001Call today's special meeting to order. Thanks everyone for being here. I will take the role. Jim here. Uh Stella here. Brian present. Vladimir here and I shall circ here as well. Would any board members like to provide comment on the agenda? Meaning none. May I please have a motion to approve the agenda as presented? Thank you, Vladimir. May I have a second? I'll second. Thank you, Stella. Motion to approve today's agenda as presented was made by Vladimir and seconded by Stella. All in favor, please say I. I. Any obstensions? Great. Motion passes unanimously. On to our study session. Site concepts for the San Antonio. Mrs. Great. So, uh, we're happy to be here today. We'll do introductions in a minute, but I wanted to kind of set our focus and intention for the day. Uh
002you'll notice that our concepts look a little bit different than the last time we were together. And after working with the team, it was really um to get the most critical feedback and direction from the board at this time is around uh capacity and the number of buildings that we need to build. So, I want you to think about all the other things we were talking about before. Shade, we were talking about line of sight uh for supervision. All of those things will come in time, but the most important direction we need is around um the capacity and the number of buildings. So, I want you all to be thinking that we're making an investment that will be within the Los Alto School District for the next 50 years plus. And we really are looking
003for what will provide us the most flexibility for years and years to come. And that flexibility could include a facilities allocation to the charter school. It could include a future LED school, elementary, middle school. It could include lots of things. So we want to make sure that the direction you're giving will give us that flexibility. The direction we've given to the team is that we're focusing somewhere between 500 to 600 students. If that's something different than you want, let us know today. And then of course, we talked to the team also about and we'd like to get that flexibility and meet that capacity for the lowest possible price. Um so big parameters to work with. Um, but we're excited that our team um is back and I know they've spent a lot of time listening
004to you all at the last Eddie session and then Eric and I I think have met with them twice um since then and we're excited to see kind of updates for today. So if you all want to introduce yourself that would be great. Sure. Amber you want to start? I'm Amber Emory from Block Construction. I'm Ellen Powers from Block Construction. Justine Bleel from Quroki Clock Architects and Aaron Jobson Architects. Nick Stephenson with Quro Architect. Then we have I'm Tyler Sutton with Group. I'll be the B program. So take it from there. Erin's on. All right. Sounds good. So as Sandra said, we we heard your comments from last time and all of the the sort of more detailed things we're not going to get to have not been forgotten. Uh, and those are things that
005we'll incorporate, but but it's hard to respond to those without knowing how many buildings we build first. So, we want to focus on that today. Um, so you'll see we stripped a lot of all the site information today and really kind of simplified it down to just the information around capacity, building configurations, types of buildings. So, we can focus on that. Um, we have uh four overall concepts that we'll be talking about. And then within each of those, we looked at the three different grade level configurations. So TK to 6, TK to 8, and 4 to 8. And some of them, one of those may not have made sense, so you won't see it in here. So there are nine total rather than 12 because a few of them dropped off because they just didn't
006make sense with that building configuration. Um, so we and with all of them, they have two twotory folio buildings. And you can see in the two L's, like on this one, they have the same gym and locker rooms. They have the same NPR. All of them have the library within the folio buildings. What changes is the number of folio buildings and also the location of the admin uh moving around between there and then obviously the sort of designation of which classrooms are in which spaces. Um as we talked about we are looking to get um you'll see in the little capacity diagrams here. We're looking to get two classes in each grade. They're looking to get two special ed classrooms and two to four flex classrooms in each configuration and try to end up with
007a capacity between kind of 500 to 600. So, we'll kind of go through and walk through that with each each one. And you'll see here kind of our notes around uh some things that might not match up with what we're looking for. And there's a little bit of cost information down here as well that Amber and Ellen provided kind of a range of how much we're looking at for the cost here. And that's for everything, not just the buildings, but all of the site construction infrastructure across the whole site, which as you know is is significant. Um, so we'll we'll kind of walk through each one of these. Please stop us at any point and and ask any questions, but does the uh cost include the like 25% for overruns and stuff like that? So
008this cost includes this is all this total project cost. So this includes the construction, it includes the design and the engineering and the permitting and it includes contingencies. Okay. As well just one more comment before we begin. I noticed it on this one and then on another concept just wherever possible I would like to keep the same grade classrooms adjacent to each other for teacher collaboration like I notice you can't do that here with like for example grade one. Yeah, I think grade five on another. Yeah, there are some constraints in certain concepts. Yeah, one of the other constraints that we're working with is there is a code require a building code requirement to have any rooms used by students second grade and lower have direct access to grade. So they can they don't have
009to go up and down stairs. There are exceptions to that. The exception to that is if they have their own separate circulation that's not used by older students. The code of concern in there is essentially in an emergency them being able to exit safely and not being trampled by older kids essentially. So that's something that we're constrained by and you'll see some notes about that as we go through and you'll see us kind of working to try to meet that requirement wherever we can. In some cases we've met that by putting some of those students on the second floor and having the building separated and but in most cases we're trying to just keep all those students on the first floor. Yeah. Um if you want to keep you know say TK on the first
010floor, why is special education just second floor? Because there's no more room on the first floor. And that is actually in this case that is one of the notes you'll note here is that those are only on the second grade which is going to be challenging for for use by by those smaller kids during the day. So that that's exactly kind of what we're looking at is like that's one reason why this one maybe doesn't really work that well. Um so that's exactly kind of what we want to highlight as we go through. And then I want to point out one quick thing is the the cost is the hard construction cost. Not a lot of soft costs as well. Just like special inspections, testing, uh DSA, inspection of record, uh any like furniture, pictures,
011equipment, that's all that's all adds to be added to the cost, but that's the like that's the design. That's the GMP. Yeah. The GMP. Yeah. So that's that's the cost for all of the construction plus the the design and engineering of the house. Soft cost depending for new construction for a brand new school site I I would probably budget at least 25% at least might be a little because the design is already covered and that's 10% usually or to 10% in there. So yeah depending what maybe 15 to 20. Yeah. Um, okay. So, with that, we'll kind of jump in and I'll hand it over to Justine to to talk through each of these scenarios as we go through uh concepts. You'll see at the top it says concept one and then the grade level
012configuration and that'll kind of be your guide through this and you have it in front of you as well. Thanks, Aaron. Um, so the first concept we're going to look at, as you can see, we have our gym, our NPR with admin as part of that. So that's a custom building and then two twostory Folia buildings. And like Aaron mentioned, the library will be in Folia throughout all of these concepts. So this is one of the ones where we looked at where we put the admin into a custom building. And this version is the TK through six concept. So you can see we meet the Which one is the right? Thanks. Um we're meeting two classes per grade level for the TK through six. We do have two special education classrooms and only two flex
013classrooms. So we were not able to get up to four. Uh but we do have two. However, as was already pointed out, they are all currently on the second floor. So that makes them difficult for the younger grades to access. Uh so we do have that noted over here as one of the considerations for this concept. Um another thing just to note is that our TK through kinder uh those require oversized classrooms. So these are a little bit larger than the typical classrooms that grades one and up will be using. Um, so we lose a little bit of uh classroom efficiency on the first floor, which is just highlighted by these hatched areas. Um, which can be used for some other uses. Perhaps there's a small special education program dedicated to these lower grades that
014could fit in there. Um, but that's why, for example, there's only five classrooms in this building instead of the typical six that you usually see in our Folia floor plan. Um, our total capacity is 418, so we are under that 500 student threshold. Uh but we still wanted to present this one um just to give everybody an idea of what this looks like with our two story folio buildings and having admin um over here. It's tied where the elevators be um the elevators are in the corners of the building. So they're right here and right here. [Music] And then there are two stairs. Each of these configurations there four stairs. We can either take questions as each concept um goes along or I can continue on to the next one. Whenever everybody's comfortable with maybe
015go through like concept one and the three um I think concept one we just have two for this one because uh you right. So, uh, the other grade configuration we studied for concept one is grades four through eight. Um, so this one we do have are two classes per grade. We also have two special education classrooms and we have four flex classrooms and we do have six spaces that are currently unassigned. Um, so this could be used for future growth. You could add a third classroom per grade level if that was desired. Um, there's a couple options with this one. And the reason we have some extra space here too is in the previous configuration with the grade levels, we had those larger classrooms for TK and kinder. So that took up some space, but
016now these are all in the traditional size classrooms for grades uh one and above. So that's why we have some extra space in here, too. I think those are the two configurations for concept one. The TK to 8 doesn't work because it's just more classrooms than the TK to 6 which already didn't quite have enough. Any questions about that? One other thing to note is our capacity is 564 students for this one. Um because we did show a loading for the unassigned spaces. Um so that gets up to 564. Assume that you can add maybe five or six more flex classrooms. You could, but you already have a lot of flex classrooms for like a ratio between the number of standard classrooms and regular ones. Sure. But I think if you were if you were
017really using this configuration for grades four through eight, you just have three classes of each grade, right? And then it would fit pretty well. And then could one of the rooms be because sometimes science is a little bit bigger. That could be one of the science. Yeah. Yeah, that would be a perfect use for one of those rooms. Yeah. So if you did um three classes of each grade, you'd end up essentially with five flex classrooms. Well, um it's not just for this plan, but any of the plans, including the upper grade, seventh and eighth. It wasn't clear to me that the four flex classrooms would be sufficient to run like our junior high program. So, you know, some of those unassigned classrooms that we've said like, oh, you have capacity for more students. I
018don't know that that would necessarily be true. Um just to replicate like the program that we have for our seventh and eighth graders. Sure. I think that with the unassigned it essentially gets us there. Yeah. Right. And so typically in a a six, right? But they would have a capacity of zero like the loading. The way loading works for a middle school is different than elementary school. Oh, partly because like if especially with those um kind of specialty classrooms, uh on elementary school, if you have an art classroom, second grade students are either in the art classroom or they're in second grade. When they're in the art classroom, no one else is in the second grade room, right? So, you have to count the art classroom as unsigned because it's never it's used instead of
019something. But in a middle school, some kids are taking art and then other kids are taking English in that class at the same time. So, basically all Yeah. So, all the classrooms are loaded the same. Okay. And at this point, what the classrooms are called is just words, right? Really, it's just spaces. And and if this is a middle school kind of configuration, you'll have some classes that are English, some classes that are math, some classes that are uh electives, some classes that are set up for science and art and electives and those kind of things. And there's plenty of rooms here to do that. So, it's it's really thinking about how many classrooms do we have and having those loaded. And then do we have enough that are kind of oversized for those programs
020that require a little bit more space? And so in each of the like in this configuration there are three classrooms that are oversized classrooms. That would be great for science, for art, for those kind of things. A lot of your other electives can can work fine in a in a standard class. Yeah. Where that's just just regular classrooms. That can be any of these classrooms. So I think when we think about the four through eight model uh or really kind of your six seven eight especially um that's that's kind of how to think about the loading there which is why this configuration for that grade level has a higher capacity than the elementary configuration with the same number of classrooms because we can load all of the classrooms in this. Does that make sense? Yeah,
021that was very helpful. Yeah, just to for clarification, it's the case that our sort of standard elementary classroom size is basically the same size as our standard like junior high, English classroom, correct? And that's the same size for high school classrooms and all classrooms across the state. It's a state standard. Just so I'm understanding the math correctly. So if we added and I like that you said we could add one more classroom per grade. Yeah. Um, but does that bring up the total capacity to like what would that bring that up to? It wouldn't change the total capacity at all because you just move classrooms from unassigned to the other one. Yeah. Yeah. I think maybe it's fair to say like the maximum capacity for this scenario is about 564 kids, right? And that could
022be x number of fourth graders, fifth graders, six, seven, eight, right? Yeah. But if they have like one of the sp classrooms was and only had one and the other one was loaded to higher level, you could add another 20 kids or Yeah. And vice versa. If you have three specs or go down. Any other questions about this configuration? Why don't you go ahead and go through concept two? Okay. Um, concept two is very similar to what we just looked at. The only difference is that we have moved the administration from the custom NPR building. So now admin is located in one of the Folia buildings. And for this configuration, we still looked at TK through six. And we have two classes per grade. Um, however, by moving admin into this space, this is taking
023up the equivalent of three classrooms. So we only have space for one flex classroom and we don't have any special education classrooms included. and the capacity is quite low at 394. Um, so we highlight those items here. And this is also one of those versions that Aaron was discussing where we do locate our kinder first grade and second grade on the second floor of this building. Um, what that means codewise is because they will require their own dedicated exiting, this building cannot be connected to this one at all. Um, so we can't share a walkway between these two. um as you have seen in some of our previous versions, but this does get kinder and TK um grades one and two all into the same space. Um grades one will be separated though, just how
024this is laid out. So that doesn't meet the concern of having the teachers for the same grade level next to each other for collaboration. So that is a little tricky with this one. And then our one flex classroom is located on the first floor here in the other Folia building. and then I can go on to the next one for this concept. Oh, sure. One quick question. Um, I know we're not talking about the site layouts that we saw before, but with those in mind, is there anything that inherently prevents the admin from being on the other leg of the wing? No, that would be fine. Absolutely. So, if the admin was sort of where the flex classroom flex Yeah. Yeah, that's what And I mean you might have to shift the elevator somewhere but
025No, the elevator remains in the middle. I think what that does do. Yeah, I don't think if you put the admin there. Yeah, it may make it a little bit bigger, but you can mirror the pooling. So when we get the details of that, there's ways I just wanted to make sure like we don't have to get the make sure there was we can still try and have the admin kind of be the tree, right? But that's going to be harder in this con. Like we can do things to do that better, but it's still going to be a little bit of a challenge in this configuration where the admin is in one of these buildings. I think one of the nice things about having it in the custom building with the NPR is we
026can put that right at the front and we can design that in a way so it really looks like the entry script. Sorry, I should have asked this on the previous one, but is there any code about libraries having to be on the first floor? So the code is that all rooms used by students second grade and below. It's not. So that would apply to the library as well, but there's no specific requirement for the library, right? Which is why I was saying I should have asked on the previous slide, but for the fourth through eight. Yeah, the library is on the first floor. You're I was just wondering like these are all older kids, but the fourth through eight, you could put the library on there. Quick question. Yeah. Uh, it's impossible to lob
027on a classroom at the end of the L's. It's possible, but it does kind of reduce the efficiency because now it's not pre-approved anymore. So, it's probably going to be more cost effective if we want to add one more classroom to just add it to like the NPR building or one of the custom buildings because if So, we're going to alternatively to take the admin building and move it up to the MPR and add three more classrooms. Yeah. And that's essentially what concept one is. Yeah. Okay. All right. Yep. So, I also have a question like when you move the admin into the Folio building, how does that impact the amount of space that's available for um like a staff lounge and work room? So, I think we are the the admin that we're showing
028here is a little bit smaller than the admin we're showing in a consecutive. Yeah, it looks like 100 feet small. Yeah, exactly. But do you think it would still be sufficient for It's going to be tight and I think we'd have to really look into that in more detail if that's the way we want to go. I mean, I think 3,000 square feet, you know, we worked on a lot of different elementary schools. We're just finishing master planning for Redwood City. And one of the things we're looking at there is like was a typical admin size. And they were looking at kind of like a 3500 or 4,000 square foot space that would have enough offices for uh counseling and support and principal have a staff area, have conference rooms, things like that. So um
029you know, I think it can fit, but I probably have 4,000 foot space is a little bit more generous. Okay. You let's say you allocated 4,000 to the office side, then you would have a remaining 4,000 for staff. using Oh, no. I think including the software. Yeah. Yeah. Okay. We can go on to the next grade level uh configuration for this concept if you like. And this is the four through eight model on concept 2. Um, so same building configuration that we just looked at and we are meeting our two classes per grade with this one. We also have two special education, four flex. Our unassigned space goes down to three and that's because we've moved admin into the Foley building. So that took up some classroom spaces and the total capacity here is just
030under 500 at 483 students. There's our three unassigned spaces for the moment. questions about concept two. You can always come back. Okay. Um concept three is where we have added a third Folia building. So I've got our three two-story buildings here. admin is located in a FA building and then the gym and the NPR look like the previous concept um just stand two standalone buildings here and this model is going to be the TK through 8. So this was really the first one where we're able to comfortably fit all of the classrooms and look achieve the numbers that um we were given to us as parameters. So we have two classrooms per grade TK all the way through 8th grade. We have two special education classrooms, four flex classrooms, and then three unassigned spaces, a
031total capacity of approximately 607 students. Um, this one, because we have our younger grades dispersed throughout three buildings, that could become a little challenging in terms of how that may lay out on the site and creating a pod area for younger grades with a playground area dedicated to those students. Um, but it does fit within the three buildings. And we did note that we are over 600 since we were given 500 to 600, but it's just barely over 600. So, we're close to that target range. Now, I hear you say this was a third floor. No, it's three three twotory buildings. Third building. Yeah. And this one, this concept is obviously the the most expensive because it has the most space. Uh, so that dead zone between the TK and K classrooms, can that be
032used for anything or could like TKK classrooms be shifted up? So they can be shifted around admin, right? Could we shift that up and then you could have more space for admin? Yeah, definitely. And that's kind of part of what we would figure out. There's some structure in there that we have to work around that's part of the the pre-approved system, but and it can definitely be offices or special education toilet space. It's just not big enough to be a full classroom. It's But it's not like unusable. No, no, no, not at all. We just didn't go to the trouble figuring out what to use it for yet. But that would be part of the next. Okay. Also, before we move on, um could you put grades one and two above the TK or K,
033let's say, like you did in one of the other, you could Yeah. Okay. Because they can be together on the second floor, right? Yeah. We'd have to put them in the building that doesn't have Yes, we could we could take one building just like we did in concept one or two or whichever one that was where we dedicated that building. Yeah. But we figured it would probably be preferable to have them spread out and on the ground floor than have them stacked on top of each other. But I don't know that either way to know that it's an option. Yep. And I think you had your hand first and I got a question. Well, I mean I think you could maybe Well, I don't Can you take those kind classrooms and put them where the
034admin is and make the library an admin in one building? Yep. And and I mean I know they're set up this way like a U right now for demonstration purposes, but once you were actually laying them on the site, you could flip them around, right? And do weird things that solves that centralized TK area. I can't fit four in one building. It look on the first floor. On the first floor. Okay. if they were stacked, but you could you could like flip that other building. So anyway, they could each other on the second point, right? To try to get the TK and Kinder closer to each other, we definitely can move things around. Okay. George, can I ask you a question? When we say that we want 550 pass 500 students, does that mean that
035it's does that mean that we couldn't have capacity for 600, but we're only using 500? We only sign this was just an arbitrary number, right, of when I'm thinking about the existing schools we have and capacity. Pretty much every school has a capacity give or take for five to 600 students. So like there would be nothing wrong with this if we just put 550 kids there knowing we could put up to 600. Sure. Yeah. The only challenge there is is the cost, right? You're building more space maybe than this would provide kind of the most flexibility, right? Most capacity in the future for sure. I can go to the next grade level model which is TK through six. And this one we still are showing two classes per grade, two special education classrooms, four flex
036classrooms. And now our unassigned number goes up to seven. And that's essentially just because we removed grades seven and eight and then moved that down to the unassigned category. So we can study this model at a TK through six. So now we have significantly more unassigned space. Um everything else is I believe in the same location that it was in the previous one. And we're still at 67 students for capacity. And that's because as I mentioned, we took the seventh and eighth graders and just moved them down to unassigned. And we still loaded that unassigned space to show what that capacity could look like. So pretty much the same as the last one. It's just a name difference between unassigned and grade seven and eight. I think one thing to think about with this is,
037you know, the unassigned classrooms would imply that we could just add a grade for each level, but that gets tricky with the smaller kids because there's not more classrooms on the first floor and there aren't more larger classrooms either. So I think what you end up here with here is you can't really make the school that much bigger, but you have a bunch more space that you're not using this configuration of the TK series. I'm wondering if we should be looking at PK through five like what if we took grade level out? Sure. I think then you could have those assigned. Uh well, I mean that moves more classrooms to unassigned and then you'd have enough to add one to each grade except for just said don't have any more spaces on the first floor,
038right? So it makes it much more complicated for not that we couldn't do it because you could stack it in and you could do different stuff. It just makes it trickier. But it stacking it Yeah. If we were trying to get three TK, 3K, 31, three first graders and three second graders, it would be we'd have to do like one building on both floors and then the first floor of the other two buildings or something like that. And again, all of that all of those smaller kits in buildings that are safe. Then we also looked at this concept with grades four through eight. And with this one, if we stuck to the two classes per grade, we were left with a lot of unassigned space. So we did look at it. This is the only
039one where we deviated from two classes per grade and we showed four per grade um just because of the sheer amount of classrooms that are available in all of these three buildings. So even with that, we do have four classes per grade, two special education classrooms, four flex, and there are still five unassigned, but this gives a capacity of 87 students. And this one of course still has admin and library within the bully buildings as well. So I think with the for a another way to think about this is that you just have grade level cohorts of about 160 students. And then our last concept, concept four, um reintroduces the idea of admin as part of the custom building and also the two singlestory folios for Kinder and TK. Um so what this does is
040it takes out Kinder and TK from our two-story building. So it removes some of the challenges around working around the code with having those grades potentially on the second floor. Um it allows the folia buildings to function with the maximum amount of classrooms that they were designed for. Um we do have admin in the NPR which as Aaron mentioned earlier could create the opportunity for um a really custom entry into the campus that shows this is the entrance to the campus. We have two classes per grade in this model. This is we're looking at TK through eight. So, we have two classes per grade, two special education classrooms, four flex classrooms, and a total capacity of 526 students. Um, so this one, um, meets a lot of that criteria that we were looking at, the
041total capacity, two classes per grade, the amount of flexible spaces available. Um, and then having these broken out um to work around the code issues that we can run into. Um and this one we also looked at for TK through six model. So this one um still has two classes per grade, two special education and four flex classrooms and then four unassigned. And similarly to how we got to that with the other model with just moving seven and eight to unassigned, that's what happened here as well. Um, total capacity is unchanged at 526. So this is the same as the previous version. It's just moving the seventh and eighth graders into the unassigned category for now. That admin building fit in the empty unassigned space. Yeah. A little reduction of cost and Yeah. That would
042reduce the cost of the customer, right? Yeah. It would it would move that 4,000 square feet or so and that's like it's like two and a half or something like that. But in a in a TK to six. So this isn't a question. Am I free to make comments? Yeah. Okay. So, I really from my perspective, I'm really only interested in the TK38 plans because I think that gives us the most flexibility long term. We just don't know like what uses we might have for this site. So, I am partial to the TK28 and I'm not really interested in the ones that are of the other. I think it's a very rare part. We want you're saying the most flexibility for the next 15 minutes to work as such. Yeah. So I mean I agree
043with that. So I'm but I'm interested. I don't know whether this is the right meeting to do this but in terms of phasing possibly right like design definitely want the campus design to have the cohesive kindergartens that are close to the parking lot and all that and I think you know having them in their own building so you can cluster them like that makes sense as long as it's possible that we just don't build them for five or six years. Yeah. No, I think that this this concept for lends itself to that most as well because they're separate buildings and we can we can build them separately. we can stop designing them at any point where there's a decision made that we don't need them, right? And it makes that kind of its own variable,
044right? That that um you know, if we take those two out, then it's con so you get sort of a concept two and concept four for the price of one, if you will, because you essentially have this this these two additional buildings that we add or don't add. Well, it looks like I mean, it seems to me like concept four is basically concept one plus two single story polio. Is that just correct? Is that true? Yes. Yeah. No, that's exactly right. And with what you said, Brian, I think we would want to in the I don't know what the right phase is. I'm not speaking the lingo. The design phase, whatever. We would want the space, the utility hookups, like all the things that you would want to do and then potentially just not build
045them. But if we needed them in the future, we're not having to redig underground and do all the things that we didn't do. Yeah, exactly. But um talking about the just so I understand um let's say we do it in phases and by the time we roll around to phase two and the code has changed, we would still be grandfathered into the previous uh it depends on how long and how far we go. So if we get DSA approval on it and you don't build it, we can extend that approval for three or four years without having to update that. But anything beyond that, you have to take it back and get it approved under the new code. Okay. Does that also apply to earthquake? Yeah, that's that's addressed by the public. What I was
046thinking here is in the next couple years there's an earthquake and the code changes. uh it'll see that that ought to be imposed on any instruction. The code changes on a three-year cycle no matter what. And it's it's about to change right now. Like in a few weeks, they'll publish the new code that will go into effect in January 1. And they have already started writing new sections for the previous code. So, anything that happens that impacts that will still do so within that three-year cycle. And so we have once you have a DSA approval that's good for two years and you can extend that one time uh within that. So you have you have some flexibility with that since you be able to do that going forward. Um if we're talking about the singlestory
047buildings those are the least likely to change significantly because they're the simplest that you're Oh yes I now I want to be even more specific. I particularly like concept three because it only costs about 5 million more than concept four but you get you know like 80 stu you can fit 80 more students on it and even if you add in the soft pots it's like an extra six million so I think it's like if we're going to you know even if we don't build them you can still run all the plumbing and electrical but for the two build all Well, weren't we just talking about with concept four? You could not build four, but not concept. Concept three, not you could not build the third one, too. There's some work we need to do
048about how to fit all this on the site and to make that feasible and that takes up more space on the site than the two smaller buildings. So, that might make future construction a little bit tricky. But that's that's kind of what we can explore once we know what which options we're working. Yeah, that's kind of then turns into concept one if you don't build a third one, but we couldn't fit TK through eight. Right. Right. Well, no, I mean I I also favor building third one, but I'm just saying that remains an option. And as far as like the footprint though, but if you combine the two singlestory buildings, it's 7,000 square feet and the twotory one, the footprint, right, is only 8,000 square feet. So, but you get so many more. I'm sorry.
049The two one's like 16,000. No, no. I mean, it's 8,000 ft like on the ground. Like, how much ground? No, you're the space that it takes up on the ground. But you get so many more classrooms out of it. And it doesn't cost that much more. And again, so many more classrooms. Yeah. Concept. So, yeah, I'm partial to concept three, the TK8 version. And well, that one definitely does give you the most flexibility and it is the most expensive. And I think in some cases it gives you much more space than you may want for different configurations just based off of the 500 or 600 and the two classes per grade and things like that. Like it just depends. So we're looking at the the 48 that gives you a capacity of over 800. uh
050and and if that's not something you even need then that that would be the downside does give you the most flexibility and if we're looking at TK8 I I can easily imagine a scenario where we would want to have that 600 student capacity. So I think I have a question for Eric that if we we looked at for example concept three we added that 25% of soft cost of soft design whatever you call it before and to your point the overage right does that now bring us how much of our bond design value I won't tell you already calculated it all right at 110 million if we assume that the soft are about 20% because we already have the design cost built and then it's 137.5. So that's how much of the 350 bond it
051would use. And we do have some remaining measure end dollars that we can allocate toward this project. And I I want to spend that money, right? We spend and that's like the maximum because 110 is the upper end of the range and it could be as low as 15% soft cost. So then that would be Yeah. No, I think that's a good maximum. What about So that includes everything. Yeah. And and depending on a cost escalation, we would have a project contingency for cost escalation as well. So we would build that we would build that into the budget as well. So we might add a little extra in there in the budget. And then the idea is and Aaron used at the beginning of the guaranteed maximum price. Once we get our design locked down,
052then we get a guaranteed maximum price on the design build. Oh, so it never go. Yeah, unless we do an owner directed change where we said, "Oh, we want to change something and build a design and then we have to be careful with that as well." And that includes if we phase it. If we we build something two years or three years from now, that price. No, that would that would change. That would change because like the cost of construction is in let's say today's dollars, it might be if we just use 5% escalation over the next couple years, it'd be 15% more to build it. uh if we decided to delay a phase like in three years or something post general conditions too there's some efficiencies the more you build at once you've got
053some overhead cost you know the general conditions and having the team out there over you when we have everybody out there and mobilized best to build it all at once um but we've done phasing projects where you do this is be phase one and then maybe you have to do another something else that has to come down the road later but like Amber said it's more efficient to have you have really mobilized all the general conditions and the flight utility do it all at one time if you can. So with phasing there's a risk then that the GSA um the change that it would end up costing us much more all that there's yeah I I don't know that I would say much but uh I think all those things add a little bit of
054a cost. I think your much bigger risk there is escalation is just that things are going to cost more in the future. uh just you know especially in uncertain futures with tariffs and steel and all these other things the other factors that are out there you just don't know but they don't ever cost less in the future at least not yet yeah I have a question for Sandra um I think I remember that you went down to visit hightech high y so if I remember correctly I didn't go visit but I saw some pictures of these are high school But they had one giant room and they had sort of like classrooms in the giant room there. Um I think the point was to allow um learning. Yeah. Whatever. Sure. Um the way things are
055laid out here, we don't have any giant space. Um is that something I think that would be the MPR? Yeah. Would serve that purpose? No. So this is, if I understand correctly, this was for classes. Uh, and so you know, great. Well, sorry, can I I was on the trip, so I can add some color I think to what you're getting. Like when you walked into the hallway, there was there was a large tech semi multifunctional space with I can't the classrooms were definitely divided off. I don't know how much they used the classrooms are fairly small. Um, well, the ones that we were just in, the classrooms kind of leading that have the glass walls that you can kind of see in and see out. They're fairly small work rooms. So, I think like
056the whole space is a little more flexible, which works really well. I think adding high school, I don't know if it works as well, and it would work great for a middle school. I don't know that it works as well for an elementary school when we're doing a lot more foundational learning that happens in a more specific classroom. Yeah. Uh I don't know where where they're flushing. I I know I think if I remember correctly, I high also opened uh an elementary school. Yeah, they have lots of elementary schools are there. Yeah, we did a tour of those and my sense was the lower the grade got, the more traditional it got. Like their kindergarten was indistinguishable from our kindergarten and there was a little bit of of sort of gradual shift as you went
057higher grades, but even their middle schools, I think we're pretty close to what there is some flexibility though. Um, when we went on the tour to Mil, they had the dividing wall that's between two rooms and where you can open up that wall. It's like kind of a a cording type divider better than the 70. Yeah. And you can open up so you can make uh uh two regularsiz classrooms, one big room if you had a big demonstration or some sort of group, you know, project for you know project based learning or something like that. We went I mean we also did on that same tour we saw design 39 which had been built with a lot of these principles in mind and I can't speak to the teacher experience but one of the things
058I took away was that there was no space to display student work anywhere which I actually thought made the classroom seem really cold and impersonal so be careful about chasing that trend. I think one of the things that's built into the foyer buildings that we haven't really talked about is there are uh between the classrooms there are these spaces which can be configured as a bunch of different things and one of the main things that we use those for is breakout spaces which is a big part of those models as well where they have small group learning spaces and so that's part of all of these options as well. We haven't talked about that yet, but it's kind of a baseline. And that's something as we figure out what the grade level configuration is, we'll
059be, you know, updating those layouts and getting into the design a little bit more to figure out how big the spaces. So, they're like a good size conference room. So, they can I guess they can vary from like a good size office to a good size classroom conference room. So, like 12 by 12 x 12 up to like 12 by 20 kind of that kind of that kind of size. So they're good for for groups of sort of four to eight in that range which is generally and then they connected to typically try to connect them to the adjacent classrooms and they have you know with a door with a window and a sidelight so there can be some visibility back and forth to between those spaces so that class can teacher can go in
060there with a group of students and keep an eye on their classroom or or send a group of students in there and keep an eye on them depending on what age they are and things like that too. So that's very much a part of I think the the way that these buildings try to respond to that same sort of project based 21st century learning kind of model is by having those breakout spaces and the sort of double classroom opportunity so that you have a variety of learning spaces. I think one of the other things too is is the balconies and the walkways are pretty wide uh and extra wide in some places. So they can be up to kind of 20 feet wide on the second floor. So there's outdoor learning spaces even on the
061second floor spaces and there's glass connecting those. So again there's supervision and visibility between those spaces. So teachers have a lot of flexibility and variety in the types of learning spaces they can use. I uh I don't have any opinion on whether we should or should not do this for what particular grades but if we're going to build this I would hate to have 10 years down the road god these classes are so small whatever. So now's the time to do uh think about that and uh decide you know whatever. Absolutely. And I wonder Vladimir if you want to join us on our next tour which we don't have scheduled but I think most others have been to that innovation campus in Militus and it really is um a beautiful very modern and inspirational space.
062Lots of light, lots of um flexibility. And we have some there's the Certino and EdOPS nearby and Sunnyale Middle School is going to be opening in about a month, too. So, that might be a good one. And they have a lot of like the collaboration space in there. I was It took a group from Oakland Unifi that we're working with on an elementary school replacement there to Milas on Thursday. Yeah. and uh one of the vice principles there introduced himself you guys won't have any questions but he is a former administrator at high-tech high in Sacramento and he talked about how much he appreciated that those spaces at LPS were designed for project based learning and really supported what they wanted to do in this case it was digital media and things for their high
063school CTE classes but have that flexibility built into them Eric um remind me how How much money do we have from Ben that we can use for this? Um, I'd probably say about 20, but Okay. So, I think what we're hoping to hear from you, um, I'm looking through kind of all the options, uh, two twotory, three twotory, are there any single story? And where does the admin is the admin in the folia or is it a special space attached to the anything else Erin? Nope. You got it. And I I think the one the one one thing I'd kind of add to that conversation is I think when we do attach the admins to the NPR, it does give us a little bit more opportunity to kind of shape the entry to the school
064uh architecturally as that custom building and create kind of a clearer sense of entry than if it's part of one of these larger buildings and also classroom. We can definitely still do that and we can create a little canopy outside of it like the Milkus project did that too. U but it's I think there's an additional opportunity of that admin as part of that NPR but it's not not a deal breaker either way just just something to uh like point of order. We can't just ask we have a public comment period. have a public comment period, but you don't have any comments. So, well, I have a comment about the admin. And while that would I'm sure like aesthetically possibly people are seizing, I don't think we want to be spending our resources in that
065way, especially since we don't know who will be occupying the site here. Sure. Absolutely. Yeah. Yeah, I mean I think well so I was for me the important thing is to one of the important things is the flexibility to not necessarily build the whole thing in a single page like as I said before I mean I find we do all the underground prep and design design it for the whether it's concept three or or concept four I think on like an overall canvas design level I think three or four both make sense um as long as we can not do the TK I'm actually a little won over by Stella's comment ments and the thought of um one of the things that I keep in mind is that the city of Mountain View has also
066expressed a desire to sort of see public benefit to the community for this and there's always need for preschool spaces and so like I don't know if there's a possibility of talking to them about you know hey if we built this DKK and then campus ends up being an upper school campus could we you know do you want to run a program and I'm slightly went over to concept three the concept that like we're building I I guess I went over to concept three as long as we have one of these wings is all of the lower grades kind of like in concept two okay so that if we if it ends up being an upper school campus then we can either not build that wing or we can build that wing and that's now
067like a self-contained preschool community school kind of building because I do think that it would be easier to sort of carve that off if we ended up wanting to use that for rent it out for preschool or just some other community benefit. Whereas like for TKK classrooms like you can sort of need that for preschool but like it might be management space it gets a little harder. So do you need direction now on like the interior configuration of these buildings? Not right. Okay. You know, I think what we're asking for direction on is essentially concepts one a a concept, right? Concept one, two, three, or four. And uh and then we can move forward, right? And that's going to involve studying how they fit on the site and what that looks like. Thinking back to
068all the comments you have before and things we think about normally around around site design and working out the interior layout. But this is only a special item for this meeting. You're just giving direction. You are moving forward. Well, I like what Brian was saying about being able to add additional community benefit about trying to if we do something like that then we would get rental income. Can we rent that space out and get We're not just giving it to the city. I'm just going to give it to the city. I mean, it could be a preschool that we run. It could be something that's rented to a community preschool. So, what concerns me is, and I love and I love your reasoning about concept three and why we should go for this and then,
069you know, buy. Um, it's just I know that if we do this, we're not going to have a ton of money left over for our other and I do know that we're, you know, being very conscious about our budget right now. So, I was just looking for other ways that we can have money coming in. Shelby, what would be your like alternative concept? I'm curious like what would be your second choice or the one you're debating between because then we could look at what the difference in pregnancy is, right? Well, you actually convinced because Okay, it was I actually liked uh concepts. I thought that gave us the most flexibility and it wasn't the most expensive, but just for a little bit money more get so much more benefit that actually makes you but definitely
070not concept. I think definitely not too. Yeah. I don't Yeah. No, I I mean three is my favorite concept, but I'm kind of thinking from a h perspective you go with what what I'm not clear on is without a doubt concept gives us the most flexibility to like any program we want there at any time in the next 50 years, whatever. But yeah, I like I feel like we could there's some ways to save some money in concept 4 that still gives us some flexibility does not all flexibility. So just trying to in my head um because I I think uh yeah the way we're set up now or the direction that we're going I don't argue thinking that we would actually run a TK38 school in the next 50 years. I mean it's possible.
071So I I there was a discussion way back when we were doing the the show if you remember like which campus is going which to whomever. Okay. And one of the folks had suggested we could we could actually put two schools on that two small schools on that site. And so I was looking at at concept three and if you the the two working where they have seventh and eighth place like that. Yeah. Over there you'll that could be a separate tool how you go to working student school. So it could be your preschool. It could be something else. But um that's why I felt like if we decide or it could be a community school, a little tiny community school that we learn um I think that would give us a lot of flexibility
072and like how we configure it and how who goes where to your point. That's what I'm thinking. I think just one thing I want to point out as we're sort of narrowing in on three or four um if we look at the grade level configuration tables. So essentially we end up with uh three we end up in concept three we end up with 26 classroom or concept four we end up with 26 classrooms and here we and three we end up with 31 right so there's five more classrooms but if you notice in the in the grade level configurations most of the pretty much all the time those end up as unassigned classroom because within the range that you're trying to hit and kind of evenly distributing those classrooms along the grades it doesn't really
073work out that it doesn't get you that those three classrooms don't get you that much more sort of functional capacity in these different grade level configurations across those sites. So just which doesn't mean you can't use them for something else. It just um just kind of noting that. Thank you. Wait, you said you have 31. This one has 29 in the Yeah, I'm sorry. I was looking at the fourth grade because that doesn't have the the TKK classroom. So you it's more like three different additional classrooms. Okay. Right. So if we compare TK to 8 to TK to 8, it's 29 to 26. And those three additional classrooms kind of end up unassigned. Yeah. Go ahead. Well, I think those unassigned classrooms are actually critical because when I think about our seventh and eighth graders
074and the elective operations that they have, yeah, the four flex spaces just isn't going to cut it. So I do think those unassigned makes the again concept three so much more practical. Oh. Um, just a comment. This is mainly for us, I think. Um, we're thinking moving sixth grade to turning things into middle school. So, really, we should be in five and um, uh, sixth through as opposed to TK6 and fourth grade. Sure. Um yeah, pretty much schools right now are TK6. They are. Yeah. Um so the classroom and loading is all like mix and match, right? Whatever configuration you're looking for. Yeah. So four through eight could be six through eight and it would just be a different number of classrooms for each grade level. But it's just the main thing is then you
075don't have the TK and K because those classrooms take up so much more space, right? How much money would we save if the admin building was not a custom building? Because I do like the idea of having a nice entrance to the to the campus. I love that sounds very practical about we could spend about money on our kids as opposed to like on I don't know. So I'm just how much money that would cost? One way to think about the difference between concept 4 and concept three is like they both have the twofold, they both have the MPR and the gym, right? And in concept 4, you have about 11,000 square feet of singlestory buildings in these two buildings and this piece. And in concept three, you have 16,000 square ft of twotory buildings.
076It's just kind of changing and that's why this one's a little bit more because it has 5,000 foot buildings and and it's a little bit more cost efficient because they're all in the in the building. So you really kind of have that distinction here. You're getting most of the same class. You're three classrooms less here a little bit less efficient and but you have a little bit more flexibility with how they're laid out and you have more customer square footage there. Is it reasonable to think of um the admin building being essentially a copy of the a wing there which is one folding building as sort of one of these? Yeah. Yeah. It's similar in size. These are not placed. So it doesn't have to be custom. Sorry. It doesn't it doesn't have to be.
077It could be you could we've done I think that was one of the layouts we showed you last time had a had a third kind of uh singlestory building that was the admin. So the only point that I was going to make you think about that is that if the admin is and I know you said we can kind of mix and matches forever but if the admin is way deep in the campus we you don't want strangers or parents walking through the entire campus to come get a badge that says I'm a visitor. Yeah. We want admin upfront. We don't want it on a second story, right? There are some limitations. Yeah. And I think if if the admin is in uh in full in one of these folio buildings, then you know it'll
078be in the part of it that's closest to the Yeah. to the parking lot and we'll be looking at what the if you say we're going this direction then our next step is to figure out okay how do we configure these buildings best work on the site including for access control. Right? That's that's the one thing about concept 3 that I'm having trouble picturing is a layout that makes sense that keeps the admin where it needs to be but still has a younger grade wing that could be deferred. So, I think that's um you know the concept three that we looked at last time, they had the TK single story there and the K single story here, but like we could just put an L-shaped. No, but that's what I'm saying. So, if you do
079that L-shaped and you put admin in that two story, but then you can no longer you can no longer necessarily defer the TKK like Yeah, that was also to Sure. Sure. I mean, I don't know if we can saw it now, but that's something that I was quite possibly could be. Is it possible? I mean, I know we have to vote on this today. We're not voting today. No, no, no. We're not voting. You're just giving us direction. Okay. Because it would be I I think whatever concepts we're all kind of coalesing around, it would be really helpful to see whether it's practical on the campus itself. And I think what we're asking for is like you really like option three, go back and explore that, see how it fits in the site and then
080we'll bring it back to you. It's not not written as stone, right? It's going to be drawn on paper and bottled on a computer and it can be changed and and we may come back and be like, "Ah, we really don't think this works. We think you maybe should consider going to option four or whatever." But I I think we're fairly confident that we can make each one of these work on this site. But some of them were a little bit more tricky than others. From a practical standpoint, like what when's the sort of deadline for finalizing the interior allocation? Um, if we're if we get direction today and we're really moving forward on the um the design in the buildings, like I think we'd want to have that finalized ideally like in the early
081fall um so that we could do that. But it is, you know, that would be the time at which we need to know to keep kind of things moving. Now, if we move forward based on one set of assumptions and have to change some of the interior layouts, that's much less impactful than changing the building configurations. So, if if we move forward under one set of assumptions and the interiors and three months later you say, "Actually, we changed our mind and we want to go to this configuration," it's going to change a lot less. Um, a lot of the changes will just be assignments to classrooms. It's really just going to be around the TKK kind of question in that configuration. I just get a sense from board members if if we are coalesing around
082those two. three has always been my favorite. Oh yeah, I said the early one. Yeah, I mean aesthetically I think four better, but I think for a practical probably makes more sense as long as it's you know as long as as I said the first right it could be about that third building which we've always talked about I Um, I think the gives I'm leaning towards debris, but I really like how Ford gives us an entrance to the campus and it also kind of I guess it's for aesthetic. Well, so my Yeah. So my like my preference would be if we're if if we're going to go forward with three, I would if there's any way I would love to see the campus design so that if we wanted to add a beautiful entry office,
083we could. So maybe that's just leaving a little bit of space. Well, I think I think a great direction for you guys too would be do we want to go for option three, but we're concerned about how the front of the school is going to look and how the admin's configured and where TK and K are. So work on that and come back. That's essentially what I'm gonna take a little break and take public comments. to kind of we just one thing I know um at our at our previous study session we talked about trying to get the admin building in the front school for safety and security which is always the best place for it. Um and then the NPR closer to the front because of events and things like that and then also
084TK and K. So, it was hard to get it all in the front, but then as we talked about it, and that's where I think the the design is going to need some direction, is that of all the buildings, the MTR doesn't have to be in the front because it's going to be well lit. So, there'll be pathway lighting to get to it. If it's not right in the front of the campus because I think that's one of the dilemmas that whatever layout we go with, we can't get the admin building and everything all in the front. There's only so much space. Um, so I think that's just some design parameters, but I think we all decided a lot of times the NPR' be great if we can get the front, but if the admin
085building in the front is is obviously a higher priority, then we'll have to move the FPR a little bit more at the side side of the site, I guess. And I would say admin is the highest priority be at the front. I think the TK is nice to have at the front. Yeah. still and then we'll go to Okay. Well, since we're talking about, you know, what we'd like to see you bring back to, I say I did like some of the ideas that I heard today about maybe putting admin and the library in the same L-shaped and also having like the TK and K classrooms closer together again in the same building and even including the second floor. So, that's something I would like to see. And it sounds like there's a preference for
086including the grade two and under in one building on both floors rather than distributing them across the first. Right. Yeah. And then you could also I'd also like to see more space allocated to similar grades being able to be it. Marcy, do you have any public comments? I do. Okay. My only comment was would you like to announce who it is and we'll give that person for Sandra and Carrie about making sure that you list what should go on the admin because I think when they think people think admin they think me and they think principal and they're not thinking about chat they're not thinking about wellness they're not thinking and I think that could be really helpful for figuring out how much space you really need because a surprising amount is now started especially
087at the junior high level a surprising amount is packed into those spaces that people aren't thinking of counselor you know multiple counselors like I think some of the juniors highs now have two counselors and everything and so I think that could be helpful mostly when you're thinking about all that plus the fact that it looks like to me staff lounge and staff workroom isn't admin now which isn't true at all campuses so like for me I know I was looking through this going where would those go so I think that could be really helpful spacewise just to know why you would need so much space. It does add up quite a bit to make those space in the mail. That was a very of course you know our wellness center um discussion. Is there any
088other direction that we would like to off you feel like you've gotten enough information for us? I do. I think some of you guys agreed that we have uh we're moving forward with essentially as I stated earlier that uh option three with the uh understanding that we want to have uh grades two and under in one building on both floors an option the only option that's the preference uh Jim did not that's not my preference preference I think you could put them in a way that they're all on the same floor and they have a player area in the middle because you twist the building. Well, we can we can explore different options. They they know how to do that, right? So, I think you could do that, but then it's not going to be
089deleted if PK spaces in the short term. Oh, I see. Yeah. But I just want to make sure that we the direction he has and the direction that so option we're going to explore option three essentially and that's really the direction that we need understanding that we need to look at different ways to accommodate TTAK. We need to look at how they arrange on the site so that we have the right things clo as many of the right things close to the front of the school as we can and then we're going back to some of those uh smaller detail options about like making sure we have enough shade and outdoor space and kind of how all that would work together. So our next step will be now to sort of proceed in the schematic
090design of taking that and working through some different options and implementing the site and we'll work with some Eric to get some preliminary feedback and then figure out the right time probably in the fall back to to August or September. Does that make sense? Refresh my memory. What uh grades are not allowed to be on the second floor? Second grade and below. No, they're allowed to be on the same not with other essentially the way it reads is is Rooms used by those grades are not allowed to be on the second floor except when uh and there are certain exceptions to that. The primary one being if they have dedicated circulation that's not used by students. So if we keep them in their own building, it's not connected to the other buildings on the second
091floor. [Music] We got little legs that can only go so especially up in the kindergarten teacher wants to be on the second floor which if we if we put if we put two through you know TK through two some of them are the kindergarten teachers will have to be on the second floor which is a challenge. Okay. I think the TK on our campus is the stair the steps as big as almost. They're so cute. Yeah. Getting younger. Well, I guess it's last because they last year. All right. We did it. Great. Thank you. Look under