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From YouTube: October 9, 2017 Operations Board Workshop
Description
October 9, 2017 Operations Board Workshop
B
A
And
the
finder,
your
blue,
binder,
you
have
on
your
desk
you'll,
find
all
the
sides
be
presented
soon,
if
you,
if
we
snip
over
one,
if
we
miss
something
you've
got
the
record
of
it
here,
so
we're
gonna
knock
down
Tom's
to
be
locally
visit.
Ten
minutes,
so
we
want
to
give
you
an
overview
of
IT,
especially
in
light
of
the
recent
incidents
that
have
occurred
at
other
school
districts
with
malware
and
ransomware.
We
did
you
award
update
two
weeks
ago
with
some
of
this
information,
but
I
asked
Tom
to
present
that
as
well.
E
D
So
just
want
to
kind
of
give
you
the
the
overview
kind
of
one
big
questions
we
have
is:
where
are
we?
Are
we
safe?
Where
is
our
network?
Our
current
threats,
we've
all
heard
about
the
recent
Equifax
South
Carolina
Department
of
Revenue?
Certainly
none
of
those
organizations
thought
that
they
were
really
vulnerable.
They
found
out
very
quickly
not
so
much
several.
D
In
South,
Carolina
had
been
hit,
we
heard
about
Horry
County,
and
we
also
heard
about
Dorchester
too,
but
those
are
only
two
of
about
a
half
dozen
school
additions
that
have
actually
been
hit.
We
have
only
had
one
ransomware
attack
that
I
know
of
in
the
past
three
years,
and
that
was
at
Wando
High
School.
Soon,
as
we
found
it,
it
started
going
down
through
their
student
directory
one
alphabetically.
We
found
that
for
about
the
tenth
student
shut
it
down.
D
D
One
of
our
biggest
security
risks
are
our
users
I'll
cover
that
down
at
the
bottom,
but
the
thumb
drives
that
everyone
uses
or
other
personal
devices
take.
They
take
them
home
and
they're
on
their
a
home
network.
They
take
it
to
Starbucks.
You
know
chick-fil-a
McDonald's
they
get
on
public
networks,
the
airports,
then
they
bring
them
in
here
and
they
plug
them
into
our
network
and
there's
no
way
to
detect
that
until
the
file
is
already
already
on
the
network.
B
D
D
Third
party
penetration
tests
about
May
or
June
of
this
year,
I
decided
to
call
in
a
third
party
an
organization
that
didn't
know
anything
about
her
Network,
never
seen
our
network
before
never
done
any
business
with
us
before
and
for
simple
analogy.
I
gave
him
our
address.
I
actually
gave
him
directions
on
how
to
get
to
my
house
and
I
said:
try
to
get
in
see
what
you
can
do.
Tell
me
where
you
saw
the
weaknesses.
Are
the
good
news
is
new
past
we
didn't
get
a
hundred.
D
We
scored
75
out
of
hundred,
which
meant
that
they
couldn't
get
in
with
non-destructive
means.
In
other
words,
they
could
have
brought
in
super
computers
and
they
could
have
forced
their
way
in
somehow
I'm
sure,
but
with
just
general
hacking
tools.
They
were
not
able
to
get
inside
of
our
network
and
they
pointed
out
a
couple
areas
where
we
could
do
some
simple
configuration
changes
or
policy
or
procedure
changes
and
make
ourselves
a
lot
more
secure.
D
A
lot
of
them
have
to
do
with
training
our
users,
so
IT
security
awareness
training,
something
that
we're
going
to
spend
a
lot
of
time
on.
We
do
our
annual
videos
every
year
we
have
to
go
through
and
do
blood-borne
pathogens
and
sexual
harassment.
All
those
things
we
want
to
add
a
few
for
security
awareness,
so
our
goals
for
this
year,
relatively
small,
we
just
built
a
new
new
data
center
within
the
Emergency
Operations
Center,
and
the
good
thing
about
that
is
everything
in
that
rooms.
Gonna
be
brand
new.
D
It's
all
state-of-the-art
equipment
all
under
the
approved
capital
funding
for
the
next
five
years.
So
everything
in
there's
giving
you
the
new
internet
content
filter
we've
been
struggling
for
the
over
the
years
to
come
up
with
a
commercial
design
that
really
fits
itself
into
the
k-12
arena.
So
we
talked
to
other
school
districts.
Buford
County
uses
the
one
that
we
just
purchased.
D
We're
gonna
have
two
very
big
ones
with
a
bunch
of
virtual
machines
inside
so
we
can
be
all
quicker,
a
lot
safer
to
protect
and
also
best-in-class
backup
system
because
of
the
ransomware
threats
again,
I
can't
say
that
we're
100%
safe
but
I
can't
say
that
if
we
do
get
hit,
my
plan
is
just
to
stop
the
network
wherever
it
is
across
the
district
and
go
to
my
last
my
last
safe
backup.
So
we're
backing
up
everything
in
the
district
now
at
least
once
and
once
a
day
and
our
critical
systems
we're
backing
up.
D
Taking
snapshots
multiple
times
throughout
the
day,
so
hopefully
our
latest
crucial
data
will
be
our
result
instead
of
days
or
weeks
old,
and
we
plan
to
enhance
our
single
sign-on
portal.
So
single
sign-on
gives
a
single
authentication
factor,
see
where
you
go
through
the
portal
and
you
have
all
the
icons
of
the
sites
that
you
go
to
and
it
will
encrypt
passwords.
So
when
you
type
in
your
password,
it
doesn't
actually
send
that
to
this
website.
It
creates
a
new
long
hash.
We
call
it
just
a
bunch
of
gobbledygook
that
nobody
actually
knows
about.
D
So
it's
a
little
bit
more
secure
we're
trying
to
build
our
whole
platform.
So
the
next
area
we've
been
talking
with
senior
leadership
about
is
an
IT.
We
don't
want
to
make
ourselves
teachers,
but
we
do
think
that
we
have
a
responsibility
and
we
have
a
desire
to
help
teach
our
students
from
the
youngest
age
about
security.
D
So
we
want
to
teach
the
our
kindergartners
and
first-graders
and
second
graders,
that
there
is
such
a
thing
as
a
username
that
you
will
be
asked
to
carry
with
you
or
multiple,
and
there
is
such
a
thing
as
passwords
at
that
young
age.
All
we
really
care
about
when
we
set
them
up
at
the
beginning
of
the
year.
I
don't
care
if
the
teachers
tell
them
all
to
log
in
as
1
2
3
as
our
password
is
now
they're,
just
being
aware
that
there's
a
password
that
they
have
to
have,
are
they
secure?
D
No,
but
I,
don't
want
to
necessarily
stop
the
teacher
from
teaching
a
classroom
by
teaching
them
a
16
character.
You
know
highly
complex
password
so
as
they
go
through
through
3rd
3rd
through
6th
grade
we'll
get
a
little
bit
more
detailed.
The
high
schoolers,
their
full
adults,
they're
gonna,
have
every
every
credentialing
parameter
that
we
have
on
it.
So
we're
gonna
kind
of
start
off
easy
and
then
grow
them
up
knowing
how
to
protect
their
own
personal
data.
Mostly
BYOD
cell
phones,
tablets
iPads,
you
name
it
very
necessities.
You
have
to
have
them.
D
Some
schools
are
not
requiring
their
students
to
use
those
in
the
school.
We
understand
that,
unfortunately,
that's
one
of
our
biggest
security
risks
again
for
the
same
reason
we
talked
about
the
thumb
drives,
somebody
takes
their
phone
home
and
we
don't
know
what
they
do
as
their
personal
business.
If
you
go
to
em
USC,
you
go
to
some
other
College
organizations.
They
will
do
what
they
call
profiling.
D
They
will
look
at
your
phone
and
they'll
say
you
have
an
iPhone
and
by
the
way
you
don't
have
Irish
protection
go
to
this
site,
download
the
virus,
protection
and
you're
you're
welcome
under
Network.
We
really
can't
do
that.
Technically,
we
can
logistical
II.
It
would
cause
a
nightmare
in
the
classroom
for
Miss
Smith
to
know
that
Johnny
has
an
iPhone
and
Suzy
has
a
Galaxy,
and
somebody
else
has
every
different
kind
of
device,
so
we're
just
trying
to
gain
the
teach
them
about
the
security.
D
We're
also
trying
to
keep
those
devices
and
a
very
protected
segment
of
the
network,
we're
letting
them
get
it
on
the
wireless,
but
sending
them
straight
to
the
with
no
network
access
to
shared
devices
classroom
printers.
Here's
another
thing
where
teachers
are
doing
their
best
to
do
their
job
in
the
classroom,
but
some
of
those
things
happen
to
be
on
the
wireless
they
go
to
the
you
know
and
any
printer.
D
You
might
now
has
a
wireless
feature,
so
inadvertently
they're
setting
them
up
not
really
knowing
what
they're
doing,
but
that
then
poses
a
risk
to
get
on
network
so
we're
finding
those
devices
were
forwarding
them
and
shutting
them
off.
So
we
had
our
Oversight
Committee.
Cal
Stephens
is
a
chair
of
that
committee
and
there
we
met
last
Friday
and
we
talked
about
the
the
topics
on
this
slide
deck.
But
we
had
extended
discussions
about
that
security
awareness
training.
We
really
want
people
to
understand
that.
D
It's
not
just
it's
just
not
their
identity
to
a
website,
it's
their
personal
identity
and
also
the
district
network
that
we're
trying
to
keep
safe
as
well
so
age
restrictions
on
websites,
one
of
the
things
that
came
into
and
through
a
lengthy
discussion
was
that
a
lot
of
the
websites
that
we're
asking
our
children
to
go
to
the
website
says
this
is
not
intended
for
any
student
or
any
user.
Under
the
age
of
13,
well,
it
just
happens
to
be
a
math
site
that
we
can't
figure
out.
Why
then,
put
that
on
there?
D
However,
we're
asking
our
students
to
acknowledge
and
certify
to
that
website
that
they're
they're,
not
under
13,
so
we're
trying
to
figure
out?
How
do
we
going
to
deal
with?
How
are
we
going
to
deal
with
those
things
same
thing?
A
lot
of
the
sites
that
we
take
are
school
middle
schoolers
to
say
that
they're
not
intended
for
users
under
the
age
of
18,
so
we
either
just
carte
blanche,
say
hey
we're.
D
We
acknowledge
this
when
it
continued
on
or
lessen
possibly
take
a
look
at
some
of
those
sites
that
we're
asking
our
children
to
go
to
administrative
level,
access
to
all
staff
users
for
PCs
we're
one
of
the
very
few
school
districts
that
still
have
this
in
place.
There's
just
one
of
those
things
where
it's
it's
a
necessity.
We
just
have
to
figure
out
logistically.
D
How
do
we
remove
the
admin
level
for
use
all
users
on
the
net
to
be
able
to
get
to
the
root
level
of
the
the
PC
to
install
software
and
that
kind
of
thing
the
IT
security
policies
we've
been
talking
about
for
about
a
year
and
a
half?
Now
the
policies
are
finally
in
draft
mode,
we
wrote
114
security
policies
so
now
we're
taking
those
114
policies
and
we're
seeing
how
many
of
them
can
be
passed
on,
as
is
with
no
further
assistance.
D
In
other
words,
you
must
have
a
user
log
or
all
people
entering
the
data
center
check.
We
have
that
now.
The
next
one
is
how
often
you
check
that
log
of
what
you
do
if
you
find
any
discrepancies,
so
those
kind
of
things
we
have
to
spend
some
more
time
and
possibly
some
resources
into
some
of
those
other
things,
and
the
last
thing
is
we're
hoping
to
have
our
next
meeting
with
the
Oversight
Committee
in
the
actual
do
data
center
to
show
what
we're
doing
we
share
our
budget.
D
A
C
A
D
D
The
security
awareness,
training,
I'm,
hoping
to
figure
out
how
to
calculate
that
into
my
fixed
cost
of
ownership
budget
about
twelve
to
twenty
thousand
dollars
a
year
with
that
will
up
we're
planning
on
putting
out
actually
test
practices
where
we've
sent
phishing
emails
out
to
the
entire
district
and
see
how
many
people
bite
on
them
that
we
can
decide
what
to
do
for
them
either.
Send
you
a
warning,
saying:
hey!
You
should
have
done
that
or
you
need
to
come
to
an
hour,
long,
training,
kind
of
thing.
D
So
I've
asked
them
so
this
was
our
first
one
to
get
a
benchmark.
I'm
not
I've,
asked
them
to
come
back
in
six
months
and
do
it.
So
we
have
a
goal
of
how
to
remediate
those
things.
They're
gonna
do
another
one
I
think
in
January
it's
gonna
be
and
then
from
there
we'll
probably
do
annual
training.
Unless
we
see
that
there's
more
risks.
A
H
H
So
no,
when
we
started
looking
at
the
bus
slots,
we
have
nine
bus
budgets
are
the
kids
in
the
district
now,
but
we've
never
really
had
a
strategic
plan
for
how
do
we
align
them
to
serve
all
the
dollars
to
serve
operations
efficiency,
so
the
tea
today
is
my
recommendations
for
how
to
move
forward.
So
we
align
the
bus
facilities
to
support
safe
one
time,
efficient
and
cost
effective
student
bus
transfers
and
again
looking
into
growth
areas
where
we
know
we're
going
to
grow
at
start
with
district
one
over
three
to
one
of
the
district's.
H
F
H
Go
through
some
of
the
limitations
or
points
of
failure.
We
have
in
each
of
these
areas
just
for
Porsche
a
school
lot.
Our
issues
there
really
revolve
around
location,
it's
located
on
a
small,
not
even
what
a
two-lane
road,
essentially
a
unmarked
road.
It
goes
into
the
neighborhood
one.
Is
the
roadways
not
actually
paved
in
a
way
to
support
long-term
bus
traffic?
You
can
tell
when
you
ride
through
there-
and
this
came
from
our
dog,
because
our
downtown
Council
on
some
of
these
issues,
but
the
the
front
part
of
that
roadway.
H
The
buses
are
causing
some
long-term
damage
and
then
there's
also
an
issue
with
the
road
is
so
skinny
when
you,
if
you're
a
bus
trying
to
pull
in
there's
a
car
waiting
to
come
out
the
car
you
that
has
to
back
up,
you
have
to
wait
for
them
before
you
go
in.
So
a
couple
limitations
that
we
have
with
that
loss.
District
two
we
have
three
puss
slots,
Lucy
Beckham
has
around
sixty
buses,
Carrio
has
25
and
Wanda
north.
H
We
run
around
15
there.
Some
of
the
issues
revolving.
We
talked
about
this
at
some
of
the
district
3
recommendations
that
came
forward
to
is
anytime.
You
have
a
lot,
that's
not
a
centralized
as
it
can
be,
it
can
hurt
operations
and
that
you
have
to
have
three
different
managers.
Three
different
sets
of
spare
buses,
three
different
sets
of
bench
drivers,
whereas
if
you
have
a
centralized
facility
in
the
district
2
area,
we
wouldn't
have
some
of
those
issues.
H
A
H
No
issues
that
we
have
in
the
configure
actually
pretty
stable
group
of
drivers.
You
don't
have
a
hard
time
finding
drivers
for
that
area.
One
of
the
other
pieces,
with
my
positives
right
now
we
are
experienced
issues
with
finding
drivers
that
live
in
Mount
Pleasant
to
work
at
Mount
Pleasant.
You
think
they're
having
a
bus
and
drivers
from
South
Area.
H
The
zealots
our
largest
lot
he's
got
170
buses
on
it.
It
actually
supports
district
4
and
district
in.
So
you
got
two
districts
that
are
serviced
by
that
a
lot.
It's
right
where
the
state
bus
line
is
also,
but
it's
not
at
over
capacity,
even
with
the
construction.
That's
going
to
be
done
this
summer
to
make
improvements.
There
there's
163
bus
Lots
our
bus
parking
spaces
in
that
particular
facility,
so
we're
over
capacity
there,
and
then
we
have
the
Northwoods
lot,
which
is
50
buses
and
we're
at
capacity
there.
H
So
we're
full
and
over
fall
in
our
chosen
do
y'all
remember
we
talked
about
West
Ashley's
ours
last
year.
Part
of
that
was
because
we
had
to
park
the
spirits
behind
the
state,
bunch
up
fence,
and
we
had
to
wait
on
them
to
get
there.
Instead
of
them
being
able
to
push
of
an
IR
a
lot
we
can
run
david
district
9
is
run
out
of
st.
John's
lot
and
23
buses.
No
issues
with
that
lot
is
centrally
located
in
it.
H
I
H
Yes,
okay,
that's
part
of
the
overcrowding
issue.
We
haven't
just
report
that
going
back
to
that,
I
should
have
started
with
you
know.
We
have
magnet
schools.
Obviously
they
come
from
every
line,
so
we're
still
having
to
travel
from
one
place
to
the
other.
As
we
move
forward,
that's
the
bus
lights
and
the
students
they
serve
next
I
want
to
talk
about
maintenance,
they're,
actually
dealing
with
the
daily
keeping
the
buses
on
the
road
and
where
we're
sitting
now
you
can
see
the
purple
is
for
all
the
buses.
H
There
are
a
hundred
and
scuse
me
two
hundred
and
seven
buses
in
that
lot
by
2007.
They
are
served
by
the
Charleston
bus
shop,
so
I'm
always
on
Darla
st.
John's.
Well,
that
area
are
serviced
by
a
lot
Oma's
a
drive
where
the
main
bus,
so
via
the
we
have
13
state
buses,
their
service
that
Somerville
shop
and
death
blood
is
actually
in
Somerville
and
Vaughn
Ocean,
and
then
there
was
bust
in
district
23
is
actually
service
out
to
Collin
County
bus
shop.
Ok,
so
we
deal
with
three
different
state
shops,
part
of
UC.
H
There
obviously
is,
when
you
deal
with
a
bureaucracy,
I
mean
we're
one
too,
but
the
state
level
they
won't.
Let
us
mesh
any
of
these,
so
I
don't
have
any
ability
to
move
some
of
these
buses
up
here,
state
buses,
everything
that
there's
only
13
state
buses
that
they'll
allow
to
go
in
this
line.
So
those
are
some
of
the
limitations
that
we
experience
with
dealing
with
three
different
Lots
because
they
won't
let
us
maneuver
the
state
buses,
how
I
see
fit.
What's.
H
G
H
All
right,
let
me
make
sure
I
covered
what
I
needed
to
on
that
one.
Now,
obviously
we're
talking
distance
so
time.
We
all
know
the
state
struggles
they
struggled
with
getting
mechanics
I
mean
that
they
they're
gonna
have
issues
and
those
aren't
gonna
go
away.
So
the
dist
one
of
the
issues
here
is
maintaining
everything
centrally.
That
is
a
just
a
distance
of
the
claim,
creates
them
issues
on
a
daily
basis,
we're
going
to
recommendations.
H
So
here's
what
we
recommend
for
bus
a
lot
facilities
in
general
district
one
is
once
you
identify
and
purchase
a
new
bus,
a
middle
high
school
property
that
we
include
bus
slot
planning
on
that
facility
that
could
service
that
area
that'll
get
us
out
of
a
Porsche,
a
school
Road
and
the
limitations
that
we
have
their
district
to
recommend.
Looking
at
moving
to
a
central
lot
facility,
the
central
lot
facility
being
easier
to
manage.
We
have
all
the
spare
buses
and
drivers
at
one
particular
site.
G
A
H
Part
of
that
is
and
I'll
get
to
this
in
the
next
slide,
but
I
just
want
to
touch
base
on
this
also
create
again
I
recommend
it
create
a
sub
maintenance
facility
there
that
the
state
could
use
for
PMS,
ravenna
maintenance
and
things
of
that
nature.
So
they
don't
have
to
take
all
these
buses
to
North
Charleston
every
time
they
need
something.
If
it's
not
a
major
breakdown
didn't
be
much
more
efficient
for
them
to
get
the
buses
back
on
the
road.
H
Those
areas
getting
read
on
Northwoods
missile
government
district
10th
because
the
numbers
add
up
so
I'll
skip
the
district
tendency.
I
recommend
a
a
bus
live
than
West
Ashley
were
the
same
set
up.
We
talked
about
for
a
district
to
look
at
the
sub
maintenance
facility.
Now
that
takes
the
buses
off
a
district,
for
this
will
be
important
because
at
North
Woods
it's
a
terrible
location
for
a
bus
line.
It's
the
most
congested
area
in
this
whole
county
you're,
trying
to
get
in
and
out
of
there
every.
C
H
I
H
The
other
thing
it
does
this
takes
it
great
everything
we
deal
with
your
water
at
risk
right.
How
did
roads
get
shut
down
bridges
icer
main
risk
when
it
comes
to
interruption
so
right
now,
then
I'll
use
our
worst
case.
Just
if
we
have
an
earthquake
or
even
if
you
have
a
fatality
or
a
wreck,
we
talked
about
the
district
3
the
other
day.
This
526
62
buses
have
to
cross
that
twice
a
day
to
serve
the
kids
in
district
10
and.
H
Our
risk
of
not
being
able
to
serve
those
kids
what
they
do
at
master,
buss
shop
configuration
I,
didn't
we
didn't
just
come
here.
First,
we
have
to
met
with
the
state
director,
transportation
and
the
regional
manager
to
run
all
this
fight
in
because
they
have
to
have
buy-in.
So
what
I
recommend
it
for
them
and
they
were
available
to
it
is
that
we
have
the
central
shop
at
Azalea.
If
we
work
with
them
to
build
these
two
sub
shops
that
they
would
actually
centrally
manage
it
out
of
the
Charleston
shop.
H
So
we
would
only
deal
with
one
entity
and
then
we
would
have
the
flexibility
with
whatever
buses
are
assigned
us.
We
can
use
them
as
you
see
fit,
so
that
would
take
away
a
lot
of
that.
The
problem
we're
having
now
with
just
a
bureaucratic
in
dealing
with
people
so
far
away,
I,
haven't
seen
a
comedy
guy,
but
twice
since
I'm
14,
so
pretty
questions
for
me,
the
bus,
the
sub
shop.
C
H
What
we're
dealing
with,
if
we
can,
we
obviously
go,
ask
them
for
whoever's,
leading
that
that
to
go
start
conversations
with
them
to
see
what
they
could
put
in
them,
put
it
in
the
fire,
but
I
really
think
it's
going
to
be.
Unless
Reggie
or
miss
brew,
we
have
it's
going
to
be
build
it,
they
will
come
and.
H
A
C
H
I
A
I
A
Have
to
we've
been
told
by
the
county
that
they
will
not
rezone
the
property
for
us.
They
will
not
allow
variants.
They've
told
us
that
they've
given
us
a
trading,
so
we
will
not
be
allowed
to
build
the
aggression
Meggitt,
because
the
school
is
closed.
That
was
the
new
us.
It's
not
an
operating
school
anymore,
so
Reverend
Mack
and
a
number
of
staff
members
have
been
working
another
option
for
district
3.
We
intend
to
have
a
public
meeting
very
very
soon.
We
scheduled
it
for
next
Monday.
A
There's
been
some
challenges
with
next
monday,
but
try
to
get
public
input
on
another
location
on
James
Island,
and
then
we
have
to
come
back
to
the
board
with
a
recommend
which
would
include.
We
can't
build
an
aggression,
baguette.
It's
got
to
go
somewhere
else,
so
either
go
back
to
James,
Island
elementary
school
or
another
location.
J
A
Yeah,
what's
interesting
is
when
we
had
a
public
meeting
to
talk
about
the
options
and
when
somebody
from
the
public
suggested
that
there
just
happened
to
be
an
accidental
babyback
highway
that
day,
where
that
was
shut,
the
whole
thing
with
shut
down
that
day,
really
yeah.
So
if
the
bus
is
headed
on
Johns
Island,
nothing
makes.
I
Before
Jeff
I
think
it
might
have
been
before
he
became
a
transportation
director
time,
do
you
remember
we
had
conversations
about
potentially
buying
our
own
bus
mm-hmm
and
the
conversation
was
sitting
around
the
the
slow
response
from
the
state.
Obviously,
when
it
comes
to
getting
up
buses
face
and
the
frequency
of
which
those
muscles
were
breaking
down.
C
I
The
timeliness
it
took
to
get
the
buses
back
on
line.
Have
we
considered
that?
Are
we
considering
that
moving
forward?
Are
we
going
completely
disobeyin
that
and
just
go
with
potentially
building
these?
These
lots,
these
hub
lots
and
having
the
state
potentially
do
something
with
us,
but
as
a
potential
attack
from.
H
So
it
really
was
to
look
at
where
do
we
need
to
push
them?
I
think
is
what
we
did
Franco's
number
one:
how
to
develop
a
relationship
does
our
relationship
was
dead
was
terrible,
so
we
worked
very
hard
on
the
last
year
and
a
half
or
more
to
try
to
establish
a
good
working
relationship
with
them
and
to
help
them
work
with
us
to
help
mitigate
their
weaknesses.
Okay
right,
so
there
you
have
a
lot
of
weaknesses
and
we
have
to
figure
out.
H
How
do
we
make
them
successful
so
that
I
think
from
replacement
buses
their
own
cycle
to
replace
what
they
have
I.
Think
really.
What
we
need
to
push
politically
and
move
forward
is
how
do
they
deal
with
growth
and
we've?
Had
this
conversation
with
the
state
of
having
a
conversation
with
Tim
camp
about,
we've
actually
made
a
formal
request.
H
H
Formulism
they're
supposed
to
send
back
a
team
to
work
with
us
to
actually
do
route
audits
whatever
that
number
ends
up
being,
they
have
to
pay
us
money
right
for
not
being
able
to
give
us
a
bus
if
they
can,
but
we
need
to
push
them
towards
actually
a
sustainable
fleet,
not
just
replacing
they
have
the
same
number
buses
now
that
they
had
15
years
ago
right.
So
us
Greenville,
County,
Orange
County.
You
end
up
eating
the
cross
on
everything
that
was
part.
I
But,
of
course
we
were
trying
to
crunch
the
numbers
and
see
how
much
never
that
looked
like
it.
We
couldn't
do
it
all
at
one
time
it
had
to
be
a
phase
in
over
a
three
to
six
year
process
because
it
cost
him
like
three
hundred
thousand
dollars.
He
was
looking
at
like
three
hundred
thousand
dollars
a
year
for
like
four
or
five
years
and
then
completely
extracting
ourselves
from
from
the
state
altogether
to
accommodate.
H
I'll
go
back
through
this
I'll
try
to
do
it.
So,
let's
start
here,
you're
talking
about
a
cost
savings
right
and
then,
if
you
go
centrally,
you
have
one
life,
a
lesser
number
of
management
team
in
those
types
of
things
in
this
particular
lot,
one
trailer
or
one
set
of
buildings
to
support
those
people,
not
three
different
locations.
This
every
gallardo.
I
H
The
manager
up
there
that's
a
weakness
in
the
system
where
you
don't
operate
either
everyday.
You
don't
even
know
if
that
bus
leaves,
if
that
driver
didn't
show
up
and
that
bus
is
not
left.
If
you
don't
have
somebody,
there
say:
hey
243,
it's
not
on
the
road.
I
need
to
get
somebody
to
do
it.
There's
a
weakness.
There
can.
I
You
add
you
guys
developers.
Can
you
bring
us
that
so
we'll
see
exactly
how
much
we're
actually
spending
to
fund
each
like
the
weaknesses
like
you
said,
have
lawns
on
north,
but
it's
not
somebody
that
physically,
so
it's
hard
to
manage
if
a
bus
weight
or
if
it
didn't
go,
and
we
can
compare
that
to
the
potential
to
feed
Lots
in
there
at
scenario.
But
you've
got
a
West
Ashley,
as
in
you
drive
and
the
one
to
the
north
line
for
the
future,
I
mean
as
we
as
I'm
scaling
out
right.
H
B
B
I
Took
the
mall
experiment
about
that,
and-
and
my
suggestion
to
her
was-
was
that
at
the
time
I
found
out
that
Greenville
County
School
District
was
having
19
breakdowns
a
day.
The
state
bus
again
so
I
said
because
it's
a
issue
throughout
the
state.
Well,
I,
don't
I
said
I
said:
are
you
gonna
advocate
for
that?
So
she
said
we
had
mr.
Miller,
you
know
we're
we're
looking
at
so
I
said
well,
I
think
what
we
should
do
this
we
should
get
to
the
board's.
I
The
the
school
district
that
have
are
the
biggest
impacted
by
this
and
have
us
go
to
Columbia
and
speak
to
the
legislature.
She's
like
the
smell.
Please
don't
do
that.
I
was
like
well.
If
you
don't
have
that
kind
of
push.
If
they
don't
really
know
what
our
troubles
are,
I,
don't
think
they're
going
to
be
I,
don't
think
they
see
the
importance
of
keeping
fix.
I
She
said
think
that'd
be
a
good
idea
now,
of
course,
I
didn't
I,
didn't
I,
guess,
I
didn't
move
it,
but
I
didn't
agree
with
that.
What's
her
response,
because
I
she
did
not
go
into
details
of
why
she
thought
it
wasn't
a
good
idea,
but
I
think
I,
agree.
Jeff
is
about
building
those
relationships,
he's
been
spending
the
last
year
and
a
half
working
to
build
relationship
into
state
identifying
what
the
issues
are,
what
our
issues
are,
how
we
can
help
each
other,
and
this
isn't
just
a
Johnson
County
issue
with
the
buses.
I
I
I
like
asked
Kevin
to
potentially
have
you
to
come
to
probably
our
next
operations
meeting
and
do
a
presentation
I
think
even
he
oughta
work
together.
I
was
talking
to
him
the
other
day
because
I
serve
on
the
the
West
has
to
be
violation,
Commission
and,
of
course,
he's
trying
to
develop
this
comprehensive
plan
for
transportation.
I
I
said:
there's
no
way
you
can
do
a
comprehensive
plan
of
transportation
and
not
have
us
at
the
table
with
all
of
our
buses
on
your
streets,
and
he
agrees,
and
so
I
would
like
to
set
up
opportunity
for
him
to
come
and
speak
to
us
and
make
that
connection
with
you,
and
he
said
you
guys
can
work
together
because
I
think
we
can't
we
can't
do
it
in
isolation,
nor
can
they
so
no
I
appreciate
it.
Yeah
all.
L
Thing
that
I
did
want
to
highlight
before
I
start
advancing
the
slides
and
dad.
It's
really
a
good
thing
that
we
have
source
documentation
that
guides
and
and
guides
us
through
this
program.
So
the
first
one
being
the
faith
for
master
plan
phase
for
master
plan
was
done
in
2014.
It
was
a
great
document.
It
went
out
to
the
community,
they
had
stakeholders
involved
in
it
to
get
a
lot
of
feedback,
and
it
was
the
main
driver
for
what
today.
L
L
So
it's
really
good
and
in
my
my
program
and
armor
department
that
we
actually
have
source
documents
that
guides
everything
that
we're
doing
some
of
the
successes
so
far
that
have
been
realized
would
be
the
things
that
happen
over
the
past
couple
of
years,
mainly
purchasing
of
the
d4
property
that,
where
we
acquired
Deer
Park
Middle
School
and
made
some
progress
there
at
that
campus
and
the
other
four
would
be
the
murder,
the
same.
The
James
Simmons
up
Fitch
and
the
Carolina
Park,
and
also
on
the
renovation
of
Saint
Jane
st.
T.
L
The
last
one
of
the
renovation
of
the
st.
James
st.
II
was
a
good
project
in
that
it
did
raise
the
confidence
level
in
some
of
the
constituents
over
there.
D1
I've
seen
a
lot
of
email
traffic
that
flow
back
and
forth
of
how
well
that
school
looked
after
we
completed
some
of
the
construction
they're,
getting
a
lot
of
positive
feedback,
as
I've
read
through
all
a
couple
weeks
ago,
I
believe
on
Carolina
Park.
You
know
principals
happy
they're
on
this.
L
That
project
was
just
completed
this
past
summer
and
we
still
have
some
punch
those
items
to
go
over
the
next
year,
but
we
got
the
school
open
on
time
and
a
lot
of
the
parents
are
appreciated
by
the
project,
so
those
are
the
ones
that
we
completed.
Moving
on
for
the
next
one.
These
are
so
I'll
talk
to
you
a
little
bit
about
summary
about
the
ones
that
are
right
now
in
the
batter's
box
and
we're
getting
ready,
they're
getting
ready
to
come
out
and
get
knocked
out
of
the
park.
L
C
L
That
the
decision
was
made
on
that
when
they
reach
F
get
moving
forward
with
it.
So
right
now
we
were
in
we're
in
our
design
development
we're
starting
to
get
some
hard
numbers
coming
in,
and
we
should
stay
on
track
with
that
project
to
where
we
actually
start
after
the
end
of
the
football
season
and
carry
on
all
the
way
through
August
in
time
to
open
the
new
football
season.
L
There
Wando,
as
we've
done
things
at
Carolina,
Park,
Elementary
School
for
their
soccer
field,
that
we've
upgraded
and
also
overlaying,
so
right
now
so
far
so
good.
But
that
doesn't
mean
if
this
is
the
world
of
construction,
there
will
think
the
things
that
will
happen
that
we
will
have
to
address
the
later
time.
So
we
have
some
other
arm
projects
that
are
coming
out
of
the
gate
across
other
districts,
so
you
have
Dunston
and
you
have
burns
that
are
coming
out
there.
Designs
of
art
have
some
demolition
done
on
these
project
sites.
L
We
have
a
plan
to
actually
award
a
building
package
in
the
2018
first
quarter
of
2018
and
all
those
schools
between
those
two
they
have
about
18
months
left
before
we
actually
will
have
a
school
built.
So
in
2019
those
two
schools
will
open,
along
with
the
expansion
and
Moultrie,
and
it's
also
following
that
and
in
following
year,
will
be
the
new
Lucy
Beckham
High
School
in
questions
on
this
has.
L
I
L
Not
at
all
rain
didn't
do
all
right,
they
do
have
rainy
days
built
in,
but
the
projects
that
have
been
impacted
by
rains
either
mount
of
rain.
That
we've
had
here
would
be
some
of
the
projects
that
were
active
on
the
phase
three
building
programs
such
as
the
EOC,
such
as
angel,
oh
and
some
of
those,
but
these
right
here
again,
a
lot
of
these
projects
are
still
coming
out
of
the
design
phase
and
going
into
construction.
L
So
back
up,
I
was
talking
about
projects
that
were
coming
out
of
the
2019
and
then
at
the
end
of
that
slide,
you
saw
Lucy
Beckham,
that's
coming
out
in
2020.
So
now
the
the
other
school
districts
that
I
mean
the
other
districts.
We
have
d
10.
We
have
C
Williams
that
will
come
out
in
2020,
Camp
Road
middle
school
will
come
out
in
2020
Center
for
Advanced
Studies.
L
We
all
know
about
that
project
right
now
and
that
one
is
I,
believe
the
board
approved
for
the
project
or
disapprove
the
location
of
the
North
Charleston
High
School
campus.
So
right
now
that
you
got
there's
a
committee
that
has
been
formed
and
in
my
seat
I'm
standing
by
to
see
what
happens
as
a
result
of
the
committee's
before
we
actually
know
what
our
sites
gonna
be,
so
that
we
can
start
planning
for
the
site
design
right
now.
L
Our
North
Charleston
High
School
or
a
Center
for
Advanced
Study
design
team
is
still
going
as
far
as
they
can
with
the
design
but
I
think
after
the
November
timeframe,
they're
gonna
be
heavily
impacted
and
what
we
don't
want
to
do
is
try
to
open
the
Center
for
Advanced
Studies
MIT's
midstream.
So
if
you're
talking
about
trying
to
open
it
in
the
second
semester
of
the
school
year,
it's
kind
of
like
we
want
to
target
opening
this
school
early
on
in
the
beginning
of
the
school
year.
So
how'd.
C
L
Can
you
impotent
previous
discussions?
It
was
said
that
October,
a
decision
needs
to
be
made
by
October.
I
still
want
to
hold
fast
to
that.
Despite
what
the
slide
says
there
in
about
mid-november,
a
decision
needs
to
be
made
that
was
put
up
there,
because
we
went
back
to
the
program
manager
and
talk
to
our
designers
to
see
just
how
stringent
we
would
have
to
be
with
that
schedule.
A
L
The
West
Ashley
CAS
has
also
been
awarded.
You
guys
have
proved
it
for
it
to
be
award
at
the
same
time,
so
we
still
are
proceeding
with
our
going
forward
with
the
West
Ashley
CAS
programming
right
now,
and
also
design
team
is
moving
forward.
They
know
the
thing
about
the
West
Ashley
CAS.
We
already
know
where
it's
going
right.
F
I
I
A
Day,
yeah
I,
except
there
will
be
different
programs
they've
gone
through
the
same
meeting
routine
that
they
did
with
North
Charleston.
Welcome
in
with
the
chamber
meeting
with
the
Middle
School's
meeting
with
the
principal's.
They
intend
to
come
back
to
you
guys
with
the
information,
probably
toward
the
end
of
this
year.
Okay,
for
what
would
go
into
West
Ashley
CS.
A
L
C
J
G
B
B
J
B
L
Right,
so
that's
that
takes
you
all
the
way
through
2020
and
then
going
into
2021
is
where
it
starts
with
the
West
Ashley
Center
for
Advanced
Studies,
and
then
the
way
that
I
organized
all
of
the
project
updates
are
just
and
as
they
come
out.
So
if
they're
going
through
design
you'll
see
those
before
and
then
as
they
roll
into
the
instructor
you'll
see
that
later,
what.
A
Because
it's
executive
session
information
and
we
are
for
more
direction
in
negotiations
for
a
land
deal
that
would
role
in
the
construction
of
a
track
and
repair
of
the
field
at
stony
field.
So
we're
working
aggressively
to
get
that
taken
care
of.
We
have
a
contract
for
review
right
now
and
we
intend
to
get
back
with
the.
J
J
A
The
last
one
again,
that's
a
land
deal
purchasing
the
land
in
Island
out
Shaun
expects
to
be
able
to
come
back
to
you
all
in
November,
with
the
recommendation
so
next
board
next
board
meeting.
If
you
recall,
we
came
back
with
a
recommendation
not
to
buy
the
land
we
wanted
to
buy
because
of
the
amount
of
wetlands.
I
F
G
L
A
I'll-
just
add
onto
that,
so
there
is
very
high
parent
involvement
in
her
see
at
this
point.
They
unofficially
domain
that
more
money
be
added
to
the
project,
similar
to
what
Marilla
st.
had
the
other
Montessori
School.
But
a
scope
hasn't
been
developed
outside
of
them
both
being
Montessori
schools.
The
buildings
are
different,
the
amount
of
maintenance
has
been
different.
We
need
to
work
with
the
school
to
determine
what
their
priorities
are
for
the
expansion
and
then
how
much
money
we
need
and
we
either
come
back.
A
L
I
L
Have
to
recognize
the
procurement,
a
guarantor
area,
inspector
Lane
will
true,
barely
trailing
myself
and
our
program,
manager
and
others
have
gotten
together
and
we've
done
an
acquisition
strategy
for
for
every
project
that
you
see
before
you,
okay,
which
is
going
to
be
very
helpful
to
us
to
know
which
milestones
we
have
to
meet.
Where
we
will.
You
need
a
medium
in
order
to
continue
with
the
success
of
our
capital
programs,
all
right,
any
any
questions.
J
A
Intend
to
come
back
in
the
executive
session
at
the
end
of
this
month,
when
the
recommendation
from
where
we
wanted
that
feel,
okay,
sighs
right,
correct
we've
got
us
preferred
location,
okay,
so
Ron
is
I'm.
Sorry
Ron's
got
three
presentations
and
we're
coming
shortly
time,
but
let's
of
the
one
I
definitely
want
you
all
to
see.
A
Right
now
is
is
the
blend
the
drinking
water
testing
plan
of
his,
and
then
we
can
either
do
the
other
two
briefs
in
the
actual
committee
meeting
as
part
of
the
committee
meeting,
or
we
can
hold
them
off
till
later
forever
run
short
of
time,
but
this
is
one
that
I
really
wanted
you
to
see
the
work
that
he's
done
so
far
and
what
we're
planning
on
doing,
because
there
is,
there
will
be
a
big
communication
plan
involved
with
this
process.
This
is
something
we
haven't
done
morning.
M
I
took
an
interest
in
this
program
when
I
was
just
facilities.
Management
in
January
I
took
over
the
environmental
programs,
which
would
include
safe
drinking
water,
so
I
kind
of
ramped
up
my
efforts
to
to
get
to
the
point
where
we
are
today
that
I'll
share
with
you,
I'm
gonna
use
some
notes
here.
So
the
purpose
of
this
brief
is
to
give
you
background
information,
as
we
consider
sampling
and
all
our
schools
for
lead
in
drinking
water.
M
M
It's
known
to
be
harmful,
especially
to
those
kids,
six
years
old
and
under
because
and
and
if
you
look
at
the
pattern
of
water
use
in
our
schools,
there's
a
potential
for
water
to
sit
in
a
pipe
to
sit
that
day
at
a
valve
or
so
on
for
extended
periods
of
time
over
weekends
and
holidays
and
so
on,
and
it
frankly
it's
the
same
as
your
at
your
home.
If
water
sits
in
pipes,
water
really
is
meant
to
be
used
on
a
daily
basis.
M
Even
the
utilities
develop
water,
put
it
in
a
water
tank
overnight
and
it's
drained
during
the
day,
and
they
fill
it
up
again.
Water
has
a
cyclical
use
like
that,
but
as
water
considered
pipes,
you
can
have
a
pattern
where
lead
can
get
into
the
drinking
water
just
simply
by
leaching
into
the
water
from
the
the
plumbing
materials.
There's
never
been
a
comprehensive
sampling
in
our
facilities,
certainly
in
the
news
as
other
districts
around
the
country
have
taken
us
up.
M
Flint
Michigan
and
things
like
that:
a
rotted
jingler
into
public
view,
our
public
utilities,
Mount
Pleasant
water
in
Charleston
water
system
who
might
discuss
various
topics
regularly,
have
encouraged
sampling
and
even
non
Pleasant
has
offered
to
pay
for
some
of
the
sampling.
So
that's
sort
of
a
little
bit
of
background
patterns
of
use,
talk
about
plumbing
components
and
so
on.
There's
a
few
regulations
that
I'll
just
mention
to
give
you
a
quick
background.
M
The
Safe
Drinking
Water
Act
was
passed,
I
think
in
the
late
70s,
and
through
the
years
there
have
been
additional
legislation
and
June
of
1986.
There
was
something
called
the
LEED
ban,
which
defined
lead-free
parts
and
pieces
to
a
plumbing
system.
Lead-Free
was
solder
and
flex.
Excuse
me,
soldering
flux
could
not
contain
more
than
0.2%
lead.
Pipe
pipe
fittings
and
fixtures
could
not
contain
more
than
eight
percent.
M
M
I
M
B
M
M
M
So
yeah
running
the
water
for
30
seconds
or
so
at
every
outlet
and
every
time
and
then
check
in
favor
is
it
of
a
warning
to
make
sure
you
have
fresh
water
residual.
Chlorine
is
a
measure
of
how
fresh
the
water
is
essentially
because
the
utilities
put
a
little
bit
of
chlorine
in
the
water
as
they
send
it
out.
So
really
all
the
way
to
your
mouth.
M
The
original
language
of
the
lead
contamination
control
act
required
testing
in
schools,
but
essentially
it
was
challenged
in
court
and
and
lost
the
the
federal
side
lost
in
this
legal
challenge.
So
consequently,
where
testing
is
done
in
fall
voluntary,
unless
it's
required
by
state
regulations
in
the
state
of
South
Carolina
has
no
such
regulation.
So
so
testing
of
you
might
call
it
retesting
of
water,
because
the
utilities
are
testing
their
water
they're,
making
sure
their
service
area
is
per
regulations,
but
this
retesting
in
the
schools
would
be
entirely
voluntary
if
we
decided
to
do
that.
M
M
Until
they
testing
his
volunteers
now
one
distinction,
we
do
test
per
regulations,
something
called
the
lead
and
copper
rule
at
the
schools
where
we
have
well
so
st.
James
Santee
elementary
middle
McClellanville
campus
both
go
to
schools
there,
eateth
Ryerson,
Jane,
Edwards
mini
Hughes.
Those
are
all
called
non-transient
non-community
public
water
systems,
so
they
serve
a
population
of
at
least
25
for
at
least
six
months
of
the
year,
and
so
that's
their
designation,
and
so
those
wells
are
sampled
right
now
in
a
contract
with
Northcutt.
M
M
Now,
let's
talk
about
moving
forward,
so
some
of
the
regulations
that
I've
already
mentioned
suggested
that
EPA
published
and
guidance
and
that
other
public
associations
public
guidance
that
establish
guidance.
So
the
EPA
and
the
American
Water
Works
Association
established
some
guides
and
they
recommend
something
called
a
plumbing
profile
of
the
facility,
so
I've
completed
that
and
it
helps
determine
whether
there
might
be
a
problem,
prioritized
sampling
locations
and
so
on,
as
it
says,
you're
neither
EPA
nor
awwa
guess
what
to
do
with
that
data,
but
it's
fairly
self-evident.
M
So
what
I
did
was
follow
the
recommendations.
The
plumbing
profile
is
really
answering
14
questions
and
so
I
randomly
said.
Well,
not
really
I'd
established
these
three
categories:
1
2,
&
3.
So
if
a
school
meets
one
through
three
of
the
questions
with
a
yes
with
a
positive
I
call
that
category
one
4
to
7
I
called
that
category
to
8
or
more
questions.
M
I
call
that
category
3
and
they're
the
results,
so
what
you
can
see
is
that
about
36
of
our
schools,
perhaps
less
of
a
concern
with
those
14
questions
with
pulling
for
a
while
a
couple
in
the
middle
and
33
at
the
other
end,
and
so
my
comment
there
is
a
reasonable
interpretation
would
be
well.
Perhaps
we
have
enough
information
here
that
we
really
need
to
go
check.
We
need
to
go
see
what's
going
on
not
just
in
those
schools
but
in
all
the
schools.
M
There's
no
way
I
would
recommend
sampling
in
just
a
few
school.
It's
it's
got
to
be
comprehensive.
We
need
to
go
to
all
the
schools,
so
that's
what
the
plumbing
profile
has
done
for
us
just
to
lead
us
to
this
point
and
so
I'm
finishing
a
sampling
plan.
Now
we
would
take
what's
called
the
first
blush
sample.
The
issue
is
I
kind
of
alluded
to.
Is
it's
the
first
flush,
it's
that
first
drink
of
water?
M
If
the
the
water
is
sat
in
a
pipe
or
something
like
that,
then
that
would
be
where
there
might
be
some
contaminant.
There
were
any
at
all,
and
so
we
would
take
first
flush
samples
there
250
milliliters
look
for
greater
than
50
parts
per
billion
as
the
threshold
to
go
through
all
the
schools
and
I
say
here
we
would
sample
all
categories
of
taps,
I,
think
EPA
and
AWWA
recommend
that
it's
the
taps
used
for
drinking
water,
so
for
actual
drinking.
So
it's
certainly
the
fountains.
M
F
M
If
we
find
something
that's
greater
than
15
parts
per
billion,
we
immediately
secure
it
replace
the
plumbing
component.
It
could
be
a
little
more
complicated,
it
could
be
piping
and
so
on.
Behind
the
walls
we
might
have
to
secure
a
section
of
piping
for
some
time
provide
bottled
water,
perhaps
a
flushing
program
at
that
school
or
a
school
where
we
see
an
issue
until
we
can
get
it
solved
because
flushing
really
does
solve
this
issue.
M
M
Public
notification,
there's
there's
legislation
called
the
public
notification
rule
and
I
just
want
to
make
sure
you're
aware
that
that
doesn't
apply
to
us.
That
applies
to
the
public
utilities
and
the
public
water
systems
that
have
to
publish
information
in
their
service
area.
However,
EPA
suggests
that
they
thought
that
we
follow
and
says
recommends
that
schools
conducting
electric
water
comply
with
the
public
information
for
NASA
blood
contamination
control,
a
lot
of
works
here,
but
essentially
we
would
want
to
make
sure
our
data
is
available.
M
M
Love
I
should
think
so
just
keep
in
mind
that
that
that,
for
the
restriction
of
what
lead-free
is
defined,
as
only
occurred
three
years
ago,
so
from
1986
to
2014,
let
free
meant
you
could
still
have
8%
lead
in
a
plumbing
component.
I
have
no
idea
how
that
plays
out
in
a
particular
school.
It
depends
on
the
pattern
of
use,
but
the
regulator's
decided
that
you
know
that's
not
lead-free
enough.
It
needs
to
be
0.25
percent
of
the
wetted
surface
area.
So,
if
you
look
at
a
valve,
it
doesn't
matter
what
the
handle
is.
M
M
M
N
N
We
got
oak
trees
growing
through
all
of
our
lives
right
now.
We're
digging
them
up
in
all
of
our
houses
all
over
the
place,
but
we're
having
to
go
all
the
way
to
the
street,
because
North
Charleston's
LED
is
is
lead
piping
to
where
our
houses
are
connecting.
So
what
happens
when
you're
doing
a
school
and
it's
it's?
The
knot
is
the
piping
from
where
you
connected
to
the
municipality.
The
municipality
has
the
issue.
How
can.
M
M
J
J
B
A
M
Of
our
effectiveness
in
saluting
man
first,
let
me
just
review
a
couple
of
other
background
slides
for
information,
because
I
don't
get
to
talk
to
you
very
often,
but
here's
our
facility
information.
You
may
know
that,
but
I
wanted
to
slide
up
there,
so
that
you'd
be
aware
of
what
we
have
85
schools,
headstart,
these
storage
and
bacon.
That
number
10
is
off
by
one.
It
should
be
nine
I
apologize
for
the
error
that
should
be
nine
Lee
storage
or
vacant.
Five
had
been
for
under
construction.
That
does
not
include
Mathilda
Dunston.
M
F
M
A
M
N
N
M
K
N
A
G
M
M
There
are
three
big
ones,
but
I'm
constantly
engaged
in
facility
maintenance,
the
Saudi
operations
of
facility
projects
and
those
are
three
very
distinct
focus
areas
that
are
large
and
then
they're
supporting
focus
areas
around
the
outside,
like
facility
information
or
the
environmental
programs
or
warehousing
and
moving
so
I
just
wanted
to
call
your
attention
to
that.
Those
are
three
big
focus
areas
that
need
a
lot
of
attention.
Perhaps
more
funding
I,
operated
by
standard
business
procedures.
M
I
just
wanted
to
touch
on
that
baby.
Now,
let
me
shift
into
a
discussion
of
preventive
maintenance,
specifically
whether
it's
your
lawnmower
your
car
or
your
teeth
for
that
matter.
It's
much
more
cost
effective
and
less
problematic
to
do
preventative
maintenance
in
reactive
maintenance.
It
costs
less.
It's
a
lot
more
disruptive
to
do
react.
M
Let
me
define
a
couple
of
terms
here:
preventive
just
for
the
sake
of
the
rest
of
the
discussion.
P.M.
preventative,
maintenance,
corrective
maintenance
corrective
or
active
I.
Call
that
cm
total
maintenance
would
be
the
sum
of
those
teeth,
and
so
we
track
a
ratio,
preventative
maintenance
to
total
maintenance,
and
essentially
we
would
say
how
many
work
orders
out
of
a
hundred.
Do
we
want
to
be
preventive
maintenance
and
the
best
organizations?
If
you
see
the
yellow
bar
at
the
bottom,
a
stretch
goal
would
be
50
out
of
every
100.
M
So
if
half
of
the
work
orders
are
preventive
and
half
we're
reactive,
that
would
be
a
really
good
organization.
Here's
a
report
from
my
preventative
maintenance
coordinator,
some
of
the
tasks
that
typically
get
done:
PM
electricians,
repaired
in
service
40
exhaust
fan,
fans,
plumbers,
discovered
and
repaired,
15,
natural
gas
leaks
at
various
schools,
repaired
toilet
flush
valve
sink
fixtures
and
water,
coolers,
foodservice,
descaled,
steamers,
cleaned
out
filters
and
combi
ovens
made
minor
repairs
p.m.
groom,
30
fresh
air
units,
18
we're
not
running
or
operating
less
than
50%,
due
to
extreme
belt.
M
Wear
and
under
grease
bearings.
Those
were
repaired.
I
mentioned
he's
scaling,
I,
went
to
East
Cooper
Montessori
and
helped
my
p.m.
team
one
day
just
to
see
what
they
were
doing
with
descaling,
and
this
is
what
I
it
took
me
an
hour
and
a
half
to
get
this
jump
and
I
can
pass
this
around.
This
is
mineral
deposits
from
a
steamer.
N
M
That's
the
inside
of
the
heating
element:
that's
not
inside
the
cook
box,
but
inside
the
heating
element
and
I
wasn't
even
able
to
get
the
heating
element
out
and
I
said
I.
Don't
ever
want
to
have
to
deal
with
that
again.
We
need
to
do
this
preventive
maintenance
so
that
we
don't
have
this
buildup
of
scale
material
I'm
certain
that
Walter
Campbell
is
doing
daily
cleaning.
M
E
M
It
took
me
an
hour
and
a
half
to
get
that
out,
and
that
was
just
one
of
two
heating
elements
in
one
steamer
and
there's
a
steamer
at
every
school.
There's
a
there's-
and
there
are
hundreds
of
tasks
like
that.
There's
a
ton
of
work
and
preventative
maintenance
that
we
need
to
be
serious
about
in.
Of
course,
we
are.
K
G
G
M
N
B
M
School
dude
is
our
software
package
that
we
use
it's
a
funny
name,
but
it's
a
serious
company.
They
have
over
5,000
clients
and
they
have
gobs
and
gobs
and
gobs
of
data
with
that
many
clients
and
they
put
that
data
in
slides,
I
use
some
of
them.
That's
our
12
months
at
sorry,
I
twelve
month
total
of
work
orders
for
forty
four
thousand
over
the
last
twelve
months.
Now
what
about
this
ratio
of
planned
to
total
and
sets
of
lightness
number?
M
F
C
M
I
M
About
three
more
people,
maybe
five
more
people,
a
lot
of
elbow
grease.
We
were
at
20
percent
in
February,
so
there's
I
didn't
realize
there
was
a
cyclical
nature
to
this
and
we
established
the
goal
then
said:
22
percent
I
didn't
realize
because
I
haven't
been
tracking
this
this
carefully
month-to-month
until
now
and
for
the
last
six
months
and
so
I
think
we'll
get
back
up
to
at
least
20
and
I'll
try
to
push
it
to
22.
F
M
About
reactive
work,
orders
completed
unless
this
is
another
key
metric
here.
So
if
you
call
the
plumber
to
come
out
to
your
house-
and
you
said,
I
have
10
problems.
I
want
you
to
fix.
How
would
you
feel
if
you
got
6
out
of
10
done
in
under
a
week?
I?
Don't
think
that
would
be
great
I
think
I'd
be
a
little
bit
disappointed,
but
that's
what
we're
doing
is
taking
us
7
days,
then
we're
completing
63%
of
our
reactive
workers
in
under
7
days.
M
N
N
Yes,
you
have
come
and
I
get
that
phone
call
every
time
you
get
done
with
that.
But
in
that
scenario,
when
you
say
63%,
you
gave
an
example
of
some
a
facility
having
ten
issues
and
you're
going
there,
and
only
getting
six
of
them
accomplished
within
the
first
seven
days
is.
Is
that
the
norm?
Where
is
the
norm?
You
have
ten
requests
orders
and
you
want
to
get
to
the
first
six
buildings
in
the
first
seven
days.
The
other
four.
M
Let
me
answer
it
this
way.
There
are
two
norms
here,
we're
probably
not
getting
ten
work
orders
all
at
the
same
time
for
the
plumber
who's
going
out
and
fixing
a
clogged
toilet
he's
going
in
he's,
he's
doing
one
or
two
and
nice
going
to
another
school
to
me.
That's
not
very
efficient
I
have
to
live
with
that
to
some
degree.
M
So
I
created
this
Tiger
team
concept,
maybe
maybe
you've
heard
I,
have
three
teams
of
four
right
now
and
I
need
six
teams
and
it's
multi
trade
and
they
go
to
a
school
for
three
days
in
a
row
and
they
knock
out
everything
that
can
get
done
in
that
period
of
time.
That's
much
more
efficient,
it's
much
less
windshield
time!
That's
how
to
do
it
and
I
need
to
do
more
and
more
and
more
of
that
and
I
have
a
preventative
maintenance
team.
That's
focused
around
the
same
kind
of
idea.
M
N
I
N
N
I
G
B
N
Here
you've
been
trying
to
get
to
a
no
one,
we
eat,
you
know,
and
the
norm
is
Todd's.
That
said,
it
we've
all
heard
the
32
million
number
so
great.
Are
we
getting
close
enough
that
you
guys
could
start
doing
some
stuff
and
very
near
future
budgets?
That
says
we're
close
enough
that
we
can
quantify
what
doubling
the
Tiger
teams
will
do?
You're
reducing
FCO?
Are
you.
J
K
A
A
I
want
to
make
with
all
of
what
you've
said
there
the
point
that
mr.
Hodge
had
started
going
to
about
you.
You
fixed
the
flapper
in
the
toilet,
so
the
targeting
goes
out
and
and
they
may
actually
identify
the
problem
that
hasn't
been
reported
yet
of
a
toilet
running.
You
know,
by
the
way
they
fixed
eight
of
those
in
a
school.
A
So
not
only
are
you
saving
water,
you're,
saving
the
impact
on
the
teachers
or
the
principal
to
have
to
find
that
and
call
it
in
and
track
it,
so
the
work
is
being
done
without
bothering
them
so
there's
a
savings
on
the
you
know
what
time
management
side
exactly
from
from
those
folks
and
then
obviously
you
prevent
that
catastrophe
from
happening
a
lot
of
ways.
A
lot
of
these.
M
The
challenge
is
I
can't
fund
Tiger
team
with
eight
percent
money
or
sales
tax
money.
I
can
only
fund
it
with
gof,
because
the
the
FCO
money
and
the
sales
tax
money
is
to
be
used
on
those
projects
and
labor
has
to
support
those
projects.
So
I
I
need
more
gof
to
hire
the
mechanics
and
every
gof
mechanic
is
a
teacher
that
you
can't
have
in
the
classroom.
So
there's
this
constant
tension.
You
know
if
I
get
one
more
guy.
That
means
some
teacher
does,
but
if
we
built
up
gof.
M
Trying
to
do
that
I'm
like,
for
instance,
my
salary
in
my
first
year
was
I,
understand
so
I
now
fund
about
a
third
of
my
salary,
GOF
FCO
and
sales
tax,
and
that
freed
up
gof
and
I
created
the
tiger
to
you.
That's
how
I
created
the
tiger
scheme,
Foreman
yeah
I
didn't
get
any
more
DOF
for
that.
I
used
a
little
bit
FCO
to
lodge.
M
N
F
M
Using
as
much
of
that
money
for
projects
as
I
can,
because
we
also
need
new
roofs
and
carpet
and
painting
and
co-pays
you
know,
and
on
and
on
you
see
in
this
slide,
I
think
this
is
how
our
facility
footprint
has
increased
over
the
years.
It's
a
60%
increase
from
2000
to
2017.
It's
it's
a
huge
increase
in.
M
What
if
I
took
that
and
I
superimpose
that
on
the
square
feet
per
mechanic
and
use
some
benchmarks
to
see
where
I'm
at
and
what
you
find,
and
so
so
here
is
just
the
square
footage
divided
by
a
hundred,
so
I
have
a
scale,
that's
comparable
to
the
number
of
staff
and
this
red
line
that
squiggles
up
like
this.
That's
the
square
feet
for
mechanic,
and
you
can
see
how
it
kind
of
follows
here.
One
problem:
it's
not
supposed
to
follow!
It's
supposed
to
stay
flat.
I
I
M
And
so
I
found
some
benchmarks,
so
here's
the
International
Facilities
Management
Association
benchmark
about
55,000
and
they're,
all
in
here
and
I
added
a
little
subtracted
over
make
them
all
they're
all
around
55
63.
Here's,
the
Florida
Department
of
Education
Washington
state
superintendent
of
instruction,
Fairfax
County.
So
here's
an
FM
county
department
if
from
Virginia
here's
one
from
Arizona
and
then
this
is
white,
stone,
cost
reference
which
has
been
about
25,000
square
feet.
So
this
clearly.
K
N
N
I
think
that's
the
other
problem
that
we're
building
these
without
reducing
the
other,
but
are
there
rules
that
are
making
you
build
certain
buildings
bigger
than
they
used
to
be
I?
You
know
a
five
year
old
classroom
in
1950
at
Percy,
Morgan
I
know
Tom.
Does
it
look
like
a
new
five
year
old
classroom?
So
some
of
that's
not
I
think.
N
E
I
Should
it
be
more
than
instead
of
us,
building
one
school
one
middle
school,
one
elementary
school
that
holes
1,200
students?
Could
we
build
two
elementary
schools
that
hold
five
hundred
and
fifty
students,
because
to
the
point
we
have
some
students
that
are
really
smaller
like
in
our
rule
can
get
me
right.
You
are
down.
F
I
I
B
I
N
K
A
I
think
we're
doing
a
very
good
job
of
identifying
where
the
growth
is
gonna
be
and
where
additional
foot
is
required.
From
that
perspective,
from
a
perspective
of
how
big
is
your
footprint
for
each
individual
school
I
would
I
would
challenge
you
all
to
go
to
any
wherever
two
schools
and
say
you've
got
wasted.
Sauce
I
mean
if
you
think
the
classrooms
are
too
big,
we
can
reduce
them.
Do
you
think
the
multi-purpose
room
is
too
big?
We
can
reduce
it.
A
We
look
at
that
and
we
work
through
the
educational
specification
and
I
would
argue
that,
where
that
that's
been
that's
been
kept
and
at
a
reasonable
size
granted,
it
is
I
mean
you
could
guard
a
great
example
is,
if
you
compare
changed,
math
and
science
with
old,
with
their
old
space.
It's
double.
It
is
double
the
square
footage
they
had.
The
classrooms
are
half
as
big.
I
They'd
ever
know
something
to
you.
Look
at
some
schools
that
have
a
multi-purpose.
Maybe
you
take
take
James
Simmons,
for
example,
James
Simmons
didn't
technically
have
like
that
basketball
court
hog
stock.
So
what
did
indeed
have
a
multi-purpose
room,
but
you
can
play
it
like
this.
For
example,
there's
no
space
for
the
kids
to
go
outside
and
play
your
the
way
we
used
to
play
in
this
big
field
that
have
a
multi-purpose
room
where
you
can
play
volleyball
basketball.