001got such a huge crowd here tonight. So, we have an existence of a quorum. So, we're going to call this work session of August 26 together. Everybody stand for moment of silence and please silence please. >> Thank you. to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Food, right? We have food. >> We do. >> So, how do you want to do that? >> I would say that her time can eat a Joe, are there any changes to the agenda? >> No. >> So, under consent to the board, we are going to adopt that agenda. >> And we have tonight with us Ashley from Mo Moser uh Mos Lee, excuse me. And uh Ashley, we're
002going to turn this whole thing over to you. giving me the opportunity to come in and speak to you and my computer work. There's like a million pops that y'all can't see. So, we're gonna talk about all the work we've done on the study of yours and more importantly the workshop we held related to um LJ So, great news, application period is out. Um, so it opened on the 18th of August and they are giving us till October 3rd to submit the application. So, we have it's not a rush, but we don't have all the time in the world. So, um, I'm going to go through my presentation. We're going to kind of talk about next steps um, and then we can open up for questions. But at no point feel like I you can't
003stop me. I'm I'm glad to answer anything along the way as well. So, some of the project parameters, uh we are after going through the program, um we're at 71,000 square feet for new square footage. That's right around the square footage that we talked about in the last presentation of new square footage for um LJ Bell. We're still looking to renovate the gym building and auditorium. Um that's come up and we'll talk about this a little bit more as I move into um the uh more of the presentation related to the building um looking at possibly renovating that pod building as well or at least keeping that active or available for renovation and um the board voted to look at the L um LJ Bell site. So those are our parameters. So now let's talk
004about the workshop we held. Um I think this was a really exciting thing. We had a lot of uh participants. Um I think what we had 10 people um we had two board members and hopefully they conveyed some of their excitement to you. But um this was just an activity to for us to gather a lot of information. We do this with all of our projects. It's a little early on this project since we don't have the funding for it, but we thought it was a great way to kind of outline the needs of this project as well as really um provide some meat behind um the application. So, we did an idea mining exercise. This is a little bit of um icebreaker. Um get people going, thinking um also it allows us to hone
005in on what's important for the project. Um so, you can see here we ask a lot of questions. We ask about challenges, opportunities, um what everybody saw um the the new LJ Bell to to be and how it would be successful. And then uh we did a word word cloud and um these are the words that came out of this is where the emphasis was put related to that um those exercises. And so a lot of times I'll pull safety out of these because that's just a a no-brainer for us. But I think it's important to have on this because having an older school, these are some of the things that we don't see within our older schools and a lot of times those are being revamped related to safety. And so um I left
006those in there, but also you can see beyond the safety and improving the safety is student centered learning, intentional learning spaces, honoring the history. So we know that those are big pieces and we will continue to reference this um throughout uh the process but these are important pieces of what makes the LJ Bell project special. So we also did an exercise and again this is a little early but it helps us um start understanding kind of context and and building itself of what the exterior could look like. We have tons of images up. People vote on those. You'll see stars on that. That's kind of what we call our super dot that that's a little extra weight to um that uh vote on those. And this is not what the school's going to look like.
007Obviously, we are way ahead of the actual design process, but it gives us some understanding of kind of materiality and um aesthetic that uh the group uh was leaning towards. So then we t uh kind of move into an exercise where we call playing architect. Um so each group we broke into groups and um the two groups got to move um program pieces around and start honing in on what adjacencies were important. Um how the school could be laid out on the site um how the site starts uh relating back to the program inside the building as well. And then obviously we've got um two pieces on the site, the auditorium and the gymnasium that are important because we're going to keep those. And so how do we connect those? How do we start looking
008at how um those uh relate to the new pieces or the new portions of uh the program. And so this these are the two uh visuals from the small group exercise that um the groups came up with. Again, they don't look like buildings, but they give us a lot of input on what's important and how circulation happens within the building. We talked a lot about site um and how students load and unload the building. So that we understood that from an architectural standoint. Um, and we looked at one, um, option kind of staying away from touching the existing building and then one option looking more at putting the building on top of the existing building. So that those were the two things and it's hard to tell exactly what's happening, but this is a little
009bit more of a courtyard scheme and that one's more of a connector between the uh, gym and auditorium. So our team you know, the entire rest of the day coming up with themes and options that uh kind of hone in what what came out of uh the workshop with with the group. And so these are the common themes, two levels um that the site basically puts us in that position where it's going to be twotory building um similar to how LJ Bell is now. We've got some terrain there. over that with the stories as well. Um, keeping the existing auditorium gymnasium, a learning stair, our social stair. This is an element we see in a lot of schools nowadays. Something that the committee was really drawn to. So, you you'll see that in some of
010the the options. And then adjusting site circulation. and there was um some look at utilizing Hawthorne Avenue and we really want to get away from that so we're not u mixing the middle school and elementary school traffic and so that was a big push from the designs keeping the front door where the front door is now was a lot of the discussion um so not changing kind of the address or maybe how the front door um directs itself to the road and then constructing the new building where the existing one is located. So we did a options that looked at keeping the existing building. Um they created a lot of hurdles. It's not that it can't be done, but it really was not the way that the group leaned. I think it started showing um
011some of the struggles that will be had on a dayto-day from utilization of playgrounds and circulation of traffic. Um so we'll move into this and again um at any point ask questions or we can wait till the end and kind of talk through any of this. But these are the four concepts that came out of the actual workshop and were presented back to the group and got feedback on. So in concept one, this is the one that really focuses on that courtyard. Um you can see here is the gymnasium and the auditorium is uh this this piece here. So um having a bar that kind of connects where the existing school is now and then connecting around to create a court completely enclosed courtyard. Um, this concept too, uh, leans more to having the auditorium
012in the gymnasium and then creating this kind of, um, spine, if you will, that goes back into the site, um, over where the track is currently located and playgrounds. Um, I think there's a lot of great things for this. Um, but this was not one that everybody gravitated to because I think there's some things that some of the other ones uh other concepts uh kind of answered needs better than this particular one. But it does create like a two-story atrium space within the school versus a courtyard. Uh, concept three is the one that looked to keep um the existing school fully in operation while construction was occurring. Um, I'm not going to over this cord, but the auditorium's here. Existing school goes out that way. So, you could imagine that it would remain um kind
013of to the uh right of the building and then at some point be come back and be deconstructed um after the the new building is built. Um it does create some connection hurdles with um connecting it to that auditorium and the gymnasium. The auditorium kind of remains as its own piece in this um connection. and it also turned the front door um away from the existing entry and um there was cons some concern about utilizing this more residential road as the main road for school traffic. And then option four um this one was the most um maybe liked or voted for um as we kind of walk through these four um concept. The only thing about this was that this one did look at rebuilding the gymnasium um versus keeping the gymnasium. So, you'll see
014in kind of our next um iteration how we address that. But the thing that everyone gravitated to was having that main entry where um where it currently is located. That's generally where you enter the school. You can see the auditorium there in purple. Um it has admin and guidance kind of flanking that main entry point. and then has media and then on the lower level had the cafeteria kind of at the end of this um main uh connector bar and then the classrooms kind of spllaying out from that um in the classroom wings. So, a lot of great things there. Um obviously we're really early on and one thing I will reiterate is this is just for the grant application. So when we get into full design after you obviously are awarded the grant um
015All of a lot of these things can continue to adapt and uh be refined and changed but this is these are great uh steps towards having some backing for your grant application. So the refined option um like I mentioned uh the option four or concept four was really the one that the the committee gravitated towards and so we made some adaptations to that um and this is it sitting on the site. So, you've got um your entry in. We've got our drive coming around here, our visitor loop. This is where students would be dropped off at the main entry point. Um we've got we're actually reutilizing the parking area um in this. Some things would have to change because we're going to have to address um the new grading for uh the new building, but
016you can see generally that's where the main parking lot is right now for staff. um we would just break that from the circulation path. Um the bus loop is currently shown as it is now. Um you may notice this dotted line here and I'll talk through what that looks like, but it does allow us to still have bus um the bus loop still be associated with the auditorium because there was discussion that that's how students arrive to school and where they're kind of queued up before school starts. And so we want to still acknowledge that that's where they're located. So um the things that are different about this related to concept 4 is we are keeping the existing gymnasium um and the classrooms that are associated with that. You might see the word roof on
017there. That is just the roof on top of the classrooms that are adjacent to that gym. Um we've got all of our classrooms, the media center and the dining and I'll show the floor plans in a second are still located kind of at the end of this corridor here. Um and then we do have the opportunity um as we kind of work through how the site lays out here to have that pod remain. Now in this particular thing we have shown that it could be utilized for EC and preK that that is not something we talked about with the committee. It was just something we were thinking about. This dotted line here is showing that we could also take those program pieces and still incorporate them internally to this building and then that pod could
018be utilized for whatever the district feels like it needs to have um that building for. But it was something that came up in the workshop and we wanted to entertain it and see if the site plan still allow allowed for that building to remain. Um these boxes here are just um placeholders for playgrounds, uh playfields, things like that. Um and then obviously if this building um were extended out to accommodate those program pieces, this bus loop would rework, but I think we can still accommodate the drop off within this, we would just have to look at having a different curve cut for how you enter in um for those buses. So, looking at the floor plan, again, this is much like what we talked about, but we've got our um auditorium and gymnasium remaining. Those
019classrooms here, um there's a lot of talk of that might be a great spot since they're currently housing um EC classrooms to have the art and music actually move over there to create a um a bar for specials uh classes. And so, having those again, these programs could be accommodated in that block there. Um, we've got our younger learners on the lower level. We've got a STEM space. You can see that connector connecting back to the dining. Um, and then we've got uh auditorium, admin, and guidance uh there flanking the main entry and then um the classrooms in the media center. So, I'm gonna pause for a moment, let you guys, if you have any questions right now. Um, I know you have this in front of you, so you may have already flipped ahead
020and I can flip ahead too if you need me to. Um, but I want to give a little breath to give you guys a little bit to ask questions. Yes. >> For you or Stephen, do you remember when the pod was built? What year the pod was built? 70s. >> It was about 20 years after the schools. >> So Ashley, do you you know again we're trying to get rid of old schools and old buildings and we're keeping the auditorium which is old but you say we could keep it. Is it beneficial to keep that? We're losing land. You know we're playground area whatever. You know I wasn't at the workshop so I know some people would have said that, but in the long run, is it going to cost us money to keep it
021up and so forth? >> I think it's something to explore. Um, obviously, it's not something we looked at when we did our initial kind of cost analysis and square footage analysis for when you guys voted on the option to look into. Um, but I I think more than anything it does show that this option allows for that if that is something that makes sense. But we have not looked at the pod as a to absolutely keep. Um I've only been in it once. >> I'd like to go in it again and look at it a little bit more um related to that and we'll obviously incorporate that, but I don't think that really changes the approach to the grant. I think it could be an alternate if it does serve as something that the district
022might find value in. We could have it as an alternate to have it renovated if you know you move forward with the grant process and are awarded um I think just because it is a standalone building there was interest in does it have value um beyond the whole school as um but I'm not I don't think it has I think it needs work. How about you? And just one other question I had to let everybody else, >> you know, the other question I had was about where to place the building like we've talked about and I think as a board we probably as the grant is being received and so forth and if we get the grant I think that's one of the first things we're going to have to decide is so we can
023tell people in our community your kids are going to be here for the next two years. So, that's something that we really need to focus on as we get that grant is, you know, can we keep the kids on campus if we're going to move it in the back and so forth. I don't like having a main entrance back off that back road back there because then you really go into the community back there. So, that's just something that we're going to have to as you know architects and engineers, you're going have to tell us what to do, >> right? And that is a a big question out there that what mobile happened with students and staff while the construction is going on. >> So you're right. Just my think thinking is is that we
024are building a new construction to not have to keep on fixing things. >> Any other questions you guys for Ashley? >> All right. So, we'll talk a little bit about next steps. Um, so I put together a really basic uh schedule or timeline. Um, so we'll finalize the study and then um, we'll be ready to submit the grant in early September and then we anticipate maybe the state will surprise me and submit an award in October, but we're just going to say November and then they can surprise us all. Um, so award in November. um we will just go ahead and roll with that you guys will be awarded. So then you'll put an R RFP out for design. Um you'll award your designer. I would anticipate that taking approximately about three months just to
025get the RFP out there, have people have time to submit back. You guys interview or however you want to make your decision and then to award and have contracts in place. The Divi design phase um it takes about 12 months uh to do this. So, you know, we're looking about the early part of 2027. Um, and then that'll project will be advertised bid and then roll into construction. I would anticipate a school this size to be about 14 months um maybe 15 months and we can probably find another month in here just depending on how some of the early timing works out. But that would be the time period kind of right around the end of this green area where you would need to start advertis or making those announcements whether it be everyone stays
026on campus or not. Obviously we will be at a point where you'll know that information. So the community right now there there's no discussion about that. this we are in the grant phase of that and then as the design starts rolling and um you know we or whoever the designer is rolls into making some of those early decisions about how the building gets laid out that would be when the board would need to make um those decisions about what happens during that yellowish bar >> put you at the end of the 26 27 school year anyway so >> correct correct >> pretty close yeah and then you can see the opening of uh the um updated LJ Bell campus would happen at the beginning of that 2829 school year. >> So Ashley, if I may
027just ask, I'm I'm looking at this. So let's assume that every star aligns, right? >> Every star. Yeah, >> it's pretty bold assumption. >> I know. I said let's assume that just for the purpose of this discussion >> and the board has if the board decides to move the students and staff off that site, >> correct? Would they need to be would they need to move at the be because we're not going to mo I would prefer not to move them in the middle of a school year. >> Right. I'm seeing Meredith go yes please. >> So would we be better off to move the students if we get the grant move the students at the beginning of the 2627 school year which is the beginning of next school year. So we move them over
028the summer and let the LJ Bell building be empty >> while we do the other the greens and the pinks and get to the yellow. >> Right. So you have a you have a couple two options obviously. You have that option where you're you're moving here or you have the second option which is you're moving in the middle of 2027. Um, I would really say at I would look to a contractor and we can discuss delivery methods at whatever point to help advise on what is the best thing because there's a lot of things that can happen on the site with the students remaining on, but I don't know if that's the best way to tackle the entire project. Um, and I would really want to look to the expert in construction to make sure
029I got we're we're making the best decision for you or you are making the best decision. Um, we're advising you the best way. So, I think yeah, you've got two points. One is in the green and one is in the yellow. And as soon as the project starts, that conversation needs to happen obviously. >> Okay. So, we would either have students offsite 26 27 27 28 Either way, they're going to be offsite for two years. >> Okay. >> So, per this could this be the last year of LJ Bell? >> Look at a chart. It >> that it sounds like it could be depending on what the construction >> if we move the kids. >> Experts recommend if you move the students and staff off site, this could be the final school year in the
030current LJ Bell building >> to run across town. Well, it's going to be two school years either way if we're not moving them in the middle of the school year. >> So, this one you could have a chance of only having one school year, but there would be >> Okay, I got you. >> The hurdle of having construction on site for the la the end of your 276 27th school year. >> I guess if I'm channeling my inner Stephen King here, Stephen is saying that's going to be rushed, right, Stephen? Yeah. And so that's what that's why I'm asking like it just so that I can start wrapping my head around. I mean, it would be great if we could only have them offsite for one year. That would be that would be great. But
031either way, we're going to have a school empty for a full extra year. I mean, either way, >> it'll either be LJ Bale or some other site. So, okay. >> That timeline is fantastic. It's really good. >> Well, um I think it's good to see the visuals these, you know, to understand how long these chunks are. Um and like you said, there are some stars that have to align for all of this >> to happen this way. >> Oh, and getting construction stars to align. Boy, that takes magic. Ashley can do it. >> Ashley, is it through the whole green part that we can we have the the board can have input. >> Oh, absolutely. >> The whole work. >> Yes. >> When is at the end of that it's got to be this is
032it. >> So, here's how I explain design. So, there are three different phases that we go through in design. Uh we go through schematic design phase, we go through design development phase, and we go through construction document phase. Schematic design phase, we're getting basically the outside of the building set, right? So, We generally have the footprint. We're sharing that with the civil engineers. They're starting to do grading. And so when we get done with that schematic design phase, we would request we don't move a lot of exterior walls because there's just it starts dominoing who it affects. Then when we get to the end of the design development phase, that's the time when we've done kind of laid out program and we've asked every person we can think to ask about you know how the
033programs function and you know where where the teaching walls are and technology and how you would circulate the building. And so after design development, we hope that we've kind of got all the interior walls set because again, if we start moving those now, we've got a all of our mechanical has to change, all our electrical has to change. So, and then when we get into construction documents, that's when we start actually drawing it so that the contractor can build it. So, we're in the details. Um, so along the way, we're going to ask you as a board to give as much input, but we also are going to kind of give you some stop points on the kind of input we can get. You know, we don't want you to come back at the end
034of CDs, which is construction documents, and say, I want to add four classrooms because that's going to change that green bar and how long it's going to be. It's also going to start affecting all the things we've already made decisions on. So, but we will be very clear about what kind of decisions we're going to need a pin to be put in and things like that. Does that make sense? All right. I have another question. I just know what I like about construction, making it pretty, making it green or blue or pink. I want to know if we design or or make our suggestions for the design. I don't even know how to ask this. How will we know that this will work and they don't start digging and they dig into something that oh
035this is not going to work. So that's why you hire experts, not only in a design aspect, but in a construction aspect. >> Um, because we're pretty good at our job. We're still human. I'm not going to say we don't make mistakes, but we're going to make sure, but we're also going to show you a lot of images along the way, right? So that you can understand it because I can look at a floor plan and I know what's happening. Most of you probably can't look at a floor plan and and visualize the end product. And there is nothing worse as an architect to have somebody walk in the full scale model which is the final building and not like what they see. So we want to make sure that along the way you understand
036what that fullscale model will look like so that you feel comfortable that it's going to work and you can say as a board member it's going to work even though I'm not an architect. I'm not a contractor. I'm not a interior designer or whatever. >> Well, I was talking about water lines and also all that stuff that we've had problems with. >> And I do agree with you, Bob, but that would be my concern as well because it is an older site. >> Um, we ran into that problem at one of our other sites that we had unexpectedly. So, it would be kind of good to kind of know, have the experts in there to kind of look at it and so we know going into it what to expect. I mean, I know unexpected
037things happen, but >> that's that's the thing that really concerns me about like this been an older site and I guess back in the 50s, I mean, it was just different coding um different things that got by with coding than it is today, you know. So I things on existing sites are going to be there's going to be some unknowns. Um one thing I can reassure you on is that we will have geotech done which is actual borings that are done in the soil so that we know what kind of soils we have. Um we will do underground uh utility uh survey to make sure that we find as much as we can. Now, there are certain things they can't find. Um, cables that are just run loosely. Those don't get picked up. But overall,
038between the knowledge of your staff of where things have been laid in the more recent future and what's get picked up on the underground, that gives us a pretty good idea of how we work around utilities. Now, there might be some utilities that are underneath the footprint. That's okay because we will work to have those work worked around. We would not build a building on top of existing utilities. We will work those around your building. That will be part of the construction and that will be part of the cost. So that will not be an unforeseen. We will we will know that and we will we will tackle that. >> Well, one of the major concerns or whatever is is displacing the students. And so if while you're doing that you find It's going to
039move that timeline. It's going to change it. >> Well, our goal is to not change it. And you will have a contract with your contractor that they will be held to a date and we will they will do their best. No, >> giggles. But you know, we have to we have to we will advise if we are the designer, we would advise you on the the contractors that we had great experiences with. Um, we would hope that even if it isn't Mosley that you would have your designers in those kind of interviews to make sure that you are picking the the right team because that's what it's all about. If you have the right team members, you will end up with a better product and it will be a better process. Um, even during construction
040and I know construction is a lot and it's scary. Um, but if you have the right contractor on board, it is a better experience. >> Well, the better the process, the better the building. >> Very true. >> Do you um these four concepts, have you built these before? >> No, these are LJ Bell specials. >> Yeah. because I know that like I've built schools before >> most of the architects we've used has already built this type of school and we just go visit it to make sure that we like >> so you know one thing is that as a board we probably could go visit let's just say Mosley's the architect we decide >> um we can always go look at some schools that you built and done all that to help to help us
041make the decisions that we need to make. >> Yes. Yeah. They will not be exactly like this, but you can see quality materials. Um, you know, we talked about that learning stair. You can see one of those those kind of things. >> So, just another question. When you've come and looked at LJ Bell, has an engineer come and said, "Yeah, we can save the auditorium." Or is that still an iffy subject? >> Um, we have not had someone come and say specifically. We feel pretty confident that the way it was constructed, there is a clean line to save it, renovate it, and then build a new building. >> Where's your closest most recently completed project? >> Um, let's see. We closest. So, we have a high school in Alamance that was completed pretty recently. We
042have some a lot of elementary schools in Wake County that were completed recently enough. I can get a list. >> Yeah, just out of curiosity. >> One more. >> Yeah, we did East Rockingham, but that was obviously has a little bit of age on it. >> But >> I still call that one new. Come on. It's a great building. Good design. >> What other questions? >> So, where are we where are we like today with the grant? >> Um, we can I can start writing it tomorrow. um based on those parameters, based on this information, like I said, nothing that we will submit holds your feet to the fire on it has to look like this. Um it just shows that you have done due diligence to make sure that this approach works, that it
043fits on the site, all of those things. So, um, I can put the grant together, share it with staff. Um, they can review it, make sure I haven't missed anything, and then, um, that can come back to the board, and then obviously has to go to the county commissioners. >> So, would the grant say that we're still in the process of either putting the school where it is or behind? Would we have to put that in there or >> Yeah, I don't even think you would need to put in that specifics. I think more than anything, it would be uh that it would go on the site. um these are the elements you're looking to keep and renovate and um you know you've done advanced planning because that's one of the questions in the grant
044application is talking about advanced planning. So that's really what this exercise has been has been advanced planning to you have an option that works but there's also um the opportunity to explore keeping the students on campus and how that works as well. board members if you are awarded the grant at that point you would then select a construction delivery method you would then select a firm so today I think the question is just are you good with this general concept to be your grant application is that right >> I'll make the motion that we go with this because I was in that meeting with B Sue and >> I think it would be what we talked about. I mean, because it I could almost visualize the thing happening. >> I like where you put the
045gym or it looks like you left it. >> Right. Right. But it makes >> I like it at the front door. >> Yeah. >> You don't like it at the front door? >> No. >> Come on now. P is the most important class. >> Exactly. Yep. >> Yes. So, um the question was is everything related to technology um incorporated into the grant application? So the way the grant application is written, there is construction, there is planning and then there is what they they actually call other but then they explain what that is. Um what we call that in the industry is soft cost or project cost and that incorporates things like the geotech but also things like technology. I know when we built school in Scotland County, we had a a lump sum money for
046furniture and technology. So all at that time, all the smartboards that were put up or all the TV screens that came out of that sum of money with FFTs or I can't >> Yeah, FFE. So >> yeah, you will have all that. >> So we had a motion by Mr. Ethridge to accept this. Do I have a second? Second by Mr. Tilman. Any further discussion? So motion to accept the mostly document so we can start the grant application. All in favor by saying I. >> All opposed. >> So we are going to move forward and see what we can. >> Exciting. And uh we will get to work. Thank you. >> Thank you, >> Ashley. Thank you so much for all the work that you do for us. It's great. >> Absolutely. I like >>
047Y >> any other comments by board members for this? >> I just got a question either looking at the timeline. So where would um then we're going to have at some point if we get the grant school closing. So I I guess we have to go through that process of if the school clos >> at the very end. >> So um because because well you wouldn't because you're starting with LJ Bell and you're going to end with LJ Bell right so school closing process really only happens if you are no longer using that school number >> so even if you are to move LJ Bell somewhere else is still LJ Bell elementary school we're still using that school number we wouldn't go through school so you would you know go through a process if you
048were to move it of changing the But you don't have to go through the school closing process. >> So would the school school still be named let's say we moved it to for right now the n what we call the ninth grade academy. >> So will we change that name of the school to LJ Bale school or how does that work? >> Yeah I mean so if you're just moving it temporarily during construction right? >> Yeah we just continue to call it LJ Bell you know LJ Bell located. >> Yeah. And my daughter's school was rebuilt in Wake County and so they had to move to a different campus for a year and but it was still first elementary school just over >> and then the ninth grade academy number just kind of sits there.
049>> So nth grade did we already >> it's we closed nth grade academy >> and then it'll it'll change to number just said it'll be back >> and whatever we turn that building into will become that school number. >> Absolutely. >> So generally I look at it as are you ending with the same number of schools you started with and if yes then you don't have to do >> but when we get the whole process done we will have one less school. >> Well that will be if we if the original plan was to move Monroe Avenue Academy building. It's the Monroe Avenue building that will go through the school closure process. >> That is correct. >> 175. >> So, where are we at with refitting academy for elementary students? >> So, Stephen, do you
050want to speak to that? This future had all this background. I get >> and so once LJ Bell rolls out theoretically Mon Avenue could roll right in with no problem, right? >> I mean desk and everything stay and that should be an easy transition. >> Okay. >> What about So, um I know we probably had this far. I'm sure you guys probably do some kind of transportation study. I guess seeing okay u with moving the kids temporary LJ Bell to um the new LJ Bell temporarily housing what the cost would be to house those kids or transport those kids there. >> Are we going to look at that? additional money that we need. We kind of need to know if we need or whatever. >> What is it? Three a three or four mile difference
051between But is it going to hurt our efficiency rating that we've been working so hard on >> it does it because as long as it's in Tim's and we are following what Tim says it won't affect our efficiency rating and our buses are >> being monitored and kept up. We'll do a little research on how do we determine the cost the additional cost if any of transportation to move the LJ bill students >> it's going to be an additional cost from >> well if I mean if you're driving five extra miles a day >> yeah it's going to be additional cost we'll do some research >> yeah but I think it just be help just kind have some kind of work that way if we needed to reach out to whatever. I mean, at least
052we know before. Sure. Well, actually, we're going to keep our fingers crossed. We're going to say some Hail Marys. I guess we're going to do it all. But thank you. Is there anything else for the good of the cause? Anything else? A motion to adjurnn. >> Motion by motion by M. Ball second by Mr. Ez. >> Oh, we going into close session or anything? >> No, >> we don't have a close session. >> Out of here, but we got food. So, let's stay in fellowship and eat some food.