March 5, 2026 Special Board Meeting - Facilities Master Plan

001Sure, we're recording. We're good. >> Call the order of the March 5th, 2026 special board meeting of the Santa Rosa City Schools Board of Trustees. We are on item B um or item A uh one, public comment and close session agenda items. Is there any public comment? There is no public comment. >> All right. We will be recessing to close session for item B1 conference with favor negotiator Dr. Vicky Xans uh in reference to organization San Jose Teachers Association CSA San Rosa 75 and Teams Union 665 recess to close session. >> Yeah. 5:40 >> 5:40 p.m. Uh, we're going to go to the pledge of allegiance and then stay standing for the territorial land acknowledgement presented by Dr. Z and the flag in the back. I pledge algiance to the flag of the United States

002of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> I acknowledge that San Rosa City Schools is on the traditional territory and homelands of the Pomo people. traditional territory and homelands of the Coast Miwok people and honor with gratitude the land itself and the people who have stewarded it throughout the generations. This land acknowledgement calls us to commit to continuing to learn how to be better stewards of the land we inhabit. By offering this land acknowledgement, we affirm indigenous sovereignty and will work to hold Santa Rosa City Schools more accountable to the needs of the American Indian and indigenous peoples. Thank you. >> All right. Move to reports of actions taken in close session. There were no actions taken in close session. Uh

003this is a special meeting. Um our focus for today's meeting is on the facilities master plan of study session. Uh so just so that we set an expectation on the between a study session and an action item. Um we're here to study uh receive the information, respond, and provide feedback. We won't be making any decisions tonight. Um, and as such, for a special meeting like this, the comments we receive in public comment are only focused on the item before us. So, we're going to move to open public comment on agenda items. >> So, um, I'm going to call the the three cards that I have. If you want to just kind of stand over here. We don't have a microphone or anything. Um, is it one minute? Uh, President Cass. >> No, we'll do three.

004>> Okay. >> Well, how many do you have? >> I only have three comments, but I didn't download three minute. I got a clock. >> Can someone do the timer that Yeah, it's fine. >> And you'll just maybe let us know like >> the first speaker is Rob Chad. >> How's it going? I'm Rob Chandler. Um I'm actually on the 7-Eleven committee and I think maybe Mubin presented some of the same um information. I'm here tonight to talk a little bit about the new district office and some issues I see with it. Um in the 7-Eleven committee, they outlined 500 million to1 billion dollars of needs for the district. um of that $47 million for the district office itself. I see this as a big problem. You know, first off, it is approved in 2023.

005Often times these are approved in June or July when teachers aren't present. I would just be aware of that moving forward. Um lots lots of things many things have changed since then. Since 2023, the needs have changed. Now we have a 7 through 12 program. campuses are running differently. We have these new campus needs and these old campus needs. Um it's been brought up before like why do we need the project and people are saying well to retrofit an old facility it's going to cost so much per square foot. I would say well why does it have to cost anything per square foot? All you need to do your job is a chair, a desk and a computer. No renovation in my opinion was needed. If it's good enough for the kids, it should be

006good enough for them. Uh bond CNG and I have them printed out. I think you should take some time and actually read them. Um a bond is a pact with the voters, right? And you have to follow the bond and I believe the district office is outside the scope of the bond and that should be brought to the attention of the state of California. I think our biggest asset in our district is future approval of bonds. You know, we have one for $500 million. If you don't have the trust of the community, you have nothing and your biggest asset is gone. Me, myself, any parcel tax, property tax, I'm going to vote against it. Um, I'm going to encourage everybody I know to vote against it. Um, I think if you want to build a

007district office, you need a special bond where it's actually itemized. But I think this is well outside the scope of C and G. We have scope facilities. We have campuses that have available space that could be used after school. The only thing they're looking at to justify off that bond is job training facilities. Okay. 15 years at the district, I've never been to a job training at any of the district facilities, job ch training facilities. The bond is for schools and if you read it, you'll see the list. Everything on here says it's for schools. >> Thank you. >> Next speaker is Jay Higgins. >> Good evening, ladies and gentlemen. >> Hello. For those who don't know me, my name is Jay Higgins. I'm a longtime teacher at Marrio High School. I teach fizad. I'm

008the department and I'm also the head football coach and I've held that position since 2001. Um I enjoyed uh a facility master plan meeting that we had at Murray Creo in our library with Mr. Jobson and your crew. Um it was a good discussion. Uh I'm here this evening just because I was reviewing the the presentation that is attached to the agenda. There's a couple of details that I just felt compelled to come over and clarify if I may. Uh with respect to uh the the culinary CTE lab and our current weight room, there was discussion at the beginning about training. And after some some further discussion, we determined that we were going to leave them in the same locations that they currently are. And at the very end of our our meeting, we floated

009the idea of a new facility down on what is our blacktop area. Now, on the diagram, it shows that new facility simply as second gymnasium. And I know perhaps it's just a matter of semantics. Some people when they say gymnasium or gym, they're talking about a weight room and other people are talking about a basketball court. And you know, to me, um, I believe I said that I'd be more than happy to vacate our current location wait room if we had at least equal size, if not bigger, down on that black top area. And my vision for that would be an athletic performance center that would benefit uh all physical education classes in both high school and middle school in the future, if that happens, as well as all athletics for both high school and

010middle school in the future if that happens. Um, I've taken the liberty to print off a copy of a design that I made a long time ago. I am certainly no architect. I'm not trying to get a job with you yet. Got a few more years until retirement. But, uh, that's why I'm here. Yes, sir. >> Just one minute. >> Oh, yeah. One minute left. >> I'm getting the hook. >> Not yet. >> Okay. I got a minute. Okay. That's really all I need to say. Um, if you do have any questions, I want to offer uh my ear and my willingness to communicate at any time. I'm not trying to complicate things. Um, I've always found it really helpful whenever somebody from off-site comes onto our campus to try to do some work to

011at least just offer some just, you know, local knowledge and uh, if I could help, I would be more than happy, too. >> Okay. Thank sir. I'll tell you. >> Next speaker is Matthew Memphis. Hi trustees. I'm Matt Mch from Steel Lane and it's good to see you all again. Um, I'm here to talk about the closure of Steel Lane and how it's going to how it will be a costly problem that will only add to our deficit. The research doesn't support that school closures um are as effective way to save money when um personnel is your greatest expense. It just doesn't support it. Uh has district shared all the numbers for you? Um and can you ask the following questions? Have they given you a price tag on busing 422 students to six separate

012sites? My own students will go to six separate sites or they'll go back to their original home district. They have predicted loss. Have they given you numbers for a predictive predicted ADA loss for the next wave of families flee our overcrowded schools? They plan to set spell spend 7 million to refurbish used portables. And we rent these. any re renovations at Steel Lane won't top 300,000 or 200,000. Um, so it's a it's a smarter idea to keep them at steel. Does closing steel lane square up with our district district's pledge of equity? Steel Lane is 81% Hispanic American and 72% low SCES. Closing Steel Lane will pile another layer of injustice upon our underserved populations. Why are elementary schools closed when secondaries merely move sites? What percentage of the of our small elementary districts to

013the do the trustees actually overlap with? I want you to reflect on that. It's not much. And some of you it's zero. And you speak for our small elementary district in this larger uh district. there. There's a disturbing pattern of taking from the powerless to give to the power powerful. Are you pleased to be a part of that or will you do something different? It really is punching down. Elementary, it's just take and we're like the bank account for the wider district and it's not fair. And I'm got to speak for my kids in my district. I live near my school and those kids need the same elementary education as the other elementary districts around and I think it's very important. So, thank you for listening. >> There are no other cars. >> All right,

014President Castle, can you uh confirm that the stealing issue will be on the March 25th agenda? >> It'll be on the March 11th. >> March 11th. Okay. All right, that public comment we'll move to item one's master plan Zimson. >> All right, thank you to >> Director Odin to start us up. technology. Thank you, President Cass, interim superintendent August, members of the board. Thanks for having us tonight. This is a something we talked about not that long ago, and I'm glad to see that we're we're all here today to to discuss the facilities master plan update. Um tonight, um we're going to kind of run this like we've done for the sites as site committee. um those site committees at at school sites. We we have had one to two meetings at each site. Um

015and the site committee is typically made up of parents, students, teachers, staff, community members, those that uh wanted to come and show up and give their input. Um, so we're going to ask the same of you tonight if we're going to present what we've heard from the sites direct and kind of Aaron with QKA, our master planner here, has put together some slides you've seen um on some of the maps of what has come out of that for your um opinion. We've also had meetings with seventh and eighth grade kiddos at Montgomery and Santa Rosa uh to try to get a sense from them on what they think that junior senior high schools might need in the future so that we can incorporate that as well into this plan. Um and we have a community

016survey we're working on right now that will be going out to all the um on Parent Square throughout the district. So by site, so if you're you know part of a certain school, you'll get this a survey out based upon the site plans. get even more community feedback because we find that I think people are having some meeting fatigue. We're not getting it nearly as much meeting uh people attending our meetings as had in the past. I think there's just a lot going on right now. So, we're trying to reach out as much as possible to try to get as much information as we can to incorporate it. Um so, for the overview of this tonight, we have two parts. We have the master plan itself and then we have the implementation plan. So, we'll

017start with the master plan. Um, we'll kind of do an overview of what the sites got. Um, and maybe we do a little Q&A on that. There's some, um, indicators of quality that Erin's going to want to run through with you and get your input on. Um, we'll go through measure G sites, all the elementary sites, and kind of what their maps look like. And then maybe we'll do a Q&A after that. And then we'll go through measure C sites, the high school sites, and kind of talk about those and see what kind of Q&A, if that works for you guys. tonight. So, we can just kind of keep things moving, but also uh get your input. So, I'll turn it over to Aaron Jabson from Kraki Quark Architects. >> All right. Thank you guys

018for having us and and uh my colleague Chris is on online so he can take notes uh with a full computer setup. That's a little bit easier. Um but yeah, so we're gonna kind of start uh as Eric said with um the kind of intro slides that we use at every um and we really start by talking about what master planning means and what we're our goal here is to really take a pretty high level view of each of your facilities to look at what the needs are, what projects we can identify to serve those needs. um have some good discussion like like you saw a little bit of today uh back and forth and figure out where the best and how the best way to accommodate those needs is. Um for each of those

019really just try to identify an overall scope of work and budget. So we really want to know for a new building, how big is the building, where does it go on the site, and then from that we can develop kind of a rough order of magnitude budget to start with and then the other thing we really want to get is is to give you all some information about how important or impactful that project will be to the educational experience on each campus. Um, and that's kind of where we stop from a modernization standpoint, but one of the things we always like to make sure we reinforce is that that's not where the input stops for a particular project. When you all as the board approve a project to go forward, then we come back and

020have a quick kind of what we usually call programming. So, if we're identifying a new athletic performance center, then we want to sit down and figure out exactly how many squat racks do we need, exactly how many of each of those things and kind of confirm that the assumptions we made initially still fit and get into much more detail so we know where to put the outlets and and how where windows should go and things like that. And and then we'll move into design where we figure out exactly how we're going to build all of that. And all the way through that process, we continue to get input from the stakeholders, from the from the school sites to have opportunities for um for whoever's involved in that project to provide input. And we do that

021all the way through the process down to when we're picking the colors for things. Uh but we don't get into any of that now. So part of this is just to make sure we're kind of keeping the conversation at the high level, letting people know that that the teams will be back to talk about things in the future when those projects move forward. Um, we also want to talk about the relationship between the master plan and the implementation plan. So, a facilities master plan is is uh by design an aspirational document. We're trying to identify where we'd like the facilities to be over the next 10 to 20 years. We know that we're not going to be able to get them there in any one bond measure. Um, but we want to have that long-term

022view. So, we know each each step is sort of building towards that larger goal. Um and then from the projects we identify in the master plan, the the goal of the implementation plan is to figure out which of those projects are the right ones to do. Now um and and we try to do that based on which are going to have the highest impact on the educational environment. There are also obviously practical concerns that go with that. Um maintaining the infrastructure, things like that that that are part of those decision- making too. Um so our process now um master plan is always intended to be a living document that gets updated periodically. Uh proposition two the state facilities bond now requires that those be updated every 5 years to qualify for funding. Um but generally

023we recommend that be updated every 5 to 10 years or as things change and a lot has changed so we're back early. uh essentially is what we're looking at. And our goal in this process is to um is really just to take the 2023 facilities master plan and update and and adjust it where conditions have changed. Um and and that's kind of what we're looking at doing for the 2026 update. So that's what we've been focused on. So you'll see as we go through there are a few schools where not much has changed and so we didn't it was basically the same as it was in 2023 because the context hasn't changed that much. >> Do you have a question? >> I do. >> Go ahead. Um, so since this is a facilities master plan

024is kind of a requirement so that we can use the dollars. >> Why then is it so expensive? >> So part of that you know is >> I mean I know like you guys are people and you need pay but >> yeah that that is what you're paying for uh is for us to go out and and have all these conversations with all of the schools and and and do the work behind the scenes to support that. It also includes a professional cost estimator that's looking at all these projects and putting together a report for the cost for those and then updating that as we revise the projects. Um, but a lot of that is our boots on the ground going out and doing these meetings. And that community engagement takes work. Um, and it

025takes time and it and that's the bulk of what the the fee for master planning is is really doing that. And we've set up this project where we're we're doing on a time and materials basis. So you only pay for exactly the amount of time that we spend on the project and nothing more. >> Do you know if since it's a requirement if um like the state for instance um has thought about providing grants for such things? >> That would be that. >> I'll let them know. >> Uh I one of the favorite phrases of the folks that we work with that advocate on behalf of school districts is unfunded bandit. >> I'm sure it's one of Lisa's favorite phrases also. Um so yes, unfortunately they do not. Um, we are kind of adapting our

026process a little bit to meet the require the state requirements. There's a, as you would expect, there's a whole document that they put out about exactly what those requirements are. We do go above and beyond that a little bit and most of that is in the community engagement because that's not technically required. You guys, we could just make a plan and you could approve it and you'll meet the requirements, but obviously that's not good practice, especially when there's been as much change as there has been in the district in the last three years. Well, it's a quick question on the scope of that. The previous slide had it for the bond implementation plan, but that this work is also using the bond funds to capture other state funds, grants. Yes. So, it's not just about

027spending the bond funds. It's about having the plan and being able to capture >> Yeah. The bulk of that funding is from the bond, but but as additional funding is available from the popular the public school construction, the state bond is the primary one than then those additional that funds more projects to come from that master plan into that implementation plan. >> And so like one thing when we're putting this together, you know, should we dispose of any of the properties that um our 7-Eleven committee is looking at, this would lay the groundwork for prioritization and using any funds we get from that type of a process as well. enough. Absolutely. >> So, the last piece that we wanted to talk about kind of in this intro thing is um one of the things that

028we do that you'll remember from 2023 is we score each project in these six categories um for to to help provide more uh quantitative information to the board to make decisions about which projects we prioritize. The unfortunate reality is that we will end up with some multiple of need that you have funding and it will always be hard to figure out which are the projects to fund and so we're we're trying to provide as much information for that as possible. So these are the six indicators that that we developed and and use these like I said in the 2023 master plan and this is just copied from the introduction to that that plan. And so typically what we would do is um ask you all especially for input on the the second column there the

029waiting. So we give each each category a score from one to 10 and then multiply that by that waiting to come up with the total score. And that's really an opportunity to kind of provide input on which of these factors is is more or less important relative to each other. They're all obviously important or they wouldn't wouldn't be part of this this uh rubric, if you will. Did is this uh matrix it something your firm came up with or is this statewide or >> So this is something that um it's it's something that our firm came up with. It's something that I learned about and and the series of courses I took a few years ago about facilities planning that from a national organization and then we've sort of implemented here. We have used this

030same process with a number of other districts that we do facilities master planning to and then we'll have this conversation about the waiting usually each time and each district has weighted them a little bit differently. If we wanted to change or eliminate one or change the definition definitely do that too. It's not it's definitely not it's not required by the state but we found it to be uh and and boards you previous boards here and and other districts have found it to be a useful tool. So >> I like the tool. Um, I think the one thing that's happened since 2023 and now is we've now adopted strategic priorities. >> And so I'd appreciate the board comes back going looking at our five strategic priorities and making sure they're all embedded here. Um, I see

031two places where academics is is there, but I don't necessarily see enrichment and athletic and arts programs specified. Um, and you know, similarly making sure that we have the concept of our um, student centered staff priority. Um I see the safety security but I think we have those priorities so we should see them adopted and put into any type of metrics like this. >> Sure. >> Absolutely. >> Why would um why is code compliance weighted as a one like process that >> I'm sorry I'll let I'll let them say what I just said. >> Well yeah uh well Erin, do you remember why it was weighted one initially? I I think it's because you don't have a lot of problems with code compliance. >> Yes, >> there are always some problems with uh some challenges

032with accessibility. Um but um in the scale of what we're talking about, those are relatively minor, but we don't have like whole buildings that aren't approved or um issues like that. So, it it's really reflective of kind of the scale of the problem there. I think it's important to kind of highlight where that applies, but it it didn't seem as um as important as educational programs or learning environment. >> And we also catch code compliance in all of our projects, right? We're required to. So those kind of get caught up anyway. >> Yeah, exactly. Right. >> They get dealt with incrementally as we have done projects at all of the schools. We've even the roofing projects we do, we have to do accessibility up. >> So it's a lower priority on the waiting to help

033with the scoring. >> The other question Oh, go first. The other question I had um was something that we're seeing in the secondary for instance, well and in elementary when we're putting more kids on campuses like where does that seems like it would fall everywhere, right? Like making sure that we have buildings for students, but to me that looks like supports ed programs, quality learning environment, community support, maintenance and operation and safety and security all together. >> Yeah, exactly. Um and and so on the past master plan and this is actually just a slide from the board presentation from that. That's why the dates are not quite right uh from the last time we did this. But uh those projects where we're like replacing portables with new TK classrooms were the highest rated projects. they

034ended up at like 109 out of 120 >> because they do they're important in all of these things and that >> we you know we're looking at um that's a project that's going to take that learning environment from a 25-year-old portable classroom to a new classroom. Right? So that's a huge impact on the quality of the learning environments on how we support the educational programs on maintenance and operations. Right? Because it's going to be a lot easier to maintain that permanent program. So it's a great example of kind of how this is applied. >> He answered my question with portables. Um, so any any other questions about this or any input um beyond what you said about aligning with the strategic priorities, which makes sense, but is there anything else you see in here that

035that you think maybe should be re-evaluated in terms of evaluating >> things like there um just from the what I've seen and from attending one of the meetings and having come up a couple years ago too, um it seems like there would need to be something that's waited for like a need other than something that would be beneficial to these things, but like an absolute need. >> Yeah. >> To me, that goes in code compliance, but I don't know where. >> So, I I think the way I would think about that is um if something's an absolute need, then the score that we give it is going to be a 10. If it's just something that would be nice to have but it's not a need then the score we give it in that category

036might be a seven. So that's kind of how we would reflect that um in each of the categories. So the scenario I described with the um the portable classroom replacement, right? Like that gets pretty close to 10 and a lot of those and then multiply those if it was a new building to replace, you know, a building that's only 20 years old and not in bad shape, then it then it would maybe only be a six in those categories. Um because it's it's not as going to have as big of an impact on the educational experience. >> Great. there any other questions or thoughts about this later, please please let us know. But if that were good, then we plan to use the same waiting that we used before and we'll look at kind of

037aligning the language and making sure that it reflects those strategic priorities. Okay, sorry. Okay. So we if there are no other questions about kind of the process and introduction then we can kind of jump into the individual school sites. Um so what we did is we just took the cover sheet and the main plan from each of the um each of the sections so we could kind of do a highle overview kind of presentation of what we proposed at each school. But if you have additional questions and want to dig into more detail I have the full document uh that we can swipe over to and and look at it more. And I also like to preface it with uh we will be updating all the pictures because a lot of the schools are painted.

038I think Aaron just grabbed old pictures from what he had. So we'll update all these before the final draft on the newer painted >> and current enrollments too. Yes, I think the enrollments are based on the most recent information that we had from Emanuel and I think the 202526 enrollments are um yeah and that needs to be updated so it doesn't say 22. Uh but like some of that stuff there's there's a lot of little things that we have to go through and do our kind of QC review on and make sure that we catch. But um the enrollment should reflect what what Emanuel gave us about the like the census day um for for 2025. That's the intent and we'll double check that. So, >> just real quick, while we're talking about the enrollment

039piece, if we need clarification from Emanuel on some of that, the way that he >> because this was a question that came from from the board from from a few people is that >> the study that we had done in 202023, that information was what was the basis for what the SCO provided study used as kind of their baseline. And they did some additional information that did not include many of the changes that the district made at the time. The information from from the scope provided study didn't include decisions that had been made or or things that that had changed. And then Emanuel. So Emanuel took both of those as well as the current year data and looked at averages and percentages trying to project based on this current year. Like for an example would

040be Comtock um the split of the students about 65% based on address go to will be going to Piner next year versus about 35% of those students will be going to Elsie um to Elsie Allen and so he extrapolated that out. It does not account though for say the local students that would that would have gone to CCLA to you know I'll see what that looks like. So there will be that's just an example of the there's kind of some unknowns right now that we're going to have to you know as those as we see what actual enrollment trends end up being that's when those we'll be updating that information but that's the best data that we have at this time was looking at all of those different pieces. >> So he can hop online

041if we if we need him to to explain a little bit more as we go through. This shows enrollment going up 30 and 35 and sure all the reports we saw had going down. >> Depends on the site. So overall may do one thing while you have particular sites that shift in a different way. >> And then planned capacity being in most of them planned capacity is significantly higher than what we're expecting the enrollment to be at any given time. >> So I think those are the questions going to lead us into the broader strategy conversation. So, why don't we receive the information on each site that we're gonna go? We're gonna go which one is the elementary measure >> G. We're going to do measure G first. Yeah. For the grammar schools. Uh and

042then and then we'll have a discussion at that point and then we'll move into the second grade program. >> And I I think the capacity stuff will probably make a little more sense as we go through too. But our goal is always to try to get this make sure to leave a little bit of room between the projected enrollment and the student capacity. Um and but also we're we're not really looking to like remove permanent buildings and things like that too. Um so you can you can see the the data here for Lincoln, but if we go into the the site plan, what you'll also see is we're showing removing all the portable classrooms. uh we're showing to quick orientation the the yellow we call light modernization. So that is really kind of we always

043kind of describe it as sort of fixing what's worn out. Um most of the schools have already had the roofing and HBAC replaced so it doesn't need to include that anymore. So now it's really looking at primarily like classroom you know interiors >> uh finishes and and improving those kind of things. Um the orange is all of that plus some reconfiguration of that space too. So where we need to move walls or more extensive modernization to change the use then that's where it goes from sort of yellow to orange and then blue is is new buildings and then the teal are new shade structures. Um you'll see also there are some buildings that are shown as white and those are ones that are either under construction or um very recently built so that we don't

044need to worry about modernizing them in this. >> Can you tell where like a portable has been removed or >> um you'd have to compare it to the previous page in the report that shows the existing plan. So in the document there's in the full document there's there's also a drawing of the existing layout of the site and then it will it'll show the portables on there and so you could kind of compare those to we could show like dash lines for where the portables were but often they overlap with new stuff and it gets really complicated and hard to read. Is that in the one that is that in the posted thing or No. >> Is that in the what? >> Posted. It's that's not on the That's not attached. >> No. No. >>

045Where is it located? >> You can see that all the site maps are on the 2023 master plan online. >> Perfect. Yeah, that's >> and you can see the there >> and it will it'll be in the final draft. >> Um so you see here uh what we're showing at at Lincoln is really modernizing all the existing I'm going to zoom in a little bit. um modernizing all the existing buildings, but then also constructing new TK kinder buildings because there's really only one classroom on this campus that meets those standards uh for a TK kinder classroom, the the state CD title 5 standards. Um having a little bit larger classroom and a dedicated restroom and and some prep area as well. So, it it really makes more sense, especially with the the buildings on this

046campus, to just build those as new buildings, then try to reconfigure existing buildings into those uh those types of classrooms. So, we showed four um of those here for a total of five TK and kinder classrooms clustered around a shared play area with a little shaded structure. And then we showed uh modernizing the rest of the existing buildings. One of the things um we showed some additional restrooms on this site because that was a need and a concern uh of the staff on this school site as well. Um we also had um good conversations with the special education department about what their needs are for each um campus as well. So you'll see on here we have two RSP classrooms um at Lincoln and Layman. These these kind of support spaces between the classrooms work

047really well for that. Um and then we also have a sensory room that's shown for um the kind of general student population. And then there is an office and sensory space for um the special ed cluster on this campus as well. >> How does that work when we just made more decisions about changing things? >> So if this is what uh this is based on the information that John Fischer told us a month or two ago. So if that changes then we'll update it before then we'll update it for the final draft. And this is why this is a draft, right? living document as well. Right. So, >> scrolling legs, walking away. >> Yeah. >> Before we get to it, >> we we already gated it here, right? This black gate means that it's already

048done. >> Yeah. So, black means it's it's either existing or in process, meaning that it's already been funded and approved, so we don't need to plan to spend more money on it on the master plan. It may not actually be constructed yet. Um, >> yeah. And then the fences that aren't um yet that that are that are still uh need to be addressed will show up as red, but I don't think they're already on this side. >> And and just curious, when that was done, I think that blocked off the the playground that was part of the city property. Right. >> Correct. >> So right now they don't have a playground at all. >> It's not constructed yet. We have the plans for it, but that is not constructed yet. >> And yeah, that'll be

049coming this summer. And there will be the gates there to let the kiddos in and out of that play structure till the new play structure which is shown up just off screen there. Um there be >> um so a couple other things we did show on this site is doing some pretty extensive um site improvements around the back of this site to create a flat soccer field um so that they have an actual field and the new playground within the fence perimeter of the school site. Right now they rely that's all just kind of a hill uh back here and they rely on uh on the city park but we're trying to create security and separation between two. >> Um and then the the last kind of major piece here is a new MPR. So

050one of the things we looked at um in the looking at the educational facility guidelines is kind of setting a template for what size NPR we want to have on every elementary school. We kind of used Monroe's MPR as kind of a template because that works pretty well. We want to make it a little bit bigger so that the basketball court fits in there a little bit bigger and there's a little bit room around the edge. I think what the principal said there make it like five feet bigger on either side. It would be perfect. So that's kind of what we scaled that box to be. Um, excuse me. And also include a kitchen as well. Um, and so we're planning each elementary school to have that same level uh of of NPR. and and

051this one at Lincoln does not. And so we're showing in the plan a new NPR in the back and then turning the existing NPR into um uh some expanded administration space and a PE classroom >> is the shaded area next to the NPR. I'm wondering about the thinking behind that. Is that the kids will do stuff in the NPR and then come out there or why >> it's and also for like a covered lunch area too. If this is where the kitchen's going to be and they're going to get food, then having some outdoor seating area is helpful for that, too. >> Wait, sorry. If you're going to have a PE classroom, what about a music classroom or will they share? >> So, that can share there. There is also a flex classroom that I

052don't see labeled on here that we need to show as well. Um, so either that's one of the existing classrooms that we're not loading uh with students so that it can be used for music and other support programs or it's supposed to be part of the multi-use building when they just didn't show up correctly. So that's something that we'll need to make sure. But that's one of the other things we plan for. We're trying to plan for every elementary school site is those two uh flexible spaces for PE and we uh kind of a music flex room that can be used for those enrichment programs. Um, and we don't count in the class in the capacity analysis because when second graders are in the art classroom, there's not other kids in the second grade classroom,

053right? It's kind of one or the other. So, we kind of don't use the don't count those classrooms analysis. >> Are there are any of the buildings proposed to be maintained portables or does this eliminate? >> Eliminates all portableates all >> and that's the case across the district. That that's the goal here. One of the main goals, as it has been, you know, throughout the the process of of doing an update in this master plan is to make sure we replace portables, but only to the extent that we really need them because we can't afford to build extra classrooms. >> I think to the broader point, what I was asking is our current and projected enrollment, there wouldn't be a reason to keep to we don't necessarily need to replace portables as much as we

054can actually discontinue the use of it. >> Correct. Yeah. We're looking to only replace new buildings where to the extent we actually need them or in this case like a TK size because they the need is there for the size but yeah our goal is to as a district is to remove all portables and put back permanent structures as we need that capacity >> needed. >> Yeah. And this element has a bigger gap between the projected enrollment and the capacity. But that's really just the nature of the permanent facilities that are here already and the need to create PK classrooms. But it still means we want to eliminate all >> any special funding for TK. >> Okay. >> Was I'm sure he was asking about the TK um funding and the availability of of that

055which I have to say we can get you an update on that. >> Yeah, I think you probably better ask asking King about that. I know there is a program and it's funded in in rounds and I don't know what the current status is. they they keep they monitor for us and and alert us when there are things that we're qualifying for on those applications. um that would be probably included in our overall >> I think one of the big hurdles for that was full day kinder was the kicker right we don't do full day kinder >> it's a qualifying if we were to expand >> that funding is pretty much um exhausted right now they're looking at adding more money into it but we're currently no funding left >> we are eligible for new

056construction uh funding but it is separate from the TK pots that were set aside by the state. >> I'm going to move on to the next pool because Kathy told me I forget. So you can see here at Helen Layman uh the the enrollment and the capacity is is sort of much closer together. So we're looking at a projected enrollment in the low 500s uh and a plan capacity of 588. Wait, so this slide says the students in 2526 school year. Yes, but the Abraham Lincoln was 22 23. So that >> a mistake. This a draft. Okay, they got to go through and finalize. >> Yeah, I think we just need to update the year the text or something. >> Well, I say the first one the the population was correct, >> I believe. So,

057yes, but we'll double check. >> Um, so at Layman, uh, as as I'm sure most of you know, it's very similar uh, construction and type of building. So, what we can see here is we have six TK classrooms that are currently under construction in the back. So, that's kind of shown um in in white here and with things kind of faded out a little bit to show that as kind of in process. Um, and we are we are modernizing the three permanent kind of original classroom buildings here, very similar to what you just saw at Lincoln. um kind of very similar also with the the uh administration and the PE classroom and uh expanding the office at the front. Um in this case uh because we have the new TK kinder classrooms at the back,

058what we're actually showing is is um demolishing the one old kinder classroom at the front and building the new NPR here um at the front of the school. uh which is a great suggestion by one of the teachers attending the meeting. Uh and um and and so that will kind of put the NPR right at the front. It's also one of the things that gets really challenging on this side is we're just running out of space. Uh is that there's there's more students on this side and less area than than Lincoln for example. Um, so we showed the new NPR here and then a new twostory classroom building here where the existing portables are um to get enough classrooms to meet that projected enrollment. Um, and then the modernized library and a uh and then

059a PE classroom here. Um, so we do have to put kind of four classrooms on the second story to get enough rooms on this site to meet that projected enrollment. Um, what one of the things that factors into that across all the sites too is, you know, the conversation we had about special ed, we are planning for each school site to have a cluster of special ed classrooms to serve one of the specialized uh programs and give the district long-term flexibility to put those programs where they make sense. Um, but they have a lot of the same physical requirements. So, we can kind of have one spa, you know, one cluster of classrooms in that sensory and office support space at each campus. and then um the district can make the right decision you know

060every year, every 5 years, whatever about how those those are configured but it won't be limited by the facilities which in many cases it is now. Um uh I think the only other thing probably to note here is that one of the things that we did al talk about is kind of adding a little bit more staff parking at the front here. We have a restriction on this site in that there is a P gen easement which is this dash line that you see here that runs along this side of the site. Okay. So, we can't put any permanent infrastructure that they aren't they can't drive a truck through uh in that in that >> the white box in the middle. >> Yeah, that's a shade structure that's part of the TK part of the

061summer project. It's going in, right? It's going in this summer. Yeah. >> I was like there today >> TK project. >> I hope that wasn't the shade structure. >> No, they have painting all over the concrete where they're trying to lay it out and get ready for it. >> Yeah. >> Cool. Yep. Sorry, I'm gonna drink. The Hidden Valley is the next school. You can see here kind of a similar ratio of uh planned student capacity to project enrollment. The project enrollment is is projected to go up here um and has gone up quite a bit from where it was a few years ago. So, this is a big change from like the 2023 plan. Um so, you can see that plan here. Um, so one of the major things, one of the major challenges

062on this site is currently the admin is in this building, which is buried into the middle of the site and really does not facilitate the access control and secure perimeter that we're trying to create for safety and security at each site, which is a huge challenge at this site. So, one of the proposed main proposed improvement here is actually to add a new building >> uh out here, which would be a two-story building that would have administration on the ground floor and and student restrooms and then have four classrooms on the second floor and some support spaces. Um, obviously would have stairs and elevators, too. Um, and then most of the other buildings are modernized in the yellow, as you can see. Um the existing what they call the hall is is right here and

063that would be converted into PE and those music flex classrooms right at the middle of the campus and the and the square footage worked well for that and they're pretty high volume spaces so they should work pretty well for that. Uh and then the existing um admin is proposed to be converted into those special education support spaces. Um and then the one other thing on this site is is replacing the very old and falling apart um we call it kind of like DHH buildings that are in here with um three additional TK kinder. >> Where's DHH going? >> It stays on the site. It just has to go into >> that's just how they refer to >> Don't take it. >> We're not It is definitely not our job to decide where programs go. Uh

064so uh >> are you sure you don't want that job? >> I am. Yes. >> Um so that's kind of where we're at with Hidden Valley >> there. Measure G. >> Yeah. Okay. That's right. >> Hidden Valley. Sorry. >> Yeah. Go ahead. >> For the bathrooms. I don't see the bathrooms marked. >> Let me zoom in a little bit. So, right now there are we're proposing new restrooms here, but there are also restrooms in this little kind of cluster in each of the classroom buildings as well. Here, uh, and here. They're just kind of too small for us to label at this point. >> Okay. >> Very cool. >> No bathrooms for those elementary. Two music areas, right? >> Yeah, there's a PE classroom here and a music classroom. And again, that's what we're trying

065to plan for each elementary school. And the top daycare music reading is also a music area. >> Yeah, that's kind of a unique space that they use to support a bunch of different programs, too. This this this build campus has a couple of unique spaces. It's also going to be one of your larger elementary schools um in in student population. So, we thought kind of an extra space would probably be helpful um here, too. And and given that they have that already, it makes sense to keep it. Um, so moving on to Burbank. So Burbank currently has 459 students this year and that's actually shown to kind of go up and down a little bit, but in the long term be pretty similar to that. And so we're showing a planned student capacity of 416.

066So at Burbank the a couple of major projects. One is going to be a reconfiguration of the admin and the front entry to consolidate all the administrative functions into one part of the campus, all the support staff. That's a thing that we see a lot at elementary schools in general and definitely your elementary schools is there are additional programs and support staff than when these schools were developed 60 years ago and they've just been kind of put wherever there was room for them all over the campus. and we want to bring those together and provide spaces that are dedicated and designed for them. And one of the things that we worked on with the elementary school sites, but also with the the district leadership is kind of what do we need for ele every elementary

067school in terms of admin space. So, we're planning the same square footage at each elementary school to support those um uh to have space for the staff uh and and for those support programs. And we know some of that what programs we have is is obviously in flux right now and changing. But we want to make sure that facilities support the programs we want to have over time even if we might not have funding for all of them next year. Uh which was a conversation we also had many times as you can probably imagine. >> What's the thought process on having the staff eating area in front of the schools? you know, there's kind of a playground out there now that's used for TK and and one of the things that we we're moving TK

068to this new building uh back here. Uh and we thought that might be a use for for that space. Um but that will probably be a fairly low priority item on the on the list as well. Um so yeah. Um >> so that that's where we're at with portals there right now, right? This summer we're putting some temporary portables to allow for that. Uh because they're they're cramped. They're not pictured here because they're temporary. Yeah. >> They're not meant to be permanent. >> Is there anything being done? I mean, with this site, there's like when it rains a lot, it floods a lot out here. >> Anything to address that? >> Yeah, we've actually done a Yeah, we're working with Calrans now because when they put the freeway in, they they cut the pipe and

069just left it so it floods. So, we're working with them right now. Actually, I think uh Van Pel came out there last week actually looking with them. So, our goal is to >> get that figured out with one of these projects as an infrastructure need an issue to solve it soon. >> And I I think another concern that I've had with this site specifically is just pickup. It's so hectic there. you street over here all the way to the right and then >> well local parking but it gets I don't know sometimes that where it's a little dangerous >> um any thought being put into that I'm thinking about this shaded area in the front can that somehow be expanded to kind of make pickup easier or something or safer >> we did talk about

070that a bit and looked at that and I think there's there's a little bit of things that we can do in the existing kind of pick up and drop loop there to improve that um this area is really too small to be helpful in that and also too close to the intersection where where the city's not going to let you put like a driveway entrance or anything that close to the intersection. So, unfortunately, I don't think there's a lot more we can do here. We did show kind of improving this this little kind of extension to the campus over here for staff parking. Um, uh, kind of right over here in this corner, there's kind of a unused. >> Yeah, the district owns that lot there that's in gray. That's right now just weeds and

071because it's way at the back. It's just never been developed, but it could be developed into extra parking for staff, which would allow for TK um pickup and drop off in the lot. That kind of shows that you have an expanded drop off there on this plan. >> And I think, you know, that's probably That's what we discussed with the the site and kind of decided that's probably as much as we really can do feasibly. Um, and that gives it a similar amount of parking drop off to really all of your other elementary schools too. Um, obviously some of them have less like Proctor doesn't have any of either. Uh, and but that that's pretty typical across your district and and frankly across most most schools of a similar vintage. >> It's just always going

072to be a struggle. There's no there's no design solution for 300 cars coming in 15 minutes >> because the buses like out here on a street when the buses arrived we're going to block in the road. >> So I think one of the things that that can help with that sometimes is just working with the city on striping on the curb for pick up and drop off and things like that, but that's that's not on your property. So it's kind of outside of the scope of of the master plan. I had a quick question about this one with the um with the new TK kinder section basically. >> Yeah. >> Um if we've got 23 permanent classrooms and then we've got planned 24 are we is something there currently that's going away. >> There is

073a Yeah, there is one classroom there currently. >> Just the one like the music one or that was music that's probably something else. >> Yeah, exactly. >> So then we're building new classrooms. Is something else going away? Like that seems like a lot of classrooms if if we currently have 23. >> Yeah. So, we're also taking a few classrooms. Um, >> but some of our music and flex, right? So, they're not counted as classrooms. They're counted as spaces. So, they're not counted as >> we're also taking a couple of spaces that were counted as classrooms in the past or could be counted as classrooms and creating more admin space out. >> Yeah. So like that that orange is taking away two classrooms that exist now, >> right? I think so. >> And can be at

074the front. >> There's another one here too that's like education space as well. >> So you're actually using four classrooms in this scenario. >> And then their classrooms are a little bit their other classrooms are all a little bit wonky. Like some of them are smaller space than bigger, right? and like the their main track the >> I think they're it looks a little bit different in size on this drawing but I think in reality they're all pretty >> there's one that's a slightly smaller yes they used for boys and girls club in the past and a staff room I think now >> she remember that coming up um last year in the consolidation stuff >> when you're accounting for capacity the TK classrooms have lower capacity than >> they do yes so for light

075as Okay. Um so for Monroe um you can see the numbers there for the capacity analysis. Their enrollment is projected to grow quite a bit um based on Emanuel's numbers. So we're planning for that and a capacity of 608. Um so we can see that here this a little bit. Um, so you can see the TK uh Kinder buildings that are under construction right now back here. Um, and you can see modernization of all of the existing space. There's some reconfiguration of the admin that's needed here as well with those new TK kinder classrooms. We're proposing to turn the the old kinder classroom into one of to that flex space. Um and then adding two new buildings to provide those to replace the portables and provide the additional capacity for the long-term uh enrollment um

076here kind of in the same locations as the existing port portables. So this gets to that projected enrollment capac the capacity needed for the projected enrollment and shows no portable classrooms on this campus. I think there are like nine on this campus now. So that'll be a big um improvement for the screenshot. >> Can their NPR hold um the projected numbers? >> Yeah, that's the one that we kind of used as the template for for all the schools. They you know they'd love it to be a few feet wider, but that's obviously not worth tearing it down for. Uh so that works pretty well for them. They can they wanted to to like make sure the floor got replaced with one that had the lines built into it because they just put them on with

077blue tape now. Uh yes, but but there's enough space for it and it has the basketball hoops and everything. None of your NPRs are big enough to have like all the kids eat lunch in at the same time or anything like that, but that's that's pretty typical standard for schools in California, too. >> Um where that's why we're providing outdoor lunch structures and that's why your schools also have multiple lunch breakers, too. >> For the revitalized sports field, can we accurately show the baseball field that San Rosa Americans currently fun? Those are Yeah, those are over here. >> The circle up there. >> Well, there's the third one they're doing. >> Yeah, it's showing the back stops there. They they just did right. >> Yeah, we can show >> before I get all >> Yeah,

078we can show the full outline. So, they're doing a capital campaign. >> And the shade structure is going in this summer. >> Is that going in the summer? >> As part of the TK project, we try to, you know, lump some things in there. >> Great. Is the updated playground already done or is that >> the updated playground is also happening this summer? >> Yes. >> Okay. >> So, we've knocking off quite a few things at this site >> and that's like you always say Eric that's happy that's typical you do. So, we'll show the the playground and the shade structure as also white and existing in this plan as well. >> Uh >> with the solar panel um thing in Monroe. Is that currently or is that that blue? >> Does that mean it's

079current or planned? It's current. That's statisticist. Okay. >> It's going to be in the parking lot now instead of over the field. >> Yeah. >> Be in the Kinder parking lot and the staff lot there. >> And we're only showing the existing solar structures on these plans. We're not showing proposal. >> I think I'm afraid to said that. >> At least that should be the intent to the draft. Uh okay. Proctor Terrace. Um you can see the numbers there. planning for a longer capacity. >> I was going back to the road. Did they still have the North Bay children center up there at the top or no? >> It's there. It's planned to get moved to Viella as a preschool facility. >> Yeah. All the we are removing that portable program is >> great. Um

080so for Proctor, we're looking at a 2035 enrollment projection of 470. So we have a campus plan capacity of 503. Um as you all know the proctor um terrace is in the alquis polo zone and the fault study determined that essentially this kind of red shaded region is a no build zone in the future and that runs through pretty much all of the permanent buildings or all of the existing classroom buildings on the campus. Um, and the unfortunately, um, the buildings it doesn't run through are the ones that were already pretty worn out and undersized. Like their NPR is is is much smaller than we needed to be. Um, and uh, and they have a bunch of portables um, kind of in in this area too that are not in that zone, but also don't

081want to have permanent facilities. So really what we're showing here is a a replacement campus >> um with the idea that we could build that either once or in phases and build the new buildings on the field and keep the school operational during that construction and then move the kids into the new buildings and demo the old buildings and build new fields. We've tried to plan this so that could happen in a couple different ways in multiple phases so that you can replay you know there's a admin building here singlestory TK kinder building kind of similar to what you've seen at some of the other plans for the other schools there's a twotory classroom building and a one-story classroom building to get all of those spaces on the remaining part of this site that we

082could build on. And uh we we set this up so you could you could build um the admin, the TK and the two-story building, move everyone out of all the other classrooms and then and then demo the >> building and that there's trying to think through the potential of how this could be phased, but obviously the details of that would be figured out when we design that project. >> We're basically building an entire new school. >> Yeah. Why are we closing Steel Lane if this How much money is this? >> So, we're not revisiting our closures. >> No, no, but I'm just me understanding money. How much is this? >> And we're going to get to the amounts of the cost of these projects. >> Yeah, that we have a a thing at the end.

083We can talk about it. It's not cheap. >> To me, that doesn't seem fiscally responsible. Building an entire school. >> I don't have another school over there. So, we had a it's a multi-year plan and there's no other school on this side of the town in this area. And >> as we're walking through the ability to use especially infill spaces like this, there's lots of earthquake fault lines on all three of our campuses on this side of town. And so, of the three campuses that were there that had earthquake impacts, this is the one that had the fewest earthquake impacts. Correct. And the most potential to build. So if you looked at Brook Hill, Doyle and here of those three, this was really the only site that was built. >> Yeah. No, that's exactly how

084I would say. >> Insane to me. >> And because it's not like we have unlimited bond money, >> that's part of the conversation we're going to >> and this doesn't have to happen right now. As you probably remember from previous presentations, the restrictions are on future construction. They're not on current operation or current use of those facilities. So this is the long range plan of where where it would be great to see that campus and every other campus get to in in 10 or 20 years, but it's it's not an expectation that it happens right now or it's that you know that it's even part of the next bond per se. That's obviously up to you all. >> And one of the things I like about this design is the ability to phase it with

085starting back on the fields be able to take it kind of like we've taken other campuses chunk by chunk. Yeah. >> Keep it operational as funds become available and then slowly make these changes. um you know and the way the current yield on the back is positioned and utilized and having those old um storage containers and trucking shipping containers back there. I mean it's not the primary outdoor space is more of the basketball courts and that anyway for the campus flow. >> Yeah. So, I I think having the phased plan and being able to do it as we go um and as we identify the funds makes the most sense and then we're able to move to a place where we can then remove the building when we get there. >> Yeah, I think the

086intent is to give you an option that you can just build the classrooms and keep the MPR and the portables and and in the library and that would be the second phase. Okay. Um, so the last classroom in the in the measure G is San Rosa Charter for the Arts and this is exactly the same as it was in 20203 because nothing has really changed with that school. The enrollment is the same. The program is the same. Enrollment for the charter school is is a different analysis than than the demographic projection. So we had a quick um call with the principal there and just discussed if there's anything that's changed that we need to update for and she you know we confirmed that no this we don't really need to revisit it. So this plan

087will be the same. The costs will be updated um as as part of this updating we we just sent the whole thing to our cost estimator to take a fresh look at the whole thing. So we should he will be they will be updating uh the construction costs for um for this campus as well. the the fencing. We got a bunch of comments I think last year around fencing at the site, >> but the same is not done yet. >> The fencing is uh and DSA right now should be done this summer. Yeah. Yeah. So we can actually show we'll coordinate with Kathy and make that we've done or >> there's a uh what what we had to move a a special ed program there this year and due to the um the runner we

088had to put that fence up to help keep the kid from running out into the street. That was the goal there. >> Okay. Yeah. >> We had definitely gotten some comments on fencing here. I was like, I thought that was already included. >> No, you're that's one of the things that we've been kind of coordinating and finalizing is making sure that we're showing that stuff that's in process as existing. >> Is the K just kindergarten on the bottom right? >> Yeah, that's their existing kindergarten room. And these would be, it's not really labeled, but these would be two additional TK kinder rooms here. And I think they usually have the the kinder room uh over here. >> That's all the measure G schools at elementary bond schools. Is there any other notes or questions before

089we move on to the high schools? >> The rest of the charters >> rest of the charters are actually uh middle school. They fall under measure C. >> Even it's currently on >> it's currently on a secondary. Oh, >> but once we move it there, would it still be >> something that I will need to be asking all of you about because there's some opportunities for some school um facilities funding depending on how we look at >> whichever one gives us access to more money. >> I'll be bringing forward >> we'll be bringing forward an item to you. I'll get I'll send an update in the board weekly. >> So you're going to talk about them in as the beginning of the secondary >> as beginning of secondary just due to their location. And keeping

090in mind too for for us there's more money in measure C. So uh there's more opportunity to do something here than there is with measure G. We're going to run out of funds a lot faster in measure G than we will measure C. So we like that it's on I like right now that it's on a secondary site because there's more funding there and as we built their TKs right now we could use measure C funds instead of reg. >> So question on G and I'll go around um well two questions on G. One just reconfirming that this has every portable getting removed since we have good capacity there's no remaining. Okay. Yes. >> With the exception of the couple that we're throwing on there, >> which are Yeah, >> but they're going to be

091removed and >> those are >> they also get >> Yes. The goal would be to build those TKs at Burbank and get rid of those portables right within a couple of years here. And then within any of these campuses for what we're in, what we see our projected um enrollment to be, are we maintaining facilities that may not may not be needed to support the size of student population on on the site? Um >> permanent buildings wise or >> permanent buildings because we're getting rid of the portables under this. So are there any permanent buildings that we'd be maintaining that we don't need >> that wouldn't be needed because of the projections? >> Yeah, the only one would be in measure GE is Lincoln, right? They have a lot more capacity and permanent structures than

092actual enrollment projections and there is a they're back, you know, they're a mirror of Helen Layman except for the the bass modular Zigs classroom modular. So, that one has a life span a lot shorter than the rest of the campus. >> Yeah. >> Um, it's still in pretty good shape, but over time I could see that that one might not need to be there versus putting a lot of money into it. >> Yeah, that's to upgrade it. >> I'm going if we were maintaining a building, we should be prepared to not have a permanent building instead of maintaining it just >> correct. I think as the building is running at end of life, then it needs to be looked at to be removed instead of trying to maintain something that it really isn't needed, right?

093I mean, that's a waste of resources that are direly needed elsewhere. >> Would it make sense to flag that in the plans so we're acknowledging and we kind of see that as a part of future? >> Yeah, we can make a note about that. Yeah, I think that we couldn't like remove that whole building, you know, like it would be a little too much. I mean, but I think we can concept of end of life and looking and I think that's something throughout the plan. As much as we want to be planning for the new and renovating, I think it's also important for us to be identifying where as we see these demographic changes happening where we would be intentionally planning to not continue focusing on the building because >> I do think it's important

094to note though that at quite a few of our elementary sites, I think other than Lincoln, they're pretty full at capacity with their portables. And so as we build these permanent buildings, there may be times like Burbank where we may need to explore interim housing because in order to place those permanent buildings, we need to remove the portables and they don't have the spare capacity for us to play with anymore. >> Yeah, I think those are things we have to recognize we'll be navigating. >> Any other questions on measure G6? just kind of the same the same same thing but worded differently. Um as far as uh it's all been answered basically just what I had said before about our student capacity master plan enrollment plan student capacity um you know we don't need the

095buildings let's try not to build them. >> Yeah. Oh yeah for sure. >> Absolutely. >> We don't have the money to do that. And I think on similar to our indicators of quality and and I I don't want you to go create or go to a new or conference but >> like maintaining like indicators of of reasons that we would intentionally not continue using something. um like if we have additional maintenance costs or or supplies or things like that and we're able to fit things with them like you know being really intentional about our space and not just saying okay now we're going to expand because we have more space which I feel like that set a lot of expectations up and during consolidation that was one of the challenges we we had expanded to

096get used to all that space even though we had 10,000 Jewish students that was my everyday battle with every principal was so that's If we express that intentionality here, then it can flow through all of our decisions. >> Yeah. >> And I'd apply that across this whole plan. That's not just G. >> Yeah. >> Absolutely. >> Just one one more comment. Um on the elementary schools when we're doing these modernization projects or we're building the new MBR buildings, are we including the CNS uh people? You know, I know we're serving >> Yeah. >> to make sure that that's all getting monitor. Yeah, we have we have met with um it sped um CNS. Yeah, we try to get everybody involved. >> Everyone's involved. >> Yeah. Because >> CNS is on every site and what are

097their their needs as part of their modernization. Yeah. Sure. >> And then when when the design for those projects happen, they will be very intimately involved in that making sure that they get the exact equipment they want, etc. >> Perfect. Thank you. >> Okay, moving on to French American. So, um, this is the data here. I think one of the things we have to resolve that says zero for future enrollment, which is obviously not correct, but what we put in there for future enrollment for French American, I think, is is a conversation that we still need to to have because it's it's not part of the demographic study, but they will have a student capacity of over 700 on this campus, which is obviously a lot more than they had the Do campus. Um and

098uh and so this is kind of what the the French American moved to former Santa Rosa Middle School site looks like. So we have the six TK classrooms that are under construction and out here right now. >> This is the Santa Rosa Middle School campus. So based on the address Okay, great. >> It is. Yeah, it's one of those things where like right now that is their address, but >> yeah, >> right. So next year it won't. Um so uh yeah so currently this is the project under construction which also includes um this playground uh and some improvement in the top >> and yeah and the parking lot in the front. >> Um and u so most of this project is modernization of the existing spaces. There is some reconfiguration like they don't need locker

099rooms. Um so reconfiguring the locker rooms into being a PE classroom and storage and and some support spaces. Um on all of um you know many campuses we're showing all access restrooms that we've discussed before. Um so those are noted here. We're also showing uh a couple other kind of targeted water modernizations. I think this is the classroom that's like a computer lab currently that has a bunch of built-in um you know kind of computer desk stuff from 20 years ago. Uh that needs to get torn out so that and then up here these are kind of more middle school level science labs that that aren't needed anymore either. So those would get a little more renovation to turn them into elementary school classrooms. But other than that, it's really just modernizing the existing spaces

100um for the most part. And we are showing the potential for additional TK and kinder classrooms here in that if their student enrollment grew to the sort of full uh filling out this full campus, they would need a few more TK kinder classrooms just proportionally um to to serve those two grades. Um so that that's what's shown there. And then the teal there is a covered walkway that could potentially connect u those TJ kinder classrooms back to the rest of the campus. >> Hey Eric, oops. Oh, sorry. What's the capacity for center of the middle school? >> 7 700 over 700. 754. >> Yeah. A lot. I think about 250 more than their current site. >> Yeah. >> Roughly their weight list. >> Yeah. >> Seven and eight are >> located with Montgomery. >> So

101did that what you were talking about that what we decide would they come to this campus instead? No, that wasn't your intention >> because that middle school the families want a more comprehensive middle school experience, right? >> Yeah, we talked about that in the meeting and they said they're very happy at Montgomery and they want middle school kids can sustain that. So, we did not plan for that. So, this is really planned as converting this to a to an elementary school campus. >> And would we be expand we would be expanding the kinder PK >> enrollment. Okay, correct. They are Yeah, they are next year for next year. >> Yeah. >> Okay. >> Two children, two classes. >> A new TK and a new kinder. Yeah. >> So that how does that change for the

102ratios for third and up? >> We need to expand those >> as as they grow as they grow. And that's how they would fill out that campus is as you have those more kinders and TKs coming in. >> It'd be lovely if we can have that everywhere. >> That's what you're saying about they're going to need another TK component to be able to complete the fill out the rest of those upper grade classes. Yeah, >> that's what I was getting asked. >> If they had 750 kids, they'd need a few more TK classrooms because that's just of that population. >> So the bubbles from Yeah. Yep. Um, so that's really it for this. It's pretty straightforward. We showed some exterior improvements to the track, things like that that they they wanted to see as well,

103which makes sense. Um, okay. So, there we So, CCLA um is is essentially the same um plan as it was in 2022, which is part of why the words haven't been updated yet. Uh so I think this is literally just the section copied over from that plan and we'll update some of the data and things like that that hasn't been the focus yet. Um but those are things we can clean up for the final. Um so this is literally just copied over from what the plan was in 2023 because again context hasn't really changed there. Um so we will look at that and that was showing um new addition you know kind of replacing eventually the the portable TK kinder classrooms that were added at the front of the school a few years ago with

104permanent structures and then adding a few more classrooms uh in the back. >> And I will say on this campus that the track is shown in the wrong spot. So, I know that there's a little league partnership we have back there that's staying. Um, so it's we're trying to show a way to alleviate the traffic issues that are there on Sebastapool Road with the driveway being so close to Sebastaple Road on the side street. So, um, but it needs to be reworked as part of the plan. Yeah. >> Is is there any way to add a food stall court, remove the tennis court? >> Yeah, that's actually what this is. Yeah. >> What is really cool? Soccer. >> Yeah, it's actually on there because they brought that up last. >> Yeah, they brought that up.

105>> Yeah, I think I got there when someone was doing a site walk on that. >> Yeah. >> So, that that one's pretty straightforward. It's it's like I said, it's pretty much the same as it was before. >> Does When is the TK building? >> We don't have that planned yet. Okay. >> We were waiting for this to get to get through. >> Yeah, they kind of had enough capacity at the moment. So, you know, where we had problems at the sites that we're doing now with capacity issues. For sure. So, >> I know that getting the bathrooms connected to the TK rooms will be really helpful, too. >> Yes, for sure. Yeah, I agree. Those little emergency runs for our four-year-olds. >> Yes. >> And they have their weight list. >> Yeah, I think

106they may have a weight list at that at that level. So that is something that will >> well yeah we we were moving portables anyway so it won't really up their capacity right because they have a lot of portables up front that need to go away so it's not we're replacing portables with regular classrooms and it's not really changing their classroom count to a higher number. It's just swapping out permanent for >> that would be my feedback then is we need to make sure that the campus can support the bubbles to >> there's plenty of room to grow on this campus. It's not like there's a lack of space. So, it's easy to add potential buildings if that's the case. That's not that's not a problem. >> Well, just from the perspective of especially in

107dual immersion, if you don't have the student center at TKK, it's a lot it's not like other schools where you can have enter. So, we should probably look before this comes back at whether or not we need to add additional 2K. Hey, the capacity to get the campus sustained. All the little teal rectangles, are those all shade structured? >> Yeah. >> Why are they so r they look very random? >> Um I mean the idea was to have a couple that are in the TK kinder play area and then one that's kind of more in the quad and and then a few out by the field. But I think at this level what's important >> I don't know why this one's way out here. That one's probably not necessary. Um the the at this point

108we want to just identify a quantity of them and exactly how big they are and where they're located and we'll figure out later. >> It's really a square footage at this level >> to to deal with traffic. Like I'm just thinking about this back area next to the baseball field where that new blue building is. I mean you like have kind of like a parking and stuff over here. I mean, before it used to be you drive up through back here and you do drop off somewhere from the buses used to come and like you had some of that >> potentially. Um, you're talking kind of in in this area >> over here off the gardener. Yep. There's this little >> Yeah, there's kind of that driveway back there >> the Boys and Girls Club.

109>> Yeah. Yeah. Yeah, we could take away additional field space and and put additional parking and drop >> off fire lane there. I think is like >> Yeah, which we'd have to maintain. I I I think one of the things that's always challenging about that is there's a lot of details to those things as far as civil and traffic engineering to figure out how they actually work and don't make things worse. Um and and so we don't want to get too far into the design, but if we wanted to identify a potential project like in that area to expand parking and drop off, it also would mean you'd have two parking and drop off areas, which I think could be problematic from a supervision standpoint, too. >> um I'm sorry, where's the like older kids

110playground? Because over there, it's the new You're moving the TK building. >> Yeah. I I don't think they really h Do they have an older kids play structure out there now or is it really just the the black older kids? It's in the front. >> Oh, it's in the front. >> It's where the buildings used or >> I think it's that still that same shape you have up front if you zoomed in. That's the play structure, right? There's the TK one in front of the TK, but then there's the >> peanut shape. >> Yeah, I think it just needs to be relabeled because redevelop TK playyard, >> but that should be upper grade playard. I think the right upper grade playground is currently there. >> Yeah. >> Or the better thing might be to show

111the upper grade playground in the back. >> Yeah. >> Maybe show a new play structure out the balls going into the festival. >> Yeah. >> That's why we show the buildings the way they are. Try to help. >> Yeah. I think that would be good to add a play structure, an upper grade play structure out. The only problem with that space or where the play area is or now that the building's going to be there, it's just that's where all the kids go and play >> because the first orange building is for the smaller grades and then the second row building is for the older kids. So trying to get them to walk over there or have them go to the back, but you can't fit two, 300 kids in the playground. >> The one

112out here in the front. >> Uhhuh. >> No, you definitely can't. So I think that's part of why having that play structure out in the back is probably the best option, even though it is a little bit far or, you know, for the kids that are in in this building. But I think that's probably it doesn't it's usually not a good idea to like put a play structure in between the buildings because it's just too loud. >> Um so I think having an additional play structure kind of you know maybe in in this area is is probably the best option. >> And to get back here to these basketball courtroom stuff they go through the gym. I see all these fences here. No, I think that um the intent is is they they can come

113straight out here. I think maybe the the intent of the fence is just to be able to close off the core part of the campus after hours. So there' be gates there >> that would be open during the school day. There's currently kids there. There might be. Yeah. >> There is. >> Um I think on the drop off pickup question, it' be good to revisit it with them because they are one campus that has three bell schedules. So there might be a benefit when we're addressing that. And I know the area that Trusty Medina was talking about is already used for parking on the grass. So, um, if I I always feel like if we can accept behaviors that are already happening and embrace them, um, it, you know, >> Yeah. If I remember the

114meetings from three or four years ago here, I think we probably talked about pick up a drop off for a solid hour. >> Yeah. >> Uh, and uh and and it's it's all that's often the case and it's a difficult problem to solve. So, we showed kind of like maybe it's best that if we just create another entrance and another lane out to the street so that the there's other options for how to move in and out, but that would really need to be a traffic study and civil engineering question to figure out that LCL. Um so looking at the you can see the the enrollment data there of a projected enrollment in the low 900s. Um and what we are looking at here for the plan is is really pretty similar to what it

115was in 2023 where we are showing um the way we've showed this is kind of these modular classrooms along the bottom here. Um we've kind of just shown as remove if not needed. um they're not needed for the projected enrollment, but I know there's a lot of kind of uncertainty about exactly how that's going to play out uh in this this neighborhood and this school uh specifically. So those those classrooms are kind of exactly what what you were talking about before. Um those are ones that are going to reach the end of their useful life much sooner. >> Yeah, those are modular at Yeah, those are all modular, right? Built back in I think 2000 2001. So they're out there. They're at their end of life here >> and removing them would still meet our

116capacity on the camp. >> The capacity calculation does not count those. >> Yeah. >> What question was one of the questions I submitted was on these numbers was this considering seven and eight being added. >> Yes. And Emanuel is here if we when we want to get into the the projected enrollment. don't know if we want to wait until after we get through all of the all pieces on that. And also there's a question I think they're planning right now that my understanding is as they're planning where middle school is at the they were looking at that area over there. We also have some special education classes in there right now as well. >> So I think they were looking at maintaining the the special education classes and the M78 over there. They showed 78

117and like the L and the the R 154. Yeah, like in that little section there. >> Oh, the back corner. >> Yeah. >> Oh, the white mono that used to be Midrose High School. >> No, Midrose used to be the >> Yeah, right. >> M building the G area over there, you know. >> Like between G and K, >> that little quad area. So one of a couple things that just we can kind of highlight here that we talked about for all the 78s we had a lot of good conversations like Eric mentioned we had some conversation with the students we had a lot of good conversations with the site committees about now that we are creating seven eight campuses like what does each of those campuses need to have so obviously those classrooms that's

118relatively straightforward and that it's the same capacity for a middle school per classroom for middle school as a high school so that's relatively straightforward math But there are other things that are not so straightforward that like athletic programs. Even if you had the same number of kids in a 712 as a 912, you have twice as many, maybe not twice as many, but one and a half times um as many athletic teams. >> And so that that's a real crunch. And and some of the the nine 712s you have today are feeling that. So one of the things we we looked to plan for is each of your high schools currently has a sort of a main gym and a practice gym. So, one thing we want to identify is some improvements to the to

119the second gym um to make it capable for middle school events. So, making sure it has scoreboards, making sure there's like at least a little bit of seating, making sure there's a divider curtain so we can have divider curtains in both gyms so that you can have four practices running in there at the same time and it's functional. Um, we also wanted to look and make sure that each 712 had a kind of NPR space that could be used not only as a as an eating area and an event space, but can also serve sort of accessory athletic things uh events, whether that's um, you know, practices, practice events or meetings and things for the teams, whether it's cheerleading practice, whether it's um different things like that to kind of take the pressure off it.

120um you know, if we had all the money in the world, maybe every campus gets a third gym, but that probably doesn't really make sense and it didn't seem like the right thing to plan for. So, you'll see that at each one of these schools. Some of your schools have an MTR space like that already, like Piner and Montgomery both do. Um but the other the other three don't. Santa Rosa has like a tiny little one that doesn't really serve those purposes and uh and and LC and uh Coreo don't have that. So you see on this plan a new NPR building in the quad at at LC here to provide that space and those for those uses. Um and then everything else is is really kind of modernization that's really pretty similar to to

121what we showed previously. We did show a weight room addition to the gym and then converting I think what is sort of an existing sort of temporary makeshift weight room into a dance room. um the in building O there and then room O and 01 and O2 are special education rooms now for for some of your u ESN uh students I think and we want to keep that as well um on all these campuses we didn't label which classrooms were special ed but we did account for those in the capacity analysis for an appropriate number of special education classrooms because those are loaded at a lower number so we want to make sure we're we're considering that in the capacity analysis but in reality most of the for most of them the infrastructure is the

122same. So which classrooms are special ed is a is a you know program decision not a facilities decision. >> I thought I recall in one of the meetings principal saying that they wanted a basketball court over here on the side by the middle school area. >> Yeah. We talked to him about changing the last group of tennis courts there into a middle school basketball and like a ball wall and some four square and stuff for an area for seven eight. >> Okay. >> Yeah, we can show that. I know we talked about that a few times and I didn't quite remember where we landed because at one point we were thinking there are only two basketball courts out here but they're actually more and >> uh but yeah, we can show kind of >> uh

123these two being being converted into a more middle school kind of >> black top play space. Um, one of the things we did talk about in each of the um, the one other thing is kind of creating an outdoor play area for middle school students because they still need to play in a way that is a little bit different from high school students and much louder. Uh and so, uh identifying on this campus, um improving the site area here and here to be kind of that middle school outdoor play and gathering area that's a little bit independent from the high school space. And and really we kind of thought about that as sort of a middle school neighborhood on each high school campus where maybe core classes are and you know that kind of courtyard

124and and some of the that support staff. Um but it's not kind of a rigid boundary uh between there and there can be sharing of facilities especially specialized facilities like art science uh physical education spaces things like that. Going back to the gym conversation. >> Um, and again, this is one of those things that needs further discussion because currently the idea is to have them separate, but we don't get a ton of cost savings if we have two separate programs on one campus, >> right? >> Um, and what that makes me think about is the gyms. So, ideally, you're going to want to have all kids to fit in one space at some point for a rally or for whatever. Um, I don't know if any of our schools are currently set. Maybe Santa Rosa,

125I know they've got a big gym. I know Korea has a really big gym. Um, but just like something to to think about. I know like a third gym is pipe dreams and depending on the direction that our secondary campuses go. That's a really like to me it seems like a very stark reality that we'll need to have something that can hold all of the students at. >> They talk about holding all students at once. >> Yes. >> No, I don't think any building will be big enough to house 1500 students or something at once, right? So even a gym, even a large gym can't do that. >> Yeah. >> You still have to break that up somehow. >> Yeah. You can do it outside, but inside's going to be tough. >> I would say

126the other thing to think about, too, is that for pretty much all of your high school campuses, the projected enrollment for the 712 is is not that different than the 912 enrollment was a few not so long ago. >> Yeah. >> So, it's not really more kids than we've accommodated on these campuses before with the same facilities. Did did you guys find out about the status of they were talking about these bathrooms over here that they weren't for the middle schoolers that weren't previously remodeled and aren't currently being used. What the status was? >> Yeah, one side of them, but they don't >> Yeah, we're looking at they don't use them because of supervision. Um I'm not aware that they're unusable. I think they have a hard time with the high school keeping both sets

127open and keeping super keeping them supervised. >> Okay. What I recall them mentioning at the meeting was that they one half wasn't remodeled when >> Yeah. All the orange is a full remodel, right? Took to make it. So that's what that's indicating. >> Yeah. >> I guess I was just wondering would have happened by the time they start in the >> Not this summer. No. >> But I did confirm after our last meeting there when Casey was asking about if the other one if there were issues with it. I did confirm in custodial that the other one is fine and so they could use it if they can. >> And right here you can show this gate like over here on the left side there's by the the little driveway on the parking there's a

128little gate there >> but over here there isn't will this one open as well or >> Yeah, it'll need to open. We aren't very consistent at this point about showing all the gates because it's hard to at this scale. But and there'll be there'll be gates between these buildings uh and that kind of thing. So you can kind of think of like anything with the fence line as fences and gates. >> Fire inspector probably has something. >> Yeah, you have a little >> and I forwarded that email about the press box and the the barriers for both. >> Yeah. So the press box is being addressed with the roofing project this summer. Uh the real problem here is you know they put a ladder and and railing up there on a roof that is not

129meant to house people and so the weight of people has crushed that roof creating the problem. So it's shouldn't be up there anyway but so we need to remove all that and it is planned to be reroo but that's the reason why they have the problems they have. >> What about the barriers for Ria Korea and they'll see for there. >> Yeah. So we are planning on the fencing when we do the fencing project to have that at the bleachers. We work with Ry on that. >> Okay. It's gonna on here so >> yeah it's hard to show that on that bleacher like that but it is a part of the financing project it's in process the finer details >> yeah it's in process as part of the fencing plan for this Maria Coreo as

130well let's address the water issues kind of on that third base line area on their field says revitalized athletic field >> yeah I mean that >> does that revitalization include addressing kind of whatever that water intrusion issue. >> Yeah, there's a lot of issues out of that massive field area that need to be kind of addressed overall. New grading, new >> spot for water that's just a very wet area. >> It Yeah, seems like the wet area was 102 degrees out. So, I don't know if it will ever dry out. One thing I've noticed in both the the dead end and the gym that the little basketball things that come up and down like some of them have not been coming down or not been going up are those >> that's a maintenance request. If

131they put it in, we'll fix it. Yeah, for sure. Yeah, I haven't heard that, but it should be put in as a maintenance ticket. For sure. So I I think it's important for us to be consistently moving through this and not having the portables and in the modulars especially based on capacity showing on the future plans. Um I know we're going to get into the conversation about how the capacity is assessed but we wouldn't use modular recordables anyway. >> So I definitely would support us having get those removed so we're showing what the future plan is consistently throughout all the all the different sites. >> Okay. Yeah. Yeah, I think just to that I thought because I I don't know if I missed one of the meetings there, but I recall that they assume that

132all these buildings are going to stay there, right? Based on their planning that they're doing. >> Well, they're they're not going away right now. I think I think the the issue is they're not going away right now, but we don't need to replace them long term based on the current enrollment projections. And so what we're showing on the plan is is sort of a version of that with sort of, you know, noting that there's some instability there. I think your point is like we should be consistent. If we're not planning them in the long term plan, then they shouldn't show on. >> We have multiple sites that we're going to continue using portables and modulars for in the coming years. >> Yeah. Unfortunately. Yeah. We don't have enough. Yeah. Exactly. >> So, as you know,

133but similar to those sites, you know, there's even if we move these projections by 20 30%. >> We're still not going to need to have portables on this site. Agreed. >> So, I think this should be consistent through all the sites and and we don't want folks to have a unexpected long-term expectation that portables and modules would stay there for the planning if if we're able to remove them. >> We also don't want to be using space that's we're not using to capacity and then maintaining that space. It's like we don't want people spreading out like a fish, right? A fish in a fishbowl. You don't want your fish to get too big just because you got a 10gon aquarium when you really can only take care of a onegon aquarium. >> Yeah. No, I

134agree. >> Yeah. This site stresses the custodial staff pretty good because it's it's a large site. It's very large. It's >> great site, but it is um has a lot of rooms to clean every night. >> Oh, sorry. >> Yeah. Go ahead. Sorry. The one thing that would be very helpful just for us to understand and I think just focus seen it with different sites um kind of like a I don't know a spreadsheet that identifies each classroom and its capacity and or special usage so we could really >> easily calculate what this capacity because there seems to be disagreement at times as to what capacity is and how it's calculated. Um, and it's not just this site, but several sites that's happened. So, I think if that could be like an addendum to each

135site. >> Yeah, store work, if you will, and and show that. >> He'll have that in the final document. There's a whole capacity sheet analysis that will cover each school as a requirement we have for Prop 2, >> but classroom by classroom >> pretty much. Yeah. I mean, we'll say building in four classrooms, but I I think that that's what >> if I can get clarification because I think what what maybe I'm hearing is is it being used as a classroom or is it being used as storage or is it being used as a flex space? Is that is that more what you were asking? >> Well, there's like for example like the in the science building, right? the ones that are like the lab with all the buns and burners or they wouldn't necessarily

136be a classroom and or >> do other schools have that though classrooms and other capacity right there. >> If you have capacity capacity >> it's the same comment I've had across every single one of these sites. you know, if if we're going to be significantly over capacity, we shouldn't be spending operating funds or um maintenance funds or renovation funds or anything like that in a place where we can focus it on the students we do have. So, for me, it's very much about focusing our funds where we know we're going to have the students. And so, we should look at, >> you know, how do we best utilize our custodial staff? How do we best use those? >> Absolutely. And so I'd want to see that in this plan somewhere. I think it was Lincoln

137where we were talking about it. You know, same philosoph when something comes to end of life, removing it is going to be the financially prudent thing to do, we should say that now so that we don't have, you know, not surprising people. >> Yeah. >> Okay. >> How do um how do partnerships work um with our school campuses? Like for instance, we have Boys and Girls on Boys and Girls Club on certain campuses and they require a space. Um with Coreo, they I'm sorry, with LC Allen, um we have like the San Rosa Community Health Center. Um how do how does that work with facilities management plan as well as like the money that it costs us to maintain these things? Is that part of anou? How does do they pay something? >> Lisa can

138probably speak best to their >> Do they give us some money for these things? We we have I can't remember off the top of my head. I have to look at it. And it does come to you every so many years and there's you know extension periods on that and I cannot remember off the top of my >> we just did it like two years ago I think. >> Yeah. The health center the LC health center. >> Yeah. update on it and it's around it's whenever we have a joint use there's an agreement around who's responsible for what portion of what and so there's usually some kind of shared cost or there's a service that's being provided in exchange for us maintaining our buildings because we're still responsible for the buildings they're still ours have

139to meet DSA it's any contract anything that's done there we have to contract for so that's all stuff that has to worked out in those individual agreements. >> Utilities. >> Yeah, there's and then like sometimes there will be like other parent groups that utilize a space or a an external group that's not necessarily maybe they're >> putting funds towards students but not necessarily like they're not our staff. >> How does that work? It depends on whether it's part of a a regular agreement that's part of like a joint a um joint use agreement that we let them come on and do that because they're providing services to our students. >> Um or you know there's something around that or it may be that there's a rental fee or it may be that we can use

140it through authority as they eat certain things under the civic center act. So that there's different >> and are those agreements like those are things that are people can access or how do you find those things? >> Yeah, that's all public record. It's all in our contracts and and facility use stuff. So we can send out some more information. Okay. Thank you. >> I think we improve them as they get renewed, right? >> Yeah. The joint use agreements. Yes. >> Yes. >> And from a facilities planning standpoint, it differs a little bit based on the the type of program we're talking about. So like the health center, we just showed as the dedicated health center space on here because that's a it's been improved for that program. It can't be used as classrooms anymore. So

141we don't count it as classroom capacity. We show that facility for like a boys and girls club. They don't need a dedicated space necessarily. Now if there's a classroom that they can use that's not being used on their contract they do. >> Uh well you get that's from a facility. I agree that part >> but also part of what um that's part of the uses for like the flex classroom and the classroom they identified on why we have those flexible spaces like those are the kinds of things that are are good uses of those spaces because they're a little bit larger spaces but it's also a little bit easier to share than a typical classroom. But that's kind of how we've thought about those kinds of like afterchool kind of programs and and things on

142elementary school campuses. I think that like with the with the situations that we're in financially and changing up campuses, um I know that that stuff comes to us for the most part. Um but it would it's just helpful to for us to see that information for it to be pointed out like this is an extra thing and these are the reasons why we're doing it just for more of the transparency than anything else. Thank you very much. Absolutely. Okay, moving on. Uh, Maria Coreo. Um, okay. So, here you can see um the capacity and the projected enrollment for Coreo. So, this is projecting Coreo as a junior and senior high school. Um, a 7 and 12 campus and that is would have a projected capacity of over 2,000. Um so what that plan looks like

143here um you can see there's a lot a lot of modernization some reconfiguration of science labs and some of the other support programs. Um we have the gym that was mentioned earlier in the public comments and uh and and we can look at options for maybe including the weight room as part of that. Um and and for the kind of athletic performance center side of things that was mentioned earlier, um what we had shown there is is adding a second gym here and converting the existing second gym into the MPR because it doesn't really make there's not really another place to put the MPR that makes sense. Um you can't put NPR out here. It won't work as a cafeteria kind of space or things like that, but the existing second gym is actually in

144a pretty good spot for that. So um that was one thing that we proposed. Um, and then in the back there are the same kind of modular classrooms here as there are at that we just talked about at LC Allen. And so we're actually showing two new buildings. One would be replacing M&N and one would be adding additional capacity to meet the projected enrollment for the combined 712. >> Just quick clarification um based on these enrollment numbers. Is this assuming um RBNS closing? >> Yes. um with the twotory building. >> Yep. >> How many middle school students does that fit? >> So I think each of those buildings, if I'm not mistaken, is like 16 classrooms. >> Oh, okay. Oh, so those are both for the middle school. >> Um we don't really identify on

145here like which classrooms are for middle school and for high school because from an infrastructure standpoint, they're pretty much the same. So, it's really more of a what name you put on the door. Um, we did show kind of a middle school play area because we want to identify that on each campus and it seemed like if one of these buildings would probably be the right one to be uh those middle school classrooms because it's kind of at the edge of the campus >> and then >> Okay. So, they don't lose any space for their fields or anything, right? >> No. Okay. It takes away one set of the basketball courts, but that was something we talked about as we mentioned earlier that that was that seemed like the right choice. >> Okay. Okay. >>

146So, there's a lot of other modernization kind of pieces to this, but um I think those are all pretty straightforward and most of that is pretty similar to what it was in. Do a lot of the secondaries have similar I know they all have kind of like the same stuff, right? Like everybody's got some kind of a performance art thing. Everybody's trying to get to gyms in half. >> Um with like the performance performing arts center packs, that's what these days. >> Um are they all about the same size? Do they vary widely? Do you know? >> Um they vary pretty widely. >> Yeah. Montgomery's is a little smaller. >> It is. >> Yeah. Santa Marge, >> but are all pretty much the same. The Pioneer one is similar to the two that they built

147at Coreo and LC. >> Yeah. >> Sizewise, >> other than the other ones. Okay. >> Pretty similar. >> Got a question. Yes. >> About and this is secondary in general. So when I go to the campuses and I I talk to the kids, I I usually ask them, "What what are the biggest problems on your campus? What if you were principal for the day? What would you want to fix on your campus?" Two things they all say. Number one, believe it or not, is the lunch. uh like how do we when we're talking about configuring the lunch area, they all complain that I have to wait so long in line to get my lunch that I can't I I have two minutes to try to wolf down whatever I have. >> So when we're thinking

148about reconfiguring or reworking these areas, I just want to that's one thing we need to think about. How do we do it different? two lines, whatever it is to >> Yeah. >> to try to minimize that because we've shrunk it down so far and we're putting more and more kids on these campuses. So, >> well, they need a chance to >> change so much as far as like >> Yeah. than you did 10 years ago. >> That's the biggest change. But, so I think to answer that question specifically for here, we showed a major renovation of the kitchen and figuring out how to solve that problem be part of the design of that renovation of the kitchen. >> Okay. just on all the camps. So, we make sure we're doing that for all the camps.

149>> I imagine it's I mean, if you do something where you're getting them through faster, you're also going to need more staff. And that's an issue. To me, the issue is scheduling. Like, they don't have time. So, like when you go to like a club meeting, they have to decide, am I going to get lunch? Am I going to go to the club? Right. Yeah. There's like 30 minutes, they do everything. >> There's some of that. I think there are facilities things that we can do to improve that that can help those that food get to kids a lot quicker >> and move that through and we see that with a lot of other schools that we work with to everyone facing this problem because the you know during after co the way food was

150dealt with at schools changed a lot and so you have twice as many kids that eat lunch probably from the cafeteria than did pre-COVID >> and so no one's facilities are set up for that. So, it's a pretty consistent problem, but there definitely are things that we can do to configure the equipment so that you can grab and go more quickly so that that it doesn't have to be as much of a one at a time thing. We can take that and have four lines to go through and two of them are just you just grab the thing and you go, >> right? >> Um because a lot of them are set up for like everyone to have to stop and pay for everything, too. And that's that's not really as much a part of

151the thing anymore either. >> So, there are things that we can do to reconfigure it. They're kind of below the level of detail that we'll get to at this point. >> Yeah. Perfect. And >> just that the second thing just so for everyone's edification is the bathroom. >> They're so tight. No one uses the bathroom because of the parties that are going on. So I know we're trying to address that with a lot of the the >> Yeah, we're showing all we didn't talk about that tonight because we talked about it before, but we are showing all access restaurants for all of those. >> Yeah. At least now they'll just I guess be vaping by themselves. if they don't have friends in their party. >> As a as a parent of two center of the

152high school kids, that would have been my question. >> It does sound like it's naturally getting better with having more of the SSAs on the campus. So, I think we're seeing a reduction in have not heard the same problems we've had in the past. Luckily, >> that's good. We'll >> get an update on that in safety next week. Next week, >> that's next week's conversation. All right. Uh So, moving on to Montgomery. Um, see there we have a plan to be capacity about 1,700, a projected enrollment around 1500. So, a little bit of a little bit of room there, but bringing the capacity down from what it is today, which is over 2,200. Um, so you can see that here. So, we have the new twotory building back here that's shown in white. Um, so

153a couple things that are a little bit unique about Montgomery is just the sheer number of portable classrooms that are still on this campus, which is why that existing capacity is so high. I don't think all of those are used currently. I I I all of them are not used currently. Uh, so >> you don't have enough teachers to fill them. There's not enough people there. >> Yeah. And I think the other thing Yes. Agreed. >> The other thing that's a little bit unique about this campus too is that it the gyms are more of a issue. the existing gyms are under size. They don't really have a big gym if >> or the ability to put a curtain to divide the gym in half to actually run two pees or two sports at the

154same time. >> Seating >> or seating. They have the lowest bleacher count. >> And I can't change the leisure count because when I add ADA to it, you'll drop the seating even lower. >> Yeah. >> So, what we're showing here is actually replacing one of the gyms with a new gym. But you can't take out one. >> I know. So, we came up with this Eric came up with this great idea. >> What if we put a new gym on top of the tennis courts? >> Um, >> but the tennis court >> either we still have four tennis courts here. We think we can we have to reconfigure exactly how it's designed, but that's that's in the design phase. Do you think we can fit that new gym and new locker rooms into this spot

155where they'll actually work really well to serve the the the field too and the baseball fields? Uh and then you can also build that while the existing gym is still there and then tear down the existing gym so you don't have a time where you only have one gym. >> The locker rooms is a nice addition for all the sports so they don't have to go like through all the fences and all the things. >> Yes. And then we can convert some of the old locker rooms into wait room and storage and then you know modernize the existing small gym. Um so that's a little bit unique for here. And then we have some new classroom buildings. >> Wait, modernize the existing >> large. >> That's the existing large gym. Sorry. >> It'll become a

156small gym. >> Yeah, it'll become the small gym. Exactly. Um, and then, uh, we have some new classroom buildings back here to replace the old art building that's kind of at the end of its useful life as well. Uh, and so we're showing, um, dedicated classrooms for the special ed program. Um, they have some some of the um the special needs students on this campus that they would really like to keep on this campus, but they need appropriate facilities. So, that's kind of what that is for. And then replacing those art classrooms. Then they talked about needing a kind of a third music space on campus in addition to the band and chorus classrooms that are in the this the pack. Um and then we talked about adding a new a new building to provide

157space for um free CTE looms as well for career tractable education in the back as well. >> They're back there because that workyard. >> Yeah. Because then they can have a workyard and they're kind of loud. >> Uh and they could use vehicle access and stuff too. So we thought that would be a good place for those >> like metal or auto. >> Yeah. And that metal or auto or it could be you know biomed or the green inspection back if we can get auto Nick okay let's think about remember >> so to answer that question uh we uh verb plan >> yeah our large classroom shop spaces that could fit whatever CTE program you guys decide to run uh then we'll have This allocates square footage to provide a space to support that. But

158we don't we don't need to decide what CT programs could be there. >> Yeah. >> The location I was asking because it's like it's far away. So >> yes, >> anticipating noise and participating. >> Was your follow up on the question on the kilm and all that? >> Yeah, that um I know exactly what she's talking about. It's just that's not here for a large long this is long-term projective. that's more of a sight specific need that can be addressed, you know, more directly with with us through the site, not necessarily shown here. Um, that's a kil kilm shed. And >> that's right next to the art building, right? >> It's right where they show that new art building. But as we plan and do that, if that when that project comes to fruition one

159day, that can be planned as well as part of it. It's just it's we don't show detail like that in this as we talk about this is a 30,000 foot kind of view of everything. There's very few details on on it because if that if the board decides to move forward with something like that, then we go into that planning phase with the site and we really get specific on their needs >> and then we'd probably find out that one of these art classrooms needs to be a ceramic. >> Okay. >> It needs to have whatever gas or electric kil they want. >> But if I So if I can re just summarize something you said though or or reiterate it, it doesn't mean that we're waiting until this is done to address that. It's

160that's a short-term issue versus the long >> correct. It's just not on the long-term planning issue thing here. Yeah, >> that's not not there because that's also where they're >> right. They could fit within this concept. >> And the go ahead. >> I was going to say and then there was that issue about um IB requiring a place to display art. Is that somehow address? >> There's an art place in the new building, right? We has an art gallery in the new building. I don't know if they're using that but there is somebody in there >> right when you walk in right there that was what we designed >> there'll be a presentation around the some specialized programs and we'll have some more information and and people from the site there to talk about some

161some of the things that are aren't required in a separate incoming meeting um this campus as well as the Santa Rosa campus um are like I would say pinch points for the whole district just because of how fast-tracked their move happened and then putting so many kids on a campus that already had significant needs. I know we'll talk about it more Santa Rosa too. Um something that's come up uh in the last hasn't even been a year has it? Goodness sakes. um with that consolidation is the priority piece as far as like well we got to there's a lot of talk about making sure that the the three campuses that will be 712 in the near future um are getting the time that they need to make sure that everything's set up correctly and we're

162still having um the complications of the two that are set up. >> Yeah. Um, so just part of the priority conversation with the needs of the students that are in seats currently, making sure that they have safe spaces that meet all of their educational needs. >> And we had good priority conversations in each site committee meeting. We have a little grid that we do where we ask everyone to tell us for each project, you know, is high, medium, or low priority. And then tell if it's high, medium, or low cost. And that really feeds into that I use for process too. All right. Um so moving on to finer. So we can see the capacity numbers here. We're looking at a projected enrollment of 1562 and a plan capacity of um a little less than

163100 students for that. Um, so the plan here, you can see the new two-story building that's under construction right here. Um, so that's shown in white just like the other projects are under construction. Um, kind of other highlights here, lots of modernization as we would expect. And then we are showing we're moving all the existing portables here as well. Um, that does cut the capacity pretty close. So, we kind of showed indicated where if um you know, if enrollment grows from that, where an additional classroom building could be located if needed and kind of noted it that way. And you'll see we did that a few times on the on the separate homes as well. Um the one of the other high priority items, especially for Andrea, is uh is is a gym edition, a

164gym lobby edition. the the situation there for sort of entering the gym and having restrooms and and concessions and stuff is pretty subpar. Uh so that that's kind of a an important piece there to make the gym really kind of up to that standard. Um and then we we have a couple of fitness rooms that we're adding here as well. And then there is a multi-use room. Uh as we talked about they have an existing multi-use room already. Um, and then some other modernization things, reconfiguring some of the abandoned choir rooms have just kind of inefficient layout now. So there there's some improvements that we can make there. Uh, and then the all access restrooms as well, which we've noted up here. So relatively straightforward because the big project there is already ongoing. Um, I

165think that renovating the quad is another kind of high priority item for them, too, because it's it's it's a little bit of a mess. Now, so that brings us to Ridgeway. >> Did you see their Spark Center? Is it the most amazing thing you've ever seen? >> I believe we designed you. >> It's so Thank you for the >> the beautiful I hope you like the new twosttory building just as much. >> Wow. >> So, thanks. Uh, so looking at Ridgeway, Ridgeway hasn't changed either. So, this is again just bringing forward the 23 plan and we'll update some of the text and stuff, but nothing else is really new here. Uh really um the main projects here are some modernization of the existing spaces um removing some of the portables and providing a new NPR.

166One of the things we noticed as we were doing the estimating is like this is too big of a box for that NPR. So it needs to get a little like smaller. The estimator was like your your shape is 16,000 square feet and your text says 11. So what do you want? And uh so we make that box a little small. Um so that other than that I think this one uh again this is a conversation we have with the principal there about if any of the mutes are changed and really they haven't. Um so we we this one will be pretty straightforward. So my one concern on this one is that's one of the I think it's a softball field that that that NPR would be going on. >> And I know that there's

167the next side from Santa Rosa. There's discussion of an all turf weather field. >> Yeah. >> For an additional diamond there, but seems like Santa Rosa Ridgeway campus has far fewer diamond sport fields than any of our other secondaries already. And I'm worried about taking out one because the other softball field's in a really weird place which I imagine in the future we could see a proposal to put something else there because it's literally in the middle of >> we have we have discussed that. Yes. >> So we're you know we already are short one baseball field talking about now removing one diamond field >> and then we have another diamond field that's not ideal. So my only I guess my part of my concern is actually just looking at this holistically maybe with the

168district office transitions classrooms and the Santa Rosa since they're all one block uh and making sure that we're account because I could see fields being used between Ridgeway Santa Rosa and things like that. So I >> they're used they were used that way when they had multiple softball teams. They don't anymore, but now they're they don't use it anymore, but they Santa Rosa did used to when there was a little bit more. >> I think one of the challenges like when we talk about adding freshman sports, when we talk about adding middle school components, we talk about those types of things being able to be a focus for expansion in the future like it's um it's very constrained for the number of options that are available. >> And so I think that's just one thing.

169>> Yeah, it is. And I think I think we could look at it there. It'd be hard to make it baseball. I think it's too small probably next to a parking lot but um or feature parking lot >> and then um >> wrong with a softball field in the middle of all the buildings >> and then but we when we get to Santa Rosa there's some other options but that large field right that's that's Santa Rosa hides behind the the tennis courts there that has options to place multiple things you know yeah >> depending on use >> yeah I'll table that a little bit and let's talk about when we get center but I think in context So this is a diamond that's >> Yeah. And right now that MPR doesn't exist. So it can

170fully be used as a softball wheel down. >> Yeah. >> Or a convertible >> or >> like a JV baseball. >> Yeah. Depending how far they hit. >> Yeah. >> But yes. >> Are the portables shown on this? >> So we're showing removing those portables. >> I think there's only a couple. >> Yeah. Yeah. And we're showing we're moving the there's like an existing uh classroom building right here that would essentially sort of be replaced by the >> kind of like a semi multi-use space right now. So >> go away that. >> Okay. So percent roads are high. Um, so this one we we end up with a capacity of a little over 2,000 and our projected enrollment is is a little less than 1,700. Uh, and we are showing removing all the portables. Uh,

171but keeping all the existing permanent buildings um, and there aren't really modular buildings here, so it doesn't really make sense to to show tearing down other buildings. Um, so that's kind of how we get to a little bit more room. I guess >> there are modular buildings. These are just where that NPR is. >> Yeah, there are module building. Yeah, we're showing them all moved >> on this plan. Um, so major projects here. Um, we're showing a new building kind of in the existing Art Quest location that would be both replacing the the kind of specialized Art Quest facilities that we that don't fit into a regular into any of the other buildings essentially. Um and also um putting a piece of the admin's end really the kind of um public facing parts of the

172administration so that that can really become the front door to the campus which makes much more sense with the visitor parking and the fencing and creating a secure perimeter uh for the school. Still keeping a lot of the the counseling and student services part in the main building. um thinking about pulling the C college and career center into where the current kind of admin office is when you enter the to enter the campus and that'll allow us to create that secure perimeter and point of entry that we want in a way that we never really could in the in the historic building. Um, so that was kind of one of the big things that we talked about and that's this this this blue box here is sized to to show um those art quest facilities,

173the the black box, the video studio, the um um the art classrooms uh in that space as well as that admin space in a two-story building. >> So it's not just one block. There are going to be rooms. >> Yes. We just don't want to figure out where they are. >> It's not just >> and we made there there's a little spreadsheet that that added up how much square footage we need for that and that's how that rectangle got to be that size. >> And that's so it's not just blackbox. It would also be like a specialized art room. >> Exactly. To get those. >> So all those all of those >> all those spaces we get a nonmodular. >> Yes. >> Not a shrunk art quest. Yeah, >> we we showed replacing all of

174the existing spaces. >> Uh and then the the MPR space. >> Yeah. >> And I think this may go into the into the projections conversation, but the that's kind of where the math modular area is now. >> Yeah. >> And the theory there is that there's already existing classrooms that can serve the projected population on the campus. >> Correct. uh is as part of that we're just not using we haven't we're still working out the integration and we have buildings and some of the classrooms in some of the place that aren't being used. >> Yeah. Do the sodto is under utilized by a lot. So >> because it's only seventh and eighth grade if they had nth grade in there you can fill the rooms. >> We just need to finish the transitions in >>

175ideally. Yeah. They're a little different. They operate differently than Montgomery does as far as more integration at Montgomery and not so much at Santa Rosa. Well, I'm hearing good stories. I mean, I heard from one of the math teachers that they were actually doing differentiation for a seventh grader in in the high in a high school class. So, it seems like we're moving in the direction. >> I think it's natural that that evolves as you get through the first year, right? It was a quick transition as we all know. >> Um, for the middle school PE. >> Yeah. >> Or for the I know when I went to go visit the high school, the girls had to walk all the way across to the campus. >> Absolute job. That's that blue. And the gym is

176to Yeah. create a a women's locker room and the main gym >> as well as a wrestling room andor PE space, flexible space on top of that. Yeah. >> And then >> Exactly. >> That's good. And then the middle school um play and outdoor area. >> Yep. >> Isn't that Wasn't that a parking lot? >> So it's currently like a >> basketball court that everyone parks on, >> right? They shouldn't. Yeah, >> oil slicks. >> Never done that. >> I definitely don't do that. >> I definitely have. >> And then >> is that the softball field? Is that where the girls in the middle there? >> This is the softball field in the in the middle of the campus currently. That that was referred to earlier. Um, yeah, >> at one point when they did

177it, it was probably the back of the campus, but they should have kind of moved it around. >> Yeah, >> moved around. >> And if we needed to add another big classroom building here, it might make sense to put it there and and move things around, but we really don't. >> We don't really need the classroom building. Yeah. It's the reason it's not there. >> Yeah. And there's actually a lot of land on this site. it's just kind of spread out >> uh in in a somewhat, you know, because it it wasn't like planned to be a 2000 student high school when they started building the first building, right? So, it it's uh it's it's a little bit inefficient, but I think getting to the athletics part of it, we had a lot of conversations

178about that in the site committee meetings. We had we had great side committee meetings here. Uh Dr. Cl put the invitation out to the entire Parent Square community. So, I think the first one we had like 35 people. Uh but but I think it went it went pretty well. >> Uh What was that? >> I said out of 2,000. >> Yeah. >> I think it's more than we had the f the first year when we went there. >> Oh, it's it's twice as much as we had at any other school site. >> 30 of those parents were baseball parents wanting to know better. >> A couple. >> Yeah. >> So, where would we? >> And the PE team in the PE athletic teams is well represented as well. So, this site has the one uh

179>> oversized baseball field really. And we talked about the opportunity of maybe rotating it to create some extra room, but we didn't really need the extra room. So, we didn't show it rotated uh and because essentially the the you know, it's it's essentially a square on this site and and this part especially is much so larger >> or two thoughts on rotating it. Um, one is getting the batting cages back and and the um bull pins back to more closer to where they are currently because having them over there, that's not >> Yeah, we don't with where we ended up with this, we can probably just keep them where they're we don't need to move them. >> Yeah. So, I I definitely look at putting them back to where they're currently at. And then the

180advantage of the rotation with the plans for the new building in in the um in the middle school play area for that what is currently not a parking lot but is the parking lot is current is those actually not being available as parking lot are make it hard for access to the fan areas. So the other advantage of a rotation would be to create access to the fan areas from legitimate parking because right now >> Sure. Especially for um as we just I got a lot of comments about the current fencing for the construction there and it impacting people with going to watch their grandkids >> and so there's an access issue for for the >> grandparents especially when watch >> if we were to get creative and find a place for another baseball field

181where would we put it because >> kind of showing it out there behind the tennis courts it's hard to it's cut off in this drawing But that the large field, there's a large field there that's used for discus and shot put. It's throwing. It's really nice, but it's large. It could house multiple things. >> Okay. >> So, what we showed here to kind of address the fact that there are only one baseball and one softball field here >> is taking that field and redeveloping it as an artificial turf field that could be multi-use field. So, it could be used for throwing, but it can also be used for baseball or softball practice. It can also be used for soccer. and you know in football practice and things like that. So there enough space there for

182it to be a JV regulation field. That's the thing we're really missing as a regulation. >> It's very large. Yeah, it could easily fit a varsity field on that thing depending how you situate it. But yeah, >> I think that's the big need is a second regulation. The only thing I would just say too is like as our planning with this evolved, the enrollment projections were kind of lower than we're originally thinking. So I think the there's there's very unlikely to be a need for that that future classroom building. >> It's a future class. That's why it's in white. It's a future middle school class only if enrollment grew. Right. Right. You don't actually need that built like >> and there's a pretty good cushion even. I do want to get to that projections conversation

183because this is the one campus where last year we didn't actually fulfill every weight list request >> and it has weight list now. So I I think it's time if we're ready if everyone else >> this is the last uh page though. So yeah >> maybe we can ask Emanuel to come up and talk about because when I when I hear that the projections aren't there but we're turning students away from the campus from the weight lists. I I think it'd be good to understand that. >> I don't know. And and then we also have the question on LZ's projections. >> Well, in the in the last FMP, there was also the district office page. Is that going to be added in FMP or >> the the district office page? >> Yeah, there's a whole

184section on the facility. >> Yeah, it'll be added in the master plan where there's no update to it. There's no >> I just wanted to know that it'll still >> Yeah, I mean, it would be added, but it will show as process and already funded. So, there won't be any projects there. Yeah, >> because those those needs have been met by the project that's currently underway. And >> so that's kind of what we we but but if we want to kind of show that instead of not showing that we can >> uh any other questions on the on the on the plans themselves or or this manual come >> any other questions for for this or do you want to turn to the capacity and enrollment? >> We got a half an hour left. So,

185why don't we turn to the capacity and enrollment and let's recognize this is a study session because we're going to have things come back. I may not get all the answers, >> but I would like to hear about them. >> Before you go too far, though, >> I'm not going anywhere. Don't >> we just got to make room for >> to add a comment from carry over from the elementary >> carry over from G now that we've moved to C. >> Um, same situation. It was talked about some of the sides, but like not building, maintaining, doing all the things if the space is not being used and it's projected use to capacity. Like I I just don't want to pay for things that don't need to be paid for, >> you know? >> I'm

186sure you don't either. >> I told you before. My battle with principles goes way back. Um space use. Yeah. >> Send them to us. I love the principles. We're just continuing our work together. >> It's just tricky though when you have space. Of course, you're going to move into it, right? Like that's just >> what you do. >> Yes. >> And so trying to put in I don't know how we do this, but trying to put in some like just some best practices. Don't use the space, please. We don't have the money. Turn off the lights. Turn off the heaters. Well, thankfully the lights are on auto shut offs. >> Beautiful. >> And those who have those keys, those doors are locked. >> I nobody gets it. >> They as long as the principal doesn't

187give them access to it. Yes. >> I think they emphasize that that's also like incorporating our strategic priorities into this plan. Like we should have a clear fiduciary. We're not just going to keep spaces because there's extra space on this campus. We're actually going to, you know, not use them if they're at end of life. We're not going to just keep them going unless there's actually >> the student populationation to justify it. It needs to be a student centered plan >> and that that necessitates focusing the resources in a way where we're serving students >> and not to make smaller class sizes either because that is ideal. You know, if everyone can have small class sizes, great. But if everybody can't have small class sizes, we don't just take up the space to use a

188to make a a small class size because it's going to be more expensive to maintain that. >> So wouldn't it be optional to plan for being able to provide low ceilings? I mean both. >> So, so when we're looking at that right now, what we would as our as our class sizes are not >> always are what we would plan for always in the future when we're talking about the capacity because we're talking about what we normally would be planning for. So you're one through three at the four rather than the 32. So this didn't change this plan didn't change class class sizes based on our budget cuts. Still anticipating the lower class sizes. >> Our our normal >> our normal loading >> that's our >> normal loading is baked. Yeah. >> I want to

189make sure we have time for the projections conversation. So trusty medina or sorry trusty Kirby. >> Sorry I said one thing just where you started off the thing with the surveys that are going out square. >> Yes. I just want to make sure we have some way maybe to capture some of the how we're going to reach out to the feeder districts are going to come in. Is there a way to >> capture them them in some survey of some difficult to get the word out to them but >> well that's it we can share information with their superintendents and ask them to send it out. We don't have access to their parents. >> Right. Exactly. >> We set them up as Google uh polls so you guys can share them in. We're working with

190Patrick on that >> and uh and and so you guys can share them however you want. We're setting them up to Patrick to >> make sure you share. >> Thanks. >> Mhm. >> You ready to move on to our next exercise, but I don't know if you want to extend. I don't know how much time you want to spend on it. Extend. I do want to make sure we answer the projection questions really quick quickly. Okay. And then we'll use what time we have. from the last exercise. >> Yeah. So that's the last exercise. >> Yeah. So I think for me I'm just like really interested in figuring out like maybe just seeing that data where that data is coming from specifically how they calculated for campus the site um you know obviously current is

191obvious but like the future projections. So I can share Emanuel's link as a view only in the in the board weekly. We'll we'll send that out to you >> and I can explain more or less where they came from because there's a lot going on in that spreadsheet. So the current projection uh projections are based on our two demographic studies that we have access right now. One was the original demographic study that was done by King Kings Consulting in 2020 2023. that was the original one that um you know the 2023 master plan was based on. Then um just this fall we have received another demographic study by um MGM. Um so we have these two studies together. Um and there is a two-step process to combine them because the 2023 study um you know

192like right now we already in the third year of projections. So you know the more you go out from the original year the more the projections are a little bit fuzzier um you know the uh MG MGT I think is more current so it's a little bit better. So what I did I use um you know a cohort progression uh calculation basically looking at what did the demographic studies project as changes year to year in enrollment right so let's say that um you know from this year to next year they are projecting uh decline enrollment of 2%. Right. So I took all of those and you will see that in the in the spreadsheet there is a change in enrollment grade by grade and year by year, right? And so I took the 2025 2026

193enrollment at census day. This year was October 1st and then used those ratios to push forward enrollment projections for 10 years. At 220 we have results from both studies. So both the Kings and the MGT are contributing to the 2030 projections. The 2035 projections are only based on the MGT study because the Kings consulting study stopped in 2030. So uh you know like I didn't make it up. So that is to project the districtwide enrollment by grade right and so that is step number one is how many students do we have enrolled? And I don't know if you have access to this page, but basically um that will give you an overall enrollment. Um so um this year we have about 9,000 students enrolled in secondary schools for example since the most the questions were

194around secondary schools. For 2030, we are projecting about 7,000, right? And so about wow a 2,00 1,800 student drop >> which you can think about is roughly a 20%ish drop in enrollment in the next five years since our drop happens in the next two years. >> Yeah. Right now. Yeah. And then starting from 2030 there is a little plateau and potentially a a pickup back. Right. And so that you can see now you can see this already happening in our feeder districts. They are experiencing a steep decline in enrollment. These students will get older age and move into our secondary science. Right? So they are you know five three four five years ahead of us you know where they are you know them right now will be there in 2030 right and so think about

195that when you think about it. So this is for the overall district level projections. Right? Now the other thing is how do we project schoolbased enrollment right? And so I mean your guess is going to be as good as mine. What I uh the way that I chose to guess here was to assume that the distribution of students between our school sites will stay constant. Right? So if you look at what percentage of students attend each one of our schools right now, the same percentage will apply to 2020 or to 2030 and 2035. So let's pretend there school A at 20 20% of our students and they get 20% of 8,000 students. In five years from now, they will still get 20% of the, you know, 6,000 students or, you know, 7,000 students that we

196have. Um, I don't know if that assumption will hold, right? Uh, >> that doesn't make sense given what I saw. You know, my computer's dead, but >> yeah, >> but just using that example, there was like some schools that kind of remained almost the same feature, right? Um, but there's like again I brought up the example of LC Allen where it's kind of almost the same, but there's seventh and eighth being added to it, right? So, so that's why where that didn't necessarily make sense if that's the way that you're doing it. And the other part is in that going from 9,000 to 7,000. Um, to what point is it accounting for new construction and housing that's being built? >> Yeah. So, usually the original demographic studies baked that all into it, right? Um, beside

197the new construction, they are still projecting a steep decline in enrollment, right? And so um all that new construction addition all was baked into uh the original demographic studies and there are tables there we can go over like with when the new construction will come online and so on. >> New construction is taking the the decline and making it like that. There's no babies being born. Right. idea of this question as you look at because it sounds like you're just kind of like breaking out the existing ratios. But >> yes, >> at what point do you look at where construction is happening and adjust ratios based off of that? >> And we can, right? Um and that you know that one I don't know how we want to do it. It's really just moving students

198around at that point, right? And so if we feel like as a group you know we are going to have you know 200 students more at RCL and 300 students more there right we means that those students will need to come from other the other four sides right and so I think the overall district projections are pretty close to where we are going to see the school level projections right u will be based on that also based on student migration right um something that we have observed curve. You know, even through these steep decline in enrollment, there are some schools that seem to be um not affected and mostly our charters, right? If you look at our charter enrollment has always been 1,800 uh sorry uh 1,800, right? since um I want to say you

199know if you go back 2016 we had a big jump when I think we added the middle school to uh you know the the CCLA the OK campus right in 2020 we had a big jump right in our charter enrollment but you know schools that have like a weight list usually are able to navigate um you know changes in enrollment a little bit better than other schools right so >> I don't want to keep going down >> anyways that's That's more or less where these numbers come from. >> If you can distribute the details, we got to know it more when we get to the item that's coming up. And I do think it's going to be important for us to understand how to account for our intra district >> desire and design to retain

200students um and and permit that choice to go to specialized programs and those types of things. So, um, but I think we need that we'll have the data to be ready for that conversation >> and that'll come out on the that'll be attached to the board weekly >> this weekend. >> Yeah. >> But yeah, I think >> there'll be more conversation there because I I definitely want to hear more about this declining enrollment in places where we don't let everyone in. >> Okay. Implementation plan. We talked about this before. This is what you know when this kind of gets finalized. This is the what's coming your way in the future years for on consent. Um what what we have here is a little bit of an exercise that we're probably going to run out of

201time with, but um you can see in the what we show the pri the site priorities that we heard from the different sites as we went through these um committee meetings and we cost we gave an estimated cost for them and we can kind of the goal here is to is what we do is try to figure out what what can we do with the the bond funds that we still haven't sold, right? that we need to sell and that are remaining. So, um the exercise that we were hoping to get from you all is kind of looking at those priorities, knowing the priorities you hear along the way in your in your work. Um what would you like to see? We've created a column for you with a nice little adder. You see, we're

202already $52 million over in our our overall between both bonds, but um so obviously we can't do them all unless we start getting that state funding rolling back in, which we hope to do. and that helps offset that, right, to get all that work done. But, um, we we wanted to hear from you on some of your priorities so we can start to plug in some ideas in there and start to for you guys to shape to see what what trades might have to be made depending on choices that are made. So, >> but but can I just clarify though? So, the minus 52 million that means there's no money for any of these? >> No. No. That means if you added up all the total you're >> over one thing for this we instead

203of it saying is there a way to just adjust the language at the top around the funds to recognize that we do get state matching funds and having the bonds helps us be shovel ready to apply for those funds. So it's more of thinking of it as the amount of money we need to get. >> It is this is for an exercise. This will not be this is not the actual implementation but there's lots of other ways that we could get some >> Yeah. Exactly. That being said, there's also other facilities funds. There's developer fees and there's um fund 40 um >> sale can be funded by the sale of property. So, we usually try to combine all of those factors including state matching funds when we're looking at the overall bond implementation, but this

204is just our bond dollars for regular. >> Yeah. If you look back at the 2023 implementation bond that we approved, it has all the other funds like 40, 25, and 30. you will see that on the final plan. >> Yeah. >> So, let me say instead of us going through and picking each picking between each of our children uh as campuses um and and noting the time, what I suggest is I mean we've received a lot of feedback already that may even refine some of these numbers. I'd anticipate um especially around modulars and costs for something with some of the things. So, perhaps we could go around and have the board give and specific feedback. >> Sure. for you then be able to take and help mold into what comes back to us. >> Yeah,

205that'd be great if you I mean we could start on >> Yeah, >> measure we should we could start on measure um G or C depending on where you want to like look at um or school specific if you guys want to just let us know. I >> I think I'll leave it up to each trustee as to how they want to >> provide the feedback and then I know that we have on there taking notes with a big computer. yet. Um, is there I still like to go first. >> Sure. I Well, just a clarification like all access restrooms are left blank and why is >> they are is there an added cost, right? That that that number was not 52 million. It was a lot higher than that. So, we start like pulling

206out like where just again not I'm not deciding what to do. I'm just trying to throw what that's why it's still listed there. It just doesn't have a number assigned to it again. >> Right. And I know I asked this question, you know, about the modernization >> of each camps. I know some campuses are 70 years old and they may have had a modernization, I don't know, 10 years ago. And then some campuses are 30 years old, have never had a modernization. So just I don't know if you can send it to us or something. Just say like, hey, what when were the last modernizations done on >> the major bonds were last done in the LA the two bonds ago? the O2 to05 range. Um, as well as some have been redone over with

207deferred maintenance, like you know, the the carpet's not original at LC Allen. It's been upgraded um along the way at some point, but it wasn't a bond project, right? So, I don't have the data on that. It wasn't a part of modernization. >> So, but um most of our campuses are long overdue for a modernization. Almost all of them, all the classrooms, I mean, you can pick a few that don't need it quite so much, but the bulk of them do. They're they're at the 20 year mark. >> It's it like a lot of this all seems necessary, right? Um I see the need for like fencing the elementarymentaries seems like a very high priority for fields. It's secondary if if we're seeing a lot of concussions and big injuries because of those. That seems

208like >> we're going to see that on Wednesday. >> Okay. about the injuries, but >> see a a new field replacement due to a have to, not a not a we want to. >> Um, roofing is another one. Like if the roofs are leaking, we kind of like you need the roof to have anything else. >> Yeah, we're on the last few roofs luckily. I think just LC and which is already on contract and um Coreo and Hidden Valley are kind of where we're still needing help there. >> And then I see it's grayed out, but those all access restrooms, we've been talking about it for ever. And then of course the like the the things that are impacting the current 7 to 12s that caused it necessary for us to utilize other campuses. Seems

209like that would be a big priority just so that we can do something with the other campus so we can you know I guess that's only Slater because Santa Rosa is being used by will be used by French. But figuring that piece out um it should be a priority so that we could do something with the other campus. That's where I stand. >> You're emphasizing the new main gym component of the Montgomery. >> Yes. >> And then those other like good for safety needs >> um well um I I'm not sure if it falls within something already here like classroom modernization or I know that at LC they've been talking about the theater for years. >> Yep. or performing arts center, but I don't see it on here. >> It's part of the modernization, right?

210That would be campuswide modernization. >> And um that access control seems so expensive. >> Yes. Yeah. But it also attacks my deferred maintenance problems on all my doors, right? So, I get double I get double the bang for my buck. I know it's not cheap, but it's secure. The amount of key loss we have is frightening. >> Tens of thousands of dollars a year. Every year my budget gets filled by keys and doors. >> My question is have all the other schools already had that done? >> What's Yeah, those are already part of phase one and two. This is phase three. We've phased it, you know, during the the consolidation time if I remember right. Go back in time, right? So we phased it out for three phases. So phase three will come your way

211eventually here. So >> the first rally in LC it looks like >> I mean our parents talked you know safety and security is one of their number one things. >> It was the number one thing in the site meeting and the fencing. >> Yeah. >> Well tied to that >> two high priority things for safety. >> Yeah. Tied to that with where the offices are having pro what we have trouble accessing the office from the front. Right. I mean like Hidden Valley is a perfect example of I can't fence Hidden Valley >> until we move the office. Like it just it can't do it. There's no way to do that. >> So some go together >> in that sense. >> And going back to the turf field. So like every campus needs the turf. >>

212All five. Yeah. >> No problem. >> Plant some seeds. >> Grass feedback. >> Berries. >> No, I mean I see these are high. I guess my question would be like what projects can be grouped together can be done all at once like in the summer. You know, I know that the the complaint that I hear about building the twotory building or building construction on a site, it's just how disruptive it is to the kids learning, >> you know, with the with their own building shaking and um >> it is there is only so much we can do over two months. You know, buildings take a little longer. Um classroom modernizations are tough, too, right? because you have to interrupt classrooms to do that. So >> and we don't have the capacity to do that. So

213we have to >> so those are a lot of summer that's going to drag on for some period of time which you can only do so much in a summer. So >> and I mean we're not great in and we don't have roundtheclock construction happening >> right be nice to be a sovereign nation building codes. Uh, any other feedback director? >> I mean, obviously there's some stuff on here. I mean, I guess I had to depprioritize some things. They're probably the shade structures, play structures, you know, some of those are so important. >> I know they are. I mean, >> safety issues. tell you some of the the modernization stuff. I tell I really want to get started on that because some of these >> we do my >> I know we're going to have

214to like you just said we're going to have to space them out. We can't do them all at once but we need to >> I will expect you're okay. I will be starting to roll those to you this >> year to start some this summer. Yeah, we've been talking already and we've been trying to >> put that together. Is there I mean I don't necessarily see here but in terms of like new stuff um wasn't there like CTE facilities building grants that we just qualified that can maybe expedite some of those. We'll have we'll get an update on on the matching funds and things that the different funding sources. I know that that Debbie Cardo is really good about identifying when there's opportunities for us to apply for things. I think and this is part

215of the language on this sheet and however this comes back when we're talking about it is bonds are one component of what we're looking for but I think it's really important for us to have a clear 10 15 year vision that's not constrained by them because there's we want to be shovelish ready I guess application ready for funding when it comes available and so committing committing to our priorities above and beyond what's in the bonds I think is really important to then be able to go after the state bonds when they are approved out there to go after to be able to use any proceeds should we do dis disposition during the 7-Eleven process should there be grants so I I don't want to constrain our prioritization just to the bond funds plus you're also

216good at getting matching funds you know I know that we're not dollar for dollar >> um and that's kind of where I'm going to start my prioritization I I similar to the safety concept, you know, think of our going through our strategic priorities on a fiduciary level, prioritizing the things that are going to get us, you know, that are going to remove an expense from our deferred maintenance. You got 20 million in deferred maintenance down here, right? So if doing all access control is going to make you know or whatever it is modernization reduces deferred maintenance costs um you know I I would prioritize first where you're going to get that double double benefit um in order to make sure that we're not continuing to burn money that we wouldn't need to if we did

217a project earlier. It's almost like public works with roads, right? If we can repair it. >> Yeah. Um, you know, and then, you know, looking at the other prioritizations, I' I'd go through and be really rigorous on the modernization, roofing, and those types of elements in here against the capacity numbers and make sure that what we're modernizing and what we're doing, we actually need um, and we're removing modular, we're moving things before we uh, commit funds to to maintaining them. and you know part of the next couple of weeks of getting really clear on our projections and what we're anticipating but um I I anticipate there's probably some savings from from reducing the scope of those to only need. >> Yeah. Um within that I I agree with prioritizing the you know kind of enrichment

218athletic components especially for the 712 campuses and you know Montgomery and Santa Rosa kind of have to had to deal with it without getting new buildings built at the same time like so to the extent that we're able to um to prioritize those they appear to be prioritized already in here. Uh so yeah they're on the next >> and then I I think just one note on proctor I think a lot of the work that's going to need to happen on proctor is going to need to be identified in the future but I think clearly identified the phasing of those buildings and you know similar to these to some of the other measure G campuses like if the admin building was identified in this phase three at 5 million it's not disproportionate to what's happening

219and then that could start the process because there's no way all the work on that campus site is going to happen in one big bonanza and if we don't start moving on some of those improvements. Um I think you know it's going be important to have some of that sooner and then make sure that we're then targeting that for the new funds that we identify um as as we're identifying the funds for that. And you know, I I know there's work at the state level around kind of dealing with the impacts around earthquake zones for not just schools, but also hospitals and judicial buildings. So, being ready to apply for those grants and funds as the state makes them available um because this property will be eligible for them, I think, is going to be

220>> Yeah, we've partnered with good people that help us identify those things. >> No, and I know I mean they're talking about it because it's also a problem with court courouses. It's also a problem with hospitals. So, making sure that making sure that we've we have things moving here so that as we can apply for that those funds, um we're we're ready to apply for them when they pop up. >> Yeah. >> Great. >> Um and then I' I'd also say a serious look at operational cost considerations as well. So, not just double or bang for the buck on um deferred maintenance, but if there's any changes that if we do them now would reduce operational costs. um you know burden on our maintenance staff uh you know make things more efficient for our classified

221employees you know I think in the IT department you know elements like that anything where we can make um our people resources more efficient through facility changes would also be my prioritization. >> Okay. Um, the question that I was going to ask was as it relates to priority, is that related to um, how quickly you go through the process of beginning to get like DSA approval for things and what was the amount of time that DSA approval lasts? I know we ran into that issue with government building like how long does the last ones get approved before you? >> Four years. Four years. Yeah. >> You'd have to build by then. And do we have um I think it'd be cool to see a list of what we have kind of applied already that's already

222been do you say approved that's in the process. Sure we can get that >> and I want to ask other questions to go in through um but there's a comment on interesting >> just the CNS steam kettle project. I know we talked about it. Any way we can reach out to the uh famous chef with spiky white hair that has a foundation in our town if he would like to donate to that priority for CFS for sure. >> Yeah, that's why it's on there. >> That's a good idea. So, um we are at 8:30. I'm going to finish this on time. So, any other questions that we want to this is going to come back. So uh we are sure I don't have anything else on my we are journual >> that is my I

223was