LASD Board Meeting - October 13, 2025

001like to call tonight's uh regular meeting of Los Alto School District 41 to order. Right. A recording and or broadcast of this meeting is being made at the direction of the board which may capture images and sounds of those attending the meeting. If technical difficulties occur or persist, the meeting will continue without broadcasting. I will now call the role. >> Brian, >> present. >> Glad >> here. >> Kim, >> present. Stella here and I shall here as well. Please stand for the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Right. Next, agenda approval. Would any board members like to provide comment on tonight's agenda? >> I would uh

002I would like to hold motion. I would like to make a motion to hold item H1. Second further items H23 is so my motion is to H1 H3. >> Okay. Thank you. Um, so he officially made the motion. >> Yes. >> Board members, uh, would you like to ask Vladimir any clarifying questions before I ask for a second on the motion? You can also make a friendly amendment or substitute. >> No questions for me. Then is there uh a second or substitute motion for a friendly amendment? 41. >> Seeing as there's no second to this motion, the motion dies and uh we will move on. Thank you. >> Oh, now I need a motion. >> Exactly. So, I'd like you to make no motion. >> I'm making the motion to approve. >> Okay. As presented.

003We have a second. >> I'll second. >> Thank you, Stella. Motion to approve tonight's agenda as presented was made by Brian, seconded by Stella. All in favor, please say I. I. >> Any opposed? >> Yes. >> Any abstensions? Motion passes with four eyes, one of nay, and no extensions. Thank you. Close session report. No action was taken in close session today. Superintendent's update. Superintendent. >> Thank you. Just wanted to share a few things with you. We had a really fantastic week of AI last week. Um, and have a few people that I want to thank. Grace Choy, Sheena Viadenathan, and our um, computer science teacher team, which includes Mrs. Schroeder, Brandon Marquis, and oh my gosh, I'm blanking on >> Say it one again. >> Maria. Yes. I'm so sorry. um new newer to our

004CS team, but we uh last week on Monday hosted a hundred teachers from across the state. Stella was also there over at Sanorita to really learn about our computer science program TK through 8. I think it's fair to say that they were pretty blown away by our model of computer science for all starting in TK with unplugged lessons and then that was in partnership with the high school um the uh consortium around computer science math and science group that was kind of the group that pulled this um team together. So, we're hoping in June to have some other opportunities with this group around computer science, but that was a really exciting event on Monday. Um, Thursday, we had a um minimum day for students. And so, here we hosted an AI play and um Sheena

005and Grace really hosted this play lab. I think we had about 40 to 50 students show up, 68 students to really learn behind the scenes of how does AI run? um what does it do? What is a chatbot? Like all these different things. And um the kids had a lot of really great feedback and learning that they didn't come into the session with. So that was terrific. Our um teachers have simple lessons on how a AI works to be able to deliver within their classroom. And then um you may have seen this past week that we were featured in two articles, one the Washington Post and the another uh W news around our innovative AI philosophy um workg group that took place and I've told you before that that work group will come here in

006November to share kind of the update of their AI philosophy work. But just really excited about the innovative work we're doing around AI. Uh, and then wanted to let you know this week, tomorrow, in fact, uh, Dr. Bosow, Mr. Drummond and I are headed to outside of Phoenix for the Ed Leader Promise event. Um, we went last year for the first time. We're able to share a lot about our portrait of a learner and our LD student experience. So, we hope to be able to share that again and then also learn from other others around what they're doing to ensure that our kids are prepared for a future ready world. Yeah, >> that's very exciting. >> Thank you. >> All right, thank you. We're going to move on to the consent calendar. Um, are there

007any uh questions from the board from tonight's consc? Can I just uh add one note that um there were two very minor errors kind of typo errors that have been corrected um just about who seconded seconded um a motion and then a completion of a sentence. So they have been corrected um on the attached documents but wanted to point that out. >> Is that in the minutes? >> In the minutes. Yes, in the minutes. Did I not say that part? >> I did not say that part. >> Yes. The minutes from the last meeting. I can't read my mind. >> Thank you. Um, are there any requests for public comment on the consent calendar? >> No. Okay. We have zero requests for public comment. Public comment is now closed. Would any board members like to

008provide comment on this agenda item? >> Then may I please have a motion to approve the consent calendar as presented? >> So move. I have a second. >> I'll second. >> Thank you, Stella. Motion to approve tonight's consent calendar as presented was made by Vladimir and seconded by Stella. All in favor, please say I. >> Any opposed? Any motion passes unanimously. Employee request to address the board's teachers association. Howard Schroer. >> Hey, guys. Good evening. Good to see all of you. You know, usually I come up here and I'm always asking for something or saying we need this, we need that. But today, I just want to say like the vibes have been immaculate and I'll tell you why, as the kids would say. Um, it's been so cool to see multiple board members around

009our sites. Like, it is very clear that there's a presence. It's been really wonderful. Um, I've seen some of you guys at multiple events and it's just been really great because obviously if you're going to make policy for a district, you should really see what's going on in the classrooms in the spaces and that's been really cool. I have every confidence that you're seeing incredible things. Um, we had our PD day on Friday and it's just like a cool vibe to be amongst like a bunch of educators that are excited to learn. It was a sea of green because we truly believe that when we are an association that is together and we are working to together collectively, we're just like we're being there for kids, right? We're really strong for kids. And then at

010the bargaining table, like the past few times we've been at bargaining, I've been so lucky to be able to sit in and it's just been collaborative, incredibly honest, incredibly I just think like people are asking great questions and we're getting to places that bring all of our interests together. So, do you like Thanks, guys. >> Thank you, Alex. From the California School employers association. Okay. Thank you. To provide public comment on an agenda item, speaker cards are to be submitted to the superintendent. Speaker cards will not be accepted once public comment begins. Your name will be announced when it is your turn to speak. This time is reserved for members of the public and employees to address the board on items that are not on the agenda. The board is not committed to to discuss

011or take action on non-aggenda items except to instruct the superintendent to review the matter further, report back to the board at a subsequent meeting or place the matter on a future agenda. The board may make a brief comment or ask clarifying questions. Um, do we have anyone? Okay. Close. Now, moving on to action and discussion items. on H1. If anyone else wants to uh provide public comment, please turn in your public comment cards. Um, incorporating the San Antonio site into the facilities master plan. Uh, Superintendent McDonald. >> All right, here we are. If you don't mind, I'm going to do this from my seat so I can coordinate my notes and all of that. Thank you. So tonight, um, our primary focus in this meeting, we've got lots of items in this meeting around the

012measure EE bond program, around the San Antonio site and construction of a school at that site. Um, but really wanted to start the evening by saying that this is a future LSD school that is a real asset now and into the future for this board and this superintendent, for future boards and future superintendent. Um, I want to keep that in mind because this will give the district great flexibility over a long time. And so I think that's an important kind of grounding um piece that how can we best serve the students within our community and be flexible over time. Uh this is an action item tonight with some staff recommendations and really an opportunity for you to begin to flesh out details around the specific use of the site in the more immediate future. So

013it's like washing my patting my head and what have you. Um so the board and this board and staff and past boards and staffs had um been tasked for quite some time with solving challenges related to facilities around Bullis Charter School. You can see here some of those challenges and I won't read through them but the overcrowding of our junior high school campuses the idea as well as online sites. Um, we certainly know that we're having a more programmatic impact right now. Um, wanting to move and needing to move to a 68 model. We know we've heard from the community very recently actually about the impact of traffic and bike safety and all of those things within those communities. Um, we know just factually we need to provide reasonably equivalent facilities and this has been

014something that the district has been tasked with for now 20 plus years. Um, and we know that um, as we looked in the last year or two, we have an increasing number of aging portables specifically at the Egan campus and across all of our other sites as well. But some of those portables are 26 plus years. Um so these are challenges and in addition you have been repeatedly asked by the community this board passports how are you going to solve these challenges? What's the plan? Um so tonight again you have some key milestones to to begin to address um solving those challenges or at least getting closer to solving those challenges. You've also shared with us um some priorities over the last few years as they relate to the programmatic needs of the district, to

015the San Antonio site, to the charter school facilities, and to the financial health of the district. Um we know now more than ever because of our declined enrollment that we must move to a middle school model if we want to preserve a quality program for our junior high school students. Um, we know right now that we have two junior high campuses that are overcrowded. Um, they are beyond kind of the original design capacity. There are some safety concerns that we're worried about with students and biking and traffic and all that. Um, we certainly know through our facilities master planning process that we have more than $700 million of badly needed updates for our existing nine sites. um and that that's a priority to um get that work going. Um and of course there's a want

016to have permanent facilities, reduce portable use and ongoing rental costs that have impacted um the district budget for quite some time. Like I said, we have existing portables are that are more than 25 years old. Um the community has been clear to past and present boards have also been clear that nobody wants to close an LD school. So it's been a priority to keep our LD schools open. And in of course uh through new construction andor modernization, we really want to minimize any temporary relocation uh that needs to happen because that's both costly and just difficult to to live through. So these are some of the priorities that you've shared with us over time. Um back in 2018, just a couple of you were still here. uh LD struck a partnership with the city of

017Mountain View to make the purchase of the San Antonio site possible. Um of course almost immediately after that COVID happened and the timeline for developing the site and the timeline for the transfer of development rights program and just the need for that program really changed because of program uh because of COVID. And so very recently, we've been working with the city of Mountain View to extend both the TDR program to hopefully recoup some of that funding that was intended to help offset the costs of the development of the site and to um agree on updated deadlines for delivering the site because we were delayed so much by COVID. And so having this renewed partnership is a great accomplishment for both the district and the city of Mountain View, frankly. And now that that's complete, I

018believe we're in a great spot where the board can move forward with really determining how the new campus will fit in with our existing facilities master plan and for the plan for allocating the measure E bond funds. So, I want to remind you of the immense amount of work and time and financial resources, both staff time and board time and community time that has gone into trying to solve some of the challenges that we've talked about tonight. Um, I want to remind you of the many options on how the district can use the San Antonio site. you know, through lots of different processes, um, dozens and dozens of options were were looked at, were pulled down, and really, these are some of the more recent options that we've looked at here. Um, whether or not

019we create a new LSD elementary school, move Egan Junior High over to the San Antonio site, allocate that new site to the charter school, or delay building. And a few points I just want to share here. Um, with declining enrollment or a declined enrollment, I would say because we're fairly steady right now, but have certainly lost. It's fair to say that I do not believe we need a new elementary school campus at this time, a 10th or a that would be an eighth elementary school campus. Um, I don't see that need now or in the very near future. Certainly in the further future, that could be a need for the district. Um, in 2019, you'll remember that Egan was proposed uh to to move to the tent site and to build a new Egan there.

020And the community really strongly rejected that proposal which launched the district at that time and the board at that time into a very thorough facilitated community engagement process. Um, I learned a new word at that time called a charet. That was a new word for me. Um, but there was lots of community engagement. Um if we also think about um over times the boards have considered the idea of building a new school for bullish charters charter school to solve that overcrowding challenge and to provide them some permanent school facilities and of course um we've discussed even this year as we've been working with our team um Glock and Katraki about when is the right time to build and design and all of that and we know that the longer we wait to build facilities, the

021more expensive those facilities are to actually build. Um, so these are the uses that we have talked about in the past um and recent and just wanted to kind of highlight some of those pieces over time. Of course, this is not a complete timeline because there was probably a good 10 years or so of work prior to this, 5 to 10 years of work before even just finding the site um that was actually available and doable. But on the left hand side, you can see there a timeline that really focuses more on purchasing the site and and working with the site and going through the process, whether that's SQA and passing a bond. Um, and then most recently, just in the last month, updating those TDR programs and what have you with the city of

022Mountain View. And on the right, it talks a little bit more about the work of um trying to solve some of those problems and looking at really what our needs are as a district around our facilities master plan and getting the work of getting ready to build a school site up and running. So, lots of work has happened over time. And so, tonight I have a few recommendations for you. Um, number one, the staff is recommending that you approve and direct staff to plan to allocate facilities for BCS at the San Antonio site, considering BCS as the first occupant starting in the 2829 school year when the school is ready. Right now, it's on track to be built to um accommodate 600 600 plus students and is being designed to be flexible around the actual

023grade level configuration. Um, ideally we would of course love to complete this allocation and partnership um, collaboratively with Bolis Charter School. That's our first recommendation. Number two, um, this does not solve the entire challenge. And so because of that, I'd like you to direct staff to be begin a capacity and financial study to determine the best location for a second smaller charter school campus at either block or Egan to house the remaining students or in district students. Specifically, part of this study should determine grade level recommendations for each of the two sites. So this idea that facility allocations for this 2829 could include TK8 or TK5 at either of those schools and really what's the best use of the existing facilities. What's the best impact on our programmatic needs as we're simultaneously moving to a

024middle school model at both block and Egan? And again, we encourage input from the charter school in this process. And then number three, upon completion of that work, once we have those details fleshed out and the recommendation has come to you, we'd really like to um officially update our facilities master plan to include the intentions of the San Antonio site and the remaining second smaller BCS campus. So, we have a very complete master plan for now and into the future. So, I'm happy to answer any questions, but that's what we're asking of you tonight. Yes. Hello. >> Uh, for number two, I just wanted to clarify when we're talking about a second smaller campus for BCS that would that would be shared with the existing student at either Block or Egan. >> Correct. Yes. So,

025if we right now, so we're talking about in the future, but right now their numbers are just over 900 94 students in district students, just over a thousand. And Eric, do you remember the actual number? >> 95,090 95 total students. So if we're talking about 600 um 650 at the at the San Antonio campus, then yes, just that remaining portion of students. >> Any other clarifying questions before we go to public health? >> I have one on recommendation number one. Um, does that recommendation is what you're asking board to approve here is to put BCS on the tent site or is it just to direct staff and allocate facilities? >> It's really just direct staff to plan to do this, right? It's we're talking about the 2829 school year. It's several years out. Um, >>

026no, no. I mean, but the to this is the decision of the board to put BCS on the 10th side. Is that what you're asking? >> Yes and no. Right. Because like depending the process in which that decision is made, whether that's through a negotiated agreement or through a Prop 39 process, that official um action would take place at that time. Right now, I'm recommending that that is the future action that takes place. and let us begin to plan of how to get there and do the work that's required to get there. >> Okay. >> Thank you. >> I'm not trying to be difficult with that answer, but but there like >> legally there's no action you need to take that says we are going to place this these people at this school right now.

027>> Okay. But we need to work toward a more clear direction than what we've been doing up until this point. >> I have a question that kind of goes back to your discussion about challenges. >> Yeah. >> Um you had mentioned that um one of our challenges is the sixth grade model and junior highs with declining enrollment. But so um sorry I'm trying to think of what my question actually is but it is my understanding and and I think this has been discussed before but I I know there's confusion around it is act there is actually instructional benefit to having sixth graders in included in that middle school junior high model from a curriculum standpoint. point and a outcome standpoint. >> So it is so it's a student benefit really to moving to that model.

028>> Absolutely. >> Okay. I just >> Thank you. >> Any other clarifying questions? Okay. >> Okay. >> I do see we have some folks for public comment uh on this agenda item. First will be Danielle James, then pay you. Oh, sorry. I'm sorry. I miss Sang Danielle James then Sang Peruri and then PayU. This is the order that I received the >> screen. >> How much time? >> Three minutes. Sorry. Three minutes. >> Thank you to the board for your service. I know this has been a long process. And uh my name is Danielle James and I'm a former LD parent and current Mountain View High School parent in community. Uh for the proposal for the 10th site, um I would be in favor of putting BCS uh TK through five on the San Antonio

029site. I'm sorry, I'll try to use your language. San Antonio site. That sounds different. Okay. uh with BCS 6 through 8. And so factors in favor um are one, this community overwhelmingly requested putting BCS on the San Antonio site during the very lengthy and involved multiseession community engagement process uh that occurred before the pandemic. And this community process included very organized BCS community participation. So even like with that with uh very their very strong voice, it still came out that the overwhelming consensus was that B that site would be good for BCS. And then uh number two, having BCS 6 through 8 at Egan alone uh will provide cost and logistical savings to BCS with fewer sites for them to manage. And then Egan can be solely a middle school with both LD and BCS

030there. and LD can simplify its own logistics also by having one fewer shared site to manage. Um, also good work in working with Mountain View City Council to get them to address that restriction uh of a neighborhood school. Um, some of them seemed disappointed not to have the traditional neighborhood school constrained to take the the San Antonio site when they dropped that requirement. However, in the end, they might get some of what they wish if BCS begins to draw more from the area around the San Antonio site. So, they historically BCS has drawn more from the area in which it's located, as one might expect, because it is convenient for families to attend a school that's close to them. And so, more of those families uh will apply. If BCS were cited at the San

031Antonio site and drew more from the surrounding area, its demographics might improve along the dimensions that its authorizer, the county board of education has long required because that is the law and and so uh I thank you very much for the opportunity to thank you. >> Thank you, Danielle. sanctuary. >> Thank you, board. Uh my name is Sang Cruy. I'm a former LSD parent and schoolboard member, currently a Los Altos High School uh parent. It's great to see the board finally moving forward with the decision on how the San Antonio campus will be used. Having studied these issues for over a decade, my recommendation is that BCS be located between the San Antonio and EAS Egan campuses for the following reasons. First, approximately twothirds of LSD students live in the northern part of the district

032with continued development along El Camino. This concentration will only increase in the coming decades. Lo, locating more classroom space in the north would better align capacity where students live. Second, placing both BCS campuses near each other would simplify logistics for families with students at multiple sites and help reduce traffic congestion across the district. And finally, San Antonio Road as a four lane arterial is designed to handle significantly more traffic than Cumington Road, which only has two lanes. Thank you for your time. >> Thank you, S. and pay you. Um, I'm Pepe. I'm an LD parent and I've been attending board meetings on BCS facilities since my oldest child is in first grade and she's now at Los Altos High School. Um, so for decades CCS has wanted a single site, claiming that it was critical

033to their programming, but once a single site became available in Mountain View, they now are posturing they want to stay sharing with the given block. So NBCS also claims that they don't fit on the San Antonio site. My sense is that their enrollment is likely declining and stagnating at best like many other schools due to birth rates. I've heard in the community that they continue to bolster their numbers by recruiting students from outside the Los Altosa school district boundaries. And now those of us who chose to live in the Los Alto um school district catchment and attend our neighborhood schools are negatively impacted by this. I urge you to move BCS to the San Antonio site, a brand new and permanent facility that they said that they want for decades. And if there's overflow, then

034I think we need to reduce sharing as much as possible. Sharing is challenging for many reasons. um both my kids are are or have gone through it. um and we need to reduce that as much as possible so that no school that would be my dream they would collaborate with LD and have a cap um but more realistically they're not going to do that and so I would say reduce that to one school um if possible and lastly I think families such as mine we chose to move to to move to LAD to go to LA schools and we also deserve quality facilities we haven't been able to have that because of this um issue and so I urge you to make a decision and go ahead ahead and execute because we need to upgrade

035our schools, especially Egan, which my girls attend or attended. Um, and we can't do that until we figure out what to do with BCS. So, lastly, let's resolve this issue and get BCS situated on the San Antonio site. >> Thank you, Pepe. All right, public comment is now close. Would any board members like to provide comment on this agenda item? Um no possible corrections. >> Yeah. >> Um my understanding is that we're not allowed to dictate grades configurations. >> Correct. >> BCS can put whatever great statement. The other thing is I'm unclear whether we can even dictate the number of students there barring the SQA 6 >> 900. What's a 900 study for SQA? >> Okay. And then also we have an agreement with Mountain View. I think that Senator Okay. All right. >> was

036studied up to 900 students. So to clarify with your first point um Vladimir, we depending on the process that in a prop 39 process, we allocate facilities for a particular grade level or grade span, right? They may choose like we did this at block when they first opened block. We dedicated that space for 68, but they ended up turning it into one of their elementary campuses. But it's about facilities allocation. We can't tell them what to do. Same with um numbers. There's capacity, >> but they can ultimately choose depending on the facilities that are provided for them, how they want to load their classes. All of those p pieces are up to their discretion. We're good. That's fine. Fine. >> Sure. Um I'm glad we're finally getting to this point. Um because I think this

037is sort of it always feels like every step is the first step in a in a longer process. Um but I think you know as you laid out the possible uses of the San Antonio site. Obviously we've been talking about this for a long time. Um, you know, we've discussed this in February of 2024 and looked at a document that Jessica Spiser, who was on the board at that time, and put together that did go back over, I think, the whole 10 year history >> that shows all of the discussions, all of the community input that we've had to get to this point. >> Um, you know, of those and and we purchased the site in 2019 or 2020 and we worked through a very long community process and then COVID hit, changed the whole

038dynamic, put a lot of things on hold. I know staff has been working behind the scenes in ways that aren't haven't always been visible to the community talking to the city because co blew up the TV program dynamic with the demand for office space and blew away our original deadline for constructing this. So, we've had a long productive conversation with the city of Mountain View and come to a new extension of that which I think is sort of the inciting incident for why we are here specifically tonight is because we needed to come to an interview with the city about how we we were about how we and they because they also are getting a twoacre park out of the whole program. how we and they together would have a framework to move forward. And

039now we need to sort of put a stake in the ground, I think, in discussions with BCS because our current BCS facilities agreement runs through this school year and next school year, but then we need to know what comes next. And so we need to give direction, clear direction to our staff going into that negotiation, I think, into what we think comes next. And there have been people who have advocated for let's just do what we've been doing for the last six or seven years indefinitely. And I think with our enrollment decline and the impact to our six both our sixth grade program and our junior hope program that doesn't work for us anymore. Now BCS and I'm disappointed that no BCS representatives are here. It's unfortunately been their pattern for a long time of

040completely ignoring our process and our obligations and everything else and just throwing tantrums periodically. Um, but I hope that they will engage and if they want to come forward and say, "Look, actually, here's a plan where you guys could add sixth grade through junior highs and we can pull back our footprint and make it work and then rather than spending what is going to be a lot of money on the on the San Antonio campus, we can invest that all on our existing campuses." I would love to see that proposal. I frankly don't think it's possible, but if they if that's the direction they want to go, that's fine. In the past, they have when they in the brief interludes between asking for us to close a school and turn it over to them, some

041of their representatives have asked for building permanent facilities on their current footprint. But they've never been able to explain what do we do with the kids attending school on those footprints while we build those things. So, I think, you know, I'm also disappointed that we're not going to have an LD program in the near term at the San Antonio site, but I actually don't think that the alternative is leave BS completely alone and invest in our campuses because I think unfortunately given the history with BCS, I don't think accept that as an option either. I think if we have a plan that is going to generate modern schools, we have to have a plan that generates reasonably fairly modern schools for all 10 schools that we are required to provide for. And so I think

042citing that at the 10 site is a really the only option to come to some kind of solution through the VCS. But I also think and this is the decision before us allocating sort of going forward saying that San Antonio campus will be all BCS is the only one of these four options that makes any sense as you say a 10th or yeah 10th LD school doesn't make any sense financially or enrollment wise right now we did propose allocating the San Antonio site to Egan and then we had the longest most thorough community engagement process I've seen in this district. And at the end of that community engagement process, I think the support for that option was in like 35%. And you know, I' I've heard arguments about not building the San Antonio site right

043now. I think to me, that's maybe the least bad of the other options, but I think at the end of the day, it's not feasible for a number of reasons. It's going to cost incredibly more and If we don't build permanent facilities for BCS at the San Antonio campus, I think we're going to end up having to do it somewhere else and it makes even less sense anywhere else. So, it's a long way of coming around to I think the recommendation. >> Thank you, Brian. Ellen, >> I also support the staff recommendations and based on the public comment that we've heard here tonight and also emails that were sent to the trustees, I would say that everyone who has taken the time to reach out to us has expressed their support for placing BCS at

044the San Antonio site. >> Jim, >> you you don't have to. >> I don't have your comment, >> but this is a discussion. So, if something pops up, >> I'll let you know. Um, you know, and I just I want to be very crystal clear that what we are building is an LD campus and it shall say that it is an LSD campus. The first occupants may be BCS, but it is still an LSD campus. Um, and I just wanted to make sure that that came through. I appreciate your use of the term allocate as opposed to give, you know. So, I I do appreciate that. Um to Brian's point about engaging with with with BCS, you know, I too am very disappointed, be very honest with you. Um Jess Spiser and I have been

045doing this since 2014. It is 2025. It's been an exhaustive 11 years and um you know it's and I feel like we haven't made enough forward progress in figuring out who is going where. So, I do support the staff recommendations. You know, we did give BCS uh a tour of the tent site. We walked to the tent site with them with our staff with Eric and Sandra and saying, "This is going to go here and this is what's going to go there." And it was, you know, it was it was quite a lot of staff time, you know, and I do appreciate that they came and walked the site with us. Um we also invited them to give input in the um design of the site you know and I know that we are under

046a very tight deadline and so we kept saying you know you got to give us your input by May by May by May um we did not get input from them by May um and that window I feel has closed now but I feel like LD has made many attempts to involve BCS in the process of designing this site. allocating them on that site and I'm not really sure how much more we can do. I don't want to repeat what Brian said about the extensive community engagement process. Um it's been 11 years of a lot and I think that we need to move forward. So, so for those reasons I and for what you know Stella and Brian have said I am in favor of staff recommendations. Um, did I understand you saying that 35%

047of the people at the precoid uh community engagement before putting a BCS? >> Well, the way that worked no the that's so the way it worked right is that we went out to the community. We generally asked everybody for whatever their idea was I think the number was in the 50 54 or something alternatives. And then the work of the sharet was to divide those up into categories and then kind of go category by category and everybody for a given option would sort of say yes I'd be in favor of that no I would not be in favor of that. So the the option to put Egan at the San Antonio campus which the board had proposed >> the the yes I approve of that option was in the 30s >> then the only options

048that were approved of by more than 50% of the attendees and as I think somebody referred to this was a group that had a representative a very representative sample of BCS affiliated folks the only um options that that were approved above 50% were the ones that allocated the San Antonio campus to BCS in Maryland >> like to also point out in my conversations with parents and what also came through through the community engagement process is that what I'm sorry >> Karen who >> no the community engagement process >> you said Karen came through >> came through sorry >> okay >> sorry what came through the message that I received our our uh our LD families, you know, um perhaps they're not super jazzed about putting BCS on this being as them being the first occupants

049of a new site, but they were livid about us closing a school. And you know, this is pre the last four or five years when a lot of schools have been closing. This is precoid. And at that point they made it very clear that the worst thing we could do is to close one of their sites down. And um I do feel very strongly, you know, when weighing all the different family groups, right, the BCS families and their needs and our parents and our needs and and our children. Um I have to I think it would be irresponsible of me to not weigh more heavily what our families want. we our families have chosen to make LSD their academic home, right? And so, you know, I want to be respectful of that and I want

050to honor that. And so, um I don't know, that's all I wanted to say is that I heard very loud and clear that do not close one of our campuses. Do not give up do not close one of our schools. Even if it meant even if it wasn't closing a school, even if it was just relocating a school, our parents do not the majority of our parents who spoke to me did not want to do that. >> Oh, I just have a procedural question. Do we need to make a motion now? >> I Yeah, it does. >> How do you for it? >> Yeah. I mean, how do you want to phrase the motion to accept staff's recommendations as presented? >> Sure. Okay. Are we ready? Do you have a motion written down? Would anyone

051like to make a motion to >> I'll make the motion to approve the staff recommendations as presented? >> Is there a second? >> I'll second. Uh we have a motion made by Brian to approve staff's recommendations as presented. Seconded by Stella. Is there any further board discussion? Okay. Okay. In that case, all in favor of the motion, please say I. >> I. >> Any opposed? >> Yes. Any obstensions? Motion passes with four yeses, one no, and no obstensions. Thank you. Thank you for all of your hard work on all of this. I feel like the hard work is starting now. >> It's always starting again. It's >> always starting again. Good night. The next agenda item, San Antonio campus schematic design review and approval. >> I want to introduce our design bill team. It's going

052to come up next. Aaron Johnson with architect and Amber Emery with block construction. They're going to give an updated schematic design based on some feedback I've received previous. >> Thank you for having us. >> Good evening everybody. Thank you for making the time to meet with us once again. Uh what we have here, I know you've seen it. Um this is the same presentation that we presented the last time we were here and we've edited some slides or we've added a couple slides to enhance response of the questions that you've asked and to enhance the information contained in there. So we wanted to ask your advice um and as far as um how you want to use this time. We can go slide by slide and go through it in reasonable detail like we did

053last time. Or we've we've made a shortcut and we put little red dots on all the new or edited slides and we can just focus on pose bypass the the edited. >> Sound good? Excellent. Sound good. >> We've got the preferred option. >> We figured that we wanted to make sure you had all your >> Okay. And with that, I'll go ahead and jump in. Then I'll hand it to Aaron and then the ambulance. So um this slide here, the concept of capacity analysis slide, you'll see it has a red dot. What we've done here, we haven't edited the um capacity table at all. It has the same exact information, number of total students, breakdown of grades and things of that nature. What we did do is try to clarify the way we were presenting

054the information. So before we were presenting it, uh every every two-story building was kind of listed in in duplicate first, second floors, first second floors, first and second floor. and and um that provided a certain level of information and understanding, but we felt it might also be clear if we could just present it. Here's the entire first floor, so to speak. So, this is what every ground level building looks like. And we've colorcoded the spaces with orange that you see predominantly on the screen being the classroom spaces. And then, um you know, breaks down to different types of spaces as you can see in the legend there, admin, library. Um and restrooms are shown brown here, but we have a a slide about that in a moment. But so this helps you get a picture

055of what is on the first floor as you walk around campus. And again pointing your attention to the I know the browns kind of bleed together in this rendering in this resolution, but the little brown strips that occur in the classroom peaks are toilet rooms. And we'll highlight that in just a moment. So you can kind of see where there are toilet rooms, where there are classrooms. That's kind of the big takeaway there. And then we just look at the second floor as a level. Um again the tables on the upper left remains the same and here again you can start to see how the upper grades start to fan out across the um the second floor of the campus if you will. Um the one thing I'll point out here is the flex spaces

056the unassigned spaces were left white. So that's what you see popping up at the corners of the building. Okay. This is an overall campus site plan and we've got the second floor dragged off to the right outlined in the dash line. And this this slide is to illustrate the distribution of toilet rooms as the currently sits. Um and we've of course used pink and blue for the boys and girls or girls and boys I should say. And then we've also got staff restrooms illustrated the nurses restrooms, the TK and kindergarten restrooms and even janitor spaces show up here for some reason. But now you can kind of see the distribution of class or of toilet rooms because I know this was under Yes. So, I had some concerns when I looked at that because it

057looks like there's from my perspective an insufficient number of restrooms on the second floor, especially if we're not connecting those buildings. It seems like it'd be tough for students to have to walk down to the first floor and to possibly another building to locate a restroom for their um and there's also the new Senate bill requiring that all schools have at least one gender neutral restroom. So, I kind of wanted to explore what our options are as far as like, you know, could we make some of these restrooms gender neutral and or should we be connecting the second story? Um, and um and at the very least, I think within a building, we should diversify between genders. So, like building B, we shouldn't have two girls bathrooms in the same building, you know? >> Yeah,

058I think there's a lot of ways. We were just talking about this actually on the way down here. Uh this I think it does point to the additional flexibility that the the balcony connection gives >> to be able to just move between the upper stories of the buildings without going up and down the stairs. >> I think the the I was wondering the same thing about the one the building what is it building B that has girls restrooms on both floors. But it does mean that they both there's a boys and girls on each level of the of all of the buildings too, >> right? But you could swap them. >> You could Yeah, you could totally swap that. But then building C has like no bathroom, no student restrooms on the second floor whatsoever.

059>> Yeah. And I think I think there's some additional exploration we can do as part of moving into design development. Um part of that can be you mentioned the the bill about having a all access restroom for students. So we can look at like one of the staff restrooms or something like that having a single occupancy. We can also look at multioccup all access restrooms which gives a bunch more flexibility uh because any any student can use any restroom floor at that point. So those are all things that we don't have to decide right now but that we can evaluate as we go into design development too. >> Okay, great. Thank you. Appreciate that. Any further questions about this slide? Okay. >> Where's the Where's the Which computer is it connected to? >> I'm sorry.

060Can you advance the slide for me? >> The cursor is moving now. It's gone. Oh, they're better. >> Oh, there we go. >> Okay, that work. Thank you. >> Okay. Um, this slide is u the overall site plan. As you can see, it shows all the buildings from Bird's eye view looking down on the campus with north kind of being pointing to the upper right or two direction. Um, and this is a slide you've seen before with the exception that we've added a two section cuts. We cut a section through California Street and we cut a section through Showers Drive so that we can kind of study the the elevation changes and just kind of what it looks like at the edges of the campus because I know we talked a little bit about that

061last time. And the red arrows illustrate the um the the camera view for two renderings that we also added to the presentation. So you can see if you're standing across California Street what the site looks like from that perspective of that one arrow on the right side of the screen and at the bottom as you look up the site across showers drive. So um let's move into that for some reason zoomed in for clarop. >> Okay. Um and here we go with the first section cut. This is the section cut through California straight as you can see on the right of the diagram. So, it just shows you and it has a little person illustrated on the sidewalk so you can kind of see some scale, but it shows you the grade differential between the

062site and the road and how far from the road in a different perspective, how far from the road the building sits and and the beginnings of some landscaping and some trees and even a fence that delineates the perimeter of the site, the secure perimeter. Um, and you can see how all that compares to the finished floor level of the first floor of the classroom building. And this is intentionally cut through um kind of a open outdoor area between building A and B because there's some potential for programmatic use out there right now. We're showing that in the rendering on the upper right as bioil, but we can manipulate the grades a little bit as we talk more about how that space might be used. And then this is the rendering looking again across California Street

063toward the campus beyond that perimeter secure fence line beyond the landscaping the trees into the building and you can start to see into the courtyard where the kindergarten player is. Yeah, just to give you a little bit better idea of what it's starting to look like. Now this is the second section that we've added and this is a um look cutting through showers looking down the north east again the streets on the far right sidewalk in the middle with the person for scale you can see the site has sloped down toward this showers drive a little bit so there's not as much gray differential between that courtyard this would be kind of like the building C courtyard looking at building B see it's much more flat right there at this point in the design process

064see landscape being rendered and then some shade And then we have a rendering looking from across the street. So this is if you're standing in that kind of the shopping center where the tire repair shop is. Tire repair shop will be way out to your right behind you. This is looking across that middle school courtyard. >> I have a question before you. So, in the rendering at least, it seems like students would be able to see out into the street pretty clearly and vice versa. And I'm a little concerned that that could be distracting for the students. And so, I was wondering if we could, you know, make sure we have shrubs at the privacy screen along the fencing. >> Yeah, I think that's a great idea. Yeah, and we try we struggle with that

065in renderings because we don't want to block the view of the building or whatever we're trying to show. But yeah, that certainly could be a priority of the landscape design to make it more of an opaque vegetative barrier. >> Great. >> That's a great idea. >> Is it on that same like how is it cost effective do more solid evergreen trees along that side? Cuz I mean the same applies to the second floor maybe even more than the first. So like shrubs and a swale aren't going to screen off the second floor. But >> Eric had something to say about the windows. Yeah, sometimes uh we can put on some tenting to uh allow the natural light to come in, but then also um students are usually seated and the windows are up a little

066bit higher so that sometimes depending on which room it is and where it's laid out, there's not they're they're not sitting down like looking straight out windows so it's not as distracted as you might think. Um but there's a lot of um architectural design elements that we can put in. one is the foliage and and trees and things like that, but then also some of the window tinting can make it a little bit less easy for people to see in, but then also make it not so bright coming in as well. >> Yeah. So that that's I think yeah to answer your question, we can we can specify trees that would grow taller. >> Well, we can do a lot of things, but how how material is the expense of like trying to say like,

067you know, I I want this width of >> evergreen trees I mean any any landscaping solution is not going to be prohibitively expensive. You know I think these are different especially like a project of the scale if we want to plant a few more trees or different types of shrubs and things along there that's not going to be >> but I think we're talking about planting mature trees. >> Yeah, exactly. That's just buying larger. >> Yeah, I mean they are relative to smaller billion dollars. Not much but yes they are the the bigger gallon size. they do get a little bit pricey but um >> but we can work on then the doing like the frosted glass and the tinted glass that's um that's not um very much cost impact and we've done a numerous

068folias depending on how they're oriented um but yes excellent question thank you with that I'm going to hand it over to Aaron who's going to talk through the building layouts and then vision the photos >> sure and there's a less changes on on these slides. So, we'll go through these pretty quickly. This one hasn't changed at all. You can see the admin and the TK classrooms with the staff room and restrooms to support that uh on the second floor here. The only change is really adding that uh the restroom here. Um otherwise, everything is is as shown before with the we third and fourth grade classroom upstairs, world of art and special education. >> I have a question. Yeah. Special education. Yeah. >> Um, has that been um discussed with our special education staff? The

069second story for special ed? >> I don't know that we've discussed that specifically with staff, but we can definitely >> I would suggest that we talk about it. >> Yeah, absolutely. >> And it might have to be relocated to the first floor. That's fine. >> It it could. Yeah, I think it might be that we need more than, you know, one on either floor is is fine. So, you're good. Um, we have exterior elevations talking about some of the materiality and so we're bringing some different color materials into the buildings that we talked about last time. Uh, that kind of front view of the reception having nice visibility over the main entry into campus. Uh, as well as the courtyard view kind of looking past the multi-use room on the left towards the the main

070entry and into the the TK indoor play area. Uh, building B, first floor plan. The only change here as well is the is the additional restroom accord here. >> Oh, wait. Sorry. Question about first floor building B. So, there's a call out for the folding partition between uh the two classrooms for grade one, >> but I didn't see that anywhere else in the floor plans. And so, I wasn't sure if that means that that's the only folding partition or if the other ones just weren't called out. >> I think it's more that the other ones weren't called out. You can see kind of the same uh graphics. shown shown like here and here. >> Well, at um like our last study session or the last time we met together, I had pointed out that I

071think um most of our classrooms don't operate that way. There'd be very few instances where they would want to share the space. And I don't think it's worth the trade-off of like the sound traveling through the partition. And so I think we may be interested in keeping those partitions on the ground floor because um for the lower grade levels it would give us some flexibility. Let's say we needed to um instead of using a classroom as a first grade room then we could um use it as a kindergarten room if we could make it larger. But on the second story since we're not planning to use any of those for the lower grades then I would like to see solid walls between the classrooms. Yeah, that's no problem. >> Thanks. >> Second floor. Um, additional

072restroom court here as well. And we said have the operable purchases here, but we can take those out. Uh, and then on building C on the first floor, we also have the the restroom court here as well. and building C on the second floor. I think we just have the staff restroom here. The only change. We can see that courtyard view looking back across the different classroom buildings on the multi-purpose room. We did have a little conversation last time about the kitchen and the serving area and access to the seating area. So, we changed that around um to respond to that. kind of flipping the kitchen and restroom locations here so that the kitchen's on this corner so we can have serving windows that face out to this area between the library and the NPR

073where there's a covered outdoor eating area. Um, we have the two restrooms here. There's a vestibule doors at either end so we can control access and security based on use of the site uh and and provide access from the NPR or from the outside without necessarily giving access to either. Um, so that that kind of responds to some of those comments and also kind of puts the kitchen in a place where it makes more sense from a serving standpoint. Um, there were also some questions about seating and kind of outdoor seating capacity. Um, just doing a quick preliminary layout. We we feel like we can fit about 220 I thinkish uh seats between this area between those two buildings. And there's room in some of the other outdoor spaces on campus to to kind of

074get that outdoor seating up to about maybe 360 something like that. Um, so that's kind of about where we're at right now. The outdoor seat. Uh, here's those extra elevations and the library. So you can see the outdoor seating area here. Uh the gym hasn't changed at all or the the fieldhouse restroom building as well. So that remains as presented last time. Same with the main entry. We talked a little bit about landscape design concepts and some of those trees and shrubs and and and giving that kind of stuff. Just preliminary ideas for that that we'll refine as we go forward. >> Okay. I have comments on that. So, while I did request shrubs as a privacy screen and I'd be in favor of trees for the same reason, as well as, you know, adding

075shade to the campus, I'd like to think about the landscaping and um in terms of its functionality, right? Like, if it's serving a purpose to either provide privacy or shade, then I'm all for it. But if it's merely decorative, I would say I'd prefer to save on the landscaping budget and use that those funds elsewhere, such as to add on the um connecting bridge for the second floor. Like I I really care a lot more about the functionality of the design than just like the decorative element. >> That makes sense. Another major landscape element that will be present on the site is mentioned earlier about bio retention and bioration areas. So any water, storm water runoff that hits the bu any paved areas or the buildings we have to send through a natural filtered environment.

076So that'll actually take up kind of big chunks of that too, which will uh be more of a natural landscaping. One thing that we uh I think we're getting to the end now is some of the interior concepts, but before we get to Amber, there's one thing that we we didn't talk about that I wanted to touch on a little bit. going all the way back. One of the other comments that we had talked about was the uh potential noise from this side too. So um part of our process and part of kind of meeting all the code and sustainability requirements we look at is actually doing noise studies of the site. So our acoustical engineer had already gone out and taken uh measurements on the site. It turns out identifying the sort of background

077noise levels. Um it was there at a time when the the shop was open although it was a Sunday so it probably wasn't the busiest time or maybe it was. I don't know that works for a tire shop, but um didn't hear any noise from that. Measured collected data points all three places along this perimeter that the background noise level was below uh standard practice and what's up. There's actually a kind of a guideline for this in the mount city of Mountain View general plan. Um and so it was below all of those requirements. um we kind of pass along the specific the question that you all had. And so he looked at it in more detail and even like Google and found a report about noise hazards in auto repair shops and the specific

078noise levels for different tools that are used and and essentially looking at that and the fact that buildings kind of rotated 90 degrees and faces the target parking lot and that most of the work takes place inside that building even if the doors are up. who's not worried about the sound from that equipment kind of uh really provide impacting noise on the side or raising it above those those background noise levels that are recommended. So at this point based on our observation and work we're not we're not too concerned about that uh being an issue uh unless anyone has kind of specific experience about that being like super loud and we can do more measurement or something like that if that's if that's necessary. >> I always joke I think at elementary school recess it's

079pretty loud. Yes, >> it is. That was a good point. >> I live across the street from one PE actually. I'll get you back to your slides. >> So, the budget slide. Um, so we just added some more clarifying information. So 117 million hasn't changed. I think we did update the estimate a little bit. Um but still that same 117 million. Um just wanted to break it down to our previous like board meeting when you had voted on this. We had said about 105 to 110 million um for this scheme because we gave you four schemes and we didn't have enough time to do like a detailed estimate but we also noted that it was in today's dollars. Um and so we had done for this last meeting done a more detailed estimate. Um and

080also added in the cost escalation of seven and a half%. Um, so it's basically what got us to the 117 million. Um, so we estimate about 5% escalation per year to midpoint of construction. So it's about 7 and a half% from August dollars to um the midpoint of construction. Um, obviously for this project, we're going to be very strategic about when we bid. Like right now, bid numbers are good because things are a little bit slow. There were a lot of bonds that passed last year, so next year we're going to start seeing more of those come out over the next year or two. Um, so we're going to hopefully try and bid as much as we can before that. And there's a lot of things we can do strategically about timing our bids. Um,

081the different seasons of the year, there's better times than others. So, we'll we'll definitely work on that to try and get the best bid price. >> Yep. >> That's so sorry. Um, it's cut off from the slide, but um, we received a separate attachment that had the four alternates that we talked about. And so, I was wondering if we Well, I'm interested in exploring some of those alternates. though is that something that we would want to do as part of this agenda item or part of the next >> I think we can bring that back for design development be uh before they get into construction drawing and for sure need to have an answer on what alternates we want to add or delete whether we want to add the bridge or or remove the restroom

082for building like that all be done at the next update. >> Okay. Well, I'll just want to finish my comment at any rate. just FYI, the two um alternates that I'm interested in. One would be the connecting bridge as we've already discussed for the second story and then the other would be removing building up. We kind of like skipped that slide earlier, but um if you don't mind going back, >> that's the restroom. >> So, it shows like both the gym and the fieldhouse. And because the gym already has men's and women's restrooms as well as city storage and a city office, I don't see the need for this additional fieldhouse which duplicates a lot of the exact same, >> you know, um, uses and um, and not building the fieldhouse would save a little

083over 1.4 million. And I'd much rather use those funds um, you know, on the connecting bridge or other needs that arise. What about the garage maintenance and storage areas? >> Well, the storage it's for the city. I think we've already covered that. I'm not so sure about the garage and maintenance. So, maybe Eric could >> Well, tell me what you covered there. >> What was the result? >> I think Cell is suggesting deleting that whole building. >> Yes, >> I know. That's what I'm saying. I understand, right? >> Um I can understand getting rid of the men's and women's restroom. So, why? Right. Um, but I'm I'm just curious about the garage and maintenance and storage areas. Um, well, I think whoever is doing maintenance on the field and needs those spaces can buy a

084tough shed. Like I just feel like if we're trying to set expectations about what we're going to build, >> the building seems overkto. >> That's what we have on our existing campuses, right? Or sheds. >> Yeah. And then the district maintenance staff would be responsible for the overall upkeep of the of site. And then there's a lot of custodial cloth that's in for, you know, storing custodial supplies and cleaning things just two pretty good size storage groups in the general. >> And I I my question was about building F. I >> I mean we talked about like bringing utilities out there for maybe future expansion, but not doing that building. So I would be in favor of not doing that building, but I have another question. Um, I don't want to upset the apple cart,

085>> but um, like we've heard public comment, we talked about some different things like our goal is to build a school that probably in the future we will use and more than likely it would be an elementary school. So, I'm just wondering if when they're doing studies and we're going through this process, if we decide like there's no reason to build locker rooms, >> like can we like when do we have to make are we making that decision right now or are we making that decision potentially down the road? >> Yeah, I mean you can definitely make that decision down the road. >> Okay. your way where you're making the decision right now is should we p continue with the design >> as proposed and if you say yes then we continue with the design

086with the locker rooms but you can make the decision to remove those locker rooms closer to you know obviously not after we start building it and not right before but you know we we have some time to do that it's designed where um it has a different roof structure than the rest of the building so deleting it would have very little kind of knockout effects on the rest of the design so it wouldn't cause a bunch of extra work for process actually to delete it. It would be some, but not not it's not a huge deal. And we designed that way intentionally because we knew that, you know, this was a potential change depending on how things get worked out and we're turning on answers to questions we don't have yet. Right. >> That's great.

087And then sorry, just so >> can I just say one thing? Yeah. >> I'd like to remind members that we're only asking clarifying questions at this point, not discussion because after clarifying questions, I will take public comment and then we can have discussion. >> Okay? So if it's a if it's a clarifying question to me >> I I I mean I can wait. Well, no, but it is kind of like another like can we change things because I do remember in a study session >> um one of the things that we discussed is >> I think TK through second has to be on the first floor and if they're on the second floor they can't. And so again, if we decided that we weren't going to like we we're going after this design TK through

0888 because it has the most flexibility for us, but if we determine that it >> really something else hadn't >> met our needs better um >> well they can be on the second floor but they have to be grouped with their you can't have the fifth graders on there with the kindergarteners. So they have >> so kind of the way that these buildings are designed that would probably work as well. >> Yeah. If you wanted to take the you know like the second floor of the building that has the TK in it now and make that first grade that's fine. It we have to I think where that becomes a little more complicated is if we do start connecting them >> uh because then the egress isn't quite separate. >> Yeah. So, um, as separate

089buildings, if we put, you know, if we take the, if you go to the next one, if we if we put, uh, first graders and second graders on the second floor, okay, that's fine because there's only first graders and second graders out there. >> Yeah. Sorry, I don't want to go into, but I just I when you were going over the budget, I was just thinking like if we're making changes, how does that affect the budget and when can we no longer make changes? >> I think you're asking about the level of flexibility we have here tonight. >> Yeah. Yeah. So, the finals and I'm just concerned. >> The only risk in making changes at this point is is essentially just like if you change your mind on things that have makes it so we

090have to redesign something then there's a little more work for us and so we get compensated for that extra work. If we're talking about changing the name on a classroom that isn't extra, >> right? So it's entirely related to how much the change is and that's kind of like I said about the locker rooms like there's a little bit of work for us to update the drawings but it's pretty isolated because of the way the building is designed. Yeah, that on purpose. >> Yeah, >> I haven't question. >> Yes. >> Um, the colors that are shown just for illustration purpose. >> Correct. >> And to differentiate the various >> Exact. Yes. >> So, we could have neon orange and neon yellow and stuff like that. >> If that's what everyone decides he wants. >> Yeah.

091>> Good time to figure out. Yeah, sure. Anything else on the budget slide? Um schedule. So we've got the board meeting tonight. Um we're eager so the amendments next on the agenda as well. So we're eager to get some pot holding work um going I think mid next week and we're getting ready to start that work out there just so we can make sure and verify what's underground there and figure out as much of the unknown unforeseen items as early as possible to make sure that's all incorporated and engineered and designed. um so we have less surprises um once we start demo we always find some treasures underground but we're gonna try and minimize the surprises as much as possible u so that's what's coming up next and then um yeah continuing with the design

092goal is to get that INC1 site package into GSA by mid December and we really kind of have to hold to that because we want to keep it in this code cycle if we don't get it in by December then we have to design it to the next code cycle um so um and then yeah in the spring the buildings will go into DSA and the goal starting in May. So that way we can get it open for the 28th school year. So a little bit tight. We don't really have much um float left in the schedule, but all very doable if we can keep things on track as going. Um and then lots of coordination stuff going on. Nothing that's really changed from last time, but there's been a lot of stuff going on

093in the background. Um coordination has to happen to make >> the uh um the budget numbers been updated to account for possible tariffs. >> That is a good question. It's a very good question. So, it's part of the escalation. I don't have a crystal ball. Um definitely like in August that's we're still trying to figure out the impacts of the tariffs. I haven't seen anything directly. There have been some rumblings with some of the stuff from August. Um that could have some impacts. I haven't seen any drastic impacts, but definitely um it it can I'm sure there are going to be some real um effects of it, but um no, yeah, still up in the air, which is how it's been for the last year. We hear some stuff, but I haven't seen anything big.

094But um >> yeah, it's that would be that seven and a half%. >> Um I'm going to take public comment before we begin discussion. We have one public comment speaker, Mr. Sangrove. >> Thank you for your time. Uh the the initial design is compelling and represents a major step forward for the district. However, its default assumption of a TK8 configuration will not serve the long-term needs of the district. The San Antonio campus will cost over 100 million and serve the community for generations. We should make sure it serves the long-term population trends of the district. The surrounding areas have the highest student density, which will continue to increase relative to other neighborhoods. To meet that demand, the design should prioritize TK and kinder capacity so more local elementary children can walk to a nearby school.

095This would significantly reduce traffic for families who currently drive to Almond Sanorita and Cington. The San Antonio campus should include four TK classrooms with appropriate access to bathrooms. TK kinder classrooms are not needed at Egan or blocks and Sanorita Oak and Lyola already serve nearby children. I urge the board to vote no on the proposed design or revise the default design to be a TK5 school with four TK and four kinder classrooms without locker rooms similar to the structure of LSD schools that have had 600 students. Once capacity planning has been completed, the configuration can be revisited as needed. This approach best aligns with the long-term needs of the district. Thank you. >> Thank you. Board discussion. So I actually I think it brings up an interesting point, right? Because we've had several of our

096elementary schools have had four three or four sections of TK and kinder in the past. And looking at this layout, it is a little bit more challenging to see how you would expand TK. If we got to a point where we needed a third TK and then following year you would need a third kindergarten. >> I'm not it's not obvious to me how you would then accommodate that. So I don't know if you can talk to that at all >> question. >> Yeah, I mean it definitely is designed for you know as people pointed out for this spec this configuration. I I think it um in the terms of kind of what we were talking about earlier about a design change. it would not be that difficult to reconfigure some of the other classrooms to

097also have restrooms adjacent to them and and kind of set them up more like the the kind of vertical wing of of those two uh classroom buildings is not configured that way now and that would change the configuration that can happen within the kind of structural envelope of the the prefab buildings that we're doing in a very similar way to the other legs. It just changes that design and configuration a little bit. Um, so if that's it's kind of as we were talking about before, if that's a change we want to make, whether that's now or sometime in in the future in the design process, that would not that would not be overly difficult to do. Um, it would involve some of what we were talking about before about thinking about um you would need

098to have some of the first and second graders on the second floor of one of these buildings as well. And we need to make sure that the circulation is appropriate for that, too. So be a few follow on. >> Oh yes. Well, I had the same question as Brian and I had asked Sandra about it previously and she informed me that actually the restroom requirement only applies to TK for kinder. It's more of a recommendation and not a requirement. In fact, I have a kinder student at Covington who's now not in one of the um kinder classrooms. So, her classroom doesn't have a restroom and they make it work. And also, the larger size requirement isn't enforced for kinder either. So, you could put a Kinder CL in like a classroom that's currently designed for

099first grade. >> Absolutely. Those are like design recommendations from CDE. They're not operational requirements. >> Okay, that's good. >> So, yeah, you definitely can just decide to move kindergarteners into one of those other rooms and there are restrooms nearby. That's would also be a completely appropriate way to to to adjust to that change. If you know, if we if you made that decision in time for us to make a design change, great. If it's later on and that changes, that that's an easy way to make that change as well. I asked another um I don't know if this question is to staff, but I hate to talk about restrooms, but like it's the thing that sort of jumped out as a little weird. Do we have a standard sort of >> number of restrooms per

100number of classrooms for other campuses or they just sort of happen to get built? >> I don't know the answer to that code. >> There is a building code requirement for that. We have to do a a plumbing calculation for that. There's a certain number of fixtures per per people. So it's fixtures per people like >> it's not per classroom because the same thing for if you go to the movie theater right like it's a certain number of fixtures per person for different types of buildings have different uh coefficients essentially >> for that. >> Yeah. So I guess I mean the way I think about it is you know we're al we're planning the site and then just said we're going to allocate it to the charter school. So, we're going to have to have

101a hopefully we will have a negotiation at some point with them about specifics. >> And so, I'm a little bit uncomfortable with the current plan and just the notion of like some kids from this building go to the bathroom in this building and some kids from this building go to the bathroom in a building across the courtyard. Mhm. >> And so I don't know if there's a way to fix that for lack of a better word, but like and maybe a bridge between A and B would help so that at least like fourth graders that are above because I also can't quite picture how the third and fourth graders that are above the the TK kinder area blally get down the stairs and like out of the kinder courtyard. Like most of our most of

102our campuses have enclosed TK and kinder spaces. So now you're asking a third grader, which some third graders can do, but some third graders are a little bit iffier to like, you know, have a number of steps and get here's the bathroom and back. >> Yeah, for sure. >> The other thing is that you can make the um bathrooms gender neutral, which a lot of the foli actually that we're doing right now are doing that or instead of it being a boys restroom, it would be a gender neutral and you just do the floor to ceiling partitions or you do full height walls. Um, >> yeah, >> we're seeing more and more of that as well. um and your comfort level. So that could fit in there. >> Gives kind of maximum flexibility for all

103kinds of reasons. It also improves the level of privacy for students, which we've often seen as a big benefit because a lot of kids don't feel comfortable going to the bathroom at school. Uh and uh that's not great for their comprehension either. And and so we see that a lot where we'll do uh you know restrooms that have full height walls and doors for the toilets and then the the um the sink area is just open right so that staff can see in there so that it's easier to supervise for staff as well but also just more flexible and more private for everyone. So on on the buildings that we've done like this that have those layouts, we just put like a set of double doors at the front that just get held open during

104school so you can see right into the the handwashing area. And then it's essentially the same layout. It just has full height walls uh instead of instead of partitions there. >> Um how much would it cost to build a model of the site? >> The whole site. We've done that for a couple projects because you can get them 3D printed now. Um, so we can say because we're building a virtual model of the of the that's where all these drawings come from is a computer model for this. So we can actually do that as a 3D printed model depend depends on how big you want the scale to be. You know, if you want it to be the size of this table or something, but it's it's, you know, not prohibitively expensive. It's it's, you

105know, in the low thousands of dollars, I think somewhere in that range. >> Okay. Anyone done them where you can like take your foot off? >> Yeah, there you go. You can definitely buy a few models. >> But yeah, if that's something you guys want to do as we get further into the, you know, it's because we got the design locked down so it's a little bit easier people to imagine. >> Well, before we Yeah. Yeah. Right. >> Before we build it. >> Yeah, definitely before we build it. Yeah. >> Well, unlike Brian, I love talking about restrooms. So, I'm back for more. >> Is it going to cost more to do the gender? Would it cost more to do the gender neutral the floor the full length? >> It's a couple extra like device

106fire alarm devices and exhaust fans, but not um Okay. Not significantly. >> It's right now. >> No, we're seeing that more and more at kind of all all levels. We did projects at Mountain View and Los Altos high schools that both have all access restrooms like that. Uh and and we're seeing that discussion more out of active elementary school and middle school projects that we're doing the same thing. The two folios where Evan design are building right now have >> yeah that program. >> So that's something we can also explore as we go into design. But it it kind of have an extra benefit in this case because of just the configur having this many buildings and the configuration of the restrooms and stuff. It it does uh just make that more flexible. >> We

107can do a mix right? >> You can too. Yeah. Yeah. We could do >> you can and we've done that on campuses too where I just want you know just that that's more choice. >> Yeah. Well, and I will kind of rescend my previous comment which I think was also not timed correctly a pathology but about the connecting bridges because if we could go for the genderneutral restrooms then we possibly don't need the connecting bridges because that costs half a million and it creates this problem which I hadn't thought of about if you put the first and second graders up there then that's like now an issue. So >> yeah, >> I um would definitely like to hear more about gender neutral bathroom. Yeah, we can we can evaluate that more and when we come

108back next time kind of show that that design and think about also as you said kind of having some restrooms that are traditional maybe those are the ones that are like in the NPR uh or in in the gym could be more gender traditional >> right there. >> Uhhuh. >> Are there any supervision issues if you have ceiling walls? It's actually in a lot of ways we find better for supervision because most of the most of the shenanigans as one principal called them uh in a restroom happen you know around the sinks and and that's now any staff member can walk by and see that part. It's now open for everyone to see. Um we do need to make sure that they're supervised. We don't you know we don't want to have a lot of

109spaces where students can lock themselves. So we want to be careful about that. There's little things that we'll do like um have the doors like the closer and the doors set so that it stops at like 10 degrees before it closed and you have to like pull it the rest of the way closed so that by default you can just see if there's anyone in there or not because if the door is not closed all the way then that means there's not it's not occupied. There's little things like that that give visual cues. >> Yeah. Or some or a kid that forgot to close the door but that's less likely >> TK. Yeah. Yeah. Not in the not in the TK. Yeah. >> But yeah, there there are things like that. But like I think

110that and kind of how we place security cameras and stuff, but that's actually one of the things that we found administrators really wanting and seeing a benefit from is actually improving the level of supervision in those spaces and and you know, it's also where a lot of bullying and stuff happens too, right? And that's kind of usually in that in the handwashing part of the bathroom, for lack of a better term. And so it makes that part more visible. I was thinking more about a child who doesn't come out. >> Yeah, I mean that is a challenge and that's something that we've talked about at different places too and and there are different kind of approaches to this but um and you know I think there is kind of a key override of those locks

111to so that that from a safety standpoint if if you know staff needs to get in there they can get in there. >> Uh but those are all kind of considerations to weigh to to to look at through these designs and we can provide there's there's actually um a group at I think it's like St. Paul Public Schools in Minnesota, an architecture firm that they with that did a really kind of exhaustive study of this and they have a really great report that we've referred a lot of districts to that can that can kind of walk through the different options and and it gets into the cost but they did a bunch of surveys and stuff too. >> Yeah. Can you >> Yeah. Yeah. We also did um one of the projects talking about working

112on is at Sunny Vale Middle School just down the road and and we did some surveys with the st with the students there as well around like you know uh what their impressions of the restrooms are. What do they use the bathroom at school? Are they comfortable using the bathroom at school? and would this kind of, you know, we asked a lot of those questions and things too and and that was really eye opening and partly to like how many kids don't use the bathroom at school or don't feel safe using the bathroom at school. Uh and and that um you know this is a way to to kind of approach that question differently. Yeah. >> Well, so when we are reviewing and approving the final schematic design, what we're really talking about is we're

113approving these buildings laid out in this manner >> and then all these other concerns are going to follow. Yeah. So >> that's in the final schematic design. I think that's a good way of putting it. Like we would incorporate all these comments and review those these are appropriate to approve. >> What we're approving is just >> we're going to put some buildings here. This is how we intend to lay them out. >> Except for building meth. >> Yeah. >> These boxes can change, but the boxes are going to the layouts and the um your shells. >> Okay. >> Any more questions? That was my >> but also procedurally do we have um the opportunity for our you know teachers and principles and stuff to take another I don't know if they've been involved the whole

114way or if there's an opportunity for them to take another look but it seems like it would be valuable because we're doing a lot of supposing based on our experience with our kids on our campuses about the dynamic but I would love to get the make sure that we get the staff's input before we really nail down this fire we've done a little bit after the last meeting. We talked to uh Kim and Kate and Yeah. But yes, we can do more of that. >> Absolutely. >> Do you mean schematically or >> No, on a on a sort of >> on the on the further detail. We have these buildings and these shapes, >> you know, as a maximum, right? like like I want to make sure all the way down to like if for

115some reason we have to delete building >> C >> we don't run into problems like that's level flexibility. >> Yeah. No, that would be great to get a little more especially as we get into the details of like we talk about the restrooms and things like that, right? Those are good things to get more staff in >> bathrooms are important. >> Yes. >> Are you ready to take off? No, no. I I want to finish. >> Is there any further discussion? >> Um, I suggest make a motion to add the word nearly between the word the and final. >> Approve the nearly final. Yes. >> What else? [Music] >> That's why I asked that question. >> We're not going to change any of the buildings other than building A, >> right? and how it organized.

116[Music] >> Would someone like to make a motion to approve the final schematic design for the San Anton? >> So move. >> Thank you, Vladimir. Uh may I have a second? I'll second. Thank you, Stella. >> Um any further discussion? Okay. Motion to approve the final schematic design of the San Antonio campus was made by Vladimir and seconded by Stella. All in favor, please say I. I. >> Any opposed? Any obstensions? Thank you. Motion passes unanimously. Thank you very much. >> Thank you. Thank you. Appreciate it. >> On to number three, amendment number one to the design build agreement with construction. >> Eric, this is yours. Uh so just a few seconds ago you heard the updated uh design from our design metal team and tonight we are formalizing amendment number one which will allow

117them to continue with the current design and the current cost estimate the not to exceed amount for extra additional design services. You've heard Amber talk about potholeing and site investigation. Um you know it's pretty important to get get ahead of that work before they start doing trenching and demolition and that will actually save the district money to have some information known before they uh get into uh demolition and site facilities. It's also for early procurement. Um before COVID you could buy things on the shelves like large switch gears now have to be pre-ordered uh sometimes six months to a year in advance to order them. So this will help them with early procurement prototype items. Uh so and this has been reviewed by legal council. This is approval of amendment number one for the design

118build contract. Uh we'll block construction. Uh it'll be for 116.8 million talks. It's an action item. >> And then uh still bring it up. Bring it up. We couldn't fit the alternates on the slide deck that you saw earlier. So we attached the uh the current schematic design estimate uh as a separate attachment and we showed the add alternates and then um the design build team discussed they will actually be um reviewing that uh and then if we decide to uh remove add the bridge the restroom storage building there would be a change order a deductive change I thought we were gonna do some >> Okay. Sorry. Oh, boy. All right. Um, is there any public comment on this agenda? Seeing none, public comment is closed. I assume that clarifying question. Yeah, please. >> So,

119when we're pumping the number up, I just want to make it clear so that I make sure I understand also for the public. We're not committing ourselves to spend $170 million. We're just resetting the contract with the current design, but we could still spend less than that. We still building for the locker room. >> Locker. >> Yeah. Yeah. Correct. So tonight's amendment number one will be a not to exceed amount of 1168 million. uh and then if there's any changes or additions that that would happen at a later date. Also uh this is the cost estimate not to exceed at this time at schematic design and then we get into design development there'll be another estimate given to the board and then once we get into DSA submitt and that's when we will get into

120what we call the guaranteed maximum price that will be the maximum price and that will be the final lock in uh price for the project at that time. So there'll be two other opportunities when you'll get revised estimates u for the board to approve. >> Thank you. >> Any other questions? >> Okay. Then may I get a motion to approve amendment number one to the design build agreement for the site project? >> Thank you. You have a second. >> I'll second. Any further board comment? Okay. Um motion to approve amendment number one to the design build agreement for the 10th site project was made by Vladimir, seconded by Stella. All in favor, please say I. I. >> Any opposed? Any abstensions? Thank you. Motion passes unanimous. >> All right. Bond funding overview. >> Okay. uh

121my pleasure to uh introduce Kiko Sato who's met before and presented to the board uh several times. Uh she's our financial adviser with it binders. She's going to give an update on our financing schedule and talk about the original uh financing schedule and she's give a very brief update on our current assessed value and talk about our schedule of of financing and issuing the first series of bonds. uh you know later in the spring. So I'll give a hand out to Mika. >> All right. Good evening board member and superintendent cabinet in the Los Altos community. Thank you so much for your time this evening. I'm thrilled to be here to give an update on the bond program. So since 1998, district voters have been very supportive. Uh they have passed three different bond measures.

122Uh the 1998 measure H bonds have completely been issued and repaid. Um and the 2014 measure end bonds 115 million. Um we the district issued the last series of bonds from that authorization last year and that will be fully repaid in 2044. And of course measure E uh passed in November of 2024 350 million. Um all of the measure EE bonds have yet to be issued. I did want to share this information. um some of the board members have changed since I presented this uh prior to the measure EE election. So when uh the district was considering how to size the bonds um we took assumptions that were a little bit more on the aggressive side to get to that $350 million. And so you can see various assumptions that we adjusted from the baseline

123model which just raised 286 million to to get to 300 mil 50 million. Um some of those included being a little bit more optimistic about assessed value growth which we thought was appropriate given the history of assessed value in the district. Uh being a little bit more optimistic about the district's borrowing rate given the district's uh strong AAA rating. Um and then finally the bond series instead of assuming three series of bonds issued every other year shifting it up to four series of bonds. So um the trade-off there is though even though the district could authorize 350 million in bonds, it meant that um the timing of accessing those funds will be spread out over a longer period of time. So why does spreading it over multiple years help? So a couple of things. First

124is the key one. Um, you know, the district wants to stay within the tax rate target provided to voters at the time of the election. The $30 per $100,000 in assessed value. That's actually the maximum under Prop 39 as well. And by issuing the bonds over multiple series of time, it allows the tax base to grow um which helps very much in terms of uh managing the tax rate. Uh we also want to keep an eye on the statutory bonding capacity. Um so whenever the district issues bonds it needs to be able to certify that the total amount of bonds outstanding doesn't exceed 1.25% of tax base. Um and then the last three are just um uh different elements but you know mitigating interest rate risk by issuing the bonds over multiple series similar to

125the concept the concept with dollar cost averaging or investments. um whenever the district issues bonds under tax law, it needs to have a reasonable expectation to spend down 85% of the bond proceeds. Um if the district doesn't meet these um requirements, there could be arbitrage rebate requirements to the IRS. And then finally, um the fifth one, lower interest expense. We want to make sure that we're the district is timing the bond issuances closer to when the construction when it needs those funding to um to lower the amount of interest expense that taxpayers uh may need to will need to go over time. Um I mentioned assessed value earlier. Um we do have another year worth of assessed value information. Um in 2026 the assessed value grew by 5.2%. 2% uh which is a little higher

126than that 4% assessed value that we assumed in the model. So that was great. Um I do note that that growth rate of 5.2% is uh somewhat lower than the historical averages that you can see above the bottom. I also wanted to point out this is something that um I've been doing more is that assessed value um is different from market value. And you can see the distribution. I I'm sure that if you're driving around the neighborhoods in Los Altos, you're not seeing a lot of homes on sale at a million dollars or even $2 million, but you can see that a quarter of them are still assessed below a million dollars and you know 48% uh below 2 million. So this is a graphic representation of the measure EE design that I showed in

127that table form earlier. So you can see the series A, B, C, D model. Um the debt service layers on top of each other kind of like a puzzle piece to keep the overall tax rate at that $30. Um this is the original financing model. So I know that 2025 is about to end and the district hasn't yet issued the first series of bonds, but we wanted to show what the original model looked like here. Um and so on the right hand side, the original model assumed a fairly equal um bond sizings per series with the first series of bonds being 90 million. I did also want to touch a little bit on the bond market um movements. Um this is the MMD 10-year rate. So just looking at the what the borrowing rate for

128the 10-year for a hypothetical um AAA rated state issuer and you can see that there's been a lot of volatility over the last uh 20 plus years. Um interest rates are definitely higher than they were in the historical lows between right after the pandemic really. Um and but in 2025 interestingly um since uh September 1st of 2025 when there were some bad job reports the interest rates have um come down quite a bit. You can't really tell in this graph so much. It's that little dip on the very right hand side. Um but you know we are getting close to historical averages. So in terms of a sample issuance schedule, it typically takes two to three months to issue bonds. Um based on our conversations with the district and when the district is likely to

129need the bond proceeds from the first series of bonds, uh we've shifted that from 2025 to 2026. um contemplating you know kicking off the financing early next year in January with board approval in March of 2026. Um shortly thereafter the district will go through the rating process receive the rating postliminary official statement u with the aim of pricing bonds in April of 2026 um with closing of the bonds actually issuing the bonds and receiving funds at the at the beginning of May. Um, we like this schedule a lot because it also works well with the county's tax rate setting process. Um, so there shouldn't be, if we are able to follow this schedule, any, you know, too many additional resolutions around the tax rate setting process that that would this would kind of seamlessly work

130together. I think that's it for the presentation. >> Thank you. I I just want to point out one thing that's it's um sometimes and I've mentioned it a couple times and I always toot our horn is uh last year we had our our districts rating upgraded to AAA and very few districts in the state of California how many districts percentage have this in the state of California they're testing me but it's it's very low I want to say you know fewer than 20 school districts yeah >> and so one of the things that we talk about is the reason why um the district obviously we have great tax base which is important for that. But we have uh we have uh great cash flow, adequate reserves and so by having our general fund being very

131sound and in good shape that helps our story with the credit rating agencies. And so when we sell these bonds we are hoping to get a very sim rating. Um and we feel and we just want people to know there's a reason why we want to have good reserves and have good finances in the general fund because that actually saves our taxpayers money. And so when we sell the bond, we get a better rate because we have to work with credit uh good credit ratings. So always want to point that out and toot our horn about credit ratings. But then also, you know, the general fund and having cash flow. This will be the second year in a row. We haven't done a trend. So that also helps us. It look good that we are

132able to manage our cash flow by not borrowing from the outside. So those are things that we always want to let the public know, but being really good stewards of both funds. >> Thank you. Thank you. Any oh any comment back questions public comment see any comments any further comment or questions >> yeah please >> um I back on the measure double bond analysis it's not particularly about that but my question is if suppos supposeding we have passed a $450 million Um, does the tax rate cap mean that we would have to issue more tranches uh or or would we not be able to issue $150 million? >> Yeah. So, it's um the concept is similar. you would either not issue the bonds um for a long time or you basically be waiting to issue

133those final series of bonds after let me look at the chart >> that's not this particular interest in general. >> Yeah. Yeah. In general it would mean that you would be you know when when you have capacity so it would be starting in like 2050 you might be able you know that authorization doesn't expire. So that hundred million that you you weren't able to access, you'd start to be able to access as the capacity under that $30 opens up and you know based on the current projection that would be around 2050. >> Okay. So regardless of what the dollar amount for the bond measure is, we have we cannot issue any particulate bond um that exceeds the $30 per $100,000 AB. >> Yeah. So under Prop 39 for an elementary school district, $30 per $100,000

134in assessed value is a limit period. >> Okay. >> So the district could, you know, have another bond measure and get another $30 capacity. >> Oh, so you could actually have bond measure. >> Could you have two bond measures on the same ballot? >> You could. >> Great. >> You know what? I don't think >> I've seen districts do two. I haven't seen anybody do three. >> Not successfully. I've seen, you know, three but not success. >> I just um wanted to thank Eric for being such a good steward the budget and getting us that AAA reading and I wanted to thank Makika for being here and for preparing such a detailed presentation because I wouldn't know the first thing about how to time the issue and the response >> on um page four. uh

135assess valuation. Um how does that track the economy just in general? I mean presumably if the economy tanks it goes down. >> Yeah. So because it's um under Prop 13, these assessed values aren't exactly at market values. It's interesting because it actually does protect you a little bit during market downturn. So if you remember in 2008, 2009, 2010, 11,12, those were tough years in terms of your probably if you were looking at your, you know, home prices, there would have been a pretty significant drop. But when you look at assessed value, the assessed value growth flattened out, but it didn't drop because so many people's assessed values were so low. even though the market value dropped, you know, quite a bit, your assessed value didn't really drop because you were way below the market value.

136So, it does in some ways, you know, over the last 10 years when the economy was really good, you know, the assessed value grew significantly, but the dip doesn't dip as much because of the Prop 13. >> Yeah. >> You have another question. >> I have another question. uh uh municipal market data. Um so it looks to me here that when the economy tanks like in CO >> the interest rate also goes down. >> Would you say that's a general I mean I'm not holding into any specifics. >> Yeah. >> Uh as a general uh characteristic >> that's generally true. >> Okay. That's all. I mean that's why you know when you see that dip in recent recent um weeks or you know since September 1st it's because of the jobs market data was not

137very good. It looked like unemployment's going up and job creation is lower. Um but but um we've seen periods where both the stock market was going up and the borrowing rates were down and so I feel like really since 28 2008 that relationship's been a little strange. >> Okay. Sorry your question. >> Any other questions, discussions before I got >> Thank you so much. >> Time being here. Thank you very much, Eric. >> All right. Next is our measure E program update. Okay. Thank you. You join us if you want to. >> All right. Thanks. >> Sure. Now, I want to introduce Miriam Safari. She's with Coming Group. She's with our bond program management team. Um, and so we're going to talk a little bit about measure E. Get an update. We have uh we

138have some homework assignment in front of you. Uh, a very big spreadsheet just so you can look at it. Got all the answers collected. Um and as at the previous discussion uh with the design build team we it is nothing been set in stone. So this is like kind of like a highle rough draft of what measure e bond program will look like in some form or fashion. Uh tonight we're not asking you to finalize a project list, finalize a budget allocations. Tonight is more um very similar to what you heard earlier is more discussion and give uh and give staff some direction on things that you want us to look at and then we'll kind of go over our slide deck and then we'll try to answer any question that you might have. Um

139and then please feel free to interrupt us, ask us any questions. I want to thank Miriam who's been working overtime. Her and I have been working a lot together over the last couple weeks to put this together. Um, and I'm going to go through the slide deck first and then we can kind of dive into any particular questions. Um, so the big picture, we want to look at our bond program as a big picture. Um, we are committed to building the San Antonio campus uh and opening that in the fall of 2028. We also programmatically conversion middle school is a priority for the district is what is best for our students. So that is going to we're going to try to do those two things in the same time frame. Um during the facility master

140planning process, we know there are lots of needs over 700 to $800 million worth of needs. Uh and but we have to spread those needs uh across all nine school sites. Uh we can address all the needs with measure E. Um um we'll talk a little bit about cash flow and what Miko was saying was you know even though we have authorization from the voters for 350 million we can't issue all the bond at the same time. One you can't spend the money that fast to do all the projects but also we have to remain within the $30 per 100 assessed value. So we have to be in those tax rates for Prop 39 bonds. Um and then the bond program is just like our general fund. It's a multi-year expenditure plan. So when we

141do bond programs, we're going to issue the bonds during a certain year and then we're going to spend those bond funds and then we'll issue the next series of bonds. It'll be series A, series B, so on. Um and it's just an expenditure plan. The the financing, the money, the revenues coming from from the um from selling the bonds because we've been authorized by the voter to do so. And then when the money comes in, it goes into our bond fund. We'll spend those funds appropriately and then we'll do the next issuance when we need cash. Um, and I'm always mindful is we only issue bonds when we need the cash. We don't issue them to hold on to them. There there are tax implications. You can't just um issue bonds and then earn interest.

142The the federal government, the IRS does not like that. So, uh, so there are some things which you have to do. Uh, and we want to have stable tax rates for our our homeowners. Um, I do I'm a strong believer in uh for our senior citizens, for all of our families. Uh, they want to have a stable tax rate. They don't want to see their tax rates go way up one year, way down next year. They want to have that stable tax rate throughout the throughout their home ownership. And then we need to have a continued investment in our facilities. And what I mean by that is our facilities are aging. Our facility master plan is very clear. There's lots of needs. Um we need lights, we need roofing. We came in this room earlier

143this morning for a meeting. It must have been a million degrees. The HVAC's not that great. This is actually a portable boardroom if you did not know that. So, um, but that's a perfect example of all, but all of our school sites where kids do the learning in those classrooms, they need lights, they need HBAC, they need new roofs. So, all these things need to happen. Our bond program, it is really a long-term approach. At the San Antonio campus, we do have 10 schools on nine sites. So, when the San Antonio campus is built out, that will help alleviate many things that we need to have happen. It'll help us with our middle school model. We also want to modernize all of our existing sites. We want to address the highest program priorities. Uh we

144want to uh one of the things is portables. Um we want to avoid using them for um temporary housing and we do have a lot of portables on our campuses. But the idea is if we can phase the bond program correctly and do early procurement and get the people under contract early and if we're going to do a a school modernization, let's say we do here at Covington or any other school, you want to purchase the HVAC equipment, the lights early on in like January, February, so they're here and then you start demolition during the summer. And if we're just modernize the classroom, just HVAC lights and so on, you want to be able to do that and not have to put all the kids start the school year off in temporary housing because there's

145a cost to doing that. Um the idea and then bond program number two would be implement remaining programs removing uh any other portables that we want to remove from our sites. Uh renting portables is fine for shortterm. Um uh I think Sandra mentioned there some of our portables are 25 30 years old. Yeah, there's certain portable at certain school sites, they're very old and it's just not costefficient to be doing that. The facility master plan, I just wanted to point out the bottom right number, that is the amount of uh that's hard cost and soft cost. So, you have $700 million worth of needs just for our nine school sites, right? And so, that there is there is a definite need for our school sites. As you walk around, our schools are very well-maintained. Um,

146but there also there's a lifespan. And if you go to your if you go home tonight and you go, "Oh my gosh, I'm so glad it's raining tonight and my roof doesn't have leak tomorrow." I'm a little worried about what reports we'll get for what leaks, right? Because we did have a heavy rain. Uh and despite having maintain our facilities, things need to be replaced. If you have a roof on your house that's 25, 30 years old, it's probably used it past it useful life. Um pro proposed issuance schedule. But Kiko kind of talked about that and we're trying to as we plan our bond program out when we issue the bonds it's going to be every other year. Uh and that's kind of the the financing plan that we're looking at. So sometime April

147May of next year will be the first issuance and these are the dollar amounts and so once we get this uh issuance schedule and now if assessed value grows you can maybe issue more right but it's all based on um the market conditions what our needs are and also we can't issue more bonds and sell them unless we can be under that target tax rate. Right? So the expenditure projections and that's kind of what we want to go over this this chart that we attached as one of our attachments is the construction cost 109 million the soft cost is uh 32.7 so we added um I want to make make it clear on this slide the construction cost is the hard construction cost and then when you heard about the amendment of being 116.8 need

148some of that uh extra dollars are in that soft cost which is design fees and we'll break this once we get the whole program organized for final project list we'll be able to break it down all the hard costs and soft costs as well um we are going to have a a contingency in there so the total project that we're anticipating for the San Antonio campus is 141.7 total and that's hard cost and soft cost so don't forget when we um you approved a contract tonight for CXF commissioning consulting that's a soft cost you approved a contract for additional boring for the new building locations that's a soft cost so those are the type of contracts that you'll be bringing to you to the board there'll be uh testing and verification labs inspectors and so

149on uh there might be another consultant for audiovisisual equipment and so on so those are the types of things that will be soft cost that we'll be bringing to the board as we go and then anytime there's a budget change we'll be asking the board to approve a budget change for the San Antonio campus, but then also for any other projects that we have on our project worth. And the board will anytime there's a budget change, scope change, the board will be approved of that every time. Uh the other nine school sites potentially in six phases and um as our bond issuance schedule is in four different phases over eight years, we can't do all the other existing nine sites all at the same time. So we have to do it in phasing when the

150cash is available. So the construction cost is 150 to 160. The other soft cost is one is 50 million. And so we're talking about 210 to 220 plus another uh 141. And um don't forget we also have about $27 million of cash of measure N still available. So when we add this up and add about 12 to 15 million roughly for for construction contingency for escalation, that's pretty much 375 total of what we're planning for revenue. We're not including state funding at this time. We are going to be getting in line for some state funding for new construction and modernization, but oftentimes you'll you'll get in line for the state uh to get in for state funding. You don't get the you will not receive the funds until several years later. So, if that money

151comes in later, that could be funds for other future projects that might not be have enough funding for measure ED. The proposed project list scenario, and we only showed one scenario that is on this big uh piece of paper. We didn't want to have five different scenarios because it would have been paper all over and we're mindful of our tree friends but um but we also wanted to get some direction from you and then we can sharpen this up and bring back a different scenario or a different type of way of explaining it to you. So phase one uh we are going to look at Egan and block uh a few um uh little bit over a month ago the board approved a contract with ADIS architects uh that's a soft cost right and that

152cost is to do a design study of middle school model and whether we're going to need to build new classrooms modern modernize a few classrooms convert them to sixth grade classrooms and build new classrooms or can we use existing portables based on what we decide to do uh at those schools. So there's a lot of options out there and we when we bring that study back finalized to San Antonio campus final design then we can have and once we know exactly how much we're going to have to spend to get sixth graders in the fall of 28 and what's the most cost-effective solution we'll bring that to the back of the board for approval. So phase one, this is a like almost like an exercise like a sharet, right? That it's going to be new

153classrooms and locker rooms because as we're adding more kids on campus, are we going to need have to build build another locker room to get sixth graders in there for the PE classes? Total budget about 17 million. We would need to start construction by 2027 just so it's ready for the fall of 28. Um, we p and I wrote pending study by Adah's architect on sixth grade feasibility of what is the most cost-effective way to get sixth graders on campus. Phase two of projects would be Oak and Sanorita modernization. The total budgets 42 million. And if you look at your um if you look at your lists, we try to break it down where you could see the construction cost and the soft cost. And so for Oak and Sanorita, Oak was 19.5 and Sanorita

154is 22.1. And that's what we're budgeting now. And as we get more information, we'll adjust those accordingly. Then then I want to remind people what is modernization. Modernization of a classroom wing is new heating, ventilation and cooling, fire alarms, roofing, lighting, exterior and interior paint, carpet, classroom audio visual. um launch canopies, restroom upgrades, path of travel upgrades, and any kinder TK playyard upgrades, which would be, you know, things to make the the safer or more age appropriate. The uh the schools haven't been modernized in a while, so our fire alarms, other districts are doing a fire alarm upgrades right now, and they're becoming very expensive. So, um when we modernize a classroom, they're going to make us upgrade all the fire alarms in all of the buildings. There's also a thing called path of travel,

155which we're we're putting money in our budget for this. Path of travel is when you build a new building or modernize it from the parking lot all the way to that building, you have to have a current code compliant American Disabilities Act path of travel. So that means the concrete, the parking stalls have to be no more than 2% cross slope. 2% cross slope is like flat almost, right? And so there's a reason for that because it's for safety. So people in uh that are disabled wheelchairs don't fall over. So that but the 2% cross up is very hard threshold. And when we had to do the gardener bulis parking lot last summer that was one of the things that DSA required us to do and that's why that project took longer because we had

156to go back to design and kind of redo the parking lot to make it compliant. So those are things that will come up and you'll be hearing these words DSA path of travel access compliance. Those are words that will increase project cost. Uh phase three we're talking about doing Springer, Almond, Garden, and Bulis. Um and that very similar the total budget for those three schools is there. And this is not the order we're we're suggesting. This is just an exercise. So you can see how what the planning has to happen and then how much we and then we also have to time it. We can't do all the projects for the highest cost earliest. Um just we won't have enough money. So we have to spread the projects out appropriately. Lyola Cumington modernization 46 million

157and then um depending on if we get sixth graders at Egan and block then we would come back and do Egan and block last in the last phase to do those the rest of the classrooms modernization. So this is just a kind of a thing. And then Miriam and I talked about list this forecasting. If we just took the total construction cost and times it by 5% a year over the course of the bond program, we would need 12 to $15 million of just escalation. So when we develop our program budget, we will have a project budget for each project. Then we're going to have a program contingency. And in that pro program contingency is going to be that 12 to$15 million. And as projects save money and come under budget, then that contingency gets

158bigger. And then if we decide we want to make a scope change or increase a project, you know, scope in a project or add more to a project or no, we want extra this, then it would come out of that contingency. And then as projects get more expensive due to construction escalation, it will come out of that contingency as well. So those are things to be mindful as we develop our program budget. And this is kind of what the phasing of the projects will look like. this will change and and this will change every year based on the cost. This is a sample. This is kind of what it looks like. And then scenario two was uh very similar but less costly and and once we get the study from ADIS, we'll be able to

159give you a good a good recommendation and they'll be studying the classrooms and current capacity. The current third graders are going to be the sixth graders that are starting in the fall of 28. So, we'll be looking at our enrollment, our capacity, how many classrooms do we need to build for the fall of 28 for our current third grade class metriculating to sixth grade, the middle schools. Uh, can we use the existing portables? Uh, I know there's discussion tonight about what's the we heard some public comment about what their some of the public's um thoughts were on that. And so we will study that as we'll study all options and give the board the best options to stay at the district of the most amount of funds but then also to be able to implement

160sixth graders open Santaorita modernization almond gardener bulis and very similar just going back through uh and then the phase uh six um gardener bulis has eight classrooms and a restroom building and a custodial office that are all portable rentals. And so when Garner Bulis was reopened, um half the campus was kind of modernized and then the district did not have a bond fund available to do it at that time. And um there are portables out there. And so the cost of doing some pre-fabricated timberquest type building, something like that, we were going to budget maybe $15 million and maybe we would do that as a phase six depending of funds available. for if this was a priority to the district and to the board then we would get some direction and that might move up

161depending on how we do that right but anytime you move one project one area another project gets pushed back somewhere else so there's always um you know there's options and tradeoffs and then really looking at what are the priorities of the district really I always think of like programs first programs for the kids I think the San Antonio campus middle school and then we have to decide as it as it collectively and give some direction what's the next priorities? Um, and we don't need to decide that today, which is good, but we want to uh be able to show you kind of some of the thoughts and things we're thinking of. Um, phase two, these are the total costs. Um, if we use existing portables at um some of the schools, if we use existing

162portables at Block and Egan uh to bring sixth graders in, that's probably the lowest cost. Uh but there might be some AD upgrades and things that might need to be done to still allow that to happen. Um and we wanted to kind of show a campus of the block school map. This is kind of the the proposed plan. Uh that's based in the master plan, but again that was also building new classrooms. We're not advocating for that. That is a plan. Uh and we can do that, but there'll be a cost of doing that as well. And then also the school map. And then our next steps is uh it will not happen tonight but we will bring uh as we discussed internally and staff we'll be bringing back to approve measure N and me

163because there's still remaining measure N dollars and then approve measure E project list and budget at a future board meeting. Um Mako um is really a trusted advisor and it does take a village. So when when Miko goes here and I have our underwriters and Katherine, our other team with us and bond counsel, uh we district's very fortunate. We've got a good team to help support us. Uh we will talk to the board again uh in early January talk about the financial review uh to do the first issuance of measure E and then uh once we have about after 60 days of approving uh certifying the election, that's when we have to create a citizens oversight committee. Uh so it would be if we started that committee now they would be overseeing nothing because we

164haven't sold bonds yet. So we will be certifying the election in the spring of 26 and once that happens we will certify the election and then we have 60 days to create a citizens oversight committee. Uh you're allowed to have the oversight committee do measure E and measure N and that would be our preferred way to do that. uh that we would give them separate presentations on the expenditures measure N and we'll spend all measure N dollars first before we start spending measure E uh so there's less to manage and you don't want to co-ingle we will uh have two the bond funds in two separate fund sub funds so they're separated um very similar so that's our next steps with a lot of information um in a short time and I know it's been

165a very a very full agenda but a very important agenda to the district uh so we're here to kind of talk about questions you have and we like bringing big charts and graphs. We like numbers, right? >> And surface some priorities. >> Yes. Yeah. And I think really um there's a lot of things we can do and I always say we can do in education, we can do uh really anything or you know really can really do everything but we can't do it all at once, right? So we can do a lot of things we just can't do it all at once. So really ask, you know, kind of give it ask some questions of us of what are some of the priorities and things that you guys think the district should be looking at

166and studying and then what things you want us to bring back to you in the future. >> Um, if anyone has public comment cards, please submit them. Any clarifying questions before we go to public comment? Any requests for public comment? All right, still up for boarding discussion. Would like to start? Uh well I noticed that we have a member of the bond oversight committee here with us tonight and I just wanted to thank her for her. >> Um and I actually I liked what you laid out in scenario two. I thought that looked pretty good to me. So I'd be interested in pursuing >> I have a question this page that you you have highlighted some cash flow concerns as you go through this and so I'm just wondering >> how is it managed? >>

167Yeah. How is that managed? And you know we were just celebrating our AAA rating and all the wonderful things. So, are we taking hits every time? Potentially. >> Um, this this um this cash flow won't impact our credit rating. Okay. >> But but we can't it's very you have to be we have to be mindful of not um signing contracts and starting projects unless we have the bond dollars in the bank. Okay. >> So, we'll have to be mindful of as we and this will change a little bit. Right now it's, you know, we're hoping that the San Antonio campus once we get the design development um estimates and once we get a construction drawings that that number will go down a little bit and that will help us also. And then I'm also not

168including um I I have there's a specific reason why we didn't uh we're not including the $10.4 million in TDR proceeds. that's helping us with our general fund to meet cash flow for payroll and to keep our credit rating and not having to do a trance. So the TDR money and then there and we know the Malone guy TDR will be coming in we hope soon. We're not counting on that. >> But right now, if we just do scenario one, looks like we'd be short, get my glasses on here, >> about um $18 million. But if we have a 10 million TDR and there's some other things that change in, we'll be pretty close. We can also, we were thinking of issuing series B in sometime in January, which would be quarter three. And if

169we had to move that up a little bit, we could uh but we want to be mindful of that as well. So cash flow for the bond program is super super important. We have a very large project the San campus at the beginning of the bond program. So that puts a little bit of constraints on projects moving forward. But once we do the second series of bonds sometimes in the third quarter of January 2728 then the rest of the projects will have a more normal flow. But the beginning of the bond program is really focused on the San Antonio campus and that there's some c that creates a little bit of cash flow because you can only issue the bonds every other year is our is our financing plan >> and and this is in

170scenario one. So Stella mentioned scenario two looks good and I think scenar I think maybe the ADA study is going to help us determine whether we should go with scenario one or scenario two. Is is that a fair? >> Yeah. But so if we did go with scenario two, not this cash flow concern might change because we're not spending as much money building new buildings, right? >> Correct. And if you look at you look at expenditures for San Antonio, that's kind of what we're spacing out. But if you look for expenditures for modernization, there's there's two large numbers, 5.4 and 4.8 8 million for like new classrooms and new modernization work that could be done at Block and Egan. Um, and that's going to be that's going to be hitting our expenditures before the financing

171comes in. So, as we get into the study with Aegis Architects, they can help us with that as well. And this will this right now is theoretical, but um, but we also I'm very conservative and so I want to make sure we don't sign a contract that we don't have the financing to pay for at that time. We want we have the financing, but not at the late 18 months. You have to be mindful of that. There's the only time in the whole bond program where I'm super nervous about the cash flow. It's usually at the beginning because of the large project. Um, so I'm a little uncomfortable sort of process and transparency wise moving forward with something where we we're deciding that we're just going to do modernization for every campus without another round

172of consultation for each of our campuses. Our campuses are all from very different states in some particulars and like some of them have had HVAC work done and other work done and so like at a high level it seems reasonably fair at first pass that like we're going to invested reason roughly the same amount of money in each of our campuses but I'm not comfortable saying and that's going to be like paint and carpet and and just these modernization things for all of our campuses. I think at a minimum we need to give our each school community an opportunity to say if you have $22 million to invest in your campus over the next 10 to 12 years, how do you want to allocate that? So that's sort of where I come from because I

173mean this is less work than we hoped we were going to be able to do on our existing campuses the last time we talked about this and the last time we presented it to the public. So, you know, at the end of the day, there's kind of no getting around that top level number. But I could easily see that some communities would say, you know what, especially if we're going to trigger all this DSA stuff, like maybe we just do a new multi and we don't do the modernization in this round because you can do new multi for far less than modernizing the entire campus. And maybe it's like this is where we kind of need to get into the next layer. But like I'm not super comfortable right now with like us making that

174global decision without even giving our communities a chance to weigh in. >> I think a chance to weigh in. So input is good, but we also the community doesn't know the costs of repairing HVAC problems that are constantly happening. Right. >> Well, that's we need to present that. >> Yes. >> But we can't but that's like we need to be able to present that even if we end up here. We need to be able to say why. For >> sure. And I I do know one thing is um uh I know a lot of uh community members and parents, they might spend time in the multi for their events and functions, but kids spend their day in a classroom. And so I always try to prioritize and not that multis are not important for every

175school site, but when we look at all these options, I also um as a uh having done multiple bond programs, classroom modernization is super important because that's where kids spend 90, you know, 98% of their time. Either it's a flex room or an ARC room, it's a classroom. Right. >> Right. And that's and that's also where the teachers spend all their time. So if like the teachers at a campus like that's we need the help of the teachers to sell it to the parents potentially right and the teachers come to us and say >> look you know we've discussed it among ourselves and yeah like the improvements to the classroom will really make a huge difference to our lives the kids lives the educational program and we can stagger on with this unusable multi or

176office or whatever for another 10 years then I'll take that but I'm not currently willing to make that decision for each of our communities. >> Yeah. And the other the only issue I have with scenario 2, like spending, you know, being able to do the six to eight cheaper is great, but I'm a little uncomfortable with Gardner Bulis then being the only campus that gets new buildings. Well, um, and I wanted to clarify when I say I like scenario two, the main thing I like about it is that we're spending less at the outset on new construction at the junior highs and that we sort of like get through all the modernization first and if we run out of money, it's going to be at that last phase, which is currently new classrooms, right? So,

177it's possible that nobody gets new classrooms, right? But I'd rather see all the modernization go through. >> Sure. if we don't need to construct new buildings at the junior highs. But I am definitely open to exploring other ways to spend. Let's say we do end up with 15 million left. We may not because the escalation wasn't included, right? We may end up with nothing left. But if we had like 15 million left, I'm interested also in exploring like how we could use it. It's not just the classrooms, you know, that I would be interested in. So like we could consider multis and other things. >> Yeah. Or or new buildings at junior highs. Like I think you can make an argument that if we have a fairly limited budget for new modern facilities then the

178fairest thing is to do with junior highs because the kids then get to go through it as opposed to like trying and then you know hold off on our modernization. But but the issue is that like some of our campuses have all like this campus has more permanent build stuff than other campuses. So, we're going to have to balance all these things. And I just think we need to bring the community like now that we have concrete numbers and concrete timelines. We have to go back and bring the community along with this again because otherwise, you know, somebody's going to say, "Wait, I don't even get anything except new carpet, and that's not for seven years." And they're going to freak out. One thing is we, you know, if the district does get some state

179funding and it comes in usually later, then that would be that's always like a nice surprise to get and then you could just then the board would say, "Okay, we're going to get $4.5 million of state funding." Then the district and the board would work together to find out what's the best way to spend that. If it's after $10 million, then maybe we've got some money to build new classroom and so on. That's all or NPR or whatever. Um, in your vast experience uh, uh, managing construction projects for schools, how many times have they come in under budget? >> Well, if you're super conservative, always. Um, I I think um I I we always try to budget conservatively. Um, >> how many times? >> Yeah, most of the time. Yeah. Again, uh depending on the

180type of project, um and if you budget conservatively, you should be under budget. But then there's there's a there's a problem um in my I don't know, I don't say vast experience, but in my experience, um that you have to be careful of scope creep. Oh, we're going to modernize this classroom, but since we're doing that, we're going to add this and this and then, oh, since we're doing this building, let's just do this building now. And now the project that was 10 million has morphed into 18 million. And so that's where um we have to be mindful that we're not also overdesigning. Uh we don't need um I Sandra will ask me when I say we don't need a Lamborghini design, we need a Honda Passport because a Honda Passport is a great car.

181It looks good. It works great. But a Lamborghini is super exotic and nice to have, but we don't we don't we we're limited, right? And so um I think if you're budgeting conservatively, you'll stay under budget. But then there's also a thing with DSA. They have a red pen. This is blue, but they have a red pen and they we sometimes call it, it's really a bad term, but they bleed all of your drawings. You'll have a drawings and Amber is here. Yes, Amber will remember. So, when you submit your drawings to DSA, they have reviewers. They review three things. Structural, fire, life safety, and ADA compliance. And your drawings are going to be submitted, and they're supposed to be up to the current code. They said, "No, this needs to be changed. this need

182to be changed and now your estimate was like 10 million and now it's an extra million dollars because DSA has a thing called back check and then they check your drawings and you got to bring them back and have all the red marks approved and changed and then those red marks usually cost more money. Uh if you're in construction at one site, uh you'd get into the earth and go, "Oh, this used to be where they landed airplanes at Fremont High School in Sunnyville." And then and at the high school they had this brick sistern and and it was it was basically a hole in the ground with bricks around it and they had gasoline. Well, back then they had lead and gasoline. So the soil is contaminated. That was a big change order and

183then you were a little your budget had to be changed. Um so that's a good example of things that sometime happen. Uh whenever you're modernizing old buildings, there's like unforeseen conditions. Um Amber is going to try to go out there and not find anything in the 10 San Antonio campus, but sometimes you do find pipes that you didn't know that were there. They weren't on any civil drawings. Um, so, uh, but if you have some contingencies and allowances built up, that usually protects you. Um, but again, there's always unknowns, right, in construction. I hope I answered your question. >> Well, >> yeah, >> I have a comment. >> Yeah, please. Sorry. I meant questions or comments. Uh, I kind of just want to echo what Brian said about I mean I don't think we need

184to go back to the schools and do that whole master planning thing again but I think because we don't get engagement here where this information is being presented. I do think that it is true that there are some expectations out there that maybe if we to figure out a way that sorry because I know you have so many other things to do but to engage the community to let them know like here's a modernization plan and this is what that looks like and also anytime we do something DSA finds extra things for us to do and because again they're not here and I and so and I think some of them probably have some expectations from that facilities master planning process that aren't now a reality for them. So I Yeah. >> Well, and just

185to be sorry. >> No, it's okay. >> Just to be clear, like I'm not suggesting that we reopen it. Like we have a master plan campus. >> Yeah. >> But now the question is, okay, what's the sequencing of getting there? >> And that's I just want to be make sure >> when was my master plan last >> I think that's just last year. >> Yeah. Big. >> Yeah. That was a whole big process. We don't need to be over that process. >> Yeah. No, I don't I but I >> remember if priorities came out of that process for each school. I believe they >> priorities was modernization, >> right? And then we had a second priority list which was uh like new construction. And then uh yeah, so there was different priorities in the buckets

186of funding. And the very bottom that I one I showed was like if you look at this slide here, it was like oh well we our bond measure is only 350 million but if you look at all these priorities in fact on the slide the very first uh first set of rows was modernization. Then we had a program like new programs, new construction, new classrooms. So the NPRs are in there, but they're down in the priority list. >> Yeah. But this was but this wasn't generated or my understanding I shouldn't said assert that it wasn't but my understanding was that this is how we set it up because it made sense like to do a this modern like I agree that if we had 50 million more dollars then it would make sense to me

187to modernize all of the campuses >> and then keep going. But we don't and I just mean I just think that it's worth like double checking and like presenting them with whatever because you know >> Eric when you talk about sort of you know you do the whole campus and like ADA issues and DSA issues and so part of my question is like are there campuses where it makes sense to mitigate that risk by like if there's a campus that needs a new multi like can we just do the multi and then we don't touch the rest of the campus And so we don't have to redo the and I don't know if this is true but we don't have to redo like the whole path of travel for everything and we don't have to

188like because that seems like possibly a way to sort of like be more cost efficient in the sense of like being able to add something to a campus without having to redo all this other stuff. And maybe it doesn't pencil out but and I don't even know that we well we probably do have to never mind. Maybe it doesn't pencil out but I just like we we at least have to sort of as I said bring the community along with us and talk about this. So >> well I do wish that Steve Talia were here actually because I believe he was the board representative on the facilities master planning committee right along with like bond oversight committee members and other members. So there was a committee that then like provided feedback and that led to

189sort of that priorities list and they they also like had some recommendations of like we think you should you know tackle these projects first. I remember shade sales being one of them and um so it's just you know like I think we can go back and look at that but I wouldn't want to sort of like go back further in time than that right like we we already had a committee do work and make recommendations why don't we start with that and like see what those we can review what those recommendations were >> and maybe we end up in the same like I'm not saying we definitely don't end up in the same place but I just like >> I want to make sure >> I was saying like before I was before I was

190like gonna vote to say, "Okay, these are the priorities. This is the plan." >> I would want to make sure that we have presented it in detail to each school community and given people a chance to weigh in and us a chance to explain and all the rest of it. >> Oh, and I I like, you know, if we wanted board members to go to PTA meetings, for example, to present this information, you know, I would be willing to do that and hopefully, you know, others would volunteer as well. already going forward which would be great just process-wise because I think we can take care of teacher and staff feedback through working with principles to do some type of thing. It would be great to be able to kind of collectively inform and listen to

191people. And then we uh I just want to be mindful of like the very top of this big spreadsheet is is plan draft and that's what this is. So it is kind of a working draft and so we'll take um your suggestions and comments and we'll start working on our communication about what we want to do. Um as we as the final project cost for the San Antonio campus get sharper and we get the study from ADS architects. I think that will help us give us some more information for decision- making going forward. I think I remember when we were going through the facilities master plan and I remember seeing that we're going to prioritize this the middle school conversion make sure that happens >> this the last board because you guys were not yet

192elected uh the last board's priorities were middle school San Antonio site middle school conversion and modernization We also had a meeting about that. >> Okay. We did our >> Yes. Great. >> Sixth grade model was one of our >> Yeah. Our priority >> our top priority. >> Any other questions to share? >> What did you want tonight? Sorry. >> Well, I think we've gotten kind of some marching orders to be able to go back out. Maybe we'll work with those of you who might be interested in doing PTA meetings. I think we have this Friday we have our PTA president's meeting. >> So, we can talk to PTA presidents on Friday about >> maybe give them the first like here's where we are >> and start there. >> We should give them enough time to

193advertise it to their parent community. Well, I think making sure that all of the PPA leadership >> sees both of these things. I mean, it'll be a good first sense of like what's necessary. >> Yeah. Sure. >> Great. Thank you. Did I take I think I took public comment. Did you? Okay. >> Want to thank Miam for being here. >> Thank you, Eric. >> Yeah. and but and this is like our first pass it but we're gonna make Miam without them having pass her shield all the tough questions >> I don't know how this is really helpful to see >> yeah yeah and the these are all posted as part of the packet for the public to see as well >> board policy efforts yes so um tonight you have a series of policies Uh,

194A is actually a new policy that we did not have, BPA 5116. Um, I'm just going to go through these because I actually did some work in most of these policies over the last um, couple of weeks. So, school attendance boundaries actually is a new policy for us. It really outlines like the basic enrollment and attendance and placement in schools practices that we use and but we didn't have a policy that was defining what that looks like for the community and for us as staff to follow. Um the intra district intradist open enrollment BPN has been updated to be more in line with um a combination of things from ed code to our practices and to our current challenges and to make it just more clear for people to understand science instruction came from we

195pulled this at the last one um at Vladimir's suggestion and I was just going to change a little bit about um climate change. But then I read the whole recommended policy and it felt very high school oriented. So I actually reworked this one to really be K8 TK8 focused. Um independent study Kim Fletcher helped. Uh Denise Khaled helped. Our independent study program has been changed probably every year since COVID and it had intermingled short-term independent study, long-term independent study. It was unclear for secretaries who were working with families and teachers to try to implement this. So I actually just reorganized the policy. So everything in short term is together and everything in long-term is together but the content is generally the same but you should look through that. And then board representatives I did not

196do any specific work on this particular one. This is an item. All of these are for discussion. So, please take time and look through it. We I'm I'm hoping that our policy can become more user friendly as we move forward. >> Thank you for your input. So, that will come back to you at our next meeting in November for approval, but any feedback you have in the meantime, please let me know. >> Any comments or questions for Sandra? Any request for public comment? No. Okay. Comment song. >> Oh, I just wanted to thank you for all the time that you put into it. >> There's so many. >> I really got into it. I will tell you, I really got into it. >> Oh, thank you. >> Well, why don't we move on to board

197and administration comments? You want to kick us off? or probably briefly during the time we full talk on the development day on Friday um kicked off by our own Sarah Ginger who did a keynote titled um teaching for our junior world and it was just so very catchy and inspiring um and then we had a number of principles and district office administrators and teachers help lead sessions that day be doing P update you can more that then um there's one Sarah and we're there organizing ing that big. >> I heard Dr. Bosco presented and got a fivestar yel from um you know uh as everyone is aware of the government shutdown and the government shutdown is actually impacting Los Alto school districts our auditors are unable to complete their audit because there's a thing called

198the federal compliance supplement uh is delayed and because the federal wave some of the funding comes in you know the fiscal year the federal government ends like September. Well, October is like it's our budgets don't align with federal governments. So, that supplement delay is actually impacting and they our auditors cannot finish the audit. A neighboring school district had it their audit was on the agenda. They had to pull it because the auditors couldn't certify the federal supplement. So, interesting how the federal government shutdown is impacting us. Um, we're okay now for the National School Lunch Program, uh, because we have some money in fund 13, our cafeteria fund, but that could also, we don't know yet if will that impact the national school lunch program for the federal reimbursements. Um, so just always interested on

199what's going on in Washington. We don't receive a lot of federal funds, but the ones we do, you know, and it doesn't impact our audit. Our audit is done early and on time, and now it's delayed because the federal government out. So, um, but we'll if we get >> Yes. Um, but if we get an update, uh, on the federal government, hopefully we can get, uh, you know, uh, get more information soon on that. Thank you. >> Oh, well um Shalley Sandra and I were at the farmers market together last week with and five of our school me showed up. >> Yeah. And so we had great engagement with kids and we were promoting our new family info night which just for the public is going to be on January 13th at 6:30 at Cington.

200Um so if you know any preschool age children who are eligible for TK, you know, send them send them to New Family Info night. Uh, and I did attend the CS event at Santaita and I also went on an Egan like visit with Santa J. >> Why? >> Um, I went to >> Oak [Music] PTA meeting. >> Oh, thank you for doing that. uh in order to make sure the same things stay and they work. >> Thank you. >> Without my help, >> right? >> Um the farmers market was great. The only thing I our mascots were a huge hit. The only thing I would suggest is that they wear LD shirts. Otherwise, they lava gets the credit for our mascots. Um but yeah went to challenge team. I know that you were in the

201challenge team as well. Um specifically clinics presented >> and there was a student panel of high schoolers from Los High School. So that was >> really it. Uh I don't know if I mentioned that I went to the spring meeting. I don't remember all the our board meetings. They all like so I don't know if it's before or after. Um, but then in terms of the future, I just wanted to say that we have a teacher celebration event coming October 27th and I hope that all go and uh October 29th, the school boards association annual fall dinner. So if you haven't bought your tickets, please let Mark know, buy your tickets. Um, and that's it. Awesome. Great. Meeting a journey.