2021-01-12 PPS School Board Work Session

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District Portland Public Schools
Date 2021-01-12
Time 17:00:00
Venue Virtual/Online
Meeting Type work
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Event 1: PPS Board of Education Work Session - 1/12/21

00h 00m 00s
welcome to our session on the ada transition plan this meeting is being streamed live on pps tv services website and on channel 28 and will be replayed throughout the next two weeks please check the district website for replay times since uh we have a very short amount of time for tonight's work session i'm going to go ahead and get started and ask the superintendent guerrero to kick us off thank you chair lowry and good evening directors thank you for dedicating uh a work session on an already action-packed agenda uh night as always uh so we're gonna jump right into it we have our chief operating officer dan young for those who are viewing this work session who's going to lend more detail to the americans with disabilities act and our specific transition plan moving forward so dan is here with members of his team and i'm sure they'll introduce themselves as they uh articulate some some aspects of the plan so dan take it away all right thank you superintendent and good evening directors uh yeah we've got short time so i think we're going to jump in pretty quick uh in your packets you should have a copy of the draft ada transition plan along with a copy of the presentation that we're going to go over tonight and john lyons who is our senior program manager of design and planning is going to be walking us through the presentation so i think i'll just go ahead and kick it over to john and john uh before you start hey uh i want to make sure that we have everyone that we need for the presentation are we missing anyone it looks like we are good so okay great yeah john all right um dan before you begin can i ask a quick a question um in the materials that says that we're going to be approving this at some point in time what when when is that yeah great question the intention is to bring this back pretty shortly uh as early as february but there is still opportunity for feedback and for revisions if necessary so we'd like to do it quickly if possible but if we need to make some changes we're able to do that as well okay great okay i'll go ahead and jump in i'm going to share my screen here that one okay can everyone see the presentation then great okay um so jumping right in this evening we'll discuss the proposed sequence for the the district's ada transition plan as well as accessibility at the district more broadly on this latter point and as foreshadowing one point i may end up belaboring this evening is that the the ada accessibility guidelines are just one component of the complete accessibility picture for our students so just really quickly uh for detailed information on the transition plan development process as well as documentation on barriers required you can visit pps.net accessibility looking at the outline for this evening the proposed phasing for the transition plan shouldn't be too controversial it largely reflects our conversations from this past summer during the bond development so i'm going to cover this topic in just a few minutes under five minutes i hope and then pause for your reflections so that's everything above the orange line here so then we'll discuss what we learned from our community about accessibility and not to steal any thunder from my friends and community engagement but the community largely validated the phasing we'll discuss however we did learn about some key areas where we'll need to exceed our federal obligation in order to truly create space that centers on the needs of our students so if time allows i'd like to share some of those things in the second half of the presentation so diving right in the purpose of the transition plan is relatively straightforward the document will guide the transition of our schools into full compliance with the americans with disabilities act accessibility guidelines today we will review the intended outcomes of the district's transition transition plan and then any feedback will be incorporated into the transition plan prior to board adoption of this document so just a reminder that our buildings are very very old most of our buildings were constructed between two building booms the first in the 1920s and then another in the 1950s in fact over 90 percent of our schools were constructed before the ada was signed into law so just to illustrate how far we have to go 24 district buildings need elevators we have over 1600 documented barriers and to fully transition all district buildings it's an estimated 69 million heart costs so including a soft cost that's over 100 million dollars
00h 05m 00s
and finally uh only four district buildings are completely aligned with the americans with disability act review of the requirements of a transition plan we've identified barriers as with the recently completed facility condition assessment and then on the next slide we'll discuss a sequence of barrier removal that reflects our 2020 bond and the conversations with a community from this past summer so this is the phasing developed from the bond and and subsequently supported and further detailed by our community broken out into four phases the work in the 2020 bond will be broken two phases the sequencing within the individual phases will require some flexibility in order to coordinate work with other improvements regardless though we will complete work on title 1 csi tsi and focus option schools before moving on to other schools in the district can i just ask a question clarifying question about this slide absolutely does that mean that um the multi-levels that the multi-level main floor doesn't happen or that the first two phase one and phase two is all the school's main main level and then phase three and phase four are actually um second floors and up or however you might yeah that's correct so phase one and two will address main level accessibility district-wide okay and then phase three and four will be level two three four everything above main level great thank you so the years outlined here you see here are somewhat conceptual um there are a lot of unknowns in play here but speaking of phases one and two we will likely finish main level accessibility before 2026 but we want to be conservative with these numbers then looking forward to future bonds phase three and four will likely move more slowly than phase one and two so phase three has thirteen elevators and phase four has eleven uh and elevators will govern the timeline of these phases so we're looking at roughly two to three elevators per summer which is more than we've completed historically but doable from a project delivery perspective uh and then final thought about elevators before i open the floor here elevators our improvements will want to coordinate with other building improvements so just as a really quick example if we do an interior and elevator elevator and we construct the shaft walls out of concrete as opposed to metal studs we get a lot of seismic benefit from from doing an elevator that way so the seismic elevator seismic benefits from an interior elevator excuse me concrete shaft walls and then our roof replacement gets us well on our way to seismic safety so these are the types of things that we'll want to be thinking about in phase three and four so i will pause for any reflections questions about this phasing just curious about a detail you said four buildings are only fully accessible and yet we have five schools or six i think that have been built since 1991. four in the the 2012 bond plus rosa parks and forest park yep that's a great observation so uh americans with disabilities act uh was first created 1990 standards were developed in 1991 they were subsequently revised in 2004 and then signed again into law in 2010 the 2010 standards were moved into oregon building code in 2014. so as a rule of thumb anything that was modernized or constructed subsequent to 2014 we can conserve fully compliant so the schools you're thinking of the improvements we have there are very very minor um a few hand rail extensions it's i won't call it trivial but it's very very minor okay great thanks just a question one with position phasing um so it looks like the main level accessibility which um the bond the board uh prioritized in the 2020 bond would be completed in a five-year period correct correct and then um i guess i look at the other ones and i'm concerned and i want to have a further conversation about just that it's going to stretch out actually 20 more years
00h 10m 00s
until we have our buildings fully compliant and you know i don't think that was that's the expectation um generally the community obviously it's a decision by the in the next bond but i'd be hard-pressed to agree to something that's taking us out to 2041 for full accessibility and so i i guess um between now and when we're this is brought to us for approval want to have a further conversation about that that timeline yeah happy happy to have that conversation um it's if we want to be more aggressive with this um i think it's totally doable uh we'll want to be realistic with a project delivery like what we can manage we need to close schools for a non-trivial amount of time to get elevators installed so we want to be sensitive to that but i'm happy to accelerate this this timeline i'd be over the moon really so yeah go ahead dan sorry uh let's just go and jump in quickly with some comments i agree with what john is saying and i think we want to balance being aggressive but also being realistic we do know that elevators are very impactful to schools uh they're also expensive and time-consuming and they're very much a specialty item often when we do our elevator installations we'll there's only a handful of contractors that are competing for that so two or three a year we think it's aggressive but achievable if we're looking to dramatically increase that we may have challenges with eating that so i think we've been trying to balance what we think is what we think is achievable uh and also not over promising and ultimately under delivering but happy to have that conversation further and provide some more details on where we think of that um sort of along those lines so the slide earlier you had um i think it was 69 million dollars um of hard costs to to essentially be fully compliant is that right fully transition all district buildings and so i think that's also sort of the question it's it's a balance of the timing but also that that funding isn't there i think what is sort of interesting to to director edward's point is you know how how aspirational can we be say about future bonds that have not yet been passed and i i guess is this timeline sort of based both on on timing of of of when we can sort of implement these things but also funding levels so for instance and i'm blanking on how much is in this last bond for 80 accessibility 33.8 million dollars thank you i couldn't find the number quickly um but if the next bond included um the remaining you know 30 35 to 40 million dollars for those projects would that speed up the timeline or were you sort of assuming maybe that was already the case i i think we could speed speed this up um if we were to fund all subsequent elevators in the next spawn i think that that would be achievable but we'd want to be really careful about what's realistic um so it's this this bond is 33.8 million dollars but that remember that's soft costs included so the total amount here we're talking about is well over 100 million dollars and that gets more expensive the longer we wait that's helpful thank you yeah i want to um agree this is a this is a good topic to talk about but it's part of our bond funding and we have to weigh how fast we go on this with how much we spend on full modernizations which really helps us you know has has all sorts of spillover effects in terms of what we need to do going forward for seismic safety for quality of classroom for teaching and learning and all those kind of other options uh other other factors so it's something we should certainly talk about and i'm glad julie brought this up um but it goes it goes into the mix of bond planning and uh you know from walking through regular back in the day when we were still in school when they were i think they took two years for the elevator so there was there was quite a bit of disruption to the building in that school year when the elevator was sort of half completed um so this is these these are pretty major projects for our schools yeah so maybe maybe one of the ways to approach it just based on this discussion is um that phase one and phase two um you know we we haven't known amount of money what that buys but the phase three and
00h 15m 00s
phase four it's more of a scoping without putting years on it because what i'm afraid that does is it predetermines like well we're going to take this longer amount of time versus here's the remaining work and then have the 2024 board make that determination of you know what's what's doable based on the status of the plan but to now but to right now take a position that hey it's going to take to 2041 seems pretty seems uh premature and i say i'm not comfortable with that but it also um because we can't speak for um future boards and because it um will be determined that maybe you take out the years that indicate those the phasing and that's going to be decided when there's money to match the the work to be done just as a potential approach i have another question um this is based on having one accessible bathroom per floor i was just trying to find where i read that is that is that correct and why wouldn't we have all instead of having a student who needs an accessible bathroom have them in each of the in each of the bathrooms having that flexibility versus just on in one one per floor or did i did i read that incorrectly um you're close uh we're going to talk about that in the second half of the presentation but the americans with disabilities excuse me the americans with disabilities act is actually silent on the required number of restrooms it's where we have the restrooms there's certain accessibility requirements so we have some supplemental standards that we're currently developing that would require an accessible restroom and that that means something much bigger than an ada bathroom so one per level and then what we're calling a focus focus program restroom which is again 180 square feet much much larger than an ada compliant restroom that we would have one of those per school but this is well outside the bounds of excuse me the americans with disabilities act there are no minimum number of of um bathrooms required and if i can jump in to just clarify point that john is making is the ada itself is just really kind of the minimum bar what we are trying to aim for is something higher than that so our overall accessibility goals are higher than just meeting the ada standards and and john will get into some of those details with the rest of them okay well i'll hold off on just a follow-up question on that um one other question maybe this this is not a facilities question that may be a programmatic question that in the report on page 10 it talks about um that in the meantime um that there's this main level accessibility and that um in cases in which you're in a multi-level building and which it's not in this next it's not going to be addressed in this next five years that um anything on floor anything that's essential on floors the second third and fourth or second and third floors most likely that the um workaround or the way the district's going to address it is relying on the principal to make adjustments and um it seems like a pragmatic solution but i'm just wondering whether that's really a push a push off of on from the central responsibilities on to like hey the principal's just got to make it work in terms of scheduling so i'm wondering um and again maybe this is a pro somebody from the programmatic side versus the building side but you know what how much the work around are we expecting principals to do in order to meet sort of our basic obligations for those those essential spaces that aren't going to be addressed in the first the first two phases yeah it's it's a great question so i can speak a little bit about this so we basically have three options to make a program accessible we can remove barriers that's what we're looking at here we can move program and that's what you brought up with so we can take a an english classroom that's on the second floor and we can move it to the main level or we can move students um and we do
00h 20m 00s
some combination of all three of those things right now so it it the reason here looking at phase three that we're prioritizing middle schools and k-8s over elementary schools that if you look at the ed specs the requirements for an eighth grade science classroom are intensive and we just we won't be able to shift programs around as easily as we will be able to in elementary schools thank you so we'll have some more opportunity for questions i might recommend john that you proceed with kind of the second part and then we can go back and answer any questions when we get towards the end yeah sounds good uh so with that i'll ask if noelle's out there somewhere in the abyss and if she could unmute and take it from here hi john uh loyal is in the other participant site so she can admit herself well paulina do you want to speak to this side or i'm happy too oh we can move noelle over from the attendees she's on her way great thank you can you hear me now yeah we can oh okay i can't see anything but thank you paulina um so i've been listening i apologize i couldn't quite figure out how to get out of that abyss i was just in so um john worked with um the community engagement department and they reached out to these community partners of which both paulina and i have had the pleasure of either working for them or working with them over the last um eight years so community vision is the first icon you see and that is a um organization a non-profit they reside now on like 17th and division in what is called um seven corners collaborative where these other two organizations you see reside along with um six others and so they are a fully universally designed building um it is a very amazing structure they're right across from that new seasons there if you get to visit it they have an assistive technology lab that is incredible where people can go in if they experience disability and need some adaptive equipment or things to make their life more accessible they you can trial them before um paying for them and so they represent mostly adults with disabilities in oregon yep sorry you're going to hear my daughter in the background who works with them as well and they support individuals with developmental and disabilities and having access to equitable equitable employment equitable and independent living options that are not in congregate settings which is how they got their start so universal design is a big passion of joe who is their executive director and then fact oregon is oregon's parent training and information center that is a federal grant out of the um yep the special education office at the federal level and every state has one and that is where um i started my career and and ended as a director there five years ago and that is where paulina and i met and got to work statewide together and now have the pleasure of having her as a pps employee and they specialize in making sure that families understand their rights within the special education process and make sure that families who experience disability are not being isolated within their lives and are really good at connecting those community organizations and families together and then the oregon council on developmental disabilities i just actually ended my eight-year term with them that is a governor appointed um uh committee and counsel at the state level and their charge is to oversee the dd act and that makes sure that people with disabilities are living within community having self-determination making sure that people with disabilities have the same equitable access to a whole life just like the rest of us so making sure that they are able to access equitable employment at a paying rate as opposed to a sub minimum wage like many do making sure that they have access to independent living if they so choose as
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opposed to congregate settings making sure that they have equitable access to anything in their life and relationships and whatnot and that is a cross department kind of council so it has family members which is like what paulina and i would represent it has ode it has you said it has ohsu it has developmental disability all the different partners are represented on that council so they were wonderful partners to have as um input on this process and then when within pps um myself and paulina were able to reach out to anything i was like what sorry was that a question or someone not a mute i can't see myself or anyone else so i think we're ready for the next slide there you go thank you john um and so we reached out to community partners as you saw and that's who we worked with and who we'll probably continue working with going forward we held three virtual town halls um a public review draft of the transition plan with a comment form and then we did spanish language interviews and so paulina's when i started working with her um on these town halls was actually a fact employee and then as she transitioned to a pbs employee which very excited about um she supported the spanish language interviews and among the information that we got from those engagement opportunities were many um i'm afraid to touch my screen so i can't get to my notes but we had great representation as far as community members go we had families who were raising um students with disabilities we had people from the bypoc community who both represented where racial equity and disability intersected along with a woman who is an amazing advocate within that community along with breaking down ableism within our schools we had people who experience disability join the forum which is most important because many of us as advocates can advocate to the moon and back but what matters most is that we're listening to the voices of those who actually experience what we are trying to build accessibility around so it was great and one of them was a former student of pps and it was great to have that input and the themes that came out of these community engagement opportunities were are the four things you're seeing here and so kind of like what you were talking about earlier dan and john around the ada can often be that kind of bare minimum standard of how to build accessibility but what we want to do is to build intentional accessibility so including playgrounds that are accessible to all so great stories kind of came out of that opportunity of um including as a parent myself and paulina both having children who as young ones didn't necessarily access the same type of playground as their peers and what that can feel like and so some of our um participants shared really meaningful stories around the fact that if the person with the mobility disability is always below and everyone else can climb to the top what kind of hierarchy does that teach children as we move forward in society and kind of that like leaving behind that weakest link and that's not fair so we want to make sure that we're building things that are accessible to all and also building the intentionality of breaking down those um once the physical building is open you want to break down the attitudinal barriers that we often experience with people with disabilities so not only are they allowed in the building are they accepted included and embraced and given a table and a voice at the table once they're there and so playgrounds popped up because those are often the places where children learn so many things outside the classroom and relationships restrooms popped up just a second baby so the idea that an accessible restroom may not be something where um you have space if you need someone to come in and assist you so if i bring my child into an accessible restroom but there isn't adequate space for me to assist her there that isn't that maybe ada compliant but it is a not best practice within um accessibility and what we can do as a district to build dignity in that acoustics popped up so especially for students with
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um neurodiversity and sensory issues and sensory support needs making sure that our spaces are sensitive to that and i would kind of add lighting to that as well i noticed that popped up as well and then access and we often popped back to that intentional access so making sure that um making a building accessible doesn't mean that that access point is different than the main access point that everyone else gets to go into that it's not by the dumpster that it's not by the um service elevator things like that so building dignity and um accessibility in that way which does go beyond the ada but is always the right thing to do so those were the themes that popped up that we in this um phase one phase two community engagement piece thank you noelle so we we've got about 10 minutes left and if everyone's open to it i'd like to just go through and break down those four items bit by bit to just tell you exactly what the federal guidelines say so what the ada will get us with respect to these four things what we heard from our community just to echo noelle a little bit and then a recommended path forward but one thing i want to be really clear about is the transition plan is oriented towards our federal obligations that's only item one it'll so for that reason it will only take us so far towards our values uh fortunately in addition to the transition plan we have three additional documents that will offer further guidance on the nature of the built environment at our schools and then we happen to be developing all three right now so we have a unique opportunity to harmonize these documents on the issue of accessibility so for the remainder of this discussion i'll speak about the ed spec as the primary instrument to communicate our values about the built environment and i hope to bring this document to you the board in june this year so jumping right in playgrounds federal requirements for playgrounds it's basically surfaces for wheels there's nothing about the equipment that needs to be accessible per federal standards we have to get to the play equipment but nothing else what we heard from our community to echo noel is that playgrounds are where kids learn to be with one another they are a primary instrument of social learning and the more independence and inclusion we can offer the better these spaces will be for all students so we've hired a landscape architecture firm to help us develop a set of guidelines that will be integrated in the ed spec and design standards these standards will outline clear but flexible inclusion performance requirements and so moving forward all improvements to playgrounds will meet these standards in whole or in part so moving forward all playgrounds at pps will be inclusive and we're defining that as the coolest thing on the playground is accessible by everyone that's to remove that hierarchy that noel spoke about i want to show you three examples of what inclusive play looks like um so these play spaces support a variety of physical and sensory abilities so you see the sand here we're going to check in with our maintenance and custodial folks to see what they're comfortable with but lots of lots of different support importantly there are no territories in these spaces where someone who who uses a wheelchair can't access so no social social segregation happening um music also a big component just so we we address multiple forms of manifestations of disability um this is in uh tulane hills and last example cooch park just east of metropolitan learning center if you're familiar with this playground it's about the right scale would work for us at 18 000 square feet the firm we've hired to help us with our standards also designed this playground so moving on to restrooms so i'm director brim edwards if i don't address your question here let's stop and talk through this a little further so the americans with disabilities act accessibility guideline does not address the number of toilet rooms or fixtures required for a building it's only where we do have them there are certain requirements that they need to adhere to so an ada restroom can be as small as 35 square feet what we heard from our community is that federal accessibility requirements are insufficient to meet the needs of our students and the ada requirements often assume normative upper body strength so that is the ability to transfer yourself independently from your chair to a
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toilet we typically have in the restroom with a student two adults a motorized wheelchair an adjustable change table and mechanical lift so 35 square feet isn't cutting it so um we will we will meet the ada in in key areas but we will also exceed them by providing one accessible restroom per level so an accessible restroom is 100 square feet and then we will provide one focused program restroom per building so focus program should be located with our sped classrooms and it's about 180 square feet so just pause here i know i'm going really quick uh there are any questions groovy okay you want me to ask my question just go for it yeah um and before i ask my question i just want to say about the playgrounds i think that's so great play is like the great equalizer and if you've ever seen the kids playing at harper's playground you'll see um the joy is universal on a well-designed playground so i want to start with that positive on the bathrooms um while i understand that we're going beyond the federal requirements again i would just ask the question about if we only have one per level is that um going to create a really accessible solution for for students um i mean all of our buildings are so unique that i can just imagine that um you may have one on a level but it's nowhere near where the student actually the classes are and where we make obviously for other students accommodations that there's bathrooms all over the place um or like they're at least spread out that um i i guess i'm curious about why we wouldn't try and have at least the standard of where there's bathrooms available to all students that there also would be an accessible bathroom versus just one per level yeah that's that's something we could discuss i don't think i'm would be able to make a general statement about district-wide we could commit to that just because we're working when we're working in our existing buildings there's a space budget so we increase the bathrooms we're taking that space away from something else um can i ask a question um so are you saying one per level like one per floor yes so when you're looking at um just to add i'm not completely sure on our demographics because i know we have or i see them on paper but how they spread out into our buildings but i know we have like an intensive skills classroom right where that may be where more um people would reside who would need that type of accessible restroom since we're still building those inclusive you know experiences in our school we still have those classrooms so that one would always have that but when you're looking at physical disabilities and developmental disabilities it is usually one just above one percent of the population so the neces the necessity for more than one per level probably wouldn't rise to that need because also an accessible restroom could be accessed by someone who if you have grab bars and are able to transfer yourself then you can use just the accessible restroom but if we're building one where the person requires a support person in there then that is the bigger restroom we're talking about and as far as statistics go you probably wouldn't rise to more does that make sense it does not answer your question julia somewhat and we don't we need to have a long distance okay more in-depth discussion um because i'm not sure if may because it sounds like there's two types of accessible bathrooms one that i take a larger amount of space and then one which i think is more what people would think of as an accessible bathroom just usually like in commercial spaces where there's multiple bathrooms there are there is one of those per pod of bathrooms so but we can talk about that more later this size what your picture yeah what you're picturing is like a hoyer lift like something that is going to support a person to get from their chair to the toilet does that make sense so you just need that extra space for the equipment that resides in there along with the support person and you had a request earlier on to sort of make sure we ended our time um and i know we're not done with the
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presentation and i know there are some other board members who have questions so um can we is it okay if we move on and finish the presentation and then allow for some other questions absolutely thank you so always happy to talk to restrooms i'm always happy to talk acoustics too but i'm going to skip over acoustics uh and just pointing to kellogg middle school who's nailed it on acoustics so i'm looking forward to seeing that um access i'm also going to skip i'm going to go really quickly actually so federal requirements 60 of public on restrictive entrances must be accessible um no concession for existing buildings this is an area where we're going to continue our community engagement so we're going to check in with with individual schools as we move forward in phase one and two to really diagram and understand the needs of access this is going to be a coordinated effort between transportation the main office and security hey john could you explain that no concession i didn't understand what that meant so in um building code but not federal regulation when you make an improvement according to building code you only have to do one accessible entrance but per federal code those are not the same thing you still all buildings have to have 60 unrestricted entrances must be accessible so god yeah it was the no concession for existing buildings i didn't understand what quite what that phrase meant so um our buildings are grandfathered in for example so we we have to meet that sixty percent okay um regardless of whether it's new construction or okay uh existing structure yeah appreciation so cruising on ahead here um just want to speak a little bit about universal design and i'm going to do this under 90 seconds uh so to end this evening um the forthcoming version of the spec will be rooted in the principles uh discussed on the right here i just want to share two examples in an attempt to demystify the concept of universal design because i think it's um i think mystified in a lot of conversations and it doesn't need to be so so the door actuator on the left is an example of universal design the push mechanism extends from the top of the bar to just above the ground presenting a wider possible reach range than a typical button actuator offers this wide tolerance benefits those with complex bodily states who may not have the arm strength to compress the single button actuator and something else we heard in our community meetings is that in the context of the current pandemic no one wants to touch door handles so abled body people are opening their feet to depress the typical door actuator and then of course someone with disability you get the idea actuators like you see here um are not required per federal standards or oregon building code but two-point actuators are required by california building code so we're going to adopt that we're going to require entrances have the two point uh actuator moving forward the last example i want to talk about this image is from grant high school and i hope it looks mundane to you um it is and that's the point universal design is not a niche design concern but it can be as simple as the flexibility offered by loose seating and tables set at a variety of heights so given what we heard from our community our mandate is to elevate the principles of universal divine in order to access a deeper dimension of accessibility and create spaces centered on the dignity of our students so i will pause again for your questions i apologize for the blitz there but i want to make sure everything is time to get a bite before the rest of your evening thanks john um i know that director moore had a question um and could we pop back out into gallery view so i can sort of use some of those visual cues to see who else has questions dr moore um so uh sorry i had audio issues as usual um i had a question about internal versus external elevators and it may be a bigger question than we have time for it tonight um but i think it would be helpful for us to understand the advantages and disadvantages of both um correct me if i'm wrong but i think to date we have attended i think we've almost exclusively put um add-on elevators on the exterior wall rather than interior is that accurate it's it's been a mixed bag i would say there are more exterior elevators than interior yes you're correct okay so i'm just thinking that there
00h 45m 00s
there may be some trade-offs around cost and time and and all of that um and i was not aware that an interior elevator conferred some seismic benefits so anyway um i think this is probably a longer conversation than we can accommodate tonight um can i send you an email with some questions absolutely always happy to talk elevators okay rooms elevators and acoustics that's great this could be your new podcast john absolutely um do you have a question yeah um so one of this is really exciting and great work um and great community engagement to the things that you particularly in the second half that we've been talking about are we're looking at building those into ed specs that's really for future construction or renovation or is it as opposed to one-off projects and and would need to be have a funding stream of its own in terms of bonds going forward is that correct that's generally correct when we're expanding restrooms for phase one and two of the the um ada transition plan uh we're gonna do everything we can to meet those target space requirements that are outlined in the ed spec but again we're on a space budget there if we're making the restroom ledger we're taking space away from something else yeah really hard to retrofit into an existing structure totally yeah any other questions from directors i just want to thank the staff because um it's not only a wonderful opportunity in this bond to be able to do so much of this accessibility work but to have the roadmap going forward dan this has been a long journey we've been talking about this for a long time and um you know aside from the maybe frustration or or reality of how long it may take to actually implement all of these changes for all of our decrepit old buildings just knowing what we need to do and creating a strategy for how we're going to get to it is so important and by the way we've been legally bound to have that as well so that's a nice bonus um but i just want to thank everybody who has continued to advocate through the years for um you know making sure that we don't lose sight of these these obligations and these these civil rights and um it's exciting thank you very much i you know share some of director brim edwards frustration that we can't make this all happen way faster um my i'm being told my internet connection is unstable so i apologize um but i really appreciate the work and i love i think it's just so inherent in all the design pieces is the thoughtfulness and that john i really appreciate you saying that the ada is is where we start from and that what our students need and deserve is more than that um and noelle i really appreciate a lot of what you said around that too of how do we really think about what our students need to be successful and that idea that you know this the the design we do is not um it's for everyone and i especially love i've been to that to grant um to that area in the photograph and it really is a place for all people which which is so exciting about how pbs is thinking really thoughtfully about how we can really create spaces outdoors in bathrooms that are for all of our students so thank you for that work and you know if we can maybe wave a magic wand and somehow you know get it all done sooner that'd be great um but i know we're balancing lots of of competing priorities and um the fact that you know closing a building and adding an elevator really is a huge disruption so how do we how do we sequence that work given the capacity of what we have any other questions or comments before we close our time tonight um can i just ask a process question um so when it comes back to um the board will we um have a chance to look at the whatever the next draft is based on this discussion other um another input that may be provided and then have an opportunity to have a discussion before it gets finalized i'll i'll jump in here uh i think it sounds like there are some questions about the the timing and the phasing so i think it makes sense for us to prove put together some more detail around that thought around that and and uh i can reach out to the board office the best way to communicate that
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before we come back to the full board for approval so that we know that there's the comfort level there uh before we bring it back to the full board so if that if that sounds like an okay plan uh i will take that forward yeah thank you all right thank you all so much everyone it's 5 55. we're going to adjourn this work session and i'm going to go ahead i'm going to start the board meeting right at 605 so i'll give us a little bit of time to to grab a bite do a bio break walk the dogs whatever you need to do and we'll hop right back on at 605 at the other link make sure you go into your email where it says um board meeting reminder in an hour and click on the um join link there and that'll get you straight into a panelist so you don't have to go through the attendees link all right bye everyone thank you bye


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