001I don't Usually we don't get presentations. >> I'd like to go ahead and call the meeting to order. We do have a quorum present. Meeting has been duly called. Appropriate notice has been given. Like to welcome everybody here. Especially like to welcome our three new board members. This is their first official meeting. So, Brad Marsha, Tommy, um, and I did ask if our bomb squad would like to lead us in the pledge tonight. So, if we could stand for the pledge. 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. >> Thank you guys. Need a motion to approve. >> Make a motion we approve the agenda. >> Second. >> A motion and a
002second. Any discussion? All those in favor? Motion passes. We got our robotics team is here to present. Who? Mr. Bergentock. You want to kick this off? >> Yes, sir. Hey, my name is J. Bergentock and Redford Young is here with me. He works with us. A couple of our mentors are here this evening. This is the majority of our team our team from this year. A bunch of our seniors came back and they brought our robot. Um I don't want to talk too much and listen they tell they'll tell you more about the robot because obviously wrong. These guys work really hard this year. Um our season our main season goes from the first Saturday in January. Uh and we wrapped it up in April when we went to the Einstein the Einstein round with
003the world championships in Houston. Um out of about I think the number was 3690 teams this year we were in the top five alliances in the world as the teams and by what I say the world believe it or not they really um at worlds there were 23 countries represented um there teams from 20 23 different countries around the world represented there and the way this works is the first Saturday in January we they release the game worldwide and we find out what The game is we get six weeks to build this robot to help some engineers from Baxter and Banton and the guy and Derek Williamson. He works for Haw and a couple other guys. We designed this ro the kids designed this robot build it and make it work. Um we've been running
004around in here a little bit today. I told him it'd be nice. It's hard on carpet. It's hard on ceiling tiles. It weighs about 140 pounds. It'll travel about 18 feet per second. It's got what's called square drive, so it'll spin. Um, it's got an elevator on it that reaches up 9 ft tall. It'll go through the ceiling if we run it all the way up. It picks a algae, which is a 16inch kick ball. Show us one of those. And then the coral piece was piece of 12 4 inch PVC pipe 12 in long. Um, we play in a match that 15 seconds uh 15 seconds autonomous and 2 minutes and 30 seconds where they drive it like a remote big fancy remote control car. It takes two kids to run this robot. We
005we play a threeon-ree tournament style. There's three robots versus three robots and it's about cooperation and working together. Um when we go to a tournament, the first rounds are randomized. So you play all day with everybody else in qualification rounds and you gain ranking point by different skills that you can do with the robot. And then at the end of the day, you pick alliances. And so we went to two two regional tournaments this year. We placed ninth or seventh or eighth in one in Arkansas and there were there were nine teams from Arkansas that qualified to go championships. We went to the Bayou regional. There were 40 teams there, 40 plus teams there. We we were the second place team. We got picked by the first place alliance and won that tournament that qualified
006us for worlds. And then the worlds there were close to 600 teams there. They were divided among eight fields, eight different fields, 75 teams per field. Um we were in the Galileo division and we ended up getting picked by the first place alliance as a second robot and we were able to win that division. We went on to finish fifth place in the Einstein championship. So I was really proud to win this year and I was proud of the robot. Um I will shut up. That's my part of what I know. I kind of do the I kind of hang out with these guys but I let these guys talk. So y'all want to show them the robot tell. So Liz, so like Mr. B was saying, we make this robot and we drive it
007here. So over here we have Josh Dickson driving and Sam cool man operating it. So we're going to kind of go over the most basic things that we have and Martin, you want to go. So this is our human player on the field. We have our two drivers, our operator and then a human player. They're on they're physically really close to the field and they'll be given the game pieces. suggestion. [Music] >> Hey, we're gonna swap batteries real quick. >> But they look really cool. >> And and one of the cool things is you'll They operate the LEDs. Not only looks, they're also operational. They'll tell what the robot does when it collects a piece. You'll notice it'll flash with a lightning bolt. That's to let the operator know that the robot has that piece.
008Um, they'll show the level that the elevator's going up to. So, there's a lot of diagnostic pieces to that that those LED lights are actually showing. So, it's not just for flashy looks. So you said you have six weeks from the reveal till I guess do you still ship the robot out to the first event or how does >> Thankfully we don't have to tag and tag it. >> Yes. >> So technically we had six weeks but our first competition was a week two event. So we had a couple more weeks we about eight weeks I guess all together. Okay. >> But technically the competition starts after six weeks. So you get six weeks to build a robot then after that the competition start. Um, the later you compete, the better the other robots get.
009So, a lot of teams like to try to get a win really quick. So, we try to go to week two and so we get a win. >> So, so are you allowed to do some tweaking through the >> Yes. Okay. This is not the >> This is not going now. There's no there's no bagging tag. Like you don't know what we're talking about. Before you used to have to you had to take a picture of the clock with your robot bagged up and taped so that you could not touch it another time after that six weeks. And that was a really stressful time. and trying to make that time was really really difficult. And so then if you had changes you wanted to make it to make it to a spare robot and then
010try to implement those at the competition >> time. There's several things that we updated from the time first time we competed. We find stuff didn't work. >> Um our climber went through about 12 iterations >> but it works well. >> You know awards we won at the regionals. Um I believe at the Arkansas regional we won the innovation >> industrial design which is for teams that um it's mainly just to show how um strong your robot is at the competition and how industrial it can be. Um at the Bayou regional we got the autonomous award which um during the autonomous period will um the robot will drive itself um no human contact for it and um we were the best with our autonomous. We I believe only had one match where we um missed our
011shots and so that got us that award and then um at worlds we won the Geian division. So, this is our game piece. And there. >> Okay. So, now if you want to imagine, there's a thing. It's called a reef because this game's water themed this year. And imagine a big tree that has these pegs sticking up. So what this is going to do is go ahead. So it would go up to and it would drop it inside a peg and it would score the coin and he'd go back to the second way to score was picking up these balls called algae. Now the net for this is taller than our ceiling. So uh >> yeah, we'll go halfway. and you put it in a net at the ceiling. Get many more. So, it's three
012teams versus three teams running that back forth as fast as they can. Um, there's also the uh you just want to move that hanger, Josh. There we go. So, this right here has enough power to lift the whole robot off for the end of the match. There's a winch on the end of it that holds it still like that so it can't move down. And then that's how the final position would be. Our our LEDs have started an in-game timer for our drive team to see to start to hang. And those are all the core mechanics of this bot. So, you just imagine doing that a lot very fast, a very stressful campaign. What's that light? >> So that light similar to the LEDs telling us that the robot is enabled. So there's two stages
013the robot can be in. Um enabled and disabled. Disabled means that we can work on the robot. It's safe to touch. Won't do anything. Move the joysticks. Won't move. Um enabled means that it's able to move and be controlled by anything. So, um the the light is just a safety feature um for not only the students that work on it in the pits, but also the uh field crew so they can see that the robot is on and is drivable. And then it also uh ties in with the LEDs doing the same thing. So, the LEDs will have a certain pattern for when we're enabled and disabled. Um enabled is the uh rainfall on the and and disable the fishes um just swimming around by the reef. >> Um that that is to help us
014see. So, we actually have um a vision system on our robot that can not only detect what we call April tags or QR codes that we can read on the field and know our positions, but we can also using AI detect um any algae that's um in front of us so we can grab it while we're really far away. >> So, it's tracing this ball. It's not tracing me. You want to chop it up? [Music] >> And then and then one thing uh also you can't really see but our driver and operator have the camera view. So, um, barriers in the middle of the field. It's hard to see on the other side. So, we have camera views for them so they can see where they're going and see what they're picking up. So, >>
015do you want to talk about telemetry on field? >> The telemetry, >> right? So, with all the April tags that are all over the the field, we use the line lights here in the front of the robot to be able to see different locations in the field. So, so we you know where every one of these different apags are going to be on the field every time. So we tell the robot to what adjust its position and where it thinks it is on the field based on these different QR codes able tags. So using the line lights here which we have two of one on top of our elevator and one underneath it >> hiding down here. So that way then that even if our shooter is in the way or if it's up in
016those in the air, we can still see the any of these tags anywhere. Uh we use that data for this and as well as as a adjusting our gyroscope to align with the the coral reef. So that way then we don't have to automatically or that way then we don't have to manually turn and line it up with that flat edge. We just automatically hook to it right up. Boom. [Music] >> Uh so our team is obviously we're studentled. We have our a team captain, robot captain and our media lead. Um but after that we also have our project leads. So that students will decide um you know we after we do all of our strategy we decide what we need and the student will take that over and say hey I know what I
017want this to look like and decide I'm going to put in the work in CAD and I'm going to put in the work of testing and prototyping to figure out how that is. Um so uh our climber was completely done by a student. He did not let another mentor touch that and no other student wanted to help him. It was a huge problem. We but he did a great job. We figured it out. Um our LEDs were completely done by a student uh who he completely learned all the um coding of it this year. He saw two of our other students do it last year, but he had not touched it until this year. Um and we had algae. What we picked that up with um after we came back from our first competition, we
018kind of decided this is not what we want it to be. So, we completely changed it, tore it off, and uh fixed it. And that was completely done by a student. And um all the building was done we by students. We would have, you know, we'd have the CAD and we'd look at it and we'd decide figure out what we needed to do. We had a huge help with machining. We did a a ton of house. You see all the holes that we have in our robot that we were about 20 pounds overweight two weeks before our first competition. So, we took everything apart, drill a bunch of holes on it, put it back on, but students did a lot of it, the work that we could think of. So, um I guess are there
019any questions from anybody about certain things for the team or the robot? >> What's the name of your robot? >> Um the name of our robot is Albatross. Um after the bomber plane can't full name now. Every year we name our robot after bomber planes. So we picked the albatross this year. >> Awesome. There's obviously a lot of hardware design and build as well as software design and build. Which was the most challenging, the hardware or software or are the team separate? You guys deal with the software, we'll deal with the hardware and there's >> um most of our guys um that are the coders and the programmers and everything, they look into the hardware and the software. But uh the biggest challenge is the programming side. Once we have this robot >> because we
020have to, you know, we could draw it up, build it, but it wouldn't be able to do what it does without the >> endless amount. >> Yeah. >> Well, the uh at competitions, we see a lot of really good-looking robots you think would do really well, but they don't have programming to support it. So, they just have a joystick. They're pushing buttons to decide where we're going. They don't have just buttons they can press and it does everything on its own. >> Yeah. I remember uh when we were down in Louisiana competing, there was a match before we went off and I went up and I wanted to talk with our teammates and I was asking them about their robot and they talked about how they didn't have an autonomous at the beginning and how
021it wasn't working and I thought well what do you guys coding and it was the same as ours. So I sent our coders over there and just the fact of all that they had learned for a year on the team or two years on the team as the other one they were over there and able to give them an autonomous before our next match that helped us win. So what we gain here not only helps us but I mean this is just helping everyone there. I mean after that was out people are coming up to us. You were able to get them a you were able to do this for them and I know how long were you there? You were there for >> I mean 10 >> 10 minutes and perfection that that was
022emulated as bomb squad the home team they're over there helping other people there. >> That was a very big proud accomplishment that we had. And again, how long did it take you guys to build it start to finish and when did you find what were the working times? [Music] >> Maybe maybe ask how many hours, not necessarily the times. >> Yeah. How many total hours? So start to finish build time. >> officially we have that first six weeks to where we get our get competition ready. Then there's the week zero. Uh we went to a scrimmage then and then there's six weeks of competitions and then a week break in the world. So we had it for was that 18 weeks. Okay. >> So 18 weeks that we're working non-stop. >> Um >> and you're
023fitting the coding and all of that construction and all of that into that time period. >> So typically we have the six weeks where we build it and then we present it um at our award center. And so it can get tricky trying to get everything like we work on it on the stage at the revealing just trying to get it done and then we present it and then we come back and then we just completely or wore out but we still have to put all the time in to get. >> So when you think about your future career, how is this going to influence where you go after you leave Mountnome High School? >> I mean what are y'all what are y'all dreaming about? >> I'm going into mechanical engineering at the UVA. I'll
024be um I'll be working at Vanive as a maintenance technician or machinist and be attending Arkansas State University Mountain Home for my certificate. >> Fantastic. >> It's all about hours after school hours. >> Yeah. >> How many hours do you guys have to put in in order to >> we require 100 hours to travel with the team after the six weeks? That's how far we track. Basically, how many hours did you have in six weeks? >> I believe in six weeks I had put in about 300 hours. >> So, when you get out of school, you're doing this pretty much full time, right, throughout the through until the competition's over with. >> Because you had no time to get in trouble, so you can go straight to clean record. That's great. >> Three scheduled meetings
025a week, Mondays and Thursdays, 6:30 to whatever. >> And then we'd have the Saturdays that was 12:30 to whenever. And then Kids are up there every day pretty much. >> Where do you go to work on this? >> It's uh right across from Kingston. We have what's called the bomb shelter. >> So we This is not on the high school campus. >> We do none of this at school or during school hours. All our mentors have jobs, regular jobs. And so a lot of we pick 6:30 because that gives them time to get off at 5 5:30, go get something to eat, see their family, and then they come. Thankfully, like I said, That's why we're mentoring us to meet >> is pretty impressive. But again, it means we have to start late. Uh and
026then like I said, we're not on campus. There's not a lot we can do because we got a machine shop at our shelter. And so it's all after school. It's all very late hours. Uh and it's a huge commitment. Like I said, we require 100 hours. And I would say this year we probably had four or five over 200. >> Oh, at least. And then and these are kids who work. We got a lot of kids who work full-time and so they'll show up, they'll talk to us and they won't show up till after work. So some of them get there 9:30 at night. Um and then we'll stay several hours or Saturday, Sunday whenever they've got time. They have to get bigger chunks of time that they can get there and uh it's a
027huge commitment. I mean what these kids do is is incredible. So one of the metrics that I measure as successful on the team um is we require like we said we require the first six weeks we require 100 hours of every student. We have 20 students at 2,000 man hours required minimum. So we had several students here that reached over 200 hours just in those six weeks. Well, we're competing in a week two event. So there's an extra two or three weeks between when hours are due. So students are not required to log in more hours, but there's still work to do. So even they've already put in that much time and they're still coming in and logging hour after hour after hour and we're having to kick them out to shelter at night, right?
028We we're like, "Guys, man, we we got to go home, you know, and these kids, they want more and they are driven for excellence." Robots, when you go to competitions, guys, just so you have a scale if you've never seen this before, robots don't look like this. They are not powder coated. They are not machined. They are not precision designed. They are not engineered. They don't have presets in auto. This is an a machine in excellence. The bomb squad is. And that is that comes directly from students. Uh when they come in, they work work. It's fantastic. >> Yeah, it's really great. >> 300 hours in six weeks. That's 50 hours a week. I hope they you got overtime, but that's after that's after school hours. [Music] >> Uhhuh. >> So, I was going to
029say too, not only are they required to have the 100 hours and they put them in, I think everybody here >> Oh, yeah. Everybody here was well over 100. >> That's correct. >> Pretty early, well before the six weeks, like week four or whatever. But they also, it's required for good grades. >> You know, nobody travels if they I mean, we require season above in every single class, not a cumulative um just to travel with the team. If they're part of the drive team, then we have higher standards. So, it's not just sometimes you will see them at the at the shelter. They're working, but they're also fitting in homework. We've got laptops going. We've got Chromebooks. You know, they are doing their own work, too. So, they're serious about both of it. >> Sure.
030>> That's good. >> What happens to Albatross now? >> He wants to visit people. >> Does he take a place of honor here in the school or >> It'll probably just go into a corner of the shelter. >> Rob it for parts next year. >> Hall of Fame. >> In September, we are attending September, Octo. Um, it's called the Ozark Mountain Brawl held in Cersei, Arkansas. Um, it'll be its last competition it'll ever be at. >> And then typically what we do with older robots is we either one keep it around until it eventually gets partless or it stays in good condition and we store it. So we have robots from 10 years ago still stored. >> Do they have older parts? We we've talked about in the past kids together and building a traveling
031case for them so we could bring them places and set them up and put them on display and plug them into like a a 110 plug where you could have the lights operate while sitting there. >> Yeah, >> I think they'd be really cool to have them sitting in schools have one sitting over here. We just hadn't got around to building any cool cases yet. >> Well, thank you so much for sharing. We got one more cool thing. >> Hopefully the battery is not dead. >> This is This is one of the coolest things. Um I still don't think anybody's got one like this yet. >> So this is the only one at first. Y'all want to demonstrate this and have them help you with it? >> All right. So, um this flag when you
032go to competitions, they'll announce your name and where you're from, but they also um in recent years have started doing flags that they will wave up in the air just to show your logo, your school, whatever. So, we for the longest time didn't have a flag for many years. And so, a student a couple years ago designed one for us and it's been kept in good condition for those amount of years. But cool thing about this flag is it's uh touch activated. So if I hold on to this part or um or if I'm just holding on or if I'm just holding on to the handle, nothing will happen. But when you touch them both, it will illuminate and um you can wave it around. It's really cool because it stands out when we get
033announced. Um, not many, like they said, I don't think any other team has this currently, but um, you pretty much just complete the circuit from the handle to the um, rest of the flag. So, the other cool thing that we like to showcase is if somebody holds it and if we get a big line around, then we hold each other. >> Hold on to that, Scott. See if it shocks you. >> All the way around. [Music] Are we all holding hands? >> We're all holding hands. >> Feel like we need to start. >> Here you go, Bubber. >> Uhoh. >> Ready? >> Oh, there it goes. Cool. >> Fantastic. >> Oh, look at that. >> Oh, that's good. Real quick before y'all leave, we want to hear y'all's names. Can y'all introduce yourselves by names?
034Let's start over this way. Go around. >> I'm Drew Dickinson. This is my second year on the team and I'm part of the media team. >> I'm I'm Colin. This is my first actual year being on the team and I do programming. >> Uh I'm Dylan Robson. my first year and I just basically did the handy work as much as I possibly could. >> I'm Dylan Abraham and this is my third year on the team and I'm in charge of the scouting and alliance selection. >> I'm Martin Shepard and this is my first year on the team and I team I'm Josh Dickinson, his twin. [Music] This is my third year on the team. Uh this year I was the driver and then I was the robot lead. My name is Mason Ryder. Um, this
035is my third year on the team and I was the team captain this year. >> I'm Sam Coleman and I was uh on the build team this year. >> Uh, my name is Trinity Fenner. This is my first official year on the team and I was part of the media team this year. >> And we are recruiting. >> You know anybody? >> Raise your hand if you're a senior. We're losing all these guys. >> How about our mentors and adults? Who do we have? >> Um, so my name is Sheila Rather. Um, I'm Mason's mom and I helped with the media team. I'm a nurse by trade. So I just am there for cookies. And >> I'm Paul Rather. I work for Vantive as a machinist and I teach kids the machining side of things.
036So >> I'm Kristen Finner. My husband and I, Jeremy Finner, we're both mentors. This is our first year. Trinity Fer is our daughter. [Music] >> We just kind of do whatever we need it. So we don't have a specific role. Please help me get a hint. >> Dr. John co-actively sponsor Mr. Bergenstock. I would love to say I do something cool, but uh we we kind of heard cats is what we do. And uh they just keep telling us we can't put googly eyes on the robot. So we uh we make sure like I said, Mr. Barry does a ton of this. Uh we make sure they got place to stay, something to eat, and we're up there when they need us. And like I said, our mentors do a lot of the other work
037because I just like say we heard cats. I'm Derek Williamson, alumni 0345 and I've been mentoring since 2010. I'm a technical mentor on the team and I handle mostly electronic stuff. >> Nice. >> Well, thank you all for sharing. It's been great. [Applause] >> You guys are welcome to stick around for the rest of the meeting. >> Also, Mason's birthday. [Music] Believe it or not, he is only 18. Even though, as our favorite waiter put it a couple weeks ago, he is at least 30 with a mortgage and a 700 credit. [Music] >> Thank you. >> Are you the Jennifer tonight? >> The new Okay. Okay. [Music] >> Not only happy birthday. We all put our buttons. Wisconsin. >> Thank you for coming. >> They did not rise up after that. >> Thank you. >>
038Let them let them clear out then we'll move on to our board action items. First item is parking lot maintenance. [Music] Give him a little bit or >> Yeah, you can give him a second. >> No, no, you're fine. [Music] >> Looks like they've done that before. >> Exit. >> It's like so, um, back when I started around 2019, we were trying hard to get into a rotation of trying to maintain our parking lot so make them last as long as they could, trying to save some money. Um, we finally made it full circle. The junior high parking lots are back up and next. Um, they normally cost, it normally costs a little bit more than the high school per square foot because that parking lot has a lot of strike on it because the
039band practices in this football field on it. So, it had more labor involved in it. Um, I think the last time we did it was about 28 29,000. So, that wasn't too big a deal for me. So, um I'm asking you all to um approve that bid, $31,977, not including tax, to do all the maintenance on that parking lot. >> We have a recommendation. Do we have a motion? >> I make a motion we approve the bid as presented. >> Second. >> We have a motion and second. We have any discussion? Look like I see one bid on the on the bid sheet. How many bids did we get? Just the single bid. >> We got one bid. Um, in the time that I've done this, we worked with four people. There are two that
040I would never like to work with ever again. >> Okay. >> Um, one of them is far out of town. Did not want to do it. We got a third bid that they did not hand it in in time. So, it could not be open according to our policies. >> Do you remember some of the numbers on those bids that we were getting from the other ones? >> I didn't look at the one. >> Okay. And then they said the the other person was out of town. >> Okay. >> So, I brought this up again in the past, right? 7.7 says um purchasing an amount of 5,000 or more shall be made only after obtaining three quotes, right? We've we went we talked to you know um ASBA and and we're right and when we
041don't get three bids as long as we're trying some spots we're in a food food desert and we can only get one vendor that can you know quote milk that's willing to bring in milk etc. And so okay we make exceptions where we're doing our due diligence. We're trying. There are multiple asphalt companies here. I know there's at least three in town. Um, even if we don't want to use one, I still think we should have three bids to meet our policy to say, "Hey, we're doing our diligence. We've got our bids. I recommend that we don't use this one because of this, but we still need to get our three bids." Or else it even looks bad. You can go, "Well, why didn't he go get he went to his friend and asked him
042to bid and then said it, this policy is here for a reason, right? Why we should go get multiple bids instead of a single bid." So my recommendation is not even say well it didn't come in in time so we're not going to look at it. Let's go get three bids and then when we have three bids from three local folks then then we you know take action on the bid or not. Um that's >> I will tell you if you set that precedent you will other than the Chromebook quote tonight you will not be approved anything over 24 technology. >> That whole bidding process is completely different. We will not get vendors available. >> That's what we've talked about before is when at least we're trying. I think remind me is that as long
043as we're trying to get the bids and we don't get them, so be it. But at least if we're trying to go get the bids, trying to go get three bids. Not that well, they're not going to answer or they're not going to want to. >> So the second one, we did get a second. >> Okay. >> But it did not come in on time. So per policy, it's you know, >> shall be made only after. So I mean it doesn't say as long as as long as you get three by the deadline. >> Well, right. This is >> the bid request has a date. >> So that's that's why >> I understand that's why I said that hey the policy once again says only after we get the three bids. So >> I will
044add this. You said it was $29,000 six years ago >> little 28. >> It's going to be really tough to match that bid. I will I will say >> I also know who this is and I don't expect to get it lower. And I remember back in 2019, the oil prices were crazy low. And that's why, you know, I was I was expecting it to be a lot more than this >> for a parking lot that size. I would agree. Um I mean, even if we do need three bids, I don't think any are going to be lower than the current bid that we have. >> And to be clear, I'm not saying it's not a good bid. Yeah. >> Right. I'm saying, hey, doing things correctly. um just having one bid on the bid
045sheet. I'm uncomfortable with that. Obviously, >> the policy about the lowest bid versus mid-range bid. >> Well, that's another problem. Bring you in two other people that we would never use >> and they're low then we have to use them. >> An older, you know, a different board fight over that of well, we have to take the most. >> Doesn't matter. >> That's my biggest concern. If you know they don't do good work. >> Yeah. Yeah, we lost someone won by like $6,000. >> I haven't seen anything in 7.5 that says we have to take the lowest bid, >> right? Um it talks about bid should be awarded after careful examination of the details of the bid to determine the best overall value to the district. Um in instances where the low bid was not
046accepted, a statement of the reason shall be attached to the bid. There's nothing that says we have to take the low bid, so that doesn't concern me. All right. I'm not trying to make a big stink about it. I'm just also saying, hey, this is a precedent we've set. We have talked about in the past. I don't think it's a precedent. We should keep keep taking single bid action items when there's other companies out there and we could potentially get three bids to comply with our policy. >> So, how do we advertise to get bids? >> The perceal bid is is two weeks. We used to use the paper and the website and the paper pretty much doesn't exist. >> So, we give the we give public opportunity to turn in bids and we just
047didn't get that. Yeah. >> One came from it being advertised >> and then you make phone calls >> and that was the one that didn't make it in on time. Correct. >> Correct. >> Second thing about this junior high parking lot that so much of it is unused. Seems like I know band uses it, but it sits there empty all the time unless there's a practice going on the football field there, the practice field there, or bands using it. I mean, I think you might have been here. Was it planned for junior high students to be driving to school and parking there? Because like it's a huge parking lot and it sits empty. Well, so it's I think more of it's used than it has been in the past because I know a lot of
048faculty members because we actually >> we actually lost several places over by the cafeteria when we rerouted the buses where a lot of our faculty parks. So more of those faculty members are parking in that lot. Is it full like our high school parking lot? No. But it is it is utilized. Um >> it's utilized with basketball games. >> Yeah. And I mean, you you get a ball game over there, whether it's on that football field or in the gym. That parking lot's full. >> Okay. >> So, motion second. Any other discussion? All those in favor? All those opposed? Motion passes. >> Thanks, Chris. >> Thank you. Next action item is request to approve Chromebook purchase. Steve, >> so what's the time of the year? Um for Chromebook purchase for the next school year, 2526.
049Um we kind of found a good number that we try to purchase every year that we rotate units in and out. That number 650. Um we had uh we had a lot of different bids on this this year, which is kind of strange. Um, but we had eight different people bid and we had lots of different options within each of those bids. And basically with the the brand that we purchased last year that we were hoping to stay with again for another year was almost $32,000 higher than last year. And so we really were opting for a different brand than we went with last year to save that money. Um you will see there's there's bids that are a significant chunk lower than that. Um and that is another brand that we will not go
050with. So you know kind of the low bidder thing. You know we still justify you know the better product that we know is going to have a better you know longer life and hold up better and we can fix it easier. Um but at the same time we do try to find that that blend. You know if we can not go with that brand but go with brand that's really probably almost as equally as good and save $32,000 and that's what we want to do. So, um that was sealed bidder number two. Um and that amount was $176,800 and that does include the green packaging which we did for the first time last year. That is the best $4,000 you can spend. So, I would like to you guys approve that purchase. got a recommendation.
051Do we have a motion? >> Which bidder? >> Uh, it's bidder number two. >> And what did you say it was? >> $176,800. >> I think we're showing 178750. [Music] >> I'm showing 187850. >> It's the alternate >> bid. It's the 172250 plus the 4550 green. So, that was not on that >> bid sheet. Um, the green option was not on there. >> I make I make a motion we approve the Chromebook purchase as presented. >> Second. >> A motion in a second. Any discussion? >> So, now's when we get to discuss it. Um, Chromebooks are they're a fact of life, right? We can't do school without these things. So, it's just we don't really have a choice at this point. So, it's one of those you just have to accept it. Where does this
052where does these funds come out of? Is this >> This is going to be Title one. >> Title one funds. >> Materials and supplies from title one. [Music] >> Any other discussion? >> All those in favor. [Music] She passes. Thanks, Steve. >> Thank you, Mr. S. >> Next item on the agenda is our facilities work session. We've got Josh here. I'd like to also welcome Josh. I know we got Mr. Gregory back there to lean on too for some of the construction processes. Um go ahead and get started and we may take a break here in 15 or 20 minutes. And well, uh good evening and welcome to the the new board members. I'm going to go backwards to go forwards a little bit tonight and try to get this queued up for you uh
053to kind of tell a little bit of the story in case anybody missed anything. I know some of them uh were at some of the other work sessions, but I don't want to miss an opportunity to share the story a little bit more. Let me see if I can find this device. [Music] Try three. [Music] Do that. [Music] technology like where those bomb squad guys [Music] say around or throw anything. >> Oh, come on. >> Yeah, I know. [Music] There we go. >> Is this also shooting to the live stream too now? >> Yes. >> That's great. It's trying to connect to Discourse. Okay. So, u I'm going to kind of like I said go a little bit backwards and go forwards because at this point we've evaluated four different options and um to kind
054of talk through that obviously in context uh to the existing campus we have some of these aerial images that we can always reference back to. And like I said last time we've looked at the history of the campus over uh various time periods. um from 1966 to more present to 2010 and started to kind of graph out a little bit of our development as a campus over the years and how this campus has grown and where it's grown and how it arrived at the arrangement that we've all started to inherit. Um so I've got a little bit of this data that is in this presentation and then that lands us to kind of currently where we're at. Uh we know that the what we call the big top. Um sorry uh we know that the
055big top is the the reason we're here. We are looking at what we have to do to replace that uh square footage. Um currently what is under roof in this diagram uh we've got about 84,000 square foot of square footage. Um, we're also seeing the gymnasium which is out in front or to the east uh of the of the big top of course. U then we've got the library um around 10,000 square foot library and then the fine arts and admin building that is currently adjacent to the building. Uh these uh are the kind of the components to our development as we've been talking about it. uh buildings that may need to stay, buildings that may need to be renovated. Um and how we start to approach that. Um the gymnasium uh for all intents
056and purposes, we've talked about leaving just untouched. We know that uh as the big top goes down at some point, this western facade will be something that we'll need to address. Uh it was once open to the elements, it has been closed in for a while. So there will be some, you know, some decisions that we'll need to make on that. Um, we also know that the library has been somewhat of a sacred thing for a while. Um, in our last millillage campaign, we looked at removing the library and and how do we make room for growth. Um, last time we talked, we we felt that we might need to not touch it or repurpose it. In some ways, structure stays alone, but we repurpose it. And then, of course, the fine arts and admin
057was that we looked at taking down or renovation. So, that has been up for debate. In my first meeting, uh we brought just some rough ideas of where could this new building be? What does it look like as far as its location on campus? And so, there were some ideas around, you know, what do we want as a campus? Um these were the terms that we talked about uh that were the teachers feedback from early work sessions of things they want in the building. um they aided into that first workshop where we did the sketches and started to ask ourselves, okay, and now we get to dream and we get to dream big. Whether it's an allnew construction uh project that sits uh west of the campus and and connects, whether it's a replacement right
058in the heart of campus, uh whether it becomes a hybrid version where we look at the new front door, uh whether it's in the front or maybe even something uh to the north. Um, and then we've also talked about knowing that we want to keep cost down, limiting our size, uh, keeping this to a two-level school, uh, which is very, um, it's it's very good to do that uh, for cost reasons, but it takes up more square footage because we have more footprint on the ground. And so these sketches came out of that first session. Sorry, I didn't mean to rush that one. These were the two alternates that were even, you know, what happens if it's in front of campus and what does it start to do to start to connect maybe some of
059the buildings. So, um we came back, this is session two u I'm starting to show a little bit more detailed approach in session two. Uh session two was uh concepts that uh take the amount of square footage that we need and uh place them in a diagram form. So, it kind of looks like a building plan, but they're really kind of bubble diagrams that emphasize the square footage needs for the campus. Uh what it really does is replaces the roughly 85,000 square foot of square foot that we're going to be taking down for the uh big top and replaces it in a more efficient way. So concept one uh was a an idea that it was out in front. It would have some pros and cons that we talked about which is hurts our parking
060lot uh changes the face of campus. Some pros would be it connects performing arts and the gymnasium. Um, pro and con, you you would have to demo potentially um the existing admin area, but uh you would actually have the opportunity to put back a cafeteria. A con would be that, you know, the cafeteria that we talked about has some constraints with loading and unloading um getting the kitchen to work. What does that look like? Um and this was just kind of a a diagram of what that is. And it could be even that that piece is just a renovated piece. Um concept two uh was a split opportunity where we uh took uh one aspect of it would be all academics and replace the existing and number two would be this other building that would
061be more cafeteria. We split it. The reason we were considering that was just the uh footprint the ability to park uh and maintain the parking that we have and then limit ourselves to you know how much we want to do uh long term. Um, there's some real cons on this one because we again we know prevailing winds with smells of a cafeteria could be a problem for the stadium. It could be that the split program doesn't work real well. It takes a lot of our prime parking for the stadium. Um, so there's some real kind of cons to this one. There's some pros was just limited our impact. Uh, we still allow students to be able to traverse during construction perhaps on a a different path. But some real cons on this one is that
062you've got kind of two construction sites. Um this is a massing of just kind of what that uh was elevated. Uh concept three was this idea that we renovated the existing admin uh to the needs that we have. Perhaps that's new admin, that's new computer labs, there's our, you know, ROTC room. There's things that we will be pulling out of the cir uh big top and putting in here that need the adjacencies to the rest of campus. And this concept, it was a new construction on the the football field. I think this one gained a little bit of traction because it preserved some things on campus. uh the roundabout, if you will, the connection to the um the overall uh leaving a lot of things that can happen and be built during construction without impeding
063on your current uh way of which you're going to operate. So, there's some pros on this one about going to the west that helps from a constructibility standpoint. And and then the cons were just that, you know, is this the new face of the campus? Is it a renovation in a new building beyond? And are we just moving the the pieces of the the puzzle around? Uh are we spreading it out too much? A pro on this was it gives you a lot of growth potential because you have kind of a green field site. And so um this kind of just shows, you know, what it takes to put that kind of program. The blue uh are indicators uh for like cafeteria and kitchen. Uh this was the idea that when we take down the
064circus tent uh we we have a practice court in there that has to be replaced. Some some cons on that is it's not any longer adjacent to the other court. And I think there's a lot of programs that share that overlap between PE and volleyball and stuff. So there's some cons that uh the concept three is uh concept four uh for the sake of it was the idea of getting rid of a lot of what we had in the core uh which is similar but not the same as our last millillage campaign. It's similar in location but not the same because it is a two-story building and we looked at this and I think we where we arrived last time was we liked a little bit of all of them. And so tonight I'm bringing
065you back a flip of this one which is a little bit of a hybrid and I think that was the kind of the task um of studying this um and just trying to weigh into it. So what we currently have and I'm going to move on to this concept five was a flip. We flipped that program on concept 4 where the the repurposed um library would now become our cafeteria. Uh no longer would we have those computer labs. We would change how that works as a cafeteria space. We would maintain a road uh the road that is currently there so that the cafeteria could have a kitchen which again was uh the idea of how do we use this space? do we have a lot of pros and cons about, you know, traversing that site.
066You still got to be able to get a bigger truck in there. So, this goal was in this uh area right here. Uh basically, uh leaving our cafeteria intact uh but leaving that structure as well. Uh surrounding it with academic space. Again, we have around 36 uh classrooms to make up. So, these are double stacked. So, you can see, you know, you have with classrooms with light getting to both sides of them. Uh you've got a double stacked here. Again, making sure that we have those 16 classrooms taken into account. Um there's some constraints on five that I think is worth mentioning from a constructibility standpoint. This one really limits our north and south uh ability to to build. And I think there's some pros and cons about that. it at on the short term,
067it's a really inconvenience for the contractor to come in and try to make it work in a very compacted way. Long term, it might be the thing you want because it's a compacted campus, but there's some things that we should weigh out tonight and think about. We know that that practice uh court uh will eventually get replaced and it's a fairly large size. So, I'm showing in this magenta um kind of diagram here that it could be located anywhere. Uh it gives you the ability to have a new front to that north side. Uh it also connects to the the the existing gymnasium. But one of the other tasks last time you asked me to look at is now Josh think about it long term. How many parking spots if we're going to lose some
068here, what do we gain back? And I think I've computed around 180 to 200 parking spots that once the big top comes down, you can repurpose. And I think that was a a concern u from the principal level to parking to okay what does our campus look like? We're already struggling to get students to be able to park here. I just wanted to kind of report back when I lay this out. I'm thinking you're going to get around 180 and still allow you a nice parking lot with green space and trees and it's not just going to be a giant sea of asphalt. I think you still going to have buffers. Um with this said, this layout starts to show the indication of a new library. I put the library I tend to put it
069uh relatively close to the front of campus because that space is more of a space for all. Um it's not uh specialized like a GT room where only a certain amount of students use it. Usually everybody uses the library and then of course u the idea of admin is always typically up front and center because that's your front door and your threshold to campus. So, uh, repurposing that admin, um, here some pro on this one is that it does kind of connect and I think early on, Miss Morgan, we've talked, you brought up some concerns like what does it really look like long term from going to the gym to the performing arts? Are we having students go outside to go inside? This option kind of closes in some of those constraints or those challenges.
070I would say we would want to rethink about what does that front door to the gymnasium look like? you know, is that now if this option was to move forward, you know, is the majority of the people parking here and over here and where is that front door? Is it through a threshold somewhere in between? Is it a repurpose entry here? I think those are some things that we'll have to weigh out as we as we grow this uh in into more fruition. I think there's some real thoughts about whether we want to continue with renovation or new construction. this option doesn't give you future growth plans um that is connected as much if we leave the road intact. So some constraints on this would be, you know, if we needed to grow, hypothetically, we
071bring more classes down or you have a a phase seven or whatever, you know, where is that going to go? There's right now there's not a lot of sacred qualities about the the practice uh field, if you will. It is prime for construction. It's an easy site to build on, but it takes your students a little bit out of the core or the heart of the campus. So there's some things about that. I would say that we've got a little bit of utilities, but nothing that we can't overcome. I think we've all talked about this road potentially going away or what happens if it gets changed or repurposed. Um, and then even last time we kind of talked about a space, uh, you know, just south over here, you can see my cursor. Uh, that
072what happens if that was to eventually go away. So, I think that was on the table. Um, so long story short, uh, we've tried to kind of go back and forth and weigh out these five options and five were kind of really a byproduct of almost 10 and we've kind of narrowed it down. And I think what I'm looking for is kind of what the the board's heartbeat is as we move forward. Um, I talked to Miss Jones. Our goal is that she is going to be coming in in June as we said to evaluate our program of requirements which is you know another acronym you don't really want to know but it's called PO that P evaluates student population versus metrics against how many square foot you need per student. So typical classrooms 850
073square foot, typical um computer lab for instance 1,200 foot, science labs, 1440 square foot, but it's the division standard of size. So we can't ever go lower than that. We can go bigger, but they don't fund against that, meaning you're self-unding bigger space, but it's what kind of calibrates our size and square footage. And we adhere to that because it protects your investment into your campus, right? We can always build bigger, but that doesn't mean it's more efficient. We find that that's starting to change a little bit. There's a few programs that we're seeing in the K12 market that are kind of going away. Computer labs are starting to become less of a a mandatory thing because everybody has a computer. You know, they're no longer having to do labs as much. So, they're repurposing
074those spaces differently. We're also finding that the division is getting better about funding and partnership. Some school districts get a lot more money than other districts. in particular, they're finally up to about $300 a square foot, which is a giant win. I've been working at that for about 12 years to change it. When I first got into uh K12 design, they were funding at like $120 a square foot. And that was a very hard thing to hit when you're asking for a district to pay for half and they can't fund properly. So, they're getting better about their funding mechanism. They're getting better about understanding constraints with square footages, but those are the limits that you guys get hindered on. uh when you have to design or build a building. So, it's stuff that we the
075rules we have to engage by, but it gives us uh the ability to to start to purpose this. With this said, um I think I'm going to just kind of open it up a little bit for questions or thoughts. And those that haven't had a chance to weigh in, I'm by all means interested in your thoughts and your feelings so that we can kind of think through what we like and we don't like. >> Did you say 350 a square foot? They've now changed it 300. Last I heard it was like 260 something. It's now it's now 300. >> Yeah. Recently, I think at the 1 of May, around May 19th, uh I've been seeing a new list that's closer to 300, >> which is like moving the needle. I mean, it's Yeah, we might
076as well be on on the moon. I mean that's where we were to where we are. I didn't ever think we could do it, but we it took a lot of the economy and a lot of people I go down speak to them and talk to them about what we see in the industry and how they just drastically underfund um and they they know they can't keep up. They're trying, but you know, you have different things. >> And this one and then the separate one in the field are the two that displace students the least. Oh yeah, it's a good point. >> Yeah, this one for sure displaces them the least. It's the probably the biggest challenge for construction. >> I I would not envy um Mr. Gregory when we hit construction if we move
077forward with this one because there's going to be a really a strong like how do we move students around because they use the performing arts area, the agri piece, they use this space. you would have it have a dedicated uh placement where students are allowed to go and not the challenge for him also and I don't mean to speak for you Mr. gravy, but the challenge is getting material, you know, lay down space, uh, you know, time frame of which she's going to have to build this, uh, at that point. So, there's some really constraints. You're kind of you're shoehorning in, uh, a building in between. Long term, it might make the most sense because you have a compact campus, but there's going to be some really challenges and that equals time and, you know,
078>> construct. That was the challenge for the last mill too. The challenge that's different is building around the current library. >> Correct. Like that's that's the additional challenge from the last millask. >> Correct. The the last mill ask we took down the library because Will and I we talked about it and we were like look that library was just going to be a big um >> not a thorn in our side. I don't want it to be perceived as that, but it's hard to work around an existing building that doesn't have the same foundations and and it was just easier to say, let's wipe that clean. Uh, in this one, the the challenge is we're going to renovate. We're going to spend money on something. Are we really getting what we want out of that?
079Because it has structure and things like that. >> Can you slide back to four for us? Sure. >> Wrong. uh for what it's worth this is your P which is uh how we the metrics of which we calculate everything in and so >> so concept four is this one >> yep >> all right we'll jump in here constructionally that seems like a much easier >> it is to go trying to save the library which is a big deal but I would want to narrow it down and have one a construction access on one side of the other >> so we set you stage everything in the back, bring it around and build a fence off the front, keep the students, and get from building the building. >> Yeah. >> Be a lot safer. >> The
080library is I mean, I know it's not that old and all that, but that also gives you when you go out on the practice field, you can tee the building, do whatever >> and you got room for growth past that in that same area. >> And then real quick, go back to three if you don't mind just >> that twostory structure going back like that. That would almost put that second story right at ground. You're going to be a great level on the practice field. >> So you'd be able to step right into another building or another wing. >> That's right. Well, wings going you go. >> So we wouldn't be pushing it forward like we had talked about depending on which plan. >> If you were doing four no [Music] is an old building
081is like an old car. It's an old building to get done. Replace everything in it. But >> there's an old saying in the Bible. You can't put new wine in old trucks. No more. >> And so in this one, the green area would be repurposed as >> Just a remodel of that existing space. Correct. >> That's right. >> But the concern was by remodeling that in 10 years, we're going to need to replace that >> because out. Yes. >> Right. Yeah. >> And we don't >> which is a real important thing to think about. >> And we don't know what we're getting. We fully We don't fully know what we're getting into in a remodel there. >> Yeah, >> there's a water issue already. >> Water is definitely a problem. >> Talked to Chris about
082that earlier today. It could have some They've worked on the roof. They cannot I mean I they've been there a >> lot of money on the roof. >> We spent a lot of money trying to stop the water issue. >> So I learned a little bit today. and drainage issues. >> And I just kind of want to point out again with this plan, what we're doing is adding more outside entrances. >> I agree. Yeah. >> And that is kind of one of the things we're trying to get away from. >> I mean, out of these five plans, it seems like, you know, just to me off looking at it that number four makes the most sense by far from a construction and student standpoint. >> Well, and from spending money >> money. Yeah. >> By
083far the cheapest. would I mean wouldn't it be >> well I mean probably cheapest go back there in that field brand new building and not touching >> yeah that yeah but this would be the second best if not right and you got kids you're not >> crossing the road >> it leaves the plane intact >> y and you've got the future area with a solid building surface for any growth that would I think later save you money you know things like fill different you know >> just I definitely want to narrow it down some way or another you access on one side or the other. >> I think we're trying to maintain 20 foot from existing structure to whatever the new one and that weighs into the existing library is already really pinched. And so
084if you leave that intact, there's some concerns about or how do you get around and how do you stage it? How do you you have to build to the front? >> Yeah. >> And work your way back. And and this one if that is not a factor, you have a little bit more ability to narrow this in. you can still make those connections that I think we're all after, which is if a student walks in the front door, can they get to everything that they want to? Now, mind you, this one does not show the future um court, but that could be right here and now it connects and you don't have students really going outside as much. I think it it kind of helps maintain a lot of the things that in the second
085session that were brought up that was nervous about hey you know more entrances or is there a way to stay out of the weather instead of making students there's a way that this option does allow this connection to get to the gymnasium with that that other court and having kind of circulation path. So >> so the activity room on this is not shown yet. >> It's not really shown. Um, just imagine there's a blue block there says activity gym. >> I think it's actually supposed to be the library. >> Yeah, this is technically the the library and this option >> and then lock. Yeah, he's got them both. Can you kind of explain that? I see what you're looking at on the the six locker rooms. Oh, I got you. Yeah, >> it's just in
086blue at the top, >> but I think Yeah. >> Yeah. I actually don't know why I thought the library and that's the activity gym that's on the plan. >> He's got three blues. So, I know that I'd laid out where the library would be on this side. The admin would be kind of up front and center, but I actually think that might be an error that it's not to be labeled the locker rooms because that would need to be replaced after all of this >> because that court uh is around this size here. >> So, the main negative on this is that we lose the current library. >> That is Yeah, >> that is but that makes everything else work. >> Correct. And it's >> even though we are still paying on that, yes, >>
087but sometimes do you keep putting good money? >> It is is part of the debate. We would lose a lot of our road in this option, but I don't know that that road is sacred in any way. I mean, >> you've got to be able to get to the cafeteria, >> which I'm guessing you could do. >> That's right. >> And I would say that in this you could put faculty parking out back. You could put a bus turn around on either end of that. I mean, there's there's plenty of options. >> Turn around in the van lot. >> Just go right up in between FFA. >> Yeah. >> And it does give an opportunity for expansion later. That will connect. >> Yeah. Because if you think about it like if if that agri if
088that agri building was say the next building to be replaced, you could tee right off at a 90 off of the back side of that and then >> you're done. you know, hallways all connect. >> No. >> So, would you go forward to the neck to the because we just need to point out when you the debate's been the library and and honestly after that one meeting I emailed several teachers that were complaining about the library and it is because we're still paying for the library and now you're going to tear it down. But if we got to do this and have the space, do we increase our cost by saving the current library? >> Or do you recognize maybe that was part of the maybe that's where we didn't plan ahead and sacrifice? That's
089the question. >> I just want to make sure everybody knows that's what we're dealing with. And I want everybody who's zooming in, it's not because we want to to throw away good. We know that, right? >> But it's going to cost us more and this does not allow for growth. So that's something you really have to think about. And maybe >> you're saying five doesn't allow for growth. >> This one does not allow for growth. >> You're right. >> And and are we h were we are we locking ourselves and maybe that's what happened the last time when the library was built. We didn't plan for growth and here we are. >> You I mean you would have some growth once the big top was removed. >> That's true. you have that spice, >> you
090could go out that side. You know, it we keep think, you know, the building will be gone eventually. So, >> it could still grow this way. >> But then I think the big struggle in the construction is >> everything around that library structure has to be built to that grade, right? Correct. I mean, it wouldn't I mean, it >> keeps the same. >> And so, how many square foot is that library? It's roughly I I've got it down as 10,000 square foot which seems a little bit I don't think it's >> I thought it was I thought you said it was >> it doesn't feel like it's 10,000 >> I thought it was 35 >> but you're trying to build 80,000 square foot around a 10,000 square foot. >> Well then with that you're tearing
091all the bombers you're messing up all the whole fun everything. Yeah school >> Yeah. Yeah. And then so I mean any Navy permission, all of that stuff to relocate the bomber. Um and that's fine. We just I mean that's the process we need to do. Then we go down that road. But >> but you got to compare the costs. >> I mean it at the end of the day I that's that's not a 60-year structure, >> right? >> That's that's a kick in the can for the next board to decide just like >> almost creating the same problem. >> Creating the same problem. >> Just lipstick on a pig. Was it? Yeah. >> Okay. So, go back now to the one. So, you're still reducing entrances >> or you're not creating new ones. Is that
092right? >> We're really not trying to on this option. You're you're not creating many new ones. Okay. >> In fact, I think you're you're getting a better front door, if you will. >> Okay. >> You know, that that changes and then you're going to have, you know, you have to picture this going away. Then you're going to have a new front door over here or a side entry exit based on your parking or where your teachers might be parking or student athletes are parking. You know, how you disperse that is really up to you guys. Um but you're you're not creating anything more than you already have >> should be >> from an ent but are we reducing because second to the library because we're paying for it. >> Hearing from that it was >>
093we need less entrances. We need less ways. Would the entrances be dependent on fire code more than >> they are the quantity is dependent upon occupant load but how you monitor them and how you let >> that's getting into it is >> another thing on this one here at the back is actually better because it's a hard door not a gate open gate >> that's yeah it's not a gate to the courtyard >> yeah where somebody could drive a car right on through if they wanted to >> and and if if this key tonight. >> Yeah. >> Coming out of this, as we talked about last time, would be we kind of land on a site and then I will refine this with options within that and say, "All right, here's, you know, how the
094cafeteria could change or grow." I just where I'm kind of at is are we going one direction or the other? If this is the move, then I can design around that. If if we say no, we're leaving the the library, then I need to design around the library. I will say for me, this makes life a lot easier for me and for him because I'm not having to adhere to that finished floor elevation. I'm not having to use a structural engineer to compare that structure versus what this is, which in that case will be limited. You know, the library can't put a second level on it. You know, there's things. So, this option does make life easier in a lot of ways, but it comes at a cost of, hey, we we've got, you know,
095of space. >> Yeah. 6:45. Does anybody need a short break? Yeah, we'll take a short break and then we'll come back. Little snack snack. And we can carry on while we're snacking a little bit. I'd like to hear Josh talk with his mouth full. >> Thanks. >> You're welcome. >> Solid there. Can you go back on number four? >> Yes. And I did place on this diagram just that uh court, excuse me, that you see here. So, >> okay. Now, what that's the basketball court or the gymnasium? >> Yes, sir. The practice court that paint box. >> Okay. Because during basketball season, they have JV games in front and back at the same time. Is it accessible from the inside? >> It would be. Yeah. In this scenario, we can place it wherever and make
096sure it's adjacent to it. >> Can we move it straight back to where it instead of back on the old? >> Okay. I think that makes more sense. Be able to enter it just like we did currently. >> Okay. >> Can we confirm we're live? So, doesn't that turn blue when we're streaming or am I backwards? I'll go make sure. >> Okay. Thank you. >> We're on. We're on. >> We are. Okay. Thank you. Sorry. I apolog >> that that would be the size of the the practice court. Um and yeah, that would be new because we'd have to put it back. And to your point, um Mr. Knight's point, let me zoom. It it can go here or wherever wherever we want that to go. >> I just I tried to load that up
097while we're at break. >> You anticipate having seating in there? >> I I wasn't. No, it's pretty much just a court only. I mean, if we build it back, we just need to decide if we want storage or >> small bleachers or Yeah. What what we want that to look like feel like. It's really just a representative representation of a square footage needed. >> Correct. >> Okay. >> It doesn't need 500 just have tournaments for >> kind of like what we have now. >> Yeah, pretty much. Yeah. >> A little higher ceiling >> without the leaks and the humps and the blowers. Those leagues have been in there since 1971. By the way, you know that P comes down the middle. >> Mhm. >> We were skating across there one year basketball practice and everybody
098was rain and that's what they came up with. >> No, the flat flat [Music] roof. So, it was mentioned a minute ago that by doing scheme five that keeps the library, we're kind of doing the same thing that we've currently done. Um, peacemealing it together and it shortens the lifespan. It's not a six-year structure. I haven't heard anything negative about the life about the library structure. No reason why it shouldn't be able to last another 40 years or so. which is kind of what I think of for a school is, you know, that 40 to 50 time frame. What is it about the current library that if we do scheme five that's going to limit the lifespan of a new build or is there any? Um, it's just that the footprint that we have with
099the existing library limits our ability like if it turns into a new uh cafeteria and kitchen, the retrofit of it to make it a kitchen is going to be more challenging because we have existing structure to work around. There's going to be some of those things that would be probably the negative. you're limited because of the footprint and the structure that itself is not going to give you maybe as much open space. The two computer labs that are on the north side of that building right now would maybe some walls go away to open that up to be more cafeteri like. So there's some demo and all of a sudden you start to weigh in what are we really keeping? Are we keeping a lot? Is it really helping us keep this? Uh it does
100limit you because it's a one-story building and a lot of this concept was trying to play off of a twostory space. So it does have some negatives in that regards like unflexibility or in inability to change it is probably its biggest constraint itself. The structure itself, the steel structure that it is is not um there's no concerns about longevity for it. It's just that it's not movable as as an object >> if Okay, so we're looking at these classrooms and just because another constituent just reminded of some space that needs to be do because I haven't been on this part of a process before. >> Sure. So if you needed a a new 1,200 square foot lab that we've never had on the high school campus before and we're replacing so we're taking the classrooms
101that are going to be torn down and we're putting them in this new park. >> Are we adding additional classrooms that could assist in new labs and new types of instruction? There are in this arrangement you will see some of these bigger rooms like these kind of darker purple >> spaces which is choir or art rooms or tech rooms. Those are those bigger square footages that give you flexibility in the long run. >> So we just need to make sure we have labeled every new space that we need >> and does this allow for it >> and if this didn't then we could kind of push on out at the tail. >> That's right. >> The tail feather. That's what I think both Mr. Gregory and myself and just anybody that's looked at this is
102saying that okay you really give you you give yourself a backdoor of growth >> because you have unlimited space on the back side right yeah >> yeah we don't want to overbuild that's not what anybody's proposing >> we don't want to under before we even get started >> and I will say I mean it is extremely common to underbuild I have gotten projects near completion and you know a wave of you know foury olds come through on an elementary school that they didn't anticipate and it it pops another hundred students and they need three more classrooms before we could even get the first construction because construction takes time. This takes, you know, >> it's kind of like creating classroom. I think that be awesome. You're creating classroom space for the future just like the we're
103trying to teach to a job market for the future and you don't really know what that is. So, you do need some vacant space to allow for an aviation program or a new type of engineering program. >> The good news on this is because it's a high school, you see those students coming versus uh preK through six. >> Sometimes we don't see that here. You will you'll know your classes are coming through. >> If you had to add on, would it be easier to add on going back towards the practice field or going back to where you're talking about putting the parking lot? Well, I think that's left to be decided. Probably I mean it if we have our parking needs, it's probably just as easy to grow north right there and leave some of
104that other space alone. I I don't know what I don't know. I think there's some rock back here, but I don't have enough history. >> No, there's no rock. >> It's weird. But we have these shelves. I would I would say that we know that this is you can bear on this. It's flat. >> It's all rock back there. >> Over here. It's all rock >> behind the field or the field itself. All the way up to here is one big shelf. >> It was all big cedar blade. >> Got one question. >> So, everyone keeps talking about the library. Can you circle where that is? >> Give me two seconds here and I'll try to do that. >> It is roughly right there. >> Okay. So, in this plan, you guys are already crossing
105the street. So, why don't you just build around it, keep going that way, swing the road around, get your access to everything that you need, and call it a day. That way, no one's knocking down the library, which is sacred to taxpayers. It makes everyone mad. You still have room to expand, and then you can still go north if you need to in the future. So, you you've crossed the street with this plan. You're already there. May as well just move the road just a little bit. Right. >> So, are you putting a twotory structure around a one-story structure? >> You can do that. There's nothing stopping you. >> Kind of alluding to uh this concept three, right? >> Yeah. I mean, you just you're just keeping it narrow, so it's still compact. You have
106less doors. You're keeping that sure one-story building intact, but it's there. And you just kind of build around it. And you have the ability to repurpose the road still >> and you can just swing the road around and that way taxpayers can't come to you and say, "Hey, you guys just demolish this building that we paid for and we're still paying on." >> No, you worked around it because >> even though it cost us more money, >> do you know if it's going to cost you more money yet? >> If we find That's the burning question, I think, is which costs which costs more to do. >> Exactly. You know, I mean, >> because no one's no one said a dollar amount yet, but as Mr. Booth said when we were talking, people are going
107to look at this. What the the Can you go back to the last one? People are going to look at this one and and the one before that and they're going to go, "This is millage number one and two all over again." That's going to be their thing. think it's it's almost the same plan except you've taken a story out. Now, people have to understand regardless of how we do this, this is not going to be cheap. The era of cheap is over. I don't know how to explain that to taxpayers. I know that the taxpayers that will be the loudest are not in the room with us right now. They'll show up later at some point, but if that's a big hangup, I don't see why you can't just build around it. So Chris,
108at one point when I I asked questions because it's about roof lines and things too. You're not even talking floor elevations, it's roof lines, >> drainage. Where's the water? >> And so I was told that to attach the library roof to any other structure. Then you've got drainage issues. >> So you're going to have drainage issues going into our new structure. And I don't There you go with good money after >> Yeah. >> after bad. I mean, you have to think. >> Well, is there a possibility that you could build on top >> just roof off the library? >> I don't believe it's been designed to handle that type of way. >> Wow. >> Why do you have to touch the library? Even the roof line, you're not actually going to build right to it.
109I mean, there can be whatever that space is and a hallway connecting it. And the roof lines don't have to connect. I think the thought on the cost is even at $3,000 or 3500 square feet at $350 a square foot to rebuild that same square footage, tear down and rebuild it, it's going to cost a million million two just to rebuild the same square footage and then there's a demo cost as well to demoing it. So that I mean right there people can be like >> so you think put a hallway with a cover over it like what there is now because if you walk through there there's a wind tunnel effect. Yeah. I mean, it's not comfortable. And uh you know what? Kids don't have to be comfortable. Neither do teachers, >> but you're
110going to put a wind tunnel all the way around it now. >> So to go to the library, which >> it's not always not always real easy to get students. >> I'm not saying you have to go outside to get to the library. I mean, the hallway can come right to those. >> So what happens to the roof line? >> And your roof lines are tied in. >> You're not going to go from the top story into the library. It' be from the It' be from the lower It' be from the lower story >> straight into the library. But you don't have to >> That whole building doesn't have to butt up to the library. >> How about you keep from the library >> the building on back instead of making that twotory just spread
111out and keep it one level. >> So you see the two stories from the park, you get to the library and then everything back there becomes one story. >> Hey Will, you're great. Will in in your professional opinion, I mean, is it are is it financially what makes the most sense? >> I don't need to run numbers on it, but I mean, I know it's a nice building down, but you know, you're talking about that great practice field, you'll be think, >> but I don't know. I mean, you're you're doing a lot of work to work around it. >> Yeah. Sorry. You say it could almost cost more money to work around the library. >> If we go up the front and everything else, I don't know. I mean, without putting numbers to it, >>
112there's no question that the previous plan on the previous ask made a lot of sense for a lot of reasons. That made the most sense. That's why this board selected that plan and said, "Hey, let's go forward with it." Public's rejected that twice. So, if we sit back and say, "Okay, well, more or less we're going to put in the same spot, but it's not going to be a threetory, it's going to be a twotory, and it's not going to look as flashy or maybe so much glass. We've been down this road before. I mean, I don't I think we're I think we're wasting our time if we submit basically the same plan forward again." >> Well, one of the biggest things you heard was the Taj Mahal approach that it had with the previous
113one. And I I think people might be more open to a a toned down version of that, which this seems similar to that. I agree with what Scott's saying. I I see the the point there, but this seems like a much more toned down version than what we had presented as as the public the first time around for for a similar result. It seems like it would be a lot cheaper than what the first one was to the taxpayer >> because it's I mean 30,000 square foot less. Is that about what that second what was the second >> phase two? I don't know how many square feet also another 78,000 square foot >> and the build's going to be as expensive as phase one and phase two. So now we're going to come in and
114say hey phase one and it's going to be just as expensive and we're still tearing down the library and the fine arts and >> with scheme four are you saying >> with just this right as opposed to the last one it's going to be as expensive. It's going to be 35 to 50 million probably to to build what we're talking about right here. >> And guess what? bond rates are going to be higher. So, we're not going to get a 2.2 millage ask. It's going to be more than that. So, I think if we go down that road, we're I my gut feeling is we're wasting our time. >> Like, I don't think that's going to it's going to be well received. So, the things that I've heard over and over, and maybe you'all have
115heard it, maybe I haven't heard it was keep the library and fine arts. I can I can understand, hey, the fine arts is going to cost us much to renovate and it's old um as to rebuilding um needs versus wants, right? So, we have to build what we need right now, come back later or whatever to ask for the wants. Um and we have to I mean it has to be it has to be less than before. I've heard those >> feasible. I can go come on board with the library. I cannot put good money into a structure like the fine arts that we already know is gonna have to be replaced in the next five to ten years and we're going to have voters look at us and say why didn't you take care
116of that at the time. I can't do that. >> I agree and I'm not arguing for the fine arts. It makes sense to replace the fine arts, >> right? >> But I'm struggling and I've been I was big on the keeping the library. That's what they said. If it's going to cost us more money, I think we have to say, do you want us to spend more money to keep what's there or do you want us to make a pleasantl looking >> non Taj Mahal? >> I think it's the information we need to give information that I felt like that they have seek as the public, you know, that they were not receiving >> um that you heard about every day. you know, as far as the taxpayer passing it, you know, I don't think
117the library is big of an issue as it might be to people inside the school. U so I mean to me I don't think the library is that big of an issue as far as repurposing it goes. You know, to me it seems like it would actually save money currently, you know, just from what we've seen. Are you saying to tear it down or are you saying to repurpose it >> to well to to well if the plan scheme for is completely >> gut it >> gutting it and moving it correctly? Correct. I mean >> that's what concept for. >> Yeah. >> You think about if you're going to repurpose that into a kitchen, you're cutting the floor out of it. >> Yeah. You're >> Why would we repurpose it? >> That was about to
118be my >> Why can't it be just stay the library? >> Stay the library. >> That's the That was my next question. I think you were about to ask me that Mr. Knight as well like repurposing >> why can't it stay at the library? >> It it can the library would >> stay at kind of the back of campus but it creates >> how do we deal with the cafeteria? We don't want the cafeteria up front because of loading and unloading and the cafeteria wants to occupy the back of campus. So that's kind of where this repurposed conversation came when our last session was, oh, it makes sense that back here would be the cafeteria and you just move the program around >> so that you can load and unload your kitchen because you have
119your dumpsters. >> We talked about scheme four where the cafeteria is on the north side. Hey, flip it, right? So the cafeteria opens out exits out to the back. >> So you can get to it from basically where the courtyard is now, right? I mean, >> is that not feasible at all to where that little black square is that maybe that's where the the loading dock is for the cafeteria? >> I foresee that being in this option uh being there. Um what you're seeing here is this is what it would take to have a cafeteria the size that you're looking to have >> and that's where the library is >> and and that's why that kind of was occupying that. So if you left the library, we would need to come back with you know
120this type of square footage somewhere for just cafeteria. And now I'm finally understanding why that doesn't allow for growth because you got the cafeteria with all the food waste right there. And what are you gonna build? How can you go back out? >> And there is no way. And this is something I've asked Chris and I was going to say if you could just wait on the cafeteria and do it with the gym. There's no way. >> There's the food truck concept again. >> He says, "How >> many food trucks? everyone in town >> not getting reimbured on meals because >> that that concerns that a big concern. >> So one thing I just we should at least throw out there. >> What if the cafeteria was its own standalone building that set across here
121and it was built separately? >> That's why I was saying let's pop it back and leave the library. >> When I went to school at Guyberry, the cafeteria was a freestanding building out there. It was just wood building that they added on years later. >> I was going to say it's that >> that they have to walk to. Yeah, >> that's the whole that was the main thing I keep hearing is >> that Parkland shooting was every building was separated, which is was a whole lot like what we've got. Every building was separated >> and the amount of outside time the students had. >> I'm not in favor of having a separate cafeteria, >> right? it because it rains, it snows, it's muddy, it's wet. >> It actually makes future growth harder. The more you
122expand this because there's more empty space. Well, where do you fit stuff? The more compact it is, you're talking future growth, it leaves you like we're spread out here, okay? Well, we've got, you know, the the cab hall and aggra. If it's nice and compact, it's easy to to build a wing off of it one direction or another. So if you span expand to the west, it makes it harder to fill in the empty spaces with some future growth. >> If if I'm thinking if you look at this uh plan, if you expand, you've got to go back to where the where the big top is. >> You can't go across the road >> or where keep them connected >> or the vote to the south, which is the oldest building on that campus, I
123think. Um other than >> one of the oldest structures, yeah, >> other than the original structures under the big top. So at some point maybe that Nick needs to get you could expand to the south or to the north. I think there's two good expansion options for future >> board building. >> Yes sir. >> Yeah. It's terrible. >> It's it's old and yes >> it's worse than the big tops. It's terrible. >> Well, I might need your help on this, but let's play off of that a little bit in time. So let's say we make some version of this work where we're not losing the airplane. When we get this to work, we build the academic space. We leave the the library alone. Um, we take down as much of the big top as possible.
124We know that this portion is a cafeteria. >> So, you take down that, you leave the existing cafeteria intact and connect >> and then build the new cafeteria in phase two here >> and then take down the old. >> It's a logistical probably. It's if you can do it. >> It's just trying to figure out another way to, you know, >> definitely be looked at. >> But maybe something's there because it was added on and how it was added on. Um, you know, it might be something that allows that cafeteria to be >> you would leave literally that whole second Yeah, you all of that. Even you could even leave the practice gym until >> Yeah, we have to do that anyway. >> Pretty pretty sure that addition that cafeteria edition was the big top.
125>> So it wasn't a structure under the big top. So you would have >> That's right. It's part of the second half. >> It was literally >> is part So the original >> the original cafeteria would be the ROC room. >> Okay. >> Um >> the current Yeah. The current ROC room would have been in the original cafeteria under those original structures. >> So if you go peeling a roof back, you've exposed every once you peel the roof, you've exposed all your done. I mean it >> I mean can the auxiliary gym there can they eat in the auxiliary gym for a year? We had a kitchen. [Music] >> How much can the junior high cafeter can't that one could maybe do one >> he'd probably do Nelson Wils at a kitchen because it's less
126food. >> It's less food. Now, this one says 36 classrooms. Yes, ma'am. >> Is there a loss of one >> on the other plan? Are they all 36 classrooms? >> I thought so. That's our request. We could go back in though and work on that. >> There was at one point we're looking at 35, but then we realized that with the library, >> currently if you the current library has two extra labs and so when you move that over from no longer library, we had to add the classroom to make up for the one that we're losing. What if if when we get to the point when we get to the point we will literally label >> to make sure that we have enough before anything is turned in >> um >> and multiple people
127will look at it. >> Right now I'm favoring scheme under four. I think it will be because that that auxiliary gym will just be an auxiliary, >> right? >> Yeah. It could be whatever it want. Yeah. >> Yeah. You don't need it. You know, I want I want a nice facade. >> Sure. >> And then I want block walls >> or Yeah. >> It doesn't have to be fancy. They don't need any wood trim or anything like that going down the hallways. >> What's that junior high uh practice gym? Is that kind of what you're talking about for that practice? >> Yeah, pretty much. >> Just >> Yeah. You don't have to have >> just >> you don't have to have bleachers in there. >> So, I know this is an ignorant question, but >>
128there >> Yeah, there is. >> This will prove it. Okay. >> Students, >> we keep saying that when you tear down that library, you lose everything. Do you really lose everything? Is there anything that's salvaged that can be do you really uh the floor everything found? Do you lose >> everything or are we just losing walls? What? We're losing everything. >> If you really lose some walls, you're going to It already has like a little kitchenet in it if I recall. >> Um that's not going to work for a new kitchen. >> Oh no, no. I just wondered are we totally losing what we're still paying on? We're losing everything. >> Can you reuse the foundation essentially >> something? I'm just saying even that would offer We're trying folks. >> We're trying. >> I doubt
129if you can I doubt the the foundation would support these. >> No, it'd be like you're just mowing it down to the ground. >> Exactly. >> And you know those foundations are sized based on the loading. So the mat slab or >> however they were. Um >> Yeah. I mean, I'm >> Yeah, I think it's really about how you want the flexibility for your long-term growth. I mean, >> I think what the patrons need to understand is that you're trying to make the next 50 years or more work well and >> and I wasn't around. So, I wasn't around when that building was built and I think it probably served its purpose for that building, but they weren't thinking a whole new high school 20 years ago or 10 years ago. I think what the
130circus tent has provided for us is a dilemma that it's it's reached the end of its life and now what when you have 85,000 square foot to replace you know we had six buildings underneath it and we need to replace all of that and it's kind of this thing that has grown to be a big monster on campus where it doesn't give flexibility because you can't just gut it and fill it. That was one of the first conversations Dr. long had was should we just gut it and use what we have and we weren't. When you go underneath and you look at it and you recognize that the structure itself is not consistent like I >> the beams and the columns are not the same. They're all uniquely different which means that it wasn't designed
131to be more than just a shell. It was just protecting what they had underneath. But it doesn't provide flexibility either. So my dilemma is we're really trying to make the best for the next 50 to 100 years on this campus and what's going to get us there. You know, this option four is so much closer even though it's this it's so similar to what we went through for two years because it still gives you this ability to grow to the west. it will give you the ability to have uh new access or a north entrance or you know when this goes away it does change that dynamic of your campus a lot and you know I'm I'm fully convinced we can get the architecture to whatever it needs to be. I just want to make
132sure we put it where you you know you guys are thinking that look this is the right place to put it at at this point we're we're thinking beyond just that that library was something that I think they needed a need they built the library it fit right there and it was cost-effective solution and they weren't thinking oh we'll eventually need to go up or we need a bill around it I I think it was isolated and and I you know maybe some of the previous board members could have said oh I was here and I voted on that and this is why we did do that that way. But I haven't heard that story yet. >> Well, most times when you're redo rebuilding, remodeling, you do what you think is best at the time
133>> because of money or whatever. That's right. >> And you just make it fit, >> right? >> And then we're in this stage now where it's not working, >> right? >> And I'm I'm like, Mr. Booth, I don't like tearing good buildings down, >> right? >> But if we can tear that building down and save money, I'd much rather go to let it >> I think the question to get out to taxpayers and they're I'm hoping they're watching is you know y'all need to let us know do do we want to constantly be patching >> or do as previous boards have done it's a it's a whole new day I mean you can ask any teacher on any campus is your curriculum the same today as it was five years ago. And I guarantee you
134it is not. And even the tools that you use. And if we're going to produce the future workforce, which is our job, that's what we're here for. Are we going to um are we going to send the message we're going to patch something together and y'all figure it out? Are we finally going to say it's time now we come up with what's really right, what allows for growth. will save money over the long haul. I mean, this is tough. And I kind of promised a couple of teachers we'll save that library. But really, are we going to do that at the ex when it costs more? >> Yeah. I mean, at the end of the day, at the end of the day, we're we're asking for x number of square foot square feet multiplied by
135how many dollars per square foot that's going to cost. It doesn't matter if it's one story, two story, three stories. I don't care if it's brick or glass or it that's that's what we have to work with. That's what we got. >> That's our formula. >> So, I mean, that's what we need to present to our taxpayers. We have no idea. We're not picking paint colors. >> We're we just we know that we need this many square foot square feet and this is roughly what it's going to cost. >> Whether we tear something down or not. I mean, if even if we went out on the practice field and built a box, it's going to cost the same. >> Yeah. >> And and I would might make the statement that, you know, this round, I
136don't know that we show visuals of what the building is. It's literally a plan saying we know that equation. This is what we need. >> And I say that because that defers design to later, but let's get it passed before we designed out. >> Yeah. Those are the real needs. So you're just So what you're deciding is a layout. >> We're deciding a layout. We apply for funding for that layout and that and then we just pause >> until we get the Yes. >> And with the layout, do you need to know about the library? >> I I do because I I just need to kind of make sure >> I've got to design around it. >> So we do have to >> That's when the second board comes in. >> Let me ask this
137question. >> They're here. They're here. >> I know we've had three planning sessions. Are we past the idea of reimagining the layout of this? >> Because I'm we're talking about the big top going away and what you can do. >> Everything on on our current campus has a northeast a northwest southwest slant to it. The only thing that is square north and south is the big top which is going to go away. Right. The gym >> will be the only thing that still is squared northsoutheast west. I'm sitting here going every if you can make the building run northwestsoutheast it might fit into the the structures that we're saving. Um, and now I'm going, okay, well, we talk about the Agri building. It being the oldest, it's going to come down. I would rather tear
138the Agri building down by the library. And if to the south, right, you've zoomed in a smidge. But there's all that parking on the south side. Hey, we're going to gain a lot of parking on the north side where the big top is. If you extend south of the band hall where the agri building is I mean if you can you imagine something running parallel to all the current structures that fits >> I mean that's saying hey we pass reimagining this the big top's defining where that is but the big top's going away too >> but it can't go away until we have a place to put >> correct that's why you can't do what Josh has just done there to the south of the band hall where the agri building if we're going to
139tear a building down let's tear down the agri building which we've already said is old and decrepit fitted into that back parking space maybe somewhere like that. I mean is there a way to does that make any sense reimagining the school maybe here >> but you don't have conure >> the gym is off by itself at that point. >> So your agra building is a lot of square feet. We don't need quite as much as in there as in there but with it being CTE there's a lot of laws and rules. >> Um there's offices. I think how many square feet did we say that was? 50,000 more, something like that. We looked at somebody looked at that with me. Nobody's making eye contact. >> And you may not even need to go as far
140into that field. You can more to the southeast into that parking lot. >> I don't know. I'm just Hey, let's explore everything. Especially since we're hung up on keep the library, tear the library down. Well, if we're going to tear building down, let's consider tearing down the oldest one. And if we have to rebuild space, that may make the most sense to rebuild. >> How many classrooms are in that building? And how many I mean that'll displace students. >> It's your three or four shops. Um you've got your computer class. You've got like Birkenstock and um >> Bors and Young and then >> Owen and Carpenter >> all all that crew is all in there >> and a lab in between. >> We got a question. So if you move the building over there, you're
141engineering a total structure to fit through the natural storm path, storm drainage of all the water flow in the area. >> So water flow is not something that we've even considered or I'm even considering on what's what's there for. >> Well, sure. You know, I did have a question about doesn't the city require um retention ponds a big like are we going to have to put a retention pond somewhere in here and that we haven't even touched on water flows >> engineering of the >> some of that stuff. >> Yeah, there's some of that that we've got to tie into for sure. >> You will have to do some >> even the parking lot. >> So, is there a more creative way for moving students around while I mean tearing down the big top first
142makes absolutely the best sense? >> Sure. It's just do we >> not even first new trailers um >> to do that >> when we priced when they priced trailers four years ago >> give or take it was about a million a year we can do it it's just something to >> but that's again have you just about replaced the library >> now I'm not talking about tearing down the big top first that's the big top but I mean that would >> I just as that question is a place to move >> but a couple of classrooms or how many we said four classrooms there that maybe out of the ag building >> oh How many? >> There's one, two, three, four, five, six. And that's just on the front half. And then all those in
143the back. >> And then your shops. >> The shops are what's going to hurt. >> And then classrooms in the back cuz you were just thinking the classrooms front side. >> Just thinking. >> So then you got the classrooms in the back of Josh and that crew, bathrooms, and then those shops. And we are we got a lot of shop space, which we don't have to have all of. >> Well, that's why I say if we're rebuilding an aggress. >> Yeah. would >> build the agry space next to the greenhouse first, right? And then tear the agry building down and build this new structure like it can be done where we're not losing the classrooms, we're not losing the ability to do shop class and welding and all that stuff. Um >> the space if
144our offices are in the front, emergencies, getting from one part of the building, it's difficult. >> Yeah. So now you're re >> you're reimagining your front entrance which is I mean it's what we talked about if we put it on the practice field do we you know is is this the new front entrance you know there's >> right so where the courtyard is if you get rid of the fine arts building I mean you could put the front offices essentially where the courtyard is and from there you can connect to the the other hallways and to the library. I mean, I know this is what we did in the first couple first three planning sessions on >> repurposing the front of it. >> So, your library is now a solo building though, >> correct? >>
145That's somehow I don't know how that would work. >> I mean, Josh is deep into this, but if we were saying where I could see where the library is. Yeah, >> it's just so low. >> We've not done anything for building right around the library. So if we were to build just in here around the library, this could be front office spaces. This is the entrance to the whole structure from the library to the halls. Like you see what I'm saying there? If this this space becomes the front office, we can build next to the library. Plan five has this building next to the existing library. I mean it once again it kind of reshapes where the campus is, but everything fits a lot better. Once again, I'm asking a hypothetical. Does this even make
146sense or not? >> I think from my perspective, when you replace so much of that aggra shop, >> that's a little bit lower cost per square foot to build that space because they're usually bigger space, >> but you're you're basically going back and building 50,000 more square foot. Yeah. Now, long term, it's probably the right thing because you're saying that >> what you currently have is kind of at the end of your life cycle anyway. That's the argument you make to the to the voters is and it's the constituents is, hey, we're this is the best plan for long term. This is the most economical plan for long term. Hey, we can shoehorn it into here, but we know we're going to have to come along and replace this at some point. So, hey, let's
147if we do it together now, like that's an argument that can be made. >> So, the back of the Agri building was a new building. >> The back of the Agri building is a problem right now in terms of how open it is. the years like because that's been an issue with the library as well. So the back, >> that's right, all of those welding, all of that, those classrooms in the back. >> Y, >> those of you that went to high school there, >> those classrooms in the front was your business classrooms and your home, accounting. >> Now it's computer, of course. >> Everything behind those is we'd have to look at the year. >> I think it was after Hackler. No, I mean I'm sorry. Before Hackler, but I don't know the I
148don't know which millillage it was on. Do you will do you know? >> Same time as the library. >> I think some of it >> that's been scabbed on to a couple different times. >> The new welding booths, but then the paint booth was prior to that >> and it I don't think it was with the cab hall and the >> No, that was separate. They redid some of those CTE classrooms, didn't they? Dr. Cab and >> some of those are new. I I don't I got to be careful on that, >> but that >> I don't know what that does for entrances and exits on our building. >> The one dilemma I I do see even if you do this is you're spacing out from your gymnasium, which I think a large vast majority
149of your students are using at some capacity, whether it's >> wrestling, volleyball, basketball. They all have to take PE >> PE. >> So there is some some pros and cons. >> There's a good comment about that and we our theme is forward thinking. >> We need gym space. So why are we getting rid of an old gym and putting a new one in? Can we not keep the old gym? I mean, we're the only school in 5A 6A that's got basketball going on and wrestling in the same building. And our kids have to go to other schools to practice. We are short on facilities. We are short on the needs for those kids to participate in that kind of stuff. I mean, if you have gone to other schools, and I'm not saying keep up
150with the Jones, >> we are down here with our facilities. I'm sorry. >> Well, I mean, >> it's in the bottom five percentile probably. >> I'm telling. >> Yeah, it is. Doesn't even make it to be on campus. >> You got you got cheer. Look what our ROC program is doing. Well, our aviation program down at the junior high >> and look at the locker room some of them are using. You know, they don't even have locker room space >> now. To begin with >> to have all of our activities on campus is a safety issue. >> Yeah, you got to have eyeballs on kids. >> Well, the auxiliary gym as you know big top. >> It is. You can't say big comes down. I mean and and then you that's where most of that
151water is also coming in those old locker rooms and stuff. >> So, >> but that I mean that that brings to good point. Maybe maybe that's two practice areas >> at some point. >> Sometimes you can do the gyms if you've seen them. They have two full court basketball courts. There's just no >> right >> open space with two courts in it. >> Yeah. They're just partition the partition >> put a little divide in there >> and it's just a big still it's just a big box. >> Yeah. >> So scheme five where we pushed it forward. Is there any way on that to save the library? >> Scheme five has the library >> saves the library. It does turns it into a different space if I remember correctly. >> So why does it have
152to turn into a different space? cafeteria somewhere. >> We still come back into the cafeteria. >> Can we bop the cafeteria farther back on the on the road as one of the plans is doing that anyway? >> Then move that one back a little bit. >> Move the library. I mean, move the cafeteria off and just keep the library as the library and just pop the cafeteria backwards because one of the plans we're talking about the most is taking away that road. >> What if you had a brief >> and rerouting the road anyway? connected >> and then connect not I mean it would be like a breezeway right it should be enclosed for security there shouldn't be open air there >> you know one of the issues with the the current ag building is
153that it's so open there still has that big security issue to the south >> so connect it all somehow >> it's just got a breezeway and enclosed walkway through there I mean it's >> where's where's the library what's in green >> the brighter currently adjust >> that's currently your library here. >> But just leave at the library >> and then we wouldn't need a new a new library >> when when you do this >> a new build. >> Yeah. You you kind of put in your cafeteria here now. And this can come in uh this facade or this can this can come in because I don't need as much square footage because I'm not I can move I can slide all this square footage further west and kind of get the hybrid version. You just
154have to work around that existing structure. You know, part of this would be kitchen here and then cafeteria over there. You know, it >> but it could be really close. >> Really close. >> Yeah. I mean, within reason, I think there's some challenges around that from constructive. >> Great. >> That's the biggest challenge. >> The what? >> You got 15 foot 13 to 15 foot of grade change. So, we that's kind of our biggest challenge when you do that. your cafeteria tends to want to be a higher uh volume of space. So, >> sign into the cafeter >> and then if the public used it, you would need an entrance that was ADA >> on this level up where the road is. >> Yeah, >> that works for deliveries. >> It's just if he can
155do it around the library and I guess that's It works. [Music] >> So, it feels like we're in the same place that we started, >> but I think it it comes down to at the end of the day, I I think Mr. Booth, you've raised some really good points about what's we know the square footage development. what's going to help this the the overall the voters to understand that we're trying to do the best we can with the money that we have. It could come down to do we keep the the library or not and is that enough of a change. I think we have gravitated around option four or five being very close like it might be the thing that makes the most sense. It just comes down to are we willing to let
156go of the library in its current configuration, repurpose it or not. I think I can work enough with some of this. U for me, if the cafeteria goes back and becomes its own thing, that's easier and I can I can manipulate some of this. Um four works best in so many regards. It has the most pros. The downside of four is, you know, >> you lose the library. >> Correct. So, I just don't we we can work out an arrangement. I can work out a plan. We can submit to the state, but they're going to be asking the similar questions when we review it. They're going to say, "So, what are you going to do with this repurposed space? What do you how are you repurposing it? Where's the additional square footage coming from?" And
157that's why knowing where your kind of heartbeat is around that is important for me because I'll have to go justify like we're keeping this or we're not keeping it. >> And I'm saying don't repurpose it. If we can keep it, leave at the library. If you can keep it. >> If you can keep it. >> Well, that bond issue still has a good amount left. 15 years and it goes with heckler at the same time as about 30 million >> for Heckler and in the library that bond issue. What's the ability on that? >> You ask me. I have to. We're at 3216 6.8. I think 6.87. >> Seven. We're close. It's not exact. >> It's almost almost seven. >> Almost seven. Um, it's close. >> And what's what was the mill we asked for
158last time? >> 2.2. bill was worth about almost $800,000. >> It'd be worth a little more now. >> I think Mr. Brie brought this up ago. No matter what we come up with now, it's going to cost as much now to build this as it would. >> And one thing we can do when y'all are ready for this discussion after we sign on the library, you can decide this is how much money we've got. this is how much we can spend and we go from there. So if you say it's 50 and we find 50. If it's 35, we find 35. And then you can get real specific with your plan after that. Even more specific. >> So we pretty well narrowed down from four, I think. [Music] We build a new school back there.
159>> We were >> there's look like you're holding back. >> This is a discussion. So, I mean, it's not an action item, but we do we do need to >> what I would say is per our intended uh plans last time we talked, we're going to meet with Miss Jones. >> Yes. >> We're going to vet out that P. And so, I kind of know enough where you're at right now to use that to our advantage. Make sure we're dialed in on the quantities of classrooms and square footages. I feel like we're really close. Uh, but I think I could study that site. I think we'll start to look at the grade change and give you a strong like, hey, this just doesn't work to to put the cafeteria over here or it does work
160and this is why. And I think if Will and I can spend a little bit of time, we'll try to figure out ideas on cost, rough estimates. It's hard to it's extremely hard to give you a a quantifiable u here's exactly what it costs. But I think if we sit and study the square footage at least we can give you a number that you can say I think it's within a million or three million to do this and then you can say hey you know do we want to spend three million or do we it's better not to and forego that. So I think we can keep vetting that out a little bit but with that P we'll we'll dial in a little bit more. You know you'll have a a plan layout that has
161door swings and more detail to it >> with the grade change. Could it be dug out and made? >> No, that's why it's flooded now is because we had to dig that thing out to build that school where it is now. >> Then you got to add retention walls and Oh my gosh. >> I was thinking like part of it underground and it be used like a shelter. >> They dug that underground basement >> built the school >> because they didn't have enough >> to get down to a solid foundation. >> Yeah. And that's why whole school was built down in that hole. >> I'm saying take >> She's saying the cafeteria would be like a storm like it would be >> partially underground or like a basement space and dig that out and for
162>> we based on ICC 500 uh which is part of the the current 2019 IBC, we have to have safe area of refuge. And so on this and I don't remember exactly our student population seven00 students. >> Well, it depends on how many we're gonna put down there. >> Yeah. So, >> but no, we're at 900 like >> Okay. So, 95 square foot per person. We're going to have easily 5,000 square foot of this new building that is safe area refuge. So, we have to account for that. >> Could the cafeteria be all of that or no? Well, so there's a dilemma there because most of those spaces uh don't have windows, >> okay? >> And they're not the most pleasurable spaces. That's why they typically are PE spaces or archery or practice courts >>
163because you don't have a lot of windows. >> I've seen several of these practice gyms, I guess, is what they call them. They turn them into their volleyball gyms. >> Yes. >> And they are technically their safe rooms. That's what I I think Green Bryer is the last one I saw. It's a separate building. So I would advise your cafeteria to be that because that tends to be the space you want to be well lit up and engaging for students. So >> um but you know >> well I didn't know would be all of it but just the portion that we if we dug it out and made part of it basement to change the ad I mean to to >> deal with the ADA uh you know regulations and making it level because we
164were pushing out that way anyway on another plan. Um just the portion that could be underground could be >> so then if you go to add on down the road you going to dig out the rest of the school. >> True >> or you're coming in at a higher level at that trying to save the library buttons >> because for me if we save the library space then we wouldn't add a new library. But you're right. We we'll take the books and the people out of it first. We won't just like push it to the ground. We'll take the good stuff out. >> I mean, does that save any money on on the on the news? So, >> what these guys are doing? >> Um, >> probably not enough. >> Yeah. I mean, I I
165think getting that >> underground, you know, 15 foot of excavation comes at a lot of cost. You know, that that would be that full footprint because that whole area is the higher. Um, so there's definitely some challenges to to carve down into it. >> So we've got four and five. >> Yep. >> Um, four, you would push back again >> to where the bomber remains. If you did four, put the cafeteria on the back, library remains. Five has the front basically where it is now. Library would go and you would go towards the back. So you will bring back some ideas. >> Yeah, >> you talk to Will, bring back, hey, it's going to cost $3 million to keep the library. Do you want to keep the library? Or, hey, we found a great way
166to use the library. >> Great. >> And so, you'll bring back to this group and y'all can make the decision because we're going to have to get rolling pretty quick. >> After June, it starts, our time schedule starts to ramp a little bit. We've got to get it laid out and >> submitted. We go to the division, we review with them, we have a preapp uh meeting and then we have to have it applied by by November. So, um I think to your point, um we're still in a good spot. I think we're narrowing down that we've kind of properly vetted out some of these options. I think we're just now getting to a point where we need to kind of put some numbers with it, test that, give a little bit more detail to
167some cost that help shine some light on. Maybe that would help make the decision because I don't think you could take down the library without a number. In my opinion, it would be very hard. Yeah. >> To defend a number. >> Three, four, $5 million for taking the library down. >> We got to go. >> Yeah. That that makes the most sense, right? You're doing you're doing right by their taxpayer dollars. That makes sense. >> But if if it's a million bucks, that may not be enough to justify. >> Would y'all feel better with the numbers? >> Yeah. >> Or at least a guesstimation. their guesses, their estimates. They're not, >> but at least they can tell us. >> Is that a good plan? >> How long? >> What's your time? >> It's going to
168be rough. It's rough. >> Be rough on both sides. I'm looking at dates >> for the next meeting >> because y'all are going to need to visit with him because and we've got to do it before we need to do it in June. >> Okay. Um, >> so as I said last planning meeting, I'm I'm willing I don't know about the rest of them more frequently than once a month if need be. Like this is this is pretty important. So >> it's going to take y'all a couple weeks. It will take us about yeah a couple weeks but uh I would say that third week of June would be what I try to target. >> That's a regular monthly meeting regular schedule program. >> New board members are in hot springs on Tuesday. Um that
169Wednesday and then Thursday those Thursday is your board meeting and it is packed. Like I would hate to put a work session with it. I will. Um, but it appears as if we already have a presentation. It may take a little bit and it might not. But I need y'all fresh. >> So, what are you asking us? >> Y'all want us what you want to do? >> That's a typical me. Um, okay. So, 16 and 17. Um, our new board members are at training. Correct. >> And it's in Hot Springs. That would be pretty tricky to get back. >> Um, Wednesday is a possibility on the 18th >> and then Thursday is your regular board meeting. I'm not super comfortable having your work session with your board meeting. It's a lot we can. >> So,
170you're thinking Wednesday would be our best day. >> Nobody's doing it via Zoom, right? The new board member. >> I'm doing it Zoom. >> So, you're in town? >> Yeah. >> The other two are out of town. I was going to say if the board is all going to the training I'm happy to follow or go where to zoom if we >> just I think Tommy did have meetings that's one of the reasons he was actually going Wednesday tech is out um they're on a I guess I got a text but that's we'll try to do a live stream but we don't have anybody >> I could switch to Zoom >> I can hot springs >> make for a long boss lady says I can y'all. We We can't She can. Yeah, she's got it
171to where y'all can do either one. I know Tommy's planning on staying. He had some more stuff on Wednesday, >> but that would get at least me back. >> So, we can do Tuesday or Wednesday of that week or um the week before, but I don't know. I I think I could potentially You're saying the 18th or the 12th? >> 12th. What about the 12th? >> I think I'm okay making the 12th work if I can. >> 12th would be great. >> Get enough time. >> 12th. What do y'all think? >> I can do the 12th. >> 12th. >> The 12th because that next week, Father's Day, my anniversary, Madison's birthday. >> That means you're busy. >> Hi. I had my anniversary with you people. >> Happy anniversary. me. >> All right. June 12th. >>
172June 12th. He'll have some at least some ideas of some possible numbers. Let's do 5:30 if that works for everybody. >> I'm camping >> in the boardroom. >> Yeah. In the boardroom, I guess. >> No, we're down at Bullsh. >> So 6:12 at 5:30. And hopefully you'll have the numbers you need to be able to make a decision. So to keep the library or not, >> maybe ask some facts. >> I've put a poll up on on Facebook. If anyone would like to share that with their constituents to answer the question, you have two days to answer it. >> Okay. >> So the question was, do you support the removal or repurposing of Mountain Home High School's library if it saves taxpayers money in a new mill election to tear down the big top? Yes.
173Tear it down. service it. No, don't touch it at all. >> Your options. >> All right. >> Is that all we got? Oh, Tommy. >> Yes, sir. Uh, first I'd like to thank everybody volunteers to do this job. But I want to say this. I I don't know if everybody knows this or not, but Chris N. Okay. Uh I will recuse myself anytime it comes up for promotion or increase in salary. I will not vote on that. I will just leave the room. Let you guys figure it out. But for all other things, I will vote for I will be voting or not. And just that's people who signed my petition and I know we didn't have big turnout but for voters, but they that's what they want me to do, you know. But, uh,
174when it comes to I've got I counted up I've got eight other members of my family working in the school district. So, I can't recruit myself for everything. Otherwise, I might as well not. But Neil Pendergrass's wife worked here. >> Your husband's the attorney. >> One of them. >> So, you know, >> it's quietly the quiet one. But there's always going to be some type of my family raised here and I've got cousins that I don't you know but it's impossible to do it for everybody but Chris is my immediate family and I will recuse myself for that but for no other reason. >> Thank you very much. >> Thanks Tommy. Yeah, I check with Candace to make sure. >> Is that all you need from us, Josh? >> I think so. >> Well, appreciate
175your time. >> Absolutely. >> Okay. Move to adjourn. >> Make a motion to adjourn. Okay, we're done. [Music]