this board and all the staff that helped put this together.
• • SPEAKER_10
  • 03:08:17
    We were made in session for the county board of certifications.
  • 03:08:22
    Please don't get up.
• • 03:08:23
    As soon as it's audible, it's pretty small.
  • 03:08:54
    So if everyone's here, then Mr. Chair, I'd like to move more to supervisors.

4. 4:00 p.m. - Closed Meeting.

• • SPEAKER_18
  • 03:09:36
    without limitation, the Albemarle Conservation Eastman Authority, the Blue Ridge Committee for Shenandoah Park Relations, the Charlottesville Albemarle Airport Authority, the Charlottesville Albemarle Convention and Visitors Bureau Executive Committee, the Proday Advisory Committee, the Fire Protection Code Appeals Board, the Local Board of Building Code Appeals, the Historic Preservation Committee, the John Board, the Places 29 Hydraulic Community Advisory Committee, the Monticello Area Community Action Agency, the Rivanna
  • 03:10:08
    Water and sewer authority.
• • SPEAKER_06
  • 03:10:10
    Second.
• • SPEAKER_10
  • 03:10:10
    Second.
  • 03:10:11
    Second.
  • 03:10:12
    Second.
  • 03:10:12
    Second.
  • 03:10:12
    Second.
  • 03:10:13
    Second.
  • 03:10:13
    Second.
  • 03:10:13
    Second.
  • 03:10:14
    Second.
  • 03:10:14
    Second.
  • 03:10:14
    Second.
  • 03:32:01
    County,

5. Certify Closed Meeting.

• • SPEAKER_10
  • 03:32:31
    Second to the Prize of Malik, an objection to the work of all.

6. Vacancies and Appointments.

• • SPEAKER_03
  • 03:32:34
    Mr. Pruitt.
  • 03:32:35
    Right.
  • 03:32:36
    Mr. Andrews.
  • 03:32:36
    Yes.
  • 03:32:37
    Mr. Galloway.
  • 03:32:38
    Yes.
  • 03:32:38
    Ms.
  • 03:32:38
    Malik.
  • 03:32:39
    Yes.
  • 03:32:39
    Ms.
  • 03:32:39
    McKeel.
  • 03:32:40
    Yes.
  • 03:32:40
    Ms.
  • 03:32:41
    Lapista-Curtley.
  • 03:32:41
    Hi.
• • 03:32:43
    OK.
• • SPEAKER_10
  • 03:32:43
    And now we have a motion coming out of the process.
• • SPEAKER_04
  • 03:32:45
    We do.
  • 03:32:46
    I have two motions.
  • 03:32:47
    The first motion is I move that we appoint the following people to boards and commissions.
  • 03:33:00
    Moses, Sharon Merrick, David Emmett, and Peter Taylor, to the Blue Ridge Committee for Shenandoah Park Relations, Elizabeth Palmer, to the Charlottesville-Almore Convention and Visitors Bureau Executive Committee, Athena Eastman and Olivia Branch, to the Crozet Community Advisory Committee, Sarah Spears,
  • 03:33:27
    to the Historic Preservation Committee, Christopher Keane and David Harlow, and to the Monticello Area Community Action Agency, or MACA, Barbara Hutchinson, to the place of
• • SPEAKER_10
  • 03:34:03
    County, New York.
• • SPEAKER_04
  • 03:34:47
    Second motion is that I move that the Board recommend to the city that we appoint the following.
  • 03:34:55
    These are joint city county rep positions to the Charlottesville, Albemarle Airport Authority, Susan Pace Lottie and to the Rivanna Solid Waste Authority, Mike Gaffney and to the Rivanna Water and Sewer Authority, Mike

7. Adjourn to 6:00 p.m., Lane Auditorium.