001This like to go ahead and call this meeting to order. We do have a quorum present. Meeting has been duly called. Appropriate notice has been given. Like to welcome everybody here tonight. And let's go ahead and 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. >> I make a motion we approve the agenda. >> Second. >> A motion is second. Any discussion? All those in favor? Motion passes. Board action items. Miss Carter, >> I'm going to slide this over to Miss Carter. >> Give her a microphone so we can >> All right, that's all I got. >> That's okay. Um I'm just bringing back the Medicaid fund 6750 allocation. Uh
002hopefully this is the last of the allocations that are going to have changes. And also we realized as we were running some year end reports we need to do updates to 6561 which just to give you a little recap this was the charter schools program grant and that was received by Gary College and Career Academy. It was a three-year grant and it is suns setting on 6:30. So, uh, these amounts are just to bring it up to speed as we close it out over the year. Also, the grant was a three-year grant for $1,150,000. And to date, we have expensed and received um revenue for $977,000. So, we left 173 that we didn't get to spend, but this district in the school, I think, did a good job uh getting some really nice things for
003some of our students who experience educational disadvantage from time to time just based on the things that are going on in their life. So, I ask the board to approve these changes. Motion to approve the changes. >> Second given. >> Got a motion in a second. Any discussion? >> Hearing none. All those in favor? Unanimous. Thanks, Miss Carter. >> Thank you, >> Mr. Knight. [Music] So, um, this week we had our, uh, walk-in freezer at the food service building, um, has stopped working. Um, so normally when something like that would happen, we would do two weeks sealed bids, take bids, bring it to board. Um, our next board meeting that we could do that in is on, I believe, July 16th, July 17th. Um, when we factor in how long it would take for the
004parts to come in, we would be in the best case scenario, have this done the beginning of August. And so that's not enough time. Um, so we're thinking that we this will be a um considered an emergency and because of that we don't have to follow the normal uh bidding rules. So I did go ahead and contact as many people as we could find that could do that. We got two bids back and I'm asking uh you all to approve the bidder number two for $27,570 excluding taxes um to come in and replace that. >> Got our recommendation. Do we have a motion? >> I'll make a motion we approve the purchase of the emergency freezer or make the emergency freezer replacement as presented. >> Second. Okay, we got a motion in a second. Do
005we have any discussion? >> When it I mean, so it's a 26 year old freezer and you said it it failed, so it's it's not even repairable probably. >> It is not. We've been working on it for months. So right now it's actually halfway working. >> Gotcha. So it's dumpster bound essentially. >> Well, we keep the walk-in part. So the outside >> that actually does the cooling place. >> It's just the pressure. >> Interesting. >> The compressor and uh >> coils. Yeah. >> All the refrigerator. >> Refrigerator. >> Gotcha. >> Got to have the freezer. >> Do we lo Did we lose any any food? >> No, it's holding and then we're moving all the hacker in the morning. >> Okay. >> And right now all of the food is in it. So it's >>
006it's full. >> It's very full. Okay. >> Any other discussion? All those in favor. Thanks, Chris. Okay, get down to our facilities planning session. Like to welcome Josh back. All right, I've brought a crew with us. Uh, some of you may know Matthew Scott with my office and Alisa Jones, um, uh, our facility coordinator on the project. Um, I'm excited to bring to you some options tonight that I'm excited about. Uh, we've worked a lot to get to this point. And so, um, you know, uh, to kind of help talk a little bit about where we were last time without going through everything, this was the last option that I showed the board. Um, one of the tasks when I left was, okay, what do we want to do and how do we work within
007the library and is there a reason to start to look at other spaces specifically in these regions of the campus for new construction? And so we went back uh and we spent some time kind of thinking through that. Uh, I was able to spend some time with Mr. Gregory and start to talk about logistics and start to talk about water runoff, all the things that we talked about in this board session. And one of the things that kind of dawned on us is that we know that the practice area is going to be replaced and we can call it a phase or a future uh construction plan. But we talked a lot about how do we make the cafeteria work because that's really the piece that's really kind of bothered all of us in this
008balance of do we get rid of the library to put a a cafeteria and so we started down a road of uh asking ourselves okay let's let's rethink what that construction stage looks like. What if we balance it where we leave the library alone and it is just a nogo. We don't touch it because if we were to try to build back that confirmed 8,500 square foot, that's a lot of money. I mean, we know that. We know that there's a debt service on it. We know that building it back is going to be tough. You don't really get back the 8,500 square foot that you get. Now, mind you of that 85. We know there's other space. It's not just all library, but it's two um computer labs. It's a kitchenet, things like that.
009But again, it's value. What if we start to look at the fact of the matter is we really just have a cafeteria issue. What if we think about it in time that we do a year that we would actually consider that we would open up campus and let students go off campus for just that year? It's a temporary problem. And then it gives us the opportunity to put the cafeteria where we want, which was always an edge of campus or onto the north where you'd have more parking. We know we have to do that with a practice facility anyway. So we started playing with this idea of still trying to connect and some of the other things that came forward were how do we connect uh the gym with the performing arts? How do we
010connect space um in a way that we know where we're going to put our water? How do we do it in a way that gives um the construction uh breathing room? So we started down this road with option eight uh as I'll call it. But then we found a little bit of opportunities to even make it better uh by not in in putting too much square footage or architecture in front of the gymnasium by maybe flipping that even to keep our buffer. We know we have a 20ft buffer between the existing building. We know we have some classrooms that will come online after this. But what if we flip it and give that green space uh plenty of room during construction for him to be able to go in and out? You got to give
011them space. It's the toughest part of this dilemma. So that they can build in a way up to that edge and and work their way back. They can still have construction phasing or lay down area in another area if we need it. We we preserve the plane. We still find ways to connect. So this could still have some sort of entry sequence. We'd still have administration at the front edge of it. We would give ourselves the ability to connect um students during construction at at their juncture. we would come back and do the phase where the cafeteria and the practice facility would still give us an opportunity of having a new face to the north which I think tracks towards option number five which was what is our priority library new face um connectability and
012so what we're presenting tonight is option nine which option nine we think is the best chance of giving us a movement forward that gets everything that we want the downside is just a one a one-year moment that we open it up and say, "Hey, look, we're going to have an open campus. You know, we have uh schools that we work with all the time, like Fable schools that have open campus. Mind you, some of their amenities are a little closer than maybe yours, but it's just a one-year moment. It's not trying to be something that we have to stretch out." And we know like, is the juice worth the squeeze? In this capacity, we thinking it might be. Um, we know the other thing is this is different than before. Where we were tracking last
013time we met was eerily close to where we were before. So much that we didn't want to give the public uh another option that wasn't changing. We wanted to listen to what they said. So, our goal is to try to take everything that this group has talked about, provide an option that does the best that we can, stays tight with our square footage, gives us an opportunity to move forward and and connect. So, I'm going to open that up. Option or level two is just the idea that what you're getting is a second level. It's not going above three. It's a two-story building. So, that's another thing that was a high priority is not stacking so much that you have to go up. So, what you see on the second level is you're seeing potentially
014a new face to the campus. You're seeing a lower level that's down below connecting um the performing arts, you're seeing the classrooms. We're trying to keep what we have from connectability from the existing. So, we're bringing this in front of the board to just kind of debate tonight, make sure everybody feels comfortable as we move into July. This is where we start to lay out all the little things that we go and meet in Little Rock here in, you know, August, September, and and lobby for ask questions about, but we don't want to do that until the board feels comfortable with it and we've listened to everything that has been said. So, I uh I'll open that up for discussion. >> This this design really envelopes the campus and makes it more secure, so you
015have less areas where kids are having to travel in between buildings and around it. It creates more of a secure campus all together. >> What's the difference between this slide and and number nine that you because there's not a number to that. >> So this is just the level two. >> Oh, the level two. I got you. >> So it's what's up above. >> Gotcha. >> And you're seeing a small outline. That's what's below right here. >> Okay. Um >> showing that. >> Sure. >> Okay. So you listed on the cons ninth grade >> we'll still have to wait another year. also while we're having the open campus concept. >> Yes, ma'am. >> But that's just the nature of the beast. >> Yeah. We'd rather not try to feed 1,200, >> right? >> Um because
016our freshman and sophomores just visiting with Miss Russell, if the open concept, the open campus idea goes forward, we more than likely that would not be our sophomores, >> right? >> And so we would be fighting freshman and sophomores instead of >> just sophomores. Yeah. >> You have a number of trucks around the town too that if you gave them access number one, I'm sure they would love the business and some of them provide very good food. >> That's right. >> Yep. >> So, you know, not all your students going to have to even leave the camp. >> Miss Russell, what's a lunch period? What how many minutes is a lunch period? >> So, we do two 30 minute lunches. So in theory we could do one >> one hour >> and we could do
01711 to 12 or something to miss you know the main miss rush time rush >> you know I talked about thinking about my own child and what she would do so junior senior what would she do next year campus was open I don't think she'd leave very often um she'd bring her lunch because she's a little cheap just being honest back there she's pretty pretty tidy. >> Keeps it pretty tight. Um I think she would go to the same place where she eats lunch right now, which is in the gym, and sit and eat her lunch. Um some will take advantage, but others understand it's gas. It's >> What What about our What about our children that don't bring lunch and don't eat out? >> Mr. KN, you want to share? Yeah. >> What we
018found out today? >> I wasn't able to break it down all the way. I'll have to wait until uh Mr. Mary's gone on vacation this week >> to get >> 10 through 12. So I can bring that to you later. >> But I think that if you were counting the number that you absolutely had to do, >> it's going to be the ones who are either 100% reduced or partial. >> I mean our our total population is over 50%. So I mean it you can assume that half of those high schoolers >> are free and reduced. So that's >> So what does that do to our cafeteria workers at the high school? What is that? >> I worry about them a lot. That's a really tight group. >> I think we'd have to send I
019think they'd have to go to different kitchens. >> You're also going to have to have another kitchen that can >> make extra food. >> You know, this is going to be feeding, driving, and warming. >> So they're going there's a chance they'll all be together somewhere. >> Okay. >> There's a chance a few of them may have to be different places just for the year. >> So premium used. Are there voucher programs where they could use say at the food truck? I you know sometimes there's >> so on campus >> but they can be right >> right on the edge. >> They can be right on the edge. >> So there are some places we were thinking that might be interested in hosting those but we we haven't confirmed or even talked to anyone about
020that. >> You if they do not you can't have on the school premises that doesn't meet the guidelines if you would like to get reimbursed for your premium lunch students. Now, if you can find a food truck, you can meet the guidelines. >> One thing that I learned while working with food trucks for culture, >> you really don't there won't be five food trucks that line up out there because the competition food trucks want to go where they make money. And if you have too many, then they go away. It's kind of it's kind of an interesting when you watch the accounting process. So, you know, if we could just find one or two that met the guidelines, maybe we could do >> half's possibly even open up on that. You know, ask the food
021trucks to come in. They may be able to upgrade their truck to meet the requirements as specified in you know whatever document documents the requirements such that you could actually allow them on campus maybe you know if if they knew that they were going to get business for a year you know Brenda's out here he's got two new trailers that eat carry around just about anywhere. >> The the food truck idea, it's I mean it's a good idea, but you think about Mc Let's I'll use McDonald's as an example. How long do you sit in a drive-thru to get your happy meal? Three, four, five, six minutes. >> Now, multiply that by how many children? There's not a food truck that can prep and keep up with that kind of load. Let alone you would
022need you'd need a dozen food trucks out there. No, I I understand. I mean, that's just one alternative, you know. >> Yeah. No. Yeah. I mean, >> Some may go home. Some may pack. I mean, it's a pack. Yeah. I mean, go option. >> It's an option. >> The trick is providing kids uh lunches to those kids that don't have transportation that they can't afford it to go buy whatever, have their friend pick it up that have that free lunch, etc. We've got what, six other kitchens in the district. So where you you spread out that staff whether all the one kitchen that's underutilized as needed. The question is can we get box lunches where a kitchen preps up meals put them in boxes >> and we supply 500 box lunches every day to the
023high school for those those students. It doesn't have to be on a tray or presentable. It just has to meet those guidelines. >> Um >> you know during right >> during CO we had the group that did provide people The community rallied. >> Sure. It's doable. I've eaten box lunches >> plenty. You're out in the field. Whe they bring you box lunches, you eat a box lunch. >> I think that's a more practical >> or bring your own if you don't want the box lunch. You know, >> the guidelines that we were talking about were nutritional guidelines for reimbursement, not the licensing of >> the trucks. Okay. >> And the thought is they would go our kids will go to the junior >> Mr. Engel, I see you out there. How how will faculty be
024with an open campus for a year? >> I hate to speak on behalf of every high school, but this seems like a solable problem. >> Agree. >> There's there's a lot of benefits to this plan, but I think >> this is a how to do a couple. >> Just a question. Does the school have a program um to help kids get a breakfast? I think >> Yes, it's sir. >> Okay. Okay. Um, is that community funded or >> No, it's funded through the state level. >> It's actually your >> Let me think a little bit more out of the box on this uh to to maybe solve some of the requirements of getting a food truck here or whatever. And and I know pizza can get delivered and and I understand I guess the kids
025are not allowed off campus at lunch. Is that correct? >> Right now. >> Okay. Um, is is it possible to to to get some community involvement to to to get some I know Meals on Wheels delivers to seniors all over the place. Um, that that maybe a community effort outside the structure here and not as a cost. Um, that community members, supporters, um, want the kids to eat healthy, uh, could bring in some healthy alternatives, apples, bananas. I I know we were allowed off campus during middle school and everybody went to A&W and and and those kinds of places. It probably didn't eat very healthy, but um if there's a way to to supplement food truck option that won't cost anybody anything and could be basically volunteers from the community, I'd sign up for that
026tomorrow. And I'd like to help the the program >> and I know there's a lot of folks out there too. >> Okay, it's a great idea. I think Scott hit on something. Um, if we can find a way to meet those guidelines in a prepped, packaged something, we'll already have a kitchen staff that could probably utilize one of our kitchens outside of that lunch period when we're trying to feed 600 other kids to prep that. I know that some districts um that have gone through crisis where tornadoes hanging out schools >> have utilized large churches that have kitchens and then their kitchen staff just goes down to the kitchen and makes those meals and delivers to the school. Um even if it's just delivering it room by room the kids eating in their classrooms that
027they're in. >> But some districts that have had tornadoes have used large churches that have full kitchens used their staff their That way they know they're meeting the nutritional guidelines. They're still able to get reimbursed. It's just being cooked in an alternate location. >> Well, we have six other kitchens. We should be able to find I mean, we could do that. There's churches with full kitchens here, but we should be able to find excess capacity. And it doesn't have to be just one kitchen does it all, but um >> even if we spill over into the Methodist church or First Baptist Church that we know have the big kitchens each side >> and you'll have your staff. >> We have We have our staff. Exactly. >> We got our people. We just have to decide
028if >> which interrupting that th those high schoolers for that year. Is is that is that what's best? >> Yeah. If we can find if it we can meet those guidelines for a box lunch. So open campus. Those that want to leave can go get food. Those that can't leave have food options on campus. Whether it be a food truck that's across the street they can walk to um >> cafeteria >> or the cafeteria. I mean it makes sense. Like that's there's a lot of positives to what we're talking about here to make that an easy solution to work through or an easy problem to find a solution for. Um >> it's pretty genius. >> Well, I do too. >> Good. >> Well, you can thank Mr. Knight for the aha moment >> as he
029told me no and then he >> I have an idea. >> Kicking the library [Music] with Mr. Gregory. Can that be can that be torn down and built in a year? cafeteria and then maybe start working on the >> gym. >> Are we losing any classroom space or displacing any students in that first? >> Not with this plan. >> Everybody stays in class. Everybody keeps rolling. We would have to wait a year with ninth grade. And that was Josh who I mean I was like duh you know kind of one of those that makes sense because we would be mis then we would be displacing lunch for a lot more kids. >> Makes sense >> by adding those classrooms to that second stage of construction. >> Well of all the plans I've seen so far.
030This one makes more sense than anything I've seen. >> 100%. >> That looks logical. So does this add spaces for say aviation? Does it add an extra activity room? Does it add? Yes. >> What does it add? >> We have right now we have like 33 general core classes and we have six maybe even eight alternate classes. So those are going to be labs. They're a little bit larger classes. They're labs. They're multi-purpose rooms. Um what they call project classrooms. And those project classrooms are around,00 square feet whereas a just a general classroom is 850. Your science labs are 1,400. So we've tried to Did you put enough mixture in there that we should be able to cover aviation, ROC, robotics, things like that? >> I don't think we did. >> I think it was
031just aviation and ROC. >> ROTC, special ed was a bigger classroom than two art rooms, wo room because those are in >> But we're hoping robotics would go to say Guyberry. Yeah, that's what I would love to see. But that may not be the direction that this group wants to go at that time. I mean, that's just something to think about. They're not practicing at the high school now anyway or building at the high school. >> We have around it's almost 102,000 square feet of new space. >> That's good. >> The lunch hour I noticed she was mentioned 11 to 12. >> That's what our initial talking to Miss Russell that was her and she thought of that after our conversation. >> When we were in the old building before there was the big top
032there was two lunch hours. Mhm. >> Could >> possibly >> if you could possibly break that up that way you wouldn't overload everybody >> in town at McDonald's drive up >> possibly >> or you know split them in half. >> Yeah. And our 11th graders, you know, you can't leave campus unless you're 18 unless your parents sign something. >> So you probably have some juniors that mom's not going to sign. >> So they're going to be staying on campus. Seniors, too, right? Some of them are 17. They are 17. >> Most of them are also >> they turn 18. So >> you may turn 18 till college. >> So unless they're 18, they would have to have permission or that's my my vision anyway. And I don't I really don't see a whole bunch of
033our kids leaving campus to go eat fast food at, you know, 15 bucks or whatever it's going to cost to get a happy meal now. >> See those at at their internship and it butts up to lunch. Yeah. >> Them taking that extra hour >> and going to Sonic or running home. >> I brought my lunch and went to my friend's house to watch all my children. >> Okay. >> Other reasons for an open campus. Yeah. >> Priorities. That's what we did during lunch. >> You know, there's a lot of time in the Marine Corps. You're out in the woods and they provide a hot lunch. I mean, they bring in insulated coolers and I mean, there's people you go through the line and it's still, >> you know, there's people here in the guard
034building around that are experts in that, I'm sure. Like there's ways to even provide hot lunches >> set up on a on a line for people that need it. >> Entirely doable. >> Very doable. >> And it keeps This plan keeps the library right where it is. Yep. >> Um, this plan just has the two stories. >> It provides >> the whole campus compact. >> It provides the space to work around. >> The bomber doesn't have to be moved. >> Bomber doesn't get moved. It connects. I like how Dunar to it's kind of Miss Morgan's idea right at the beginning is, hey, you walk in the front door and go either direction >> due to to the gym or to Dunar. The question I have and it's a question I had kind of at the
035beginning is like, hey, we've looked at the history of this and how it's changed over the years. So, we know that we're going to grow and it's going to need to change in the future. So, where would the future growth happen? >> And if the cafeteria is a wall of glass looking to the north because that's our pretty well, does it limit you from building on the north side of the cafeteria? Let's at least have an idea of hey, any future growth goes this way and it's going to fit in. So, we don't have a Franken campus like we currently have going forward. So, >> I think Mr. Schmeesy and you were talking about the ag coming south. >> Could you go that way? >> It gets a little bit more challenging with the the
036water. You know that one of the things that will and I spent a lot of time talking over is just how are we dealing with the water because it it all goes downhill, right? It's going to have to find a way to get to one of the two creeks. Um and this option we're doing our best to manage what happens with the water that gets on campus. And so I get reluctant to to add things down here because we know how this is going to flow. I think your prime areas for growth is you know what we have here, what you could do over here. That doesn't change anything from what we talked about last time ability um to connect. It gives you the ability to extend the road if you want to. But I
037think if you try to move more of the campus this way, you're going to get pinched again. So I I think you work with your assets that you have here. Um, and I think there's a lot of ability that it keeps your gym relevant for a lot longer by doing what we're doing here. So, >> that's true. >> And we're not losing. >> How big is that gym? >> The current gym? >> No, I'm talking about that. >> This one? >> Yeah. >> Uh, I off top of my head, I want to say that it's closer to like 6,000 square foot. It's intended to be a field of play with a little bit of bleacher around it only for if extra students are watching. You got dodgeballs, students sitting out. It's not trying to be
038big. What you're seeing in the light blue are the locker rooms that are needed to supply because there, you know, there's things within this that are being used. So, we're basically just replacing that. What we're also doing is creating that kind of area where they can go straight to the gym and they're connected. So, it's all indoors. This can kind of play with this whether this wants to connect or not. I've really got to give Will as much space as possible to build it. It's not fair to put everything. So, we've got some buffers in there when that uh existing facility comes down, we can start to look at whether we want to match those footings or push that around a little bit. But you're creating a secured campus in that regards, which I think's
039one of your other fundamental goals. >> What about a community safe space? >> Great question. I think that's a prime candidate for that. Usually those facilities uh will can be that. I mean, they're usually minimum amount of glazing. Um that that's a prime candidate. The only downside would be I'd want to give it a buffer from the gym because those footings and foundations for a safe area tend to be really large. They're usually three foot wide by 5 foot. So there we might move that around but we got room for that change. Like I don't know that I I'm that concerned about it tonight. I think it's really about if this is the general location like I can still make that safe area still feel at the heart of it. >> Can that be the
040safe area for the entire building? Mhm. >> Is there a different view to look >> into? Do you have the a next slide? >> I have this view that kind of shows just the massing. You know, we think that the cafeteria is probably >> a one and a half story space. It's just going to be bigger, taller. Uh so I'm showing a massing that shows that we're not really going up vertically in it. Um we've got the the stacked um ninth grade. We've got the locker rooms and then the gym. So you're just kind of seeing roughly the size of those blocks, but what you are seeing is the two stories. So you're you're capturing the stacked classrooms. You're doing classrooms that connect. These darker purple are labs potentially. You've got covered area um an
041outdoor space on this side. Perhaps you have a new facade and what is that space? So we can start to play with architecture at some point. It's probably a year away from now. Uh, I mean, I'll be honest. I can't help but to sketch and draw what we think it could look like, but it's not time for that. So, >> thank you. >> Unless you're ready for it. >> Got a question. >> Is Is this twotory? >> Yes, sir. >> Parts of it. >> Yeah, most all of it is twotory. >> Most all of it is twotory. Okay. Is there potential to go up to a third story? >> We find that cost is pushing that off. We get nervous about going three. >> Understand? I mean, you know, but the potential is there. You
042know, when you have a limited >> footprint, >> yeah, >> you know, >> you just go up. >> You can always go up if if the footings and everything >> associated with it are laid at the initial. >> Absolutely. >> Okay, >> Josh, what's the >> currently in that footprint where you're putting the new stuff >> and how long and I'm sorry, I apologize not being at the last meeting, but how long would the demolition take for that part? Uh give me two seconds. So currently this building right here is their fine arts and admin and there's six classrooms, three labs, uh teachers lounge and restrooms in the front office. So that goes away that we demo that. Um you asked two questions. What was the second part? >> What's the time frame on demolition?
043>> Four to six weeks. I know it would be long, but >> the the difference is is that circus tent is much longer demo. We're going to have to piece by piece take that. You can't just knock it. So, we're being very sensitive to what he's going to have to go through. >> No, >> Josh, what's the So, the what's the grade difference? I mean, so if we've got that I'm that dotted line. >> Yes, sir. >> What is the grade difference between those two structures? I mean, are we going to be able to control water through there? I mean, it's kind of >> zones. Uh because >> kind of how it's built right now. >> Correct. Uh I think the goal would be to try not to have great difference and try to get
044it all on one level. that will we will know more when we take down those buildings and understand what we have underneath them and what we need to compact and back fill. >> It's rock. It's Arkansas. It's rock. >> Well, but then we'll need to just keep going up because I think there's six foot. >> It's lots and lots of rock. >> By the time you do undercut and fill, you're probably six foot and you'd have to build that pad up um and really think about where things are coming. It also gives it a good opportunity where you have like a the dock, you know, a dock is usually four foot. So, you work within and try to be very smart about those sections. Um, get that to work. >> That big top is currently
045lower than that. >> That's right. >> It dips down. >> You go down to go up. Yeah. >> So, we can always build it up. Okay. >> So, second floor, one elevator, two elevators for handicap. >> We're trying to just do one elevator throughout. You'll have multiple stairs. You'll have probably two, maybe a third stair, but really just one elevator. >> Okay. For hand. >> Yeah. Typically, what I've seen in all of our schools is that you you try not to do two elevators due to cost and they don't students don't use the elevators unless they need them. It it is not an open like everybody can use it when >> horse play and things like that go on. So, you you put them centrally located, accessible of course, and then when students need them,
046absolutely. They have a key code or they're accompanied with an adult just like the one at Kingston has a key. >> You cannot even use it. One elevator. >> I did not realize that. >> You must have a key to even to even use it. So specific students are assigned a key. >> Goes down. >> Yes. >> You're rearranging classes or faculty. >> That's a good thing. The only thing I really dislike about one, >> but we haven't I mean on his last leg. >> Oh, really? >> Yeah. >> Okay. What I've also seen is a passenger elevator and then a uh service elevator. So, you could look at that and what program you have around. >> I'm curious because I knew that added expense. Plus, like you said, the horse play. >> Yeah. We
047don't just let kids in the elevator. >> Yeah. >> Especially middle school. >> Kids in the elevator. >> Ours is a key or like at a hotel, you know, where you have to swipe up your room key before you can use it. So, I know Josh and I's timeline schedule is we want to be able to go down to the division um in October or sooner to present them with our application. So, I know this is critical for him to start on theatic end. And it's my understanding what you take to the the division is simply square footage and a schematic >> of the rooms, right? We don't even show them this. Okay. >> We just show them the rooms. >> Just a kind of a basic floor plan. >> Yeah. We'll have a floor
048plan that works out the square footages for each of the rooms and door swings. Gives them an a clear understanding of what's in it and then tell them what our plan is. Lay it out for them so that they understand where cafeteria is going and >> what would be demoed. We will show them this, but they're very aware that the final deal will be different possibly that this is a rendition, a rendering, and a conception. But what we want to do, what they're worried about are the rooms, >> number of rooms, number of square feet. >> You always have wiggle room as long as you don't change the scope of work. Meaning, you don't add to it or take away, but you can move it and manipulate it. So for what it's worth, we are
049we are married to this opportunity. We're not married to this one thing. We we can we can evolve the design as feedback or you guys start to move towards and we find out we get financing and you have patrons that say, "Oh, I don't know if I want to do that on the cafeteria. We're not willing to." So there's manipulation. We just need to figure out how to do that. Is the gym about the same size as the one at Hackler? >> I have to apologize. I don't know the exact size of Hackler. >> Um Chris, >> you know, they've got it. >> Okay. >> They've got it divided so they can >> It has two full fils, but they're going this way. >> Okay. >> So, I don't think this is quite as big,
050>> I think. Yeah, it's a little bit smaller. Right now, I've got it as one full court. Um, but I I've seen that a lot where you have one regulation court, two half courts, and they can go the other direction. Right now, it's early enough that um, our overall square footage is around 100 and one, 102,000 square foot. And so I can manipulate that box and play with a layout. Um, in the end, um, we can still throttle up and down. We're talking of a few thousand square foot on the scheme of things of 102 to 105. If that's the arrangement that the board says, hey, look, we need to give practice opportunities. That's an easy ask. >> Yeah. With as much going on, there's always my fifth grade girls. We practice at Hackler after
051school and we got to be through early enough for the archery team to get in and and so there there's so much going on. It's unbelievable. Try to get a gym if we had that one so we could use it. I'm thinking that one is just would be used similar to how the current old gym is used. >> Can't see it probably being used anymore. >> What I would say is that at this >> I don't know that >> moment. We don't want to go into it too much saying we're expanding athletics. We're what we're doing is trying to replace what we have but more functional space. Yeah, >> they do have the junior varsity basketball games in they they start at five or whatever and they'll have junior varsity in the in the regular
052gym and then they also be the junior varsity in the back gym. >> Uh so there would need to be more than just the seating that we had at Hacker. >> I think that's I think he has it planned for just a little bit of seating. >> Yeah. I mean, a simple few feet here or there can get us to a bleacher set of five deep. Um, and they can be retractable. They can we can do some stuff with that that doesn't cost you a lot of square footage. >> And most time there's not more than I think top flight puts more people in that back with parents and >> so we wouldn't need as as much bleacher space as we already have at least. >> Yeah, >> we can do that. >> Yeah. All
053this leads me right into my next question which was square footage. And I know I've heard these numbers before, so Miss Jones, you can help me out here. Um, how much square footage are we tearing down? How much are we rebuilding? And how much is the state says that we need and are willing to partner fund for us? And so basically, how much are we going to be funding entirely 100% on our own without the partnership funding? >> We're carrying around around 84,000 square feet in total. And um I was glad that we decided to keep the library because that was actually one of the buildings that they said okay >> it will tear down 106 total >> that's 84 for the circus tent and the fine arts is 2200 >> building now I don't
054want to say this not going to lie we were originally funded approved for a little over 37,000 square feet that number has dropped because of our enrollment drop. So, we're now approved at I shouldn't say we're approved. >> It used to be >> qualify for about 17,500. >> Wasn't it like 136,000 that based on our population? Hey, this is how much square footage you have. >> Um, >> right. So, if you look at our enrollment numbers, the state says that we should have 122,000 square feet. >> 122. Okay. And after we do the demo, we will have 147,000 still left. So, we're adding to that. So, that's why there's so much more that's, you know, going to be on us. >> Um, but the state right now, we qualify for around 175 >> of theund2
055that this is going to be. So, >> 80% of it, give or take, is going to be on us 100%. So, so the partnership funding is not going to be a huge portion. >> We're hoping you >> it's a small portion of a small portion >> essentially. >> We're hoping it's around 3 million and I know that in the grand scheme of things that doesn't seem like a lot, but you know that can be all of your furniture and equipment, all of your soft costs, which engineering and design. So, um, if we enrollment shift this year, >> they always rerun enrollment projections in December. If those numbers shift in our favor, then our application will immediately be modified and hopefully that number will be better. So we're like 86,000 square feet that we're going to
056wind up what >> 350 a square foot >> somewhere in there. So we're looking roughly at a today's cost which we're talking three years down the road. We're talking what 30 million build somewhere in that range. >> Yes. >> What was the projection on the one we >> more than that? There's more naturally >> Yes, sir. >> Yeah. you know, you know, and I know we we often times are optimistic in our growth projections because we're all hope that we're growing up here and I know the county and the city are both working diligently to bring in new industry, new businesses and all, but if you look at the demographics of the county, uh, after, you know, we've got current demographics straight off of the clear go website, you know, county shows that we have
0572263 aged 10 to 14, 2192, age 15 to 19, but you drop off significantly age 5-9 down to 1884 and even more so at less than five years old down to 1758. This is countywide. Okay. So, you know, considering the birth rate nationwide has dropped significantly, okay, and the fact that we have an older generation up here, more so than the state average, okay? You know, are we being too optimistic with our growth projections for the next, you know, 8 to 10 years? I don't >> the state does the state does um enrollment projections based off of the cohort survival in which they look at your birth rate in your county and it's they're very conservative and I will say after 21 years of seeing them they've been very spoton >> and so we show
058a consistent decline in our enrollment >> and u but they allowed us instead of looking 10 years out to only have to look two years out since we are in a declining enrollment. So that's how we're able to at least have that growth for 875. >> Question on that would be if you're only looking two years out then you're setting yourself up for having overbuilt out in the 6 to 8 10 year time frame. If the current8% growth rate continues the state is requiring that we rebuild everything that's under the big top. They're only saying is that you have too much additional space >> the whole district >> in the whole district. But we're still going to have to build because there's every classroom there's what 33 classrooms under that big top and they're all
059full. Yeah, this project's not based around I mean it student growth is definitely there. The student growth would be great, but the project itself is based around trying to replace a building that's falling apart that's aged out. Um but we're not and so we're not adding a significant amount of square footage to this project. We're just trying to replace the the worn out, broken down, aged out construction. We're tearing down 106,000 and we're building back 102 >> and the science labs are >> so we're looking at building back actually less square footage than we're tearing down. >> So >> because the because the numbers I mean you you see them they're we're flat. I mean we and we we've been pretty flat for a long time. >> Well Mr. Gillis here this is how I
060think of it Mr. Gillis is like look back 40 years ago right? I have to plan on a 40 50 year at least life >> frame of this where where were we population-wise 40 years ago student population in the mid 80s we're we are beyond that we've we we've grown considerably if you took the long-term view yes you might overbuild hey where are we going to be this this building needs to to last us 40 years but that's why I was saying hey let's talk about growth we're we're building back for what we've got right now with no room for growth in this building which was saying hey I know we're going to expand over the next 20 30 40 50 years >> unless something will swing the other way. >> Correct. I I think
061I think barring something catastrophic this community will continue to grow over the long term. Right. We will have to add on. >> So >> Arkansas has become one of the >> it's growing top >> y targeted states for people to move. That's why and that's why the state has us look at the your forward projection is they want they don't want you to build for today. >> They want you to build for where you're going to be in five 10 years. They know as a district you've got to go to the community you want to go one time. You don't want to have to come back three years ago. We've got to add more. >> But that's actually what we're talking about. We're building less than we're tearing down. So we're building kind of for
062what we've got now. We're not building in future growth. >> But I think we need to have the plan for the future growth. You take the library down, you go straight back like we talked about at that point of that building. >> Okay. >> It's it's done. >> It's done. Well, we're paying on this bond for 30 years. If we come back at 20 20 years, say the building's done, it's going to be just like the library. Well, we're still paying on this building. We're talking about it being done. >> Well, the other thing you have to consider, >> what are the programs of study? I mean, we didn't have >> still go single story all kinds out there. >> We didn't have an aviation program. We didn't have the the robotics. We didn't have
063you've got to look at where education's going. >> Well, even it's not traditional class of showing what it was in 1980, 89, 97. Look how much buildings you've grown over the years. And the one fundamental thing that's kind of different too is the square footage that we're building is regulated at a we're no longer 650 foot per classroom. It's 850. So just a one to one the classrooms are bigger because they have to hold the growth within them. They have to have you know space for students. So even that movement has changed. So I think what we're showing is a very optimal and efficient substitution to what we have and still meeting code getting us into potential where we need to be and you have perfect opportunities to grow still. You still have plenty of
064land to be able to do that. >> How much rework will have to be done in the current library? >> We're staying away from it at this point. It's really up to you guys. I mean we're we're kind of acting as if we're not touching that at all. um for that judging deal that was >> requested. That's right. >> So, >> it's a great space. It's a fantastic space. >> Yeah. And really is very efficient, streamlined. This is what we need. >> Well, >> we of course need a library, but it's not utilized the same way as it was when we were in school. So >> I I I for everybody with Chromebooks and so forth, but I uh with the amount of time we used to spend in the library doing research >> Yes.
065>> in 1973 to what they do in the library now. >> Yeah. It's not the same. >> It's not the same. >> There's no card. >> It's a meeting place. >> It is a meeting place. >> Yeah. >> What? Who's he? Although our our librarians teach it in K5, they do. >> Mr. Josh, can you talk to me about access points? Where are we token on this plan? Like where would our entrances be? >> Because that's one of the big things is safety and limiting. We've got 30 something access points right now. >> Well, you'll notice that what we tried to do is in the yellow is admin program. We think that knowing who's coming on campus, when they're coming on campus is huge. Um, so we've got the admin kind of front and center
066there. There potentially could be an entry literally in the symmetrical corner of the the circle. Uh, you would be able to come in, you could go down to the performing arts, you could then go over to the the gymnasium. I still think there's probably an entry sequence that connects these uh with architecture, whether that's a canopy, whether it's indoor, whether there's outdoor. Um, ideally it would be indoors so that you know people are coming in, they're checking in and then they're going and you're not getting people just going straight to the gym. Uh, these two facilities I think that it's up to you how you want to regulate that. I don't think you have to provide an entry into these two buildings. I think they can always come through here and go up into them
067and move across. You'll notice that you're seeing some circulation in this white that makes it easy to walk around and you know once a student is checked in. They're they're on campus and there's a secure perimeter. Um C the the excuse me the library it does have an entry point right now and so does this building. Um but I think we have a fence across here and you can regulate how much access into this because it's back of campus in so many ways. all guests, all parents would come through the circle or they park in guest parking and they come through one door. There's no other way for them to do it if you want to regulate it. So there's a very secure approach towards this design that that compacts it and allows it to
068be like we only open it when we need to. Cafeteria is only open for special nights and events when it's regulated the gymnasium the same way. Um but from a dayto day you could go in. We've even tossed the idea around that we move a little bit of this yellow down and over and you enter into kind of a corner moment where you could go one way or go the other. So, there's some there's some play within that that I think is good. I think I can look back at Miss Morgan, you know, your comment was like we just really got to figure out where people are not going in two different directions and we don't know where they're at. And so holding on to a single point of entry has been kind of important.
069So, >> so from my perspective, we've hit all the wickets. You know, we've kept the library. We're building our needs, not necessarily the wants right now. This is the space that we need. >> It's less than before. The ask is less than before. Um, >> significantly less. >> It's not it's not grandiose. It's not flashy. It's hey, this is basic. It secures all of our entry uh points access. So, for school safety. So for me it hits all the wickets in terms of the the layout, the design. >> Is the best door of the library um ever utilized or is there an alarm on it? Like >> it's fire exit >> exit only. >> What we're doing, Marcia and and Scott, you may want to speak to this too because you've been on that committee.
070They are Right now, just for safety, there will be a gate. Make sure I'm correct in saying what they're trying to do. There's a gate that'll be placed kind of in the corner of the old building. It'll be closed. I mean, it's the old building on the access road on that right there in that area. And then they're also going to place one down right in there. >> Okay. >> So, closing off that road. >> So, it's going to be closed off pretty soon. It may be in the summer. I don't know if we'll get it all done, but it'll be a a swipe. It'll be open, of course, for buses. It It's not foolproof, but it definitely says, "Hey, you're really not supposed to be back here. >> Make it harder." At least >>
071I mean, this is discussion for a later time, but I'd like to see just campus restricted. You know, right now, anyone can drive onto the backside and, you know, we've talked about security concerns of hopping the fence to get into the courtyard or whatever. There's ways. So there'll always be fire exits, right? So you don't want somebody to be able to open up a fire exit and somebody that's not supposed to be in run in the fire exit, etc. So even having a fence that's not easily jumped around campus or something like and like I said, that's a discussion for down the road, but limit access to campus where you can't have somebody right outside of a fire exit or something like that. So um yeah. >> Okay, let's touching on 6:30. Everybody like to
072take a short break, grab something to snack on, and then we'll come back and see what we can do. Okay. >> Awesome. body's done snacking, we'll go ahead and move forward. Josh, where were we? >> I I think we've came to a consensus that we do like this option uh option nine and it starts to fit all the things as Scott said. Uh we kind of hit all five of the wickets and really put us in a position that we think this plan's a good one to go forward with. uh we would go back, we'll go ahead and and draw the schematics that would be to the division and submit it and have a working session with them, describe our plan. Um there might be some questions that have came through over uh the last
073hour or so, just making sure that anybody that's watching this um you know has an opportunity to have a voice. So >> I did have one question I wanted to ask Josh. Um somebody had asked me about um RTC spaces. We mentioned that um you know ROTC's become a pretty big >> portion of our high school big big program. So they wanted to make sure hey we allocating the same amount of square footage to it if they know where is it going to be in the plan. So I said I'd relay the question on to you. >> No it's a great question. We haven't fully allocated what rooms are what just yet. Uh but we do have spaces that you see like these larger art and tech and lab rooms. These are the 1500 square
074foot, 1250 foot. a a candidate for the ROC room is obviously one here that has access to the field for rehearsals. It has access to uh it's a bigger square foot space. So, um we've tried to put some of those areas on those perimeters for those reasons so they can have outside access into the courtyard or into other places for those reasons. So, but we'll have plenty of time to mess around with that a little bit. >> And those are minimal square footages. So, if we need to build that space larger, we can. That's just the minimal square footage. >> Thank you, >> Scott. I asked them to do aviation, ROC, choir, um two art rooms because those will be replaced. So those are some of the bigger spaces um that we already are using,
075>> you know, need bigger spaces. So they did put those in as far as rooms, not necessarily where they're going, >> right? >> But as a room. >> Sure. >> Any projections on what the village would have to be asked for? Um, you know, I think it's a little bit early just because we don't know what our property um values are going to be. They do continue to go up. Um, just kind of for thinking purposes, a mill is worth about $818,000. >> And the timeline for facilities divisioned our application in February of 26, we will find out funding in in May of 27. >> And so it depends. Some districts want to go earlier because they do realize they're getting a small portion from the facilities division. So, they usually go for a bill
076to cover the whole project and then when they get funding from the state, that's just kind of a cherry on top. Um, others who rely on that state money to do the project will wait until after notification. So, you know, it's really up to the district with us here if we want to go before or or after. Bond rates have changed a lot in the last two years and they can change a lot in the next two years up up or down. So it's hard it's really hard to project that where they're going. >> And there's several options. You know there's a straight ask, there's a ask. Um >> well when it was >> there there's some some different options including extending current bond which the board will have to really listen to advice from
077financial folks and and make that decision. >> Well I was just wondering you know with the last millillage was 2.25 25 >> and it was going to cover 50 million dollars and we've cut that by 40%. So maybe >> it was going to cover based on the fact that we were going to combine we were going to go ahead and extend the current bond issue which means we were going to get more than >> the 2.25. >> Okay. um as far as revenue from that ask. >> Um >> and the interest rates were better. >> They were uh so there, you know, there's a lot to look at, think about, talk about. >> Um >> so do we ever find out if we can keep the current millage rate and that would retire, but this
078one would still be going >> where we almost had two at a time. We could >> You can do two at a time. I I I've got to be real careful because my information is a couple months old >> and um I don't want to say something that's not accurate, >> right? >> Um when we talked to them a couple of months ago, we could just extend the current bond issue with no tax increase, but that was several months ago. Um and that would get us about $35 million. Um, if you do a separate bond issue, so you have your current one going and then you do another one. It was a little it was over three, three, between three and four mills you would need to ask for. So there are and that's no
079and that three or four would not neither option has any excess debt revenue. either option that I mentioned would not be putting any extra money back to the district based on current valuation of our property and and where things were at that time but that was several months ago so I don't want to >> so with a reduction in square footage even though it's not that much but our staff change but our staff needs change as far as maintenance staff cleaning staff >> we need more We shouldn't need anymore. >> We should We would need >> We did the last one. We need at least an extra. >> but with this, we'd need more would because that would change our operating expenses slightly. >> That's a good question. >> Because we're doing the same. >>
080Okay, that's I mean that's makes sense to me, but you never assume. You know what happens when you assume? So, >> what about using those little robots they do at SS and all that goss? >> Chris has seen those. Yeah. >> In fact, he's programmed them himself. >> He hacked some and programmed them. >> I don't think they're there yet. >> I'm almost to the point where I'm going to I'm looking at maybe putting one in the courtyard and half there for the first time >> like to cut the grass. >> That'd be great. >> We might be there yet. I haven't seen any mowers yet that are ready on a large scale. And I haven't seen if I was going to put one of those And it maybe had a chance of working inside
081for a while. >> Yeah. I haven't been run over by at Sam's yet. But when it runs right up to you and stops, >> you know, they got them going to >> I got run over. >> You got run over. >> We can put the bomb squad to work. Have them give back a little bit. at my son's university deliver >> they do to my daughter they do to my daughter as well and I guess I didn't realize the scale they have a bunch of them and a bunch of them deliver food to their door >> but to the efficiencies I mean that building should be more efficient than the current big top right so more efficient air conditioning units better lighting better insulation than what we currently have those >> 1966 6 buildings underneath
082the big top. So in theory, maybe our operating expenses might go down >> come down. >> Maintenance maintenance work. >> So >> what do we need to do is give you the go ahead. >> There is no action item. Just to we need to make sure this is we need to bless this and and let them do their job down at the state and submit that application and >> Well, this is the best plan I think. That was good. Agreed. >> I don't know what we would do different or better at this. If we did, I'd be voicing it. So, I don't I don't know what else we could do to optimize this plan right now. >> And it's it's more compact >> than going across that old highway, that old road back in the
083back. >> Safety. >> It's got the safe space like Marcia had brought up. >> Yeah. What would be the >> I mean timeline. So stage one is that a year is that 18 months is that >> well fromility from a constructibility standpoint I mean I don't want to overstep on will um but >> you know we know we need to tear down that existing 22,000 foot and then we've got to prep a site and then start construction. We would want to use construction types that allow for speed and agility for him to work with whether it's masonry or steel construction, but it's enough that gives him opportunity where he can build as fast as possible. >> And so the the complexity doesn't really come from that so much. It's just giving him enough room to
084work. You know, if you get a piece of machinery in there, you know, what does that look like? You got students, you got a campus. So that first phase I would say is a a tear down over summer months and then I would I would say you'd be pushing it for a one-year construction. I actually think it was probably an 18-month construction on that what I would call stage one. >> Um and that's just trying to I'm speaking a lot for you. Well, so you can now >> but but that's what my experience has been in a similar square footage. Um, and then the stage two is you tear down. And I think that tear down's as well. I've talked it's pretty extensive. Like it's going to be a take off the wrapper, take out
085the skeletal frame, the structure, and then get to the six buildings underneath. And then you've got foundation and footings. It It's just such a We've inherited such a monster that it can't just be push it down and let it go. You're going to have to deconstruct it. Um, with that said, you know, that might be a three, four month process to extract that thing down and get it down. It could be a little less. It will come down to, you know, the right subs, who's going to do it, how are they going to plan on doing it, where are they taking the material, and then getting the site prepped. But the second stage is like a one year, as we said earlier, we we're trying to design that where that's just an easier one-year buildout
086for that facility. So, we're looking at two and a half years total, >> potentially interrupting three graduating classes. >> Didn't ask where we where's the what's the idea for the the the fine arts spaces once that building comes down over the summer? Where's the admin going, the six classrooms? What are we doing with that in that room? >> They had a plan. Um because, you know, the hope was >> Yeah. The hope was that that would have been an August millage. It was an ask in August, right? >> The first time. No, go ahead. >> We had a plan to start school in August. Um, and it was just repositioning moving around. >> There'd be carts, teachers on carts. It's I mean, it's not fun, but it can be done. >> Okay. >> And but
087kids are in classrooms, not trailers, you know, and um that's huge. Sure. Big deal. Okay, Gary. Well, we'll continue and stay busy with it. >> When you get ready to tear the old gym down, >> I think you can still part of that part that glory people. >> Well, we kind of had a plan for that, too. >> Yeah. I was on a team that won more games than any other team in in Arkansas home history. We can't get in the Hall of >> Honor. Every single one of us think would order a cutting board out of that floor. That looks like about a $35 million floor that we'd be taking $35 million. >> We might be able to get that much for. But you better hurry because all those guys are in the 70s.
088>> I mean, Mr. Knight, we've we've seen where we've recycled some of the court floor into the themed wall, if you will, as your walk of fame or, you know, memorabilia moment. You could also do what you're saying is sell half of it off as donations and then people have a momentto. uh knowing some of your programs, they could laser in to your point cutting boards or they take a slab and then it has the date of, you know, when this is being done. You could do a lot of things with it. So, >> Guy Barry could be busy for the next 20 years laser engraving stuff. >> Good things for them to sell at Christmas time. >> We've seen walls, floors, and offices. Yeah. I mean, when they tore down Bush Stadium, they sold
089the seats in the and the season ticket holders bought those seats for an outrageous amount of money. >> Oh, yeah. They're in they're in every >> Yeah. man cave in middle of America. >> So, do you do you have what you need from us to move forward? >> Yeah. No, we just want to make sure you guys kind of feel like you bless it and move allow us to move forward. Uh this is a different plan than what we showed last time, but after a lot of you know all of us collaborating together and talking through it, we really wanted to bring you something new, which was important, not the same thing. Something that works obviously something that's efficient. And I think, you know, kudos to the whole team. This is not just one one
090person. It's all of us talking through it. So, uh I appreciate Miss Dwey and Chris and Will, everybody kind of leaning in and meeting on this. We've met several times. So, thank you. Just one thing I would actually make it an action item for the very fact that we >> July 17th >> you do that you know we can daily go forward tonight but I would probably action item that way community knows that you guys all voted on it. >> Um if there's ever a board change >> the new coming in would know that you all voted on it. So it's just kind of a CI caaution but yeah we can still move forward. Will this schematic go on our facilities ma'am page? Okay. >> I'm actually sending you all each one of you the
091slideshow right now. >> Um I'll also send it to Kelly and Jennifer and we'll get Miss Crawford. She is off right now, but we'll get that update the website. >> Yeah, I came expecting this for plan number four. >> This one? >> Okay. >> And you blew out you blew four out of there was so we can but at least >> that's fine. Did y'all already do that? Thank you. and have have links to the live stream right there. Right. So you go to that page, you can see these slides, you can watch it, listen to it, etc. Have it all nightly, nicely packaged up for everybody. >> Well, you hit it out of the park with >> Yeah. Thank you. >> All right. We'll keep going. Thank you. >> Thanks. >> All right. Thank
092you. Move to >> make a motion to adjurnn. Second tell me. >> I Hey, Hey,