2018-04-18 PPS School Board Work Session
| District | Portland Public Schools |
|---|---|
| Date | 2018-04-18 |
| Time | missing |
| Venue | missing |
| Meeting Type | work |
| Directors Present | missing |
Documents / Media
Notices/Agendas
Materials
None
Minutes
04-18-18 Informal Work Session Minutes (5c2fdb9c1b11f0a1).pdf Informal Minutes
Transcripts
Event 1: special board apr18 2018
00h 00m 00s
[Music]
today we set up our conversations so
that we all have a common understanding
and what we've done what we've done to
date with their current projects videos
and then in future meeting discussing
decision so let's start with sort of
what our objective is
what we as aborting to do between
by May 22nd that started nervous May
22nd because originally the idea was
around February - yes that's the nervous
main point as well
thank you little contact study things
like yes sure
so maybe step back to process bond pass
the project teams went down the path of
further defining the master plan that
was presented roughly a year ago and
getting an updated cost estimate or that
master plan is aligning those to what
our process is as we come to the board
take the expect everyone talked about as
the seminal document we master plan the
project and we come to the board or
master plan is designed it has a
schedule and it has a line budget design
largely conforms to the inspection when
we call out what the deviations are the
intention was to do that as scheduled to
do that with Madison and February we
ended up having these budget alignment
issues so that has to lay that what
we've done is instead of just stopping
work altogether in February you
continued on with essentially one design
so we want to keep the target whole
thing of fall of 2020
we picked mid-may of needing a decision
and if the decision is substantially
that same design then you think we're so
good for a fall of 2021 no so a lot of
challenges there I'll say that too but
we think we're still looking at opening
day if the ultimate design is different
that's not looking as Austin Lincoln is
behind sequence behind Madison but to
have a longer design and construction
duration so they're pretty close as far
as where they're easier to help and what
we would like to give them Susan over
Lincoln about the same time but we may
start incurring additional costs as you
have to start collapsing past it doesn't
now the RP actually the approval for the
alternative procurement will be going to
so that's going to be going out very
soon they already feel right there
correct yeah so for emergent any month
fatback so for others we say Oh far be
it for our construction manager general
contractor because the architect was
so as long as we do the projects the
other two projects Kellogg's are we in
process cartel another way master plans
approved in December we have made some
00h 05m 00s
changes to the plan since the master
plan approval returned an hour back for
an update what that plan looks like I
want to do that soon but we've got some
other priorities to get to first and
then Benson and bring the master plan
later this year
so everybody
tall order I would also say that as
we've been asking these questions and
learning more and my coming in now to
this process that you know as questions
have been coming up the one thing I
think we all agreed to do was that all
of our attention on April 4 and district
leadership to get clear about what the
ultimate objectives were at the onset of
this entire process which much of it
your points to the ad specs and so
sitting here with our chief academic
officer dr. Valentino for us I
appreciate the opportunity to do a
deeper dive and overview in there
because I think part of what the
objective was to make sure that every
one of our communities our new imagine
high schools that they provide an
equitable opportunity that that facility
to that campus that emerges is
forward-thinking that our support the
kind of human experience in which look
at where provide so that's the lens by
which you
[Music]
[Music]
for
yeah so multi NASCAR is our capital
senior capital planner under the silly
apartment it's different from office
school modernization that carries out
things our aspects we need to do whether
we have a bond or not quite honestly
another niche and how we educate it's
one of the many hats ball where zs4 has
these are
No so it has specs of armor here today
pulse here from the beginning he will we
were kind of nervous is because you can
get really granular fast time for him 17
pages so if it's this that maybe we can
write something down and get them two
rooms that are getting distributed but
when will we can we want to answer
wherever you want to answer well has the
beginning going forward and I brought a
microphone for him just in case because
it's very soft-spoken so some of you
might say can you repeat the question
again so if he's not projecting he's
good to go and don't you take us in from
wait before I got here in 2012 okay one
thing that I think would be helpful for
board members is as we're going through
things to have like some of our hearing
team or some of our design teams
occasionally jump in because they you
guys all have a wealth of experience and
have worked with aspects from other
districts and know best practices and
industry norms and you know it would be
really helpful for us to know you know
other districts only a lot somebody
square feet for this motion and we've
got this or you know we invite your your
knowledge and insights up I think I
attended today is kind of given
attention wide perspective men won't get
into specific projects or those kinds of
things but if anybody has I don't my
presentation or not I get in specific
spaces
you and your but you're right on our
five ten if you're following the agenda
you know workmen Paul is talking about
the way it was and then we've asked for
our project manager under these six can
get specs in seventeen from this exactly
we're going to ask our project manager
behind me to engage perfect
alright thanks everyone and volcanic car
Saudis started this process in the
offices school organization do have a
microphone if the cheap seats can't hear
me whatever reason is very unhealthy so
00h 10m 00s
I think they he worked on the slide our
district wide this is that day is not so
specific this is not saying what every
solution applied working so she look
like what's contained in here is
applicable to all of our schools and you
know down as we get justice insolence so
the insects were a future step something
we've admitted to doing along racial so
Atlanta was adopted any
well I'll remember that the first hand
of a bomb that we are all involved in
happening November of 2012 so any closer
communication to the community and I see
some original members of the cast back
there and others and that is that's a
consultant to do so when the bond passed
in 2012
remember we hired a facility of
architects and architects experienced in
the Portland area and worldwide here we
did it a couple different phases we
wanted to hear from our community on
what was our vision for the future of
our facilities so we engaged 16
different Bruce prepare the
representative of our armor being not
worried under representative community
Chuck over 260 people online survey over
200 responses so we tried to dig deep
and who brought all of those situations
those that may be back together and have
them vote on what they thought these
were
resulted in a vision document a little
forged a it's on our website but it
plays up for our second reason is when
the education specifications were over
to add specs we develop those for all
four of our configurations high school
middle school kk5 PK is listed as an
option and then there were other specs
those bushes or fencing program features
but we initially started at the high
school the high school insects have been
modified over time and done some
integrations of our lessons learned and
the middle school at second is what we
revised a reflection of school framework
design these are fluid documents as we
learn as we revise as we do from our
partners
learning adjusting so there are got to
support programs and curricula so from
the beginning evidence in the back of
this document identically we've talked
to but we've had a strong collaboration
with office of teaching learning schools
- what's the program we're trying to
deliver in each new sort of innovations
whatever we need to do that so both the
chief academic officers but many senior
directors to our tone says that our
subject matter experts in a work that's
trying to engage as much as they can
what is it
with each configuration the high school
groups we met receive an administrative
that was students made a lot of focus
group meetings - I didn't have a
caregiver Commons the feel of these
schools needs me
and then once they tense again
00h 15m 00s
district-wide
it has to go into design process and
who's that Patrick - who brings
something to the tailor
we just a little bit ahead here the
aspects I want to program the function
requirements for a lot of extending from
classrooms to exploratory to elect as a
special education wraparound services
aperture unit and the building support a
lot of discussion particularly want to
see schools so there some major
components but the one that a lot of
designers look at the area required for
each program but also allow some
optional
take the program choir room or some
other than his face it's all contained
within the overall number of about 2,000
square so if you want to move away a one
program element his father or other
why wouldn't you talk when you talk
about being able to swap you are
referring to the support areas right not
the general education classroom or
exactly said and and they get my
question comes up how how you make this
you know has to work those where might
not know you were the criteria work and
then they wait for them to swap out
hospitals as opposed to office area
which includes collaborations mates this
right that that's different and so what
are the criteria for yeah show you how
that's a program when you go through
this kind of exercise there's a wide
variety a spread
[Music]
conversation that specific conversation
somewhat related I've noticed you
mentioned a few times now that the group
emerged high school little KK by PKA
specs was there any thought or where
might we find specifications to support
alternative programs as we've heard so
eloquently they have unique needs for
their settings special needs or any
other type of program even the Lions I
would say so are their specs for those
capacity there was a fair amount of
conversation time about MST that but
most
00h 20m 00s
so it's hard to help district-wide
service option so we've done that we did
that but Alliance as well number
students decide parents their alliance
programs and I love to be able to have
something we can pull off shots for each
design process Chinese school and our
program
this question I just glancing through
here and there's like a library's Basin
it has this you know square footage of
the room and then it has preferred
optional but the difference is that like
you could choose to have less than eight
sounds for you to choose at 4500 part of
that is that's a different situation for
Franklin it goes above a former
librarian space that is attached
classroom facilities and what you're
doing if you're doing that that is you
can look at as far as the space I think
you an option of converting a dozen
these days you're good to go
so that's one example there are others
that and part of the design challenge
when you get specs donate your starting
with anything for example was
so it was a small school somewhat small
school and a lot more so that a lot of
that space will be new unlike a grant or
a Madison which are already large
buildings could be converting some
spaces so it's kind of a bit event
question and if you have a situation of
some options or that but we're also
trying to incorporate some options but I
haven't but I've always been puzzled
sometimes troubled by what I'm hearing
how on the one hand we've got ed specs
that are see district-wide and they're
supposed to be you know relatively
standardized and then on the other hand
when we talk about specific schools
we're talking a lot about customization
and what is concerning to me is you know
we're building these buildings
presumably
and during that time you know just in
the last ten years a lot of schools a
lot of changes okay so so how do you
square the district-wide kind of
standardization with right now
programmatic customization you look at a
lot of our schools you have classrooms
but for instance if we're breaking up my
own classroom into two and smaller sized
classrooms fours smaller sets of gates
15-footer
divide that into so at some point in
time you can take that vision I don't
have a larger classroom the divider -
again such as though they in some of
00h 25m 00s
that flexibility apartments who and I
love the phrase we were teaching kids
about jobs don't exist yet
so there's a but we're going to be
designing and even in some of our course
baseless you're hitting it right why
this is so challenging because we're
writing specifications that are trying
to go out 6070 years and then as we roll
that our skilled project managers have
to work with today's team of today's
vision and say that's crazy I'd rather
have that space over here like for
example even a poor area like a
cafeteria our bed spec is around 600
student capacity that may be twenty
years out you're a second lunch or a
third lunch and today our folks say we
have one high school that 10% of their
kids eat lunch at the cafeteria and we
have another one today forty seven point
three percent of their kids you
in the cafeteria and we're done that's
it that's why you work with those those
community groups on that site you some
you have to push back and say no that's
the way it is today but that might not
be the way it is 60 years from now so
that's part of that given treat that
they have to do based on the vision of
them based on their budget based on the
physical environment based on a document
so it's difficult you know poor enough
that within the flexibility and I've
seen spaces for special ed but does
every design then have an option
divorced special ed classrooms that have
a TA that they're accessible because I
mean that's a program that might be
right now and that needs own space its
own equipment its adjacency - that comes
in used and how to the next thing how do
we create thinking about meeting those
population stratification it's education
exactly you just said balanced against
budget because if you design they'll say
everyone is that are critical need for
sometime in the future whether that
happens now or not you started jumping
nearly six hundred dollars a square foot
space that may or may not be used ever
let alone and you know but we're trying
to build out that sixty year seventy
year so it's this is the challenge of Ed
specs which is design design of each
individual site versus budget so this is
how it all comes together and and what
we're doing with it it goes to as
inspects it goes to our deck some master
plan committees which are site folks who
need folks teachers and even with parity
and equity being out there so someone's
not dramatically different than someone
else if I could share one comment or a
question it's not for response but just
to be transparent about the lens by
which I'm looking through I'm hearing
that this is that specs will go through
to understand what's intended to be as a
standard
but I'm also hearing that our school
communities are reported some level of
flexibility to customize for the program
you the students that they serve then as
much as we can do want to be future
thinking that in case give about ten
minutes of what some of your challenges
struggles might have been expect related
if they're strictly construction and
00h 30m 00s
I've seen things in the ground that's
not this meeting that it brings to you
will have Trent and Lincoln and medicine
and Kellogg and then Dan might have some
commenters personal so Brian go ahead
okay I know I was gonna go first
Brent older project manager for grant
with me from the grant project team at G
be heard so apparent a few notes and
I'll go through its inherent white
obviously so we're a little different
conversation that maybe some of the
other teams are gonna hear from tonight
so we've kind of worked our way through
this
all they're trying to do is capture as
we went through an exercise to put a
comprehensive list of comparison and
what we have designed together we've
been doing that all along so what I
tried to do is highlight a few notes for
you guys that I can run through and then
go from there
feel free to ask me in deeper data
questions but I'll kind of run through
some high-level notes
[Music]
first of all the grant team before my
time but in the master planning process
went through the design process matched
very similar to what Paul described in
the in the opening description from how
the specs get applied to project
specific conditions so grant was really
no different than that it started out as
early on in the 2012 bond with the ED
spec that was developed to that point at
that point in time I think my
understanding is that it got finalized
somewhere during the process of the
grant
I'm asking for somewhere between master
planning and in this competitive design
but the design nevertheless the design
team used that as the impetus to get
started with the master planning process
shortly into that they had a very
comprehensive list of stakeholder
engagement that they that they launched
into that included a full series of
listening sessions and DAG meetings and
internal stakeholder meeting that's just
like through that process outcome a
result of and a summary about what
compared to that aspect that was
approved at that time at the deltas and
it became apparent that the grant
community did have some filters that
were program specific things like
medically fragile programs things like
their fine arts and performers programs
that were a bit different needed
different space there was a huge
community outpouring and outreach around
saving the auditorium which has
to conversations earlier had an impact
on the square footage and decisions made
around there so those are some of the
highlights so the outcome of that was
there was a recognition and that these
were deltas from the current head spec
and then there was and again I apologize
I wasn't around that time that from what
I can gather there was a I don't know
exactly who was at the table that there
was a decision-making process that went
through those deltas and determined that
those were adequate those were
appropriate for the project and we
continued on with the design process so
that being said just at a high level of
where the deltas are in the current
design of what we're building today for
Grande is polluted to the cat goes
through some of the categories for
instance like the gen gen ed classrooms
the science classroom is fine and
Performing Arts
there's Delta's up and down of course
from that overall were very close so
give me a couple of examples in the gen
ed classrooms the EDS bet calls for a
quantity of 41 and a square footage
total or 15,000 fifty-three thousand
hundred eighty grant came out with the
quantity of 40 so a delta of down one
but a square footage of forty six
thousand so we were down about six or
seven thousand square feet that's better
science labs very similar that's bet
called for 11 we have 12 Fine Arts which
as you would expect we have a larger
auditorium
numbers show 11,000 from a good chunk of
that is related to the auditorium we
also have a genre room black box so
those drama black box square
footage-wise I can't this within a
thousand square feet that's very very
close so all in all the grand you know
when we sum up the grand total of it the
00h 35m 00s
head spec called for a 280,000 square
504 6,000 square foot facility and we
came out of two hundred two hundred
eighty thousand for the inspector that
is required amount
there's also optional spaces and clearly
on PowerPoint today but I think if you
added in the optional spaces it's three
hundred so all every school is gonna
have some level of optional in there too
so stuff about just not just one numbers
actually yeah that's a good point
so 293 is what our current design is the
Benetton take that account that's
actually for us including all those
optional space so that that is kind of
that is the highlights in a nutshell the
deviations like I said where the upper
sized auditorium there was definitely an
additional need for CTA CTE spaces that
were there were programs specifically
grant things like grant magazine they're
you know nationally recognized and
acclaimed program Airport video for the
students there's audio engineering there
was some additional square footage and
related to photography robotics was
another one that was inclusive of that
so all in all but if you looked at the
CTE program as a line item we were up
from the from the head spec but that was
directly related to the programs so the
more photography space
morph to the square footage worked out
and those are some of the those some of
the things that we you know we highlight
example in the gran case because you
know they still recognize the dark part
my belief in the ads back in that time
and the teacher at Grant was utilizing
that up now we have where Scott what's
the role in a teacher making decisions I
mean just because that teacher is very
good and that we're talking about that
when that teacher leaves or five years
from now you've got a full wet darkroom
photography or everybody else is digital
and the next thing beyond digital so
that's where we needed help from top
down and what that looks like instead of
our teams struggling lateral with the
teachers and having to involve the
principal to make a decision on
something that we could have it should
have had top-down to say that everybody
else
a couple of notes I want to make as the
previous conversation so grants been
going through you know there's a reality
around yes the cultural change the the
facilities and the teaching staff is
going to face so grants not unique in
this they did have a lot and they're
still having ongoing conversations
around the high utilization rates that
are trying to be achieved and that's a
definitely a current time to do another
station so I want to give you an example
of how that is still occurring we have
monthly meetings with Carol and with
grant administration team and as they're
prepping for the move already they're
prepping for the move back into grant so
Carol is for is for seeing that move and
it's already making plans to utilize the
Marshall campus and start to implement
those rules of space utilization at
Marshall even though she doesn't have to
to get them trained and and used to that
culture to sharing those rooms so she's
doing exercises like hey you know to the
group of say social science teachers or
math and you know you've got this block
of rooms to share figure your schedule
out or you know in doing it in the
collaborative way so that they can take
some ownership to it so that when I'm
00h 40m 00s
gonna shout out to karel because she's
trying to go through that process the
least amount of money possible when you
transition so while we're changing out
as grant a sign that things like that so
that's what I have in a nutshell if
there's any questions that you know want
to dive in deeper I guess now would be
the time to ask questions about you know
since it's the big picture of this
exercise gear is that we're likely going
to have to do some scoping well not for
you guys but you're in the thick of it
right now are there any anomalies or
things that strike you as odd about the
expects that you might ask us to take a
look at in terms of the bang for the
buck look at what the student is getting
there
I didn't say that for a little bit I do
I do
dangerous question it is dangerous this
is actually the core of what we're
supposed to be doing here so yeah I you
know I think it'd be an interesting
conversation around some of the
maxillary spaces you know all I can say
is it for like say for instance that
grant we're making provisions for places
like we've all teen parent we've already
got a partner that's going to come in
and do that one the health clinic
doesn't have a partner at this time so
we've shell the state we're going to be
shelling this space out but we're not
fully building that out and yet at this
point so it's kind of a flexpays some of
the challenges to be honest with you or
that we see and Jane would please chime
in if you can see any others but you
know we're starting to talk about
challenges in building storage areas
that I think
the as I think someone referred to it
earlier that was you about getting used
to your home I think as teachers used to
get used to the culture and around the
use of the buildings specifically I
think there's going to be another
adjustment period to figure out how they
use their teaching environments and I
can't think of anything layering right
up the choice does Kwak anything in the
HUD spec or change it I can't think of
anything incredible well I just want to
add to Brian's answer you may not be
aware of it but our what we added to the
ads background process and how you get
teachers in collaboration working and
sharing classrooms Carol was a
significant contributor there because we
learn from Grant that's a case where it
went to a project learned a lot modified
the other things that goes both ways so
that was there but it was also
conversation around how do we modify the
classrooms maybe not all them have to be
used at every cent of times you can go
75 in Psalm 85 and some and in Harvard
said there was a new way of looking at
scheduling in capacity so we learned a
couple tension cracks yeah two things
with that I think you know some of the
lessons learned that they're looking at
[Music]
you know I think sure inspectors a
really good job looking for programs
honestly I think the general classrooms
reliance classrooms your health your
special ed I think you know there's a
really a lot of good information I think
you know maybe where some of the
perceptions come up as you know in in
things that are specialty classrooms I
think it's less clear about kind of what
the district missions they're so and I
think that's where we get into you know
you talk to the schools and gosh there's
the Royal Blues and there's a hundred of
them and they're really popular and they
sing all over the place like how could
you not support them with this space but
you know it's not clearly it's that
they'd be supported someplace else in
Glenville right so and I think you know
and it's a Jerry's point like how do we
get that information because that core
00h 45m 00s
is really solid and then how do we best
understand how to support the programs
and the things that people really love
about their schools and provide
experience across the district what does
a Royal Blues space look like we don't
know what that would be and inspect
doesn't tell us to store 35 guitars yeah
and that's a significant that's a real
thing about storage space 23 file
cabinet
music that's required for them to hold
because they can't have it digitally for
whatever reason say how we personally
value an education space you know that
like I can tell you such and such cost
so many dollars a square foot versus
with other space but I think that would
be more up to educators and leaders to
to provide that feedback instead of
providing an opinion at least one the
controls the perspective of working in
with other districts or other you know
best practices that you're still
building their cross I think I think in
working with the different districts
that we've worked with I think more than
anything we wouldn't process I think
this process of your going through is
encouraging so for instance like you
know we we met with our regular being
this month apparel and the fact that
learned tonight we're gonna go through a
second step engage the education piece
that's encouraging folks like Mike curve
it will now have an opportunity to pipe
them to that educational program
platform because they she and others
really want to have
for to help other schools better and we
talked about that
it's like grant took it took the lessons
learned from others took it a far we
really want someone else we want the
Lincoln team to be better than right
thank you
my name is Eric girding senior project
manager for Lincoln high school project
and we've got Jason probably just one of
our co-chairs of the dag here and then
so I just wanted to provide a little bit
of overview on the process because
there's been discussion about have this
local process that's happening with the
school and have it next to a districts
process and that you know there is a lot
of work that's been done and it's not
all at the local you know as far as the
team this is the master plan a final
report that was completed in July 2016
and this is the due diligence report
that was completed in March 2017
through that process we had our master
plan committee involved we did our best
to get ot l involvement of Emma nearing
that that's been the challenge and it
has but I'd say we did a lot better say
that we did at Bamiyan because we
understood that they work we're building
buildings do we you know are the
educators but I know what to do when
they get there and and that's been an
important question all along I'd say
that few things that Mia's going to
relate to the project specifically and
the inspects and I'm not sure how
familiar everyone is with with Lincoln
but just starting with the challenge
that is the the smallest high school
site that we have with the law until I
say the projections for next fall
Franklin has had a highest involvement
and the smallest it is a small high
school building at the same time kind of
created some certainly some unintended
consequences where they are we have been
working with the local group
the idea of classroom sharing has a big
innovative debate the teachers that
Lincoln have been they've been forced to
share because the math teachers love
sharing classrooms they're doing that
they really enjoy that I think and they
they have a great interaction that they
like the collaboration and they also
know that don't on their classrooms but
you know they can go in and they can use
the board and projector and there's not
a lot of extra stuff of course we have
more science teachers in science times
00h 50m 00s
science teachers so I just as that that
topic seems to be gonna be unfolding I
think there are various levels to the
complexity and as far as just the
inspect and looking at the Lincoln
program of course from the athletic
facilities standpoint we don't have the
space to provide what gets better is
requiring as far as athletic facilities
is certainly than our site area we don't
have those there's no ball
there's not a dedicated soccer field
this year with football and so those are
a lot of challenges that we have in just
trying to be the expec requirement and
then there are also just some I got some
characteristics of the program that's on
site now that kind of varies from this
our base beds back document so there are
sort of more class offerings say then
the exit exit orts as far as numbers of
classrooms so from the 41 classrooms we
increased that and
master plan 246 classrooms and we
reduced the size of classrooms so that
we can more or less get more rooms out
of the same area and as new combinate
the additional program that they have
there there is also a robust
international baccalaureate program
which usually has smaller classroom
sizes they have different requirements
as far as testing interviews and things
like that so we made some adjustments in
the inspector provide some of those
smaller rooms haven't used for those
testing procedures and interviews so
we've kind of traded some space for that
even the overall have won't been enough
but as far as the size of the building
is there's pretty much the same as what
the inspectors required we're just about
2,000 square feet but as Dan and others
are trying to clarify that there's this
term preferred an optional space within
the inspect which you add all that up
you're well over three hundred dollars
per day 324 something and I think what
we what we're all doing grow even though
there's some things that are optional
and preferred we might be taking some of
those like the choir room right now
that's an optional within the expec but
I think we all know there are a lot of
so that's kind of a space that we're all
taking is well we really need that it's
not much of an option it's time we
really need that for the program so yeah
I think as we get into some of the
detail the challenges that we've had is
that we don't know what are the
non-negotiables because there's this
idea that we can swap a little bit here
a little bit there we can cut out some
small instructional spaces to make some
yeah some other classrooms or distant
man but wondered what's non-negotiable
and something that came up in master
planning which I ended up pushing back
and and also just to know I think we're
very aware I mean as live do buildings
we know these buildings last for decades
and decades and decades and so when
you're when you're talking to a building
user that's there now they may not be
there five years or even ten years
I keep telling our architects okay well
it's great information and data that
they're giving us but take it with a
grain of salt because we needed to
understand how this base will will live
on for future generations at the same
time we need to start somewhere
I mean that we need to get you need to
understand what they are doing and if
it's there's some unique quality that or
program that exists that isn't
necessarily captured in the inspector we
want to honor that and try to provide
space that can allow that to continue
but to also understand the density that
that can't just make decisions that
affect the long range and I know we've
had internal discussions about driving
and we're aware of that so this is
trying to find that balance and I think
where we run into difficulties is say we
may meet with you know the toast Senate
teacher on special assignment and for
those who don't know that sort of
central office expert of a certain
subject matter we may meet with them and
these are the best practices and we
talked to the teachers and they may
agree or disagree and if they're you
have debates it's kind of hard to you
know we haven't had really someone above
to kind of make a call okay well the
person here at the ESV says oh it should
00h 55m 00s
be this way teachers kind of practice in
a different way or Kellogg I start those
other staff just start asking for a
bunch of educational questions tonight
priest doctor said let you know there's
natural stone from the structural side
that engages with us the status past let
me know that gets a little overwhelming
but that's
so those steering committees and that's
the goal we have those kind of pushes
and pulls that's you know what we're all
kissing and just I'll give a couple more
examples and then folks can answer
questions or ask questions but as far as
those non-negotiables they're you know
during master planning a lot of people
said well we don't really don't really
think we have the need for a teen parent
center or well maybe we don't have a
need for a health center that's about 50
years and so but and then there's a
position to give that direction and
actually know is in our department it's
either so you know that's one of those
things work they're simple we would love
to take that you know 6000 square feet
or so that's that's wrapped up and those
programs are using somewhere else and
I'm pushing back saying oh well right
now we're gonna keep the health clinic
we're going to keep the teen parent
center until we're told otherwise but
that's just I feel uncomfortable because
I'm kind of saying that's the
non-negotiable but but I don't have
anyone else helping me make that
decision but that's a really important
point for us in terms of the process and
some of these some of these are policy
calls and so we need to figure out a
process for addressing things like that
like to whom do those questions purply
now like who's the filter at the staff
level went to may come to the board if
they require a board level policy
question Miranda was just saying with
Madison that you know we did at the
board level one need to make a decision
neutral bathrooms at grants the
direction was okay then this is our new
normal for everyone if you sent bTW that
never came down to us like that's never
been codified in in ed specs or anything
like that
Liam we have a gap we have a we have a
void for addressing policy level things
are even so here that there's no partner
then at the district is let me just
saying we're gonna find a health care
provider to run its own at Mangum Eric I
don't I think respond at the time of
Franklin Roosevelt the teen parent
services space the non-negotiable I mean
that was coming from Carol at the time
energy yeah and it continues to be so
and there are staff here and when we
look at the data where the
needs are but your point Eric we don't
need it now like we need it later
there's an equity question around that
as well
but as far as a health plan it goes at
the time of the ad specs Multnomah
County was our provider for health
clinics and they have backed off for a
variety of reasons and but I continue to
echo at that point on the conversation
area to have a health clinic at least
the high school said the other schools
can come too
a lot of people don't have health care
and the county can provide that they he
just central location for it so it can
be a policy the board looks after but I
want you to understand some of the
history that he hasn't got went into
those non-negotiable and I think from
the project team standpoint where we're
looking you know health clinic that's a
very defensive space and if we're
sitting there saying we're trying to
make this project is most efficient as
possible we've really got to sharpen our
pencils here but we're being asked to
build a health clinic where there's not
healthcare provider and we're not being
assured that there will be one so then
then you know you're your sensible mind
comes in and says well maybe we
shouldn't do that and you know but and
there's no policy saying that we're
supposed to so and you know I think
that's you know one of those challenges
that were up against but at this point
I'm saying well we got to keep it in
there cuz remember we haven't had
permission to take it out yet at the
same time if we're looking at trying to
cut scope I mean that's one of the items
01h 00m 00s
on the list and we may be a prime
candidate for the partnership
conversation
but you know I'd say the lack of
providers sample problem and I mean I
just ate but it's like okay it's like
you know meet some point you frame it in
the or you can have these priority high
schools have never had its that although
those are unique and that Wilson didn't
get any mental help to come in without
having a health clinic Lincoln camp
which is a big problem Texas sorry
observations from the data grading
perspective which was there were a
couple we had a conversation about doing
I've done is actually about what really
should be in their space there were some
groups who raised the question of given
enrollment projections would that be one
of the spaces that you cut with her into
the team pen space the food pantry or
the clothing closet to make room for
more classrooms and I think one of the
things that I explicitly raised in terms
of an equity question was on a couple of
fronts one is if you're looking at the
district as a whole the perception from
true value is accessing programs and
services for Lincoln with its programs
if you're not going to have some
essential support services what you're
doing to directories more split as
you're in training program an inequity
saying if you're rich affluent you can
go here access what we have if you can't
you don't belong
one two if you don't have this kind of a
space right now at Lincoln Wilson knew
all was a board and stand up created a
geographic neck OD which is you don't
have to aim those spaces on the west
side of the district entirely so that's
there's a there's a serious question
with this particular discussion that
need to be really teased out and not
true right after that so if it is a
question of if it's a non-negotiable
then we should declare it as a
non-negotiable the second part of it as
a point that I showed with director more
during that Jenner
it was as the city is actually working
to implement an inclusionary housing and
zoning down the road they're working to
ensure that families of all it becomes
lower than the median family income
coming throughout the city so it's no
longer a question of affordability it's
how your schools accommodate the
families that the state is planning to
live for in the region so I think that
may help frame for discussion with
whether or not it should be a
non-negotiable which I would do because
of the city pressure it should be and
then that's being in the conversation
because the cities are reading plan
ports to how you work together as the
state's planning for 30 years where
they're planning Samuel as a region and
a for complain that your bond Camping's
how to cite those programs don't root so
you're meeting the needs a future
families for the next 30 years and
[Music]
fortunately we got a nice big space if
it is right now Benson is serving Wilson
Lincoln metropolitan Learning Center
Alliance Benson the night school and the
summer school so there who are
essentially being directed to just that
one facility we very much you know and
then you know we need we just need some
clear direction on what what are the
things we can shift around the aspect of
legwork so the great conversations I
think that's what we wanted to get to is
this question and it sounds like what my
impression is things this is what we
have their patience and it's not so
clear now there needs to be an
01h 05m 00s
affirmation by the board of what yes
these are still vegetables or here's the
zone
yeah and just to talk a little bit about
it that just from the last previous bond
and where we are now I mean this has
been an iteration iterative process and
how we use the inspector initially it
was just it was like the Bible your
school is gonna be like this and I think
what happened is that at the local level
as these project rolled out that it was
quickly becoming apparent that that
inspect document it really can't just be
the requirement because there are unique
qualities to each school there are
programs that say are fostered more in
others and and just the building's
themselves are all so different that we
can't just pass you or this sort of
document requirement and that's where we
start to get more flexible as far as how
you interpret that work okay now it's
not necessarily this is it's all
sacrosanct we've got some flexibility
here if you there are a couple
additional classrooms you need this kind
of program you can make adjustments over
here for that and then the process the
idea is as Dan was alluding to that we
work through that we get involvement
from teaching learning and then and this
all kind of gets elevated to more level
to give final blessing on
we're in the process of right now with
our
I have I thought I would talk a little
bit you know we've presented option
really oh wait a and B and it is over
budget and so I want to talk a little
bit about where a debauch should be so
as this comes to you a next few weeks
you have a better idea of what if you're
unfamiliar with Madison as it is it's
actually a really large school it's just
it's it's inefficient and it's it's not
very modern it's doesn't promote
inclusive 'ti the ABA accesses and so a
lot of the focus of the redesign is to
really improve the quality and
so really Express aspectos what option
we is which is 26 million over budget is
largely largely meets the expectations
we've actually reduced the overall
square footage of the school largely in
part due to removing it the existing
theatres which is enormous exceeds 1,400
students and originally we had planned
to renovate it but the more we dug into
it the seismic upgrades to that space
alone we're going to be at least five
million dollars and so when we looked at
demoing it and building a smaller new
theater we actually found that we saved
about five million dollars by doing that
and really that actually I think we're
really excited to show you the designs
because it opens up the heart of the
school like you can see through instead
of these you know really long corridors
you can't see anywhere it just
completely changes the feel the tool and
it was cheaper than renovating the
theater other than that when we focused
on ed specs on the quantity of
classrooms is there they're all reduced
in square footage by about 10 percent so
still you can smell that 30 32 students
in it
we have deleted to science labs based
upon their existing program and their
projected usage so we've planned for an
alternate so that you could build them
later we have a spot reserved for it and
also the square footage of them shrunk
and that's something we've been
preparing square footages of classrooms
and labs to grant and Franklin and that
seems to be on par with what other
schools have done
[Music]
we have removed about half of the small
instructional spaces and the teacher
collaboration areas we have removed
01h 10m 00s
there's the aspect calls for five
computer labs and I think that's one of
the ones that needs to be updated where
we're not finding that they don't need
computer labs like that anyway we have
one and the library is smaller largely
due to just because we're keeping it in
that same geographic location and
there's only so much we can do there the
the gym building is almost a separate
building at Madison it's three stories
that's kind of goes off the hill there
if you're familiar with it it's a really
large space there's parts of it we can't
really use it's in like a basement where
schoolhouse supplies is it's not very
functional for delivering education
program so we have some extra team rooms
primarily just because there's space for
it and they have them now and they use
them and then the kitchen and Commons
and servery is a little bit larger based
upon their high usage of free lunches
and based upon input from nutritional
service and as I said with me they said
when they had something near the front
of the school their usage when I'd like
a little food cart or something like
that so we think a lot of additional
usage there so that the Commons was a
little bit larger than that spec but
overall what you're looking at an option
B is
like a little bit less than what heads
beck provides in general not much that's
pretty close so the other thing that
excludes though is any stadium upgrades
and there's stadium pretty terrible
shape that's pretty unsafe there's
inadequate restrooms and how to get
possessions there's literally just like
extension cords on the ground I mean it
is really unpalatable it also excludes
the addition of a softball field and
adding turf there's an existing baseball
field but it would all be turned over
and we can build again softball on the
same site that one I do actually think
you might get some title 9 issues with
but it's currently on the list doesn't
alternate primarily from a construction
perspective than that it's much easier
to build a field later than to build in
forester classrooms you know so it's on
the list for that and those other so
they're talking specifically about the
changes that you have recommended in
just this latest round in the last three
months of scoping not a longer evolution
up here right I mean it has involvement
tremendously I think to be expected you
know we have a map with so many
different stakeholders both at the
district level and you know teachers on
site some of them we meet together to
get that input at the same time which I
think
really been a valuable process and yeah
it's the current design we've focused a
lot of flexibility as well and that the
teacher collaboration spaces the
flexible learning areas there are
approximately classroom sized so as your
programs fluctuate over time and you you
know need more classroom space or you
don't that the school would have that
flexibility to adapt to space pretty
easily there's also with programs we've
accommodated what they have in their
existing CTE program but Scott's brought
it up the dads brought it up Pedro
yeah Jenny or Corvette you know what are
we gonna have in the future and nobody
really seems to know so we've taken the
theme shop and made it just a little bit
bigger so it could accommodate probably
a construction program and then we had
another lab that's being used for
sustainable agriculture that we're
trying to adapt and what we're calling
like a messy lab with that could be some
good science stuff or some other other
programs like that in business and
flexibility so we've been working a lot
I'm just trying to create spaces that
are multi-purpose and multifunctional
too to adapt for the longevity of the
building and can accommodate a variety
of programs
yes so you went to five to one I'm
wondering is that the other high schools
of baekje similar decisions yeah it's
it's more like this it's not reducing
them there's just involving to something
different
say Lincoln there's a you know graphic
design and so that's not a dedicated lab
but it's a classroom that has confused
you know so you know like there's
robotics so there's not a computer lab
that the robotics people use basically
there's a robotics classroom that has an
Associated sort of computer element and
so it's just we're getting away from
these dedicated computer labs and
they're completely more integrated into
01h 15m 00s
specific program offerings at Madison
specifically the CTE programs that they
currently have our computer computer
science graphic design and engineering
so that's basically already three
specialized computer labs you're talking
about just having one general computer
lab and then do they look let me just
add one more point mmm we say computer
lab now at one of our schools it's
pretty obvious when we convert it we've
got power and data drops coming from the
ceiling and it looks like a bad
conversion most cases and because it is
so we think those rooms that being
specialized and the five computer labs -
for general use and three more
specialized coding or graphic design but
a lot of they seek to ease electives
they are already doing that so like
Jessie said you've already got those
computer labs there that's kind of
ongoing question about the role of
Technology and devices those are
changing all the time so what is it you
really need
I expect that number to come down
probably to be 2-0 and
that's such a library but you point all
the legitimate because in many places
you still have the traditional computer
while in the absence of anything else
right some of them will want to have
carts and move them to the classroom but
do technology doesn't can't absorb all
that power from the various cart set
that are there but the question the
question the point you are making raises
the question you have clarity of where
we as a district want to get to right
it's like the megatrends question right
what is education going to be like in
2030 and how far away are we from
understanding that we can actually begin
to build it in a more holistic way then
just then just thinking about creating
shelves that were well smooth I mean
that's what you're right yourself having
to do it money because you don't have
clarity about what we think when you
talk when we talk about it it's a spec
right this is when I was a construction
specialist we've seen is the education
part of the spanking right that doesn't
help that and so in that spec really has
to talk about you know this this this
construction is the result of very well
thought-out set of goals and priorities
the board is really clear about the
vision it has for the future
the superintendent then creates a
strategic plan around it and all of us
behind it our curriculum framework
really aligns to all of that so that
whatever is built this has that having
through-line to it right so that when
you pick and pick it up you're very
clear about what this what teachers are
because schools are going to think about
the present the teachers were there the
administrator who's there so there might
be do a wonderful job right but and
there's an example is I really think
that they should not have gotten rid of
the dark room because in the long term
it really is a story of photography in
general right so it's a movement it's a
broader question than only digital space
right now and so I think this this is
asking us really as
them to really rethink how this this
this gets built right that it has to be
built on the foundation of every big
form our point about computer labs it's
the issue of corner we're going to teach
but the evolving question to review
testing we started this conversation six
years ago that's part of the reason for
that allocation of Google Apps to if you
don't want to do testing and compute 11
know it's losing overall square footage
it has really enormous hallways that the
inner wing is enormous so we're actually
we're shrinking over a square footage
between the numbers number of classrooms
they're just shrunken that they're a
little bit smaller than what has been
from ads back at two and it meets our
existing program and it accommodates
some growth like exercises we did was
took a look at their existing open for
science classes and make sure like see
how much growth you can get before it
starts to become a problem
we'll be an alternate design so that if
it was a problem in 10 years you know
01h 20m 00s
that we could build an addition to other
two labs like it would be it's a smart
way to and medicine has been a really
good job with programming one of the
things have been after teachers for
years and finally we got one of the
Madison who is willing to buy come buy
Emma Street with
absolutely I think that's at least give
them the option to work that into the
curriculum though nobody can define it
right now because again when you ask
teachers there they know what they do
now is have the response around this one
first about the CTE BAM was fairly
narrow great stuff
and we're probably be more there were
opportunities and I just wondered I'm
sorry just want to mention one processed
thing real quick because when we were
picking up the Lincoln project again
this fall and I was looking at just four
pine diagrams of the building I had said
to the team oh okay oh please this looks
like a school that could have been built
50 years ago or 80 years ago it's a all
the way to the classrooms and I decided
we end up with that I think we're gonna
fail and what we did is we kind of got
our teams together and we had what we
called a learning environments workshop
where we got multiple project teams in
this room he tried to get as many folks
we could from OTL and other people
involved and really just kind of kind of
broke down from in various subject
matter looking at what those classrooms
could be and what they could be in the
future and then our intention was to
continue to do some of those workshops
because we realized you know we we don't
want to build something then like we're
also nobody out that's either already
outdated or how do we help fully
anticipate what we might see a future
and we want to continue that and not
with Louise here to get engaged with
that is is really exciting you know and
I think one of the statements that came
out of that
I think that's really important for us
to understand because I think that
there's been you know that a teacher
will say well I want to do XYZ in the
classroom then they go to IT department
and find out what did that what kind of
tools they have to use for that and in
that in that meeting I can't recall her
name she was one of the toeses was great
statement she just said well we need to
decide the outcomes that we want in the
classroom and then we get the technology
to support that and it seems like we've
had this it's been the opposite with mat
PPS where it's that you know we just
have a menu of sort of things we can
choose from on a list of IT equipment
and that's driving what's happening in
the classrooms to the other way around
hopefully we can carry that on to thank
you for saying that
so I thank you my name is Steve Epirus
I'm the senior project manager for the
coastal project the rest of my team is
actually a Franklin right now
neighbors with the demolition that is a
01h 25m 00s
look so they can't be here about this
evening we're in a different place
obviously from the high schools in terms
of the gradient also just in terms of
being the school facility and community
that's been shut down for over a decade
so our biggest challenge woods and kind
of reconstituting that communities
starting with a dad and we had a
extensive outreach process we actually
had one consultant whose main job is to
kind of do reconnaissance of the
neighborhood is that the social service
organizations all the different
nonprofits and everything that supports
that community and we've got a lot of
great important we have this very robust
process underway
we're also ahead of the other projects
we're currently in schematic design so
we've gone through the master planning
process but we also began in fact fall
through we don't have a community we
don't have an existing school that were
kind of converting from one space to
another so the big challenge was
starting with the fundamental premises
of what this school was so we actually
had the opportunity to work with
teaching and learning with the actual
middle submitting my working document
which is amazing process and and with a
draft of the previous middle school that
specs and kind of figuring out how do
these kind of match up to each other
currently and I think our charge was is
this sort of first middle school and a
conversion process was to kind of take
some of the basic assumptions of the
head specs and kind of question them as
we went through the process so we had
some of the advantages of not well some
of the challenges of not having an
administration and teachers and so forth
but some of the advantages of being able
to go to some of the source documents
from the beginning so we went through
that process we actually started meeting
with a lot of mitosis we don't have
instructor busy and that's kind of
essentially how we built our master plan
document I think in some ways the
challenges that we faced from a budget
standpoint came from that there was no
kind of nothing constraining that
program in fact we we not only took
artosis basically requested that we have
most of the preferred components of the
EDD specs and they also asked for a
disciplines so we were kind of enhancing
the EDD specs as we went along
so what we had to do when we got our
first schematic design budget was kind
of reining everything in and kind of
start to question well does this
building have to have every single
component have an exclusive space when
we find overlaps we find efficiencies
and I think in some ways the other
challenge that we hopefully found there
was we also don't know what the feeder
schools are going to be for yellow so we
don't know what the program focuses
Bennett so how can we say like these
very specific focus spaces let's say as
an example
dance we necessarily want a dedicated
980 square-foot dance space or can we
find a way to have overlapping uses so
we went through a process of fortunately
being able to using footage but at the
same time creating essentially a
combined performing art space that can
accommodate fans and dance and any kind
of music program and is the performance
stage as well with the wall that lifts
up to large gym
or mistakes that we have so I think what
we went I think a lot of the challenges
and the heartache when we met back of a
lot of the have to give them the bad
news like where you're not going to
necessarily get a dedicated dance
Facebook
we actually think this is going to be
better for the long term because you're
going to have overlapping flexible
spaces so that no matter what program
comes in you will have that adaptability
going making sure I think we returned
what was a pretty big challenge in terms
of the budget origin to these
opportunities and making more efficient
usable flexible building the long run I
think we also one of the space I'm
thinking of that we learned in the
previous bond projects or the extended
learning spaces so there's a preferred
set of preferred spaces that the ED
specs call for that I think could
totally something like 6,000 square feet
I mean initially ambition lease is being
extended kind of breakout spaces for the
regular general education classrooms and
we have the idea well if they can have
moveable walls you can open them up for
certain purposes in closing back as
classrooms we heard I think partly
01h 30m 00s
through that workshop that that Eric
initiated that actually a lot of what
had been done with high school in terms
of having open extended learning that's
a part of your circulation areas or at
the end of that hallway or this little
pocket of space those were actually much
more useful than something that for the
long run someone could just convert back
into a classroom and it's closed off and
it's no longer
the flex pays so I think we're kind of
pushing and pulling we're actually you
can manage to kind of squeeze the
building back down and find improvements
obviously it's in some ways it's a much
smaller challenge than at the high
school level because we basically are
total square footage of hundreds one
hundred thousand square feet and we
don't have a lot of the complexities at
the high school level but I think the
advantage that we have is we were
starting from kind of overall principles
the educational goals
I think that's those are kind of the big
picture kind of process that we've gone
through in we have a document that we'll
be sending it shows that where we were
where we are Roosevelt like to find
those little informal seating areas that
that are sort of loosely connected to
maybe four different classrooms but
they're always made about it you know
and they would have been just a life
okay well I'll move it along those
questions for Steve this is Johnny
mental construction manager and project
manager on Franklin is out a
construction manager on Madison he was
not there for the programming piece so
he doesn't have a level of detail as far
as the dollars of how the design change
the source of that project but
unfortunately been a long hard over
specifically on that project so we don't
have so many institutional knowledge but
certainly Johnny has a lot of detail
about what is happening I also want to
just quickly hit on an honor the absent
actually tomorrow starts the hospital
school trip to China and our project
manager for fencing if the chaperone for
that so she is out here tonight which
we've gone for a couple of weeks but the
Benson project is in the planning
process they do not have an adopted
inspect that there is a final draft of
the inspect and that's what they were
working off of we do the master planning
effort it's it is of course different
than the comprehensive inspection and
the biggest one is about a hundred
thousand square feet or see obvious
reasons
biggest change there are a couple people
faces I recognize in the room from fence
and I'm sorry I don't know your name but
if you wanna raise your hands we do have
some good some people here so I just
want to briefly touch on that I'll have
a much detailed with grabbing questions
[Music]
what they have in the building at the
point of time versus would touch on some
of the variations so we have about 75
over referred to as teachers days and
these are locations where there an
action plan to be a teacher teaching
compared to the Essbase 64 so there's a
pretty good increasing the square
footage is even lay around right about
this thing about this for the headspace
some of the big check different than the
location
01h 35m 00s
some things that we've learnt I got the
benefit of frankly trying to get the
project finished but we was doing on
trying to put the bow on it so we I got
opportunity to see how the school and
taking advantage of the spaces that you
because a lot of persons are waiting
using there are some variations of that
you know and some of it allows for what
I think is future projects
we're talking about like the teacher
office is we even have that mean because
they happen these to teach offices out
there that they've given to other
programs because the teachers that are
in that particular wing they don't
change classrooms so they don't have
they don't have the sugar classroom
scenario so they're they get the state
cocoa he knows in their location so
they've given a new teacher office to
the step-up program also given an office
to an extended office to the space
program because one thing I think that
was not considered when programming back
in I think you look at the teachers the
one to the main teachers in those
classrooms but they also have staff that
come in and help them throughout the day
and don't people didn't have any worth
being the building of that sitting
within the classroom so now they've
given that teach office to them so they
can have somewhere else to go throughout
the day so you know and I think that's
part of what administration is realizing
and specifically from Franklin into a
lot of these projects there's some
benefits being seen there
[Music]
because the destruction process is
always
for the new aspects far as I can tell
the teacher out there
we have to focus too much the way we
move before so I think that with a good
01h 40m 00s
decision decision scenario screaming
they have a program obviously Frank and
handsome Jim Gilliam agenda as well
we're pretty much right on target with
the eight spaces like that total space
one thing that we don't have
[Music]
[Music]
all that's really missing Scott is the
old style because we were country people
so we never got anything but all that's
missing is the old style doors closed
when they have a lock in each coach and
that is theirs for all year long forever
without those doors it's an open area
its multi-use it's not that belong to
him and that belongs to her and so it's
open so it's more it's more accessible
for sharing and the concept is to be
shared not that's mine but they keep out
sign on it so that's really what it's
all about so that's what's trying to be
a confident about place and you forgot
by Amy when I wasn't a cross country
person I was a chef so you have a
culinary arts facility to die for
[Music]
[Laughter]
also caucus we should recover your money
without treating them and
so what is the plan or the specs are for
all intents and purposes they're okay
they're done they're in the final state
and so I think the master plan that
defects are more or less the same intent
was to take them to the board at the
same time because it's the one that's
back for one school we have one that one
master plan there one considering the
budget situation that we're in you know
when in fact the one is an impact to the
other so what that team is doing now is
trying to meet and as you start looking
at opted at cost reduction options that
01h 45m 00s
side as well so on that they're behind
Madison that said that document is
enough pretty finalized form that we
provide right now and those backups are
for 1700 Benson students currently with
the November 3rd 2015 board resolution
that Alliance and Moulton halfway some
dark are somewhere else so they are not
included in those specifications in
their programs at all so that's a great
I think give it to the next
the current Madison why it's
discuss science labs of mine be brought
out of the future spaces reserved
instance generally 1700 students would
have to redo the capacity calculations
but when you remove the two science
doesn't go down it would be ok
[Music]
there were additional strands and how
that I'd like just looking for orders to
flag issues that we work testing we can
bring
I am to get their take
we definitely need to revisit it so
would you want that for me
it was scam on the issues oh no that's
so I had a couple partnerships is if
we're so that we do here to dr. Cruz
01h 50m 00s
and coming from it was a kind of key
muster like a DA have to probably like
maybe how you designed a specific space
or not a TA and then as we got more into
it those universal design and that's one
way to go okay I get that
that needs to come on down instead of
being pushed up through our construction
engineer type folks are not
so so probably almost literally writing
for that hour dr. gray supposed to put
the lead on them so a question because I
think that's really tight addicted to a
little special conversation and we can
talk about spaces but are there the
right spaces are they budgets all are
they accessible are they particularly
but still because we don't know we're
mentally fragile classroom will be on
future
[Music]
Franklin initially have designed for
softball fields
campus
disappear somewhere I believe very early
on there was a softball field I know I'm
not even sure if that made it a
masterplan issue but the Franklin
baseball field is unusable because
there's no netting we're working on it
as a facility project the athletic
director as a dag member Roger could
probably answer but when I came here the
first thing I hear it from our Franklin
team then that the fields were not part
of the project as they move forward so
summer before master plan approval they
if they were ever in there was supposed
to be the baseball field but the
Franklin enjoys a the use of Clinton
Park which has a field zone both the
softball and baseball fields and those
we're also used by
don't take what happens is my memories
so screwed up it's like so I just
concerned about Afghanistan you know
sort of pinching here and at what point
you say this is an equitable so I raised
that around classroom size and it may
not be that big
certainly
I mean yeah
and the only people you know I mean I
know we have to go
[Music]
I would absolutely echo the CTE and part
of that is closely linked to the whole
partnership the conversation because it
seems like we always have these innate
conversations around partnerships like
we really can't engage substantively
01h 55m 00s
with potential partners if we don't have
a vision for what we're looking for and
we don't really happen we're not bold
enough to have a vision for what we're
looking for if we don't think that we
can find somebody who could bring put
some skin in the game and do it with us
so I think those are really strictly
linked and I think there's you know an
incredible opportunity I think the whole
subtext of this conversation is how
incredibly privileged we are at this
moment to have this opportunity we don't
want to screw it up and want to
absolutely maximize every bit of it for
our students and it's still even though
we're looking at making some difficult
choices it's still incredible incredibly
robust budgets were talking about not
just tinkering with our existing schools
but fully modernized you know or
building them from scratch so I think
we don't have to have such a deficit
lens we can we just have to be creative
about how are we going to get the
student benefit we need with the dollars
we have I also feel strongly with us
about that we need to revisit the
enrollment discussions and we have
actually bought advisory group when we
were building the bond package I caught
that in the resolution called for
validation and hope for that to be part
of the conversation about about what
we're actually building and then also
yeah that I'd like to see some listing
of the athletic facilities buildings and
where there are baby discrepancies and
part of that conversation which is what
are we doing and who's accountable for
the accommodations during production as
we talk about it and we worry about it
but I don't see any anybody callable or
any structure in place to really make
sure that those activities can't get
into in kids are are displaced
yep and it will be more of a problem I
mean it's not a problem at Marshall
really so are we moving on too so we're
still finishing up are we building or
[Music]
[Music]
why is the county backing away from
health centers what is that well and I
also I wanted to add on partnerships
piece that partnership doesn't just mean
how can we spend a bunch of money to
accommodate something that is part of
02h 00m 00s
your mission how are you going to join
us for those kinds of partnerships and
just smaller is that between
beautiful but john students
students want to go there what's so
funny
my last issue is just I think insuring
we keep that there's
the more that we build these fantastic
facilities the more there's comparison
across I would only say that I don't
think that reality or so off-base
I just think we're learning through the
process and that we want to be sensitive
make sure there's access you want to
make sure there's parity of programming
it's reminding us that it's not just the
building or what goes on in it and so
what is the central office role in
providing guidance similar to our
schools on that remaining question
around sort of one of those minimum
specifications that are non-negotiable
we talked about a range of those just
removable plants but they also apply
programmatically also
we had a lot of conversation around
school communities that want some
flexibility that I heard the team saying
and many of those spaces are are
adaptable too so those needs change over
time that there's still room for that
however the sensitive to that is going
to be important
and then the importance of the
instructional specifications may be
important and the partnerships of
business and philanthropic partnerships
are going to be critical for every
school to especially our high schools to
provide certain robust programming the
CTE pathways
and what we build has to be universal
design in nature and they have to be
timeless players have to stand the test
of time but we are noticing a few areas
that we pointed out today that that I
think we want to find some resolution to
making sure we correct course correct in
some cases I want to make sure that
we're doing that absolutely appropriate
that we're learning lessons for each
building as we go so that you know we
incorporate those not not that we're
creating also in connect we there but
we're actually addressing it that's
important so I appreciate the deeper
dive I didn't haven't had the benefit of
this Oracle institutional knowledge here
I want to really appreciate everyone's
here involvement for informing this
process you know I do feel fortunate
enough and I think we are privileged
position to be having conversations
02h 05m 00s
about how to maximize and public steward
resource because we know we're not going
to be done after these projects you want
to inspire public confidence that we can
have good stewards and so because we
we're gonna have another campaign we're
gonna need everybody to support and to
keep working our way around the city so
that you know suddenly we don't have 180
people that magically appeared in
Franklin's attendance area everyone
wants access to it's exciting you don't
blame folks right so we want that to be
the case for every one of our high
schools were kids wouldn't happen to
walk point and if you block it
so I just want to thank everybody it's
hard work you know it's ongoing what I
appreciate about the way these advisors
we're set up that there's the engagement
in the beginning I know I highlight it
is and there's room for a lot more
engagement from those of us new
leadership here in central office to
make sure we're balancing what it's a
great opportunity to continue learning
as indicated and for me the lens I use
is whatever we're talking about whether
it's facilities with whether it's
athletics what's the impact on students
in the classroom and so whatever
decisions you may have to have that at
the center and oftentimes our
conversations or adult conversations
about the impact of the and the adults
in the system where the only reason that
we have a systems to help it so for me
that's what we're all about and so what
would help me is continued conversations
that bring clarity of purpose to the
work so that whether you're here a
consultant the contractor for president
the superintendent we're on the same
page about what we want to create and
that what whatever responsibility we
have to make that happen
that is because we truly understand that
both in the short-term in the lungs and
in the long term there's clarity about
us about what the district wants to do
for kids
so the next steps is we talked about
plan out steps May 27th that's what
we're going to look at is aware so we so
we're we're to each of the project Stan
needs to be the aspects and the variants
I think what we don't want to be we
don't wanna have happened for example
say you're buying car and we end up with
like no rims or you know bunch of tires
so really being deliberative if there
are cost adjustments being made to
as the budgets what are the trade-offs
on what are miss c'mon c'mon vegetables
this discussion about that
I don't know wanna think about ways in
which we have a conversation about right
now that's the next phase get deeper
into this with the money money
conversation would be starting with
first is you know what what is it that
the conciliation process but we want to
be intentional
we're just saying well like take 10% off
for example that means that we're that's
02h 10m 00s
the component that lists out the spaces
quantity and size so what we're putting
together is a document that identifies
holistically the superiors of what the
inspect says and here's what each of the
projects either have received already or
or what's a plan they'll project at this
point times you can see in comparison
some dollar amounts oh we're not
doing this state our classrooms
sure process again so as the
teams have worked massively at games
I've worked on the master plans got a
contest immense when those came in hi
you know we didn't just because you
stopped at that point in time so there's
members to look for efficiencies
validate the numbers and then look for
potential cosmetic options so we do have
some of those options that we can bring
forward that said it takes time to to us
debate things so if there's something
new now the blue and I think it's time
to get back we have some stuff enough I
do I think we need to see what the
estimates that went into the master
planning process for these four
modernizations
what the embedded contingencies were in
there what the rationale was regarding
the contingency allocations for those
projects and how they prepared with 2012
and then look at where are we now you
know why why are we so out of whack
what's the difference between those
estimates and the current estimate
because we had a little bit of a we have
a little bit of a mischaracterization at
our board meeting last week we're just
like this was just this bond was just
put together you know right down to the
wire with no margin of error or
insufficient contingencies for the cost
escalation that we're seeing in the
market now which wasn't really the case
so just just a little bit of
conversation around what that planning
was what those consider or maybe and
maybe maybe they were inadequate I mean
we'll let's have an honest conversation
but just tell us what it was and and
where we are now and then also like
doing what factors are at play or might
be
play other than just instruction
escalation cost what else is playing
into that Delta because all of these are
will help us know how to you know kind
of make some of these choices and then
also just a little bit about you just
mentioned it Dan that you did some of it
in this first round of evaluation but
the kind of external cost validation of
our estimate just to help us bring how
we have to start looking at numbers so
when we're where we are the aspects and
where we may be making revisions are
phasing and I'm gonna use example that
Scott raised about like the size of the
classroom I'd like to know especially
for Madison which one of those things
that if we said you know change you know
who might change that I would like to
know really clearly like if that's
something that then gets the project off
track because I think that we start at
the very beginning the very beginning
saying if we vote on May 22nd and it's
substantially similar to the design I
want to know if we come up with a crazy
idea that like can we do that so it
seems very logical to us but like
totally it's the project off course
people have that back
so maybe you could classify what happens
like these ones would be modified
everything still stick to the track or
this would be a major redesign element
it might define those parameters right
because I think especially for Madison I
Sources
- PPS Board of Education, Archive 2017-2018, https://www.pps.net/Page/12568 (accessed: 2022-03-24T00:57:51.006202Z)
- PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
