PUHSD Special Board Meeting/Workshop June 17, 2026

001I will call the Perris Union High School District Board special board meeting workshop to order at 12:31 p.m. I'm going to ask for a roll call to determine a quorum. Trustee Campos. Trustee [snorts] Hall. Trustee Stafford. >> Here. >> Trustee Anaya. >> Here. >> And myself, Trustee Garcia, present. We have established a quorum. Item 3.1, invitation to address the Board of Trustees on agendaized items. Are there any public comments on agendaized items? >> No public comments. >> Thank you. Item 4.1, District Capital Facilities Fund update presentation. Pardon me if I say your name wrong. Tarana? >> Tarana Alam. >> Thank you very much. Please Please come forward. >> Good afternoon, um governing board, superintendent, superintendent um cabinet, and audience members, consultants that are here. It's my pleasure to be in front of you today. Um

002I'm the manager and director of Keen Analytics. What our firm does uh is bring a lot of credibility to the finance financials. And the way we do that, we work directly with the district's financial system. We upload data directly from the district bank accounts with the Riverside County Treasurer. So, there is no deviation. It completely mirrors that. So, we see every penny in and every penny out. In addition to that, we also um are able to track other funds that are outside of the county. The district has some uh CFD's, community facility district bonds. We're able to track those from the bank site and track them in the the same exact way. Also, the district has some additional funds with uh uh a a a local bank bank the surplus. So, all of these funding

003sources, so you are seeing all of the pieces of the puzzle instead of just seeing a single piece in isolation. And we provide credible information to you as the decision-makers, to the Dr. Williams, and and and her facilities and business departments so they can make decisions all from the same source. We also track all the projects because they go through the county financial system and we're able to track project budgets, project timelines, project job projections, so all of that so we can provide information for everybody regarding what they need. So today we've been hired by the district just a couple of months ago and during this time we went back and we created the financial data from the district's financials going back two years. So we brought every penny forward. We also work with the

004trustee bank, brought that data over and here with Sochi with district staff members to compile all the information on measures Z and W that were completed because the only account that currently has money is measure P. So with that introduction unless you guys have questions, please feel free to stop at any time. I would like to start my my brief presentation. Um So do you guys Do I just click? The clicker, right? No, keep the other one here. Oh, this one. Okay, perfect. Sounds good. So what I'm going to go Not working. Sorry. So page one kind of going to Oh, here it is. The executive summary. I'm going to kind of go over these four four five major themes here. The district >> [clears throat] >> has made improvements of $352.1 million since 2004.

005That includes funds from measure Z, W, and T, as well as that's the majority of the funding sources [clears throat] that are presented in this presentation. As of the date of this report, the district had 21.1 million of capital facility funds that are not currently obligated. There is a bigger balance, which I will show you. Part of that balance is obligated, but this 21.1 million we make 100 million to 170 million the district is eligible for potential state grants. That is modernization new construction grants and we'll go over how to access those funds. And 43 187 million potential geo bond extension. And 43.6 million and potential RDA revenue, developer fees, and potential additional CFFP revenue. So, it's a substantial program of about over 500 million and higher is what the district has. >> The clicker

006should be good. >> This one, right? Okay. >> Yeah. >> Perfect. And we'll [clears throat] go over it in a little bit more detail and what those funding sources are and where they reside and where they came from. So, just just going into what we're going to go over first, which is the results of the 2004, 2012, and 2000 W geo bonds. Since you guys going are going for a bond extension, it's a really helpful to remind the taxpayers that are going to be voting on that all the great things the district did do. A lot of times the community sees a brand new school that is modernized or they see a school that is built, or gymnasium, or a pool, they forget how that was built. So, this presentation is the kind of helpful

007to remind the community about what has been completed in this community since these bonds were approved. So, Measure K was approved in November 6th of 2012 in the amount of 53.4 million. Three bond series were issued. On the left side, you'll see the pie chart. It shows the three bond series that were issued. The last bond series was issued in 2021, and so all of the funds have already been issued. There's a little balance remaining that I will review with you. Measure W was approved November 6th of 2018. It's a little older. That bond That bond was for 148 million. It was issued in one series, and all of those funds are pretty much also spent, and the majority of these funds were to build like science labs, new school, and serve the three major

008areas that the district is serving: Menifee, Nuevo, Perris, and Romoland. Yes, I I'm not good at this clicker thing. Sorry about that. So, um Okay, no problem. Thank you. So, um what schools were or projects major projects were completed in each area? So, the Perris area, the Pinacate Middle School modernization, Perris High School building and pool modernization, the Perris High School agriculture facility CTE, a two-story building at the Perris High School and a theater, middle school land acquisition and planning, and California Military Institute new gymnasium. What the community loves to see is pictures. So, on the next couple of slides, we have pictures of these [cough and clears throat] improved facilities, which look really beautiful, and they were completed with these bond funds. So, the uh Perris High School of Agriculture facility building is in

009here. The California Military Institute gymnasium is in here, as you can see on page seven. And so, these are just some of the pictures that I that I put in this presentation. There was There are a lot more in The community would love to see these kind of things that have been completed. In the Menifee area, there was a uh a brand new school built, the Liberty High School. Liberty High School uh pool, fencing, restrooms. Uh Paloma Valley um high school multi-purpose room and admin, which is still in the process. There's some parts of it that are still in the process that will be completed next year. Paloma Valley High School pool and Heritage High School pool. So, these are some of the major projects in the Menifee area. And you have some beautiful pictures

010of these facilities on the following two pages. Two or three pages here. All right. So, how did the district uh create equity between the two major areas that it serves? Menifee and Perris. As you can see, pretty equally. 176 million spent in the Perris area and million spent in the Menifee area. So, the district was a great steward of equally uh building and improving facilities in both areas. That's the two $352 million balance that I shared with you um in the executive summary in the beginning. Okay. What is the district's current financial position? So, I'm going to talk about a little bit about the capital facility funding types and the current balances. Because the district uh in my my working with many districts, what the community wants to know is your good steward of their

011tax dollars and don't just rely on the tax dollars. You are augmenting those funds with other sources that you have access to. And this district is a great example of that because you've had a successful state program as you can as you know about the state program. Um, you know, over the past 20 years, 30 years, the district has received 154 million in state grants. And as I shared with you in the beginning of the presentation, it has eligibility for a whole lot more state grants to receive. So, it has a track record of applying for state grants and receiving state grants. So, that's one of the sources. And the the state grant can only be done if you have your match. So, that is that is one of the funding sources the district has

012had access to, has been successful at, and has eligibility for. Developer fees is another one. That one is as a result of uh the residential uh impact of the residential new units being added, new facilities being built uh that are outside of the CFDs, you have access to that. You guys are collecting a substantial amount of money from the developer fees on an annual basis. So, that's another source. It's usually a restricted funding source. You can't use it for everything, but, you know, um you have access to [clears throat] that. RDA, you are one of the lucky districts that are part of the agreement before 2012. So, you are getting a substantial amount of redevelopment agency funds on an annual basis. And then CFDs, you have some really robust CFDs uh from new residential units

013and you're getting substantial amounts of money from that as well. So, these are the different funding sources. So, if the community is interested in knowing is the bond the only one funding source you're using, the answer is no. We have access to all of these funding sources and we're using them all. Okay. On slide 14, there is a capital facility fund balance uh summary. So, what did the district have as of May 15th in its bank accounts? Uh this is your net worth statement as of right now. The district had 17.8 million in collective CFD accounts. It had 10.5 million in Measure T. It had 9.8 million in developer fees, and it had 3.2 million in its redevelopment agency revenue. So, that's a combined revenue [clears throat] of 41.3 million. Of this revenue, the district

014has some remaining projects to complete. Like I said, that MPR, some other minor projects that it it needs to complete. I'm I'm approximat dating a little bit higher, but it's about that. Plus, the district pays debt service out of the RDN CFD rev the CFD revenue, which basically was was leveraged to issue those uh those uh COP payments. So, I've deducted that. So, you're not leaving any every penny in every penny out. After that, the district will still have 21.8 million. And that 21.8 million gives you a great seed money to start planning projects, especially those that could get state funding in the future or other critical projects that the voters would like to see. Any questions for me or are we waiting till the end? Okay, perfect. So, um state funding opportunities, I work

015with your consultant King Consultants to uh So, this is a collaborative presentation. I worked with many of your consultants to get the data here. So, on the state side, uh there are uh multiple types of state funding. There is uh state uh um state grant funding, the percentages of state grant funding, state eligibility, and the potential amounts the district is eligible for. Okay? Um at page 15, I'll briefly go over the major funding sources the district is eligible for. New construction, modernization, financial hardship, and there's some specialized programs. Um Menifee is one of the fastest growing areas and while a lot of declining enrollment is happening in throughout the state of California, Menifee is growing. Which means they're sending their kids to you next. So, you are one of the few districts that has new

016construction eligibility, a substantial amount of it, and it is for building new schools to accommodate enrollment, classroom additions, support facilities, libraries, gyms, cafeterias, and theaters. Modernization is basically for those schools that have not been touched in 20 or 25 years. So, you know, in in that one, also you have some eligibility for modernization. Some eligibility for projects that are already completed and some eligibility for new modernization when your projects become 20 or 25 years old based on their useful life of whether they're portables or permanent facilities. Facility hardship, financial hardship, that's usually for districts that don't that can't come up with their match, so they get a higher percentage. I don't believe the district is [clears throat] eligible for financial hardship. You Your Your balances have to be zero in order to be eligible for

017that. And there's some other specialized programs like CTE, which you have eligibility for. It's a competitive program. Uh charter school, you do have a charter school. And then uh seismic mitigation, that is when an earthquake or some catastrophic thing affects one of your facilities, you can access that. >> Can you get us that information? >> Uh you know, I will we will we will talk to this your consultants. They can take the King's consultant. They can pursue that. If there is a facility like, for example, you're trying to modernize a school, when you dig in there, you see that it is not sound and it's, you know, modernization is not going to fix the problem. I have had districts be able to apply for that uh uh types of um seismic mitigation upgrades and get

018money >> So, we don't know that. I thought I heard you say we have a >> No, no, no. These are the types of state funding that is available. The types of Yeah, no problem. Okay. So, how do do those percentages work? Uh depending on the status of the district and the facility that and the grant funding that it applies for, um the new construction is usually 50/50. But, keep in mind, 50/50 according to the the state's budget. The state will tell you a high school cost 50 million and I'll give you 25. The school costs 200 million. So, you know, it's based on the grant units that you're eligible for. You're never going to get uh 100% of what you pay for, but you will get a good amount and it's always helpful to

019apply for that. Modernization is 60/40 currently. They keep They might change the rules uh 60 or 65%. That's pretty much standard. If a school is eligible for modernization, the state will give you 60%. You have to come up with 40%. But, you're not going to get the 60% unless you have your 40%. Therefore, all of your other funding sources become very critical. In financial hardship, the one I mentioned where you're eligible if you qualify for 100%, but it's a difficult program to get money from. Okay. State funding is not immediate. Uh on page 17, I just have, you know, um it's not like you're eligible for 50 million and and comes rolling in. It's It's a lengthy process. Um it it takes several years. Um you have to establish eligibility based on the criteria I

020talked about. You have new student impact or you have modernization or all that. You have to design the project. You have people like your architects that have to design the project according to DSA standards, Department of State Architect standards. You have to file a funding application. Your consultant King Consultant have to file the application, answer all their questions. Uh OPSC reviews it. It takes like two or three years to go through the review process to make sure it is an eligible project and it it meets all their criteria. Um the district needs to show that it has its match. If your bond doesn't pass and you don't have your match, the state takes another district and fund it. Um there's got to be a state school bond availability. The our us voters approved the bond

021in 2024 for over almost $10 billion, but all the modernization money is out of the call for. Every district in the state, LA Unified, Oakland, San Diego, the bigger ones being first, took it all. So, it's a it's a it's a waiting game and staying in line in order to get that. So, now in your case, if you have eligibility, you have to wait for a 2028 state school bond to get approved by the voters and if you're higher up in line and do all the other things, you should be eligible to get it. There is still some new construction CTE money uh left that the district could try to access. And then um then the the project apportionment then the state it takes a a period of time. There's all kinds of deadlines and

022so forth and then you get your apportionment and that's how you've gotten that $553 million that I referred to earlier uh from past state school bonds. Okay? Um so on page 18, um this information is from King Consultants. Uh, the district's eligible for 49 million in state new construction eligibility currently. And that is, like I mentioned, new construction is for classroom, to construct new classroom or related ancillary facilities. To dem- demonstrate at the time of eligibility, at the time the state funded, you have to show you have the enrollment. So, let's say you apply today, you have a thousand stu- student enrollment, three years from now, the state is ready to fund you and your re- enrollment declined to 400 kids, back 400 kids. You don't get it based on the thousand kids, you get

023it based on the 400 kids. It's it's pretty awful, and I know districts that really apply for, like, a state and they're all happy about it, and when I'm going through the cash flow with them, I'm like, "Don't really count on it until you are actually have it in the bag." Because the new construction eligibility is not guaranteed, it's based on your enrollment at the time. The good news for you is, you're in a fast-growing area, and, you know, hopefully you can keep your eligibility if you apply for this. Modernization is straightforward. Uh, that can only go up, you know? Modernization, every year the state adjusts the the grant amount, so you could be getting a little bit higher. So, that one is a little bit more easier to get. So, collectively, um, and then

024the district also has eligibility in the blue box for some charter school, 59 million in CTE. It's highly competitive. Um, so, if, you know, that your state consultant will share more information with you in future presentations as they apply, uh, of of how you can access that. So, that's on the state program. The next one is your Geo Bond extension, um, the an additional other funding sources, all under this category. So, the Geo Bond extension, future state grant, RDA, CFD, and developer fees. So, these are the other sources and I'm going to go over a little bit into how much you're expected to get from other sources between now and June of 2031. Okay. The Geo Bond, you've had presentations from Fieldman um Fieldman, your financial advisor, and they have provided you with all the

025information regarding what that tax extension means. Um my understanding is the potential bond extensions for 187 million for a bond that has going to going to have its debt paid off so you can use the same tax. And um as you guys know, you can only leverage $30 per 100,000. Your tax cannot go above that based on the Prop 39 statutes. Therefore, you're not going to have the $187 at once. It's going to be issued three, four series. This is the projection right now if it gets approved in November. The first series will be issued in the amount of 4 million March of next year and then you have 45 million in 2029, 45 million in 2032, and 57 million in 2035. So, these are the small amounts that are going to be issued and

026they're not concrete. They could be changed, but any change affects the next series. So, your financial advisor will provide you more detail regarding that. So, this is the page that I really, really like and um that that I want to share with you to give you some good news. Um that the district, I mentioned you have 21 million in the bank now after your projects are paid. So, what this shows is by over the next 6 years, actually, 26, 27, 27, 28, 28, 29, 29, 30, 30, 31, 31, 32 beyond that. So, how much are you expected to get? So, I have the bond here for you, the potential extension if it passes, you have 40 million in 26-27, 45 million, then 102 million. So, that will give you 187 million. Your developer fees, you

027collect about 2.5 million a year. So, that is something that that is there and you're collecting it and that's available towards your new new construction match. RDA, um the first one is 3.9. The reason for that is in my balance, the RDA also comes in June. The June balance was not included, so that's why it's a little bit higher for that first one. But, your annual collection is about 2.7 million. >> What I probably should know this, but the developer fees, when do they drop off? >> They don't. It depends on the buildings that are that are constructed in your area. Right now, there's a lot of construction activity. God forbid, if there is a complete standstill and you are not getting you know, you're getting a little bit more. We're trying to be conservative

028here. But, let's say everything comes to the standstill and you don't have any more new development, that that amount goes down. But, there's always a minor amount of developer fees in every in in every area. >> Okay. >> So, this right now, the district has a lot of development coming in. So, any development that's outside of the CFD, everybody has to pay what is it? $2 per square foot or something. So, if you add an extension to your house, whatever you're doing, you're that that homeowner has to pay you developer fees as a you know, or >> Oh, I see. >> to to to the school district. So, this is a statutory >> [clears throat] >> um amount that they have to pay for either extending their schools or building new facilities or a new

029apartment building comes in, whatever. So, right now, these are the projections. It could change if the economy goes completely down, it could go lower, but it's been stable and right now, things, like I said, in this area, are actually thriving. Okay. >> Thank you. >> The RDA is based on that agreement that I mentioned that the district already has in place. So, this one, you know, 2.7 million. So, I took the amount from the last collect It comes in in June and in January. It's a pretty flexible source of funds, and I raised it by 2% a year. It's usually statutorily about 2 to 3% a year it goes up. So, 17.8 million over this time period. State grants, as I mentioned, I have 59 million for modernization and 49 million for We really pushed

030it way down. It could come sooner if the state school bond is approved and the district is in a in good place in line, it could come in sooner. But, to be conservative, I pushed it out a little bit. And the good news about state funds is if you pass this bond extension and you complete the project now, and you're in line, when the money comes in, it's a reimbursement. So, you can use it for another project. Uh and it's a lot more flexible when it's a reimbursement. Um CFD surplus. So, you have the CFDs. Those CFDs, on an annual basis, generate about 1.8 million in addition to what they pay to pay the debt. So, it's called surplus special tax. What that is, the your your uh consultants put in a tax to pay

031back the CFD bonds. But, they always account for people not paying or foreclosures or whatever. So, I spoke with your consultants, and Klein and Gruber, and that's they told me there's about 1.8 million the district collects on an annual It usually comes into the account about September, October. It gets And that is available again for for projects. And it, you know, there are two types of CFDs. The CFDs that you issue like capital facilities, those are really restricted to the area, but the surplus is more flexible, but this money is available for new construction, things that are new construction related, not modernization related. And so, as you can see here, the district has 21 million based on this projection, if the bond passes, the district will get an additional 48.2 million in this fiscal year,

032coming fiscal year. So, 48 plus 21. So, we work with Dack Williams on a cash flow, annual cash flows to take all of these, and then add all the projects that could be funded. So, we are ongoing basis working with the district to do this road map, which I call a strategic cash flow road map, to to identify which projects could be done with that, so it can get ready for the next bond and the next bond, I mean, issuance and so forth. But, as you can see, the district will have a very healthy 338 million dollar revenue based on the projections today, if the bond is passed, which will allow it to do projects. And now it's up to your consultants to tell you, the way things are going in the state, in every

033school district, the needs are three times higher than the funding. But, and that is where prioritization of projects and setting expectations for the community become extremely >> Um, sorry. >> Yeah, question. >> Sure. >> Are restrictions on >> Microphone, microphone. >> Oh, um, on the money for say our charter school, are there going to be restrictions on how much can be used at the charter school? Are there rules in place that I don't know about? >> I think the charter school money needs to be used on the charter school. You have more flexibility with the modernization. >> I mean, more coming from us going to the charter school. >> That would be a question for your state consultant. >> Okay. >> Um I do know that charter school funds are specific and King's consultant will

034be able to answer that question in a lot more detail and what the district is eligible for. With the modernization and new construction funding, there's more more flexibility. >> That's what I'm trying to get. Yeah, all right. What percentage actually could they we spend on them? Um coming up with the fire houses and all that, too. >> On a charter school? >> Yeah. >> I'm sure you can use your new construction eligibility for the charter school if it's new things you're doing there. >> Okay. >> But it would be a question I defer to your state consultant. >> But >> I've got >> And my presentation is done. I'll be happy So, oh, I'm sorry. Now, on page 22, I just have some final conclusion based on experience. Um you know, uh The district has

035demonstrated, I believe, as I showed here, uh exceptional stewardship in in using taxpayer funds to complete projects. As I highlighted, $352 million worth project, which, you know, gives you a good message to the voters about things that are done. Um so, again, since 2004, $352 million worth of facility improvement, the district have has an opportunity to secure more than $100 million in state grants by staying in line and having it matched. And the district has the ability to leverage $338 million in all these funding sources to complete lots projects. And I'll be happy to answer any questions. >> I have a question. >> Yes. >> No, go ahead. >> Uh look, go ahead. Look, we're on the second page here. >> Well, now I'm going to switch over to something else, so you want to

036go ahead. Okay. >> Um I I represent area two, which is the major senior area with some family units, also. Um my concern has always been that I I'd be remiss if I didn't say something about some relief for the seniors. And I don't know that this is the forum that you can answer that question. But, I always ask it cuz it's going to land somewhere. And I I don't see a plan being developed to exempt them, even if it's for a percentage of some of these bonds uh to give them some relief. Now, actually area two doesn't have an existing structure in in its school, but we're we're considered all Menifee, so we're under [clears throat and cough] that. Um so, for the seniors, is there any ever any discussion about the senior relief

037on uh continuing to raise the taxes? >> So, I your financial advisor is a better person to answer those questions, but based on experience, what [clears throat] you're referring to is SFID, the area that you exclude from a bond measure. And that type of a thing is usually not very successful. Beaumont tried it, it didn't go very well. Um you know, um and also in your case, uh you're not a unified district, so your tax is not $60. And you're not uh doing a new tax. They are already paying the the the tax on your 2004 bond. And that 2004 bond is going away. So, you're not increasing their My it's my understanding, and please, you know, refer to your financial advisor. Um a tax extension is typically an extension of a tax that community

038is already paying for. Um the bonds are a lot more successful when they're district-wide, instead of unless you have an area where you're building a brand new school in a brand new development that is just for that development, then you do an SFID, you put a circle around and say just that one area is going to pay this tax and everybody else is excluded. They're a lot more complicated and a lot less successful. >> Yes, and I think I was talking about this a little earlier, you mentioned how the teen the seniors get taxed out of their homes after a period of time. Um I see the same thing happening here that happened back east which put the cities in great despair. Uh no one seems to be sounding the alarm about the high tax

039rate, but it'll hit certain people first. >> Of Of course. Of course. Are those kids people without kids that have no kids that are going to school? >> What senior isn't a part of their grandkids and and their college and so we're putting the bill unrecognized. I mean, we don't need any recognition. We do it anyway. But it costs There is a cost. >> Yeah. >> And that's probably to bring up our you know, future generations, so Uh okay, you gave me a little more than I I knew before, so thank you for that. >> Absolutely. My pleasure. I mean, the extension is typically a tax they're already paying. So, if they didn't extend it, they'll just not pay that 20 bucks and now they're going to continue to pay it, so >> Well, we

040want to be able to give them both sides of the picture. >> Yeah. >> And that's just one side. Now, I'm for the of course the the bond and and I support that and I want to be able to honestly give them the answers that they ask. >> Yeah, absolutely. And and and I think asking those questions of your financial advisor and all of that, my experience, I work with over 100 districts, is that SFIDs are not that easy. It creates a lot of confusion. [clears throat] You know, the There are districts that have tried to exclude with or they exclude neighborhoods that are fully built up and get nothing out of the bond. It's just been less successful. >> Chris, do you have >> No. I'm good. >> Any more questions? >> No. >>

041Okay. Thank you very much. >> You're very welcome. Thank you. It's a pleasure presenting in front of you. >> Appreciate it. >> Of course. >> That's what I'm trying to figure out. >> All right. >> One second. One second. Are Are you a part of her presentation, or are you part of uh business? >> The next one. >> He's the >> So, he Oh, 4.2. Okay, awesome. All right, moving on. Item 4.2, business. District-wide and campus project prioritization prioritiz- Pardon me. I'm having a tongue twister today. Anyway, and proposed project development, Dr. Williams. So, it's in. >> Yes. This is Buddy from DLR who's done the prior to meetings. This is a continuation. >> Thank you. >> Excellent. Well, good afternoon. >> Good afternoon. >> I'm Buddy Gessel, architect with DLR Group. I also have

042Ryan Leonard, architect and principal with DLR Group. He's going to help facilitate some of the activities that we have over the next couple hours with you. So, look at how we'll break the time up. There's a lot jammed in here. We'll focus on 30 minutes of updated where we're at, what we've seen, and then we have two interactive activities that we'll work with you that will start to begin this discussion of your project list and your prioritization on how you want to allocate your projects and and allocate some of the funds that were just outlined by Turlock. And so we'll we'll run through um reviewing the current FMP, just get you up to speed of what we've heard at the last couple of community meetings. We'll also take a look at the website, the digital

043master plan. Um I'll have a link for that with the password that you can log in and look at that as well. And then we'll touch on um a little bit more of follow-up on the state uh funding availability that Turlock was mentioning and how important that is to leverage your local dollars and how that can really impact your program and allow you to really leverage your your local um dollars. Then we have two activities. The first one we'll look at a ranking exercise of all the projects that have been identified and we'll go over that. And then we'll dig deep into some project scenarios. Um that'll take you through um an activity that'll help help you make the decisions that you need to make that are best for uh the school district. Okay, so

044moving into major findings. So as part of the facility master plan, we had a survey that was conducted and we were seeing um three trends from the campuses with an emphasis on safety, security, and upgrades to the schools. Second priority was teaching spaces and classrooms, really a focus on academics and learning environments. Um specifically CTE and special education um type spaces, science, and modernization in general. And then different levels of improving drop-off and pick-up and making the sites operate efficiently and and safely uh for the students and and parents. Just a few key steps that that we're seeing. You have 63 portables in your district. Yeah. Out of all the projects that we've looked at and we've worked with the M and O team, many who are are here with us, um we've taken a

045look at roofs and and asphalt and uh um painting and and all of the the components that keep your schools in good repair. And we've identified about $65 million of need and we'll dive into that deeper here in just a minute as well. As Toronto mentioned, there's opportunity for $108 million of projected state matching funds. And we'll also look at that uh in just a minute as well. And then the projects that have been been identified that will have total over $900 million. So, that's where this exercise today will be important to help focus what projects you want to move forward with. Um it was mentioned your potential bonds for about $187 million. Um that's about 19% of the identified need. Not just need, but there's some wants on the list as well. And uh

046like Toronto was mentioning, too, you do have some projected enrollment increases, which do bring you the new construction grants. Um you have the new developments, which bring new students, which brings you that additional funding um to build these facilities um for your communities. So, you're projected um little over 800, almost 900 um um more students than you have today. Okay. So, next I'm going to run through um the master plans as they stand. I'm going to hand out Maybe Brian you can hand these out. These will be helpful to reference as we move through the activities. [clears throat] But I just wanted to run through what we're seeing in in the resultant master plans for each of the campuses at a real high-level. Um a couple things to point out on these plans. If you

047see the legend in the upper right, any of the the red with the pink fill is a new building on these plans. Any of the color fills with the orange are minor modernizations, which involve painting and flooring and basic improvements. Anything in in the the blue is more of a heavy modernization. That'll be your older buildings where there'll be a deeper modernization and renovation level required in regards to systems, maybe some reconfigurations and things. And all I want to do is kind of walk through some of the major projects that are identified, and I've broken out the project list on the left side of each of these pages. And just to make you more familiar with what is being proposed in these plans. And so, we'll just run through them. So, Heritage High School um

048I can point right here, I believe. There we go. So, so this this back building back here, there is growth, um additional students that are projected um to to attend in Heritage and increase the enrollment. So, there's a need for a two-story classroom building to house those students um with the library, career center, and and restrooms. So, that's that project there. Um on this campus, there was always um a pad here west of the gym to add that auxiliary gym. So, a new auxiliary gym as well as a new wrestling room over on on this side here. And then on on the back side of campus um over here a new CT building with outdoor yards and such. And the last one I'll mention here is the stadium and field improvements, which is artificial turf,

049field lighting, scoreboards, and such. And actually one more, this um this infill in between the buildings, oops. Um the infill in between uh uh the buildings is to reconfigure that single point of entry to make um the entry into Heritage more secure for um visitors and students as they come in and to allow that to function a little more easily. And then there are several other projects listed and we'll be taking a look at those um as well, but I just want to give the high-level overview for each. So, Liberty High School, you've already added some portables due to Liberty being at capacity. So, the big focus at Liberty being a newer school is a new two-story building um kind of back behind the student union building where uh um students that have to be

050in the portables can now be in a permanent two-story building um and and you can house all the students equally in equal type facilities. And that frees up space for some additional parking as well. Um and the addition of solar is you don't have solar on this campus and then some of the um stadium and field improvements as well. Liberty Liberty's a newer school, so there's not quite as much need at this campus. El Dorado High School um your oldest fully comprehensive high school, so significant need. You've invested heavily in in El Dorado Valley, but there's still a lot of work to do there. And so really looking at your older one-story uh classroom buildings, um replacing those um one by one with two-story structures allowing you to free up space for um quad and

051common space to really create the campus center as well. Um looking at potentially in this area by consolidating those one-story classrooms, it frees up an area to construct a new performing arts center that would be equal to Paris and and Liberty as well. And then same with some of the field improvements um with artificial turf, restrooms, field lighting, and and such. Um, Paris High School, significant investment made on this campus as well. There are still um some some additional needs here. First is the uh science building, our classroom building as well, that houses your sped programs. Uh probably the second oldest building on campus now behind the gym. So, investing in the modernization of that facility to upgrade the science classrooms, as well as reconfigure um the special ed classrooms so that they're properly sized

052and function um well for the students and have all the amenities that they need as far as access to restrooms and life skills uh spaces and such. And then focusing on the um gym building. So, that's the oldest building on campus, one of the originals. So, looking at the modernization of the gym building, as well as reconfiguring the gym lobby um to accommodate and uh concessions and tickets and renovate your restrooms as well. And again, um stadium and field improvements, like the prior couple of schools as well, including field lighting, uh track scoreboards, and um extending the the practice field as well. Um you do own this parcel across uh the street with which is Panther Park. So, improvements to Panther Park are listed here as well. And then even with all the new buildings,

053there's still a need for restrooms on this campus to get them in the right location so students have access to to those. Shifting to CMI. Um these buildings, these classroom buildings that you have at CMI are some of the very oldest that you still have on inventory. So, the proposed projects here look at demolishing all those old 1950s, '40s classroom buildings and replacing it with um a newer state-of-the-art two-story structure, so it frees up space on campus. So, that'd be the new building. Um providing a new stadium, track, artificial turf, lighting, concessions, restrooms, stadium, all the amenities of a stadium at CMI with locker rooms, dressing rooms, and such. Um the potential of a performing arts center adjacent to gym. And then the rebuild of the admin and library and the rebuild of the MPR

054um kitchen, as well as reconfiguration of of parking and the addition of solar on this campus, as well. Paris Lake High School. Um these are probably on par with CMI. Um these buildings on the southern end of site as far as age, and then the rest of campus is currently in portables. So, this is looking at a new two-story classroom building on the south end of campus. And then on the um on the north end is a new um locker room, weight room, gym pavilion. And then back on the south end is the CTE programs uh classrooms that'll house those programs. You do have adult ed on this campus, so reconstructing um those few classrooms. And then the renovation of the admin student union building. And then the potential for a new MPR lunch shelter

055that activates this northern portion of the site with the the PE gym pavilion, your lunch shelter, and your outdoor uh campus commons on this one. >> I'm just looking at this picture, and uh what about parking? Have we looked at that? Because just looking at the picture it doesn't look sufficient. >> Yeah, the parking um the parking isn't proposed to be modified in this plan. Um we can definitely look at accommodating that. Um and all the sessions that we've met on campus, we met with the principal and some administrators. We met with MNO. We had um community members as well and honestly the parking never came up. What we are proposing at least to add parking, but we absolutely can look at that. >> Well, no, no, well, I I understand. I I'm using property

056not looking at the park attached to it. And I understand we could probably utilize that and get away with it. I was just, you know, >> So, the good news is the district does own a good portion of that park. So, if we did need to shift the new buildings over, parking could easily be accommodated. The one great thing though that we did look at was I was there right when the students got out at the end of the day, 3:00. And it was it was busy. And so, one of the things we proposed with these blue lines, you actually do have a driveway coming out on that far southeast corner. So, we proposed with the the master plan to reconfigure that drop-off so that it could actually work a little bit better. But um

057that can absolutely be taken into consideration. >> Um I have a question. >> Another question, yes. >> You mentioned we have an interest in Rotary Park, right? >> In which park? This one here? >> The one Ferris Lake. >> The the back side. >> That Ferris Lake, yes. >> I've heard that many years in the past, but I've never seen it confirmed in in print anywhere. >> On the property line? Yes. Yeah, we were we were working through that. >> Yes. >> Okay. I don't think we we got the the final property line. >> Rotary Park. Yeah. >> The the part of that was our work, which you just said, but I we've had facilities inventories and I've never seen that included. So, just wondering how much or what the >> So, we try to

058stay within the bounds that you have. If we'd have to do further investigation to get that, then you might have an answer. >> I don't know if you have a laser pointer, but can you show me where our property lines on that part where it ends? >> Yeah, so can you see my white cursor? >> Yes. Yes. >> So, right now we were trying to stay within the bounds of the current lot line, which is this black line that runs north-south here. Just because even if you do own a portion of this park, then it means reconstructing a softball field or moving a field or you know, negotiating that with the community as well. So, we try to work within the means. It doesn't It doesn't mean that if you do own a portion of

059the park that you you'd be able to extend into that and then you would just rework the the description of the property. >> that's my question. What do we [clears throat] own on that part? Is it Does it go out further? Does it go out further? Is it up, down? What do we own and what does the city own? >> That's what we need to verify. >> Okay. Okay. And when you do, can you let us know? >> Absolutely. >> Thank you. >> Okay. Two more. So, pathways for your adult life skills. Um you're in existing buildings here. So, the idea here is providing shade structure over the hardcourt area, really creating a center campus for assembly space, some path of travel improvements. We have students with needs on this campus. Um where they do

060have to get down and down ramps and and such to get down to this area. So, improvements on your path of travel for ADA. Some additional shade as well as renovating the single point of entry on this campus as well. Not constructing a new building, but just renovating. Uh reconfiguring the life skills space, adding some additional restrooms, and then uh minor modernization reconfiguring of the admin as well. >> And the prices that you're projecting right here, is that through contractors? And here's the other question. I know we've discussed a little bit about it, but now we're in a formal setting. Couldn't some of our maintenance and operations teams do the shade and the concrete work and save us some money? >> Um it's absolutely potential. To answer your first question, the numbers that you see

061here are total project costs. So, that will include your construction costs, your hard construction costs that you pay a contractor, and then it includes a 28% soft cost budget on top of that. So, that covers your um plan check fees, agency fees, inspections, um all the fees that you might have associated with the project. If there's furniture, equipment that you need to purchase as part of that. It's assuming a 3% per year escalation factor, and it's assuming it's just for baseline purposes for the activity that we'll do today. I'll show you how you can flex those numbers in just a minute here to change them to be what you want them to be. But, it assumes the midpoint starting these projects about 3 years from now. >> Got it. >> Your second question as far

062as work that the district can perform, you absolutely can. There are some projects that still will require you to submit to the Division of the State Architect, depending upon if they're access, fire life safety, or structural type projects. You perform the work, they still have to be inspected by an inspector of record, but you can self-perform that work as well. >> Thank you. >> Okay. All right, and the last one is Pinacate Middle School. Um also one of your newer newer campuses. You do have several portables in here. So, the top project here that was identified was a new one-story classroom building to be able to remove those portables. Um a new track and field um on this northwest corner as well as some smaller uh modernizations uh throughout the campus for their admin, library,

063there was some shelving, some flooring. As well as looking at the renovation of the gym for a wood floor in the gym. And then probably their biggest want was to expand the shade in the hard courts on this southern end of campus to allow for uh more lunchtime activities to to occur. Okay, I know that was a whirlwind getting through things, but questions, go ahead. >> Um I was just at Pinacate recently and we established there's a fencing issue uh on the what would that be, the west side? >> Yes. >> Of the campus where it backs up to all the homes. >> That's correct. >> They're able to come over those fences either way at will. Um just looking ahead I don't see it here on the >> So it is identified if you

064flip to the Pinacate, there's a note in the upper left, this note up here, which is to upgrade the gate and perimeter fencing. >> Okay. >> And then down on the bottom left, there's an upgrade that southern fencing to 8 ft. There is a stretch of fencing I believe that was like maybe 6 ft tall. So that red line across the bottom is to upgrade that fencing to 8 ft. >> Okay. >> So >> I see it in the small little you know note there, but it's not in the major list. >> Right, the major list is just I'm just hitting the highlights and then we'll get into some of the deeper stuff here in a second. >> Okay, the next thing I want to walk through, let me see how we're doing on time.

065Okay, let's speed up a little bit. Okay, so those are the master plans and what I want to show now is the digital website that can be avail made available to the public after we um review all this. I have in um in the presentation here. If you want to go to it on your laptops, you can. Um but it's puhsdplan.org. And then right now this is the password for that. I'm going to do a just a really quick tour of what's on the website. It's a lot of It's a lot of the same information that we just covered. But I just want to show you how the website works and what type of information is on there. Okay. So, if we come over to the website, um it's broken up into three basic areas.

066You have about the master plan. You have my school, so the find my school page. And then there's a summary of data that's required for us to collect and document for the OPSC and Prop 2 matching funds for applications that we'll need um this for. So, every 5 years districts are now required to update their master plans and that allows you to tap into the modernization and the new construction funding from the state. So, if we go into the about here, it will take you into this. It has the video. I'm not going to play the video. If you haven't seen it yet, please come in here and and take a look. Um great great video about the program and all the great things that you're doing here at the district and a little bit

067about the process of the master plan itself. The meat of this though is in the find my school. So, when you come into this page, a map of the district will pull up. It'll have all your schools and and the different boundaries. So, if you click on Heritage High School, let it load. There is a short video here that you can watch. I won't play it. It's about 2 minutes long and it walks you through what's on here and how to use the master plan. There's just There's a lot of information on here and it can become overwhelming. The master plan that we just looked at here is the first tab. So, all the projects that we were looking at um are identified per the prints that you have. Um there's a scenario builder within

068this. So, we've taken all those projects and we started to identify um the various projects within the master plan, and you can take a look and work through these and the the the numbers and the values that you were just mentioning, you can adjust these. So, if you wanted to change um your contingency to be, you know, 12% the probable cost is changing in real time here. So, if I drag escalation down, it's changing in real time or your years of construction shifts. So, you can you can adjust those sliders. You can click on each of the projects. So, say for example, you only wanted to do the campus-wide security upgrades here, fencing, PA, fire alarm, and such, you can build out project scenarios. And then you can also hold down control and add in,

069say you really wanted to modernize the restrooms, um do those ABA up- upgrades, you can see it starts to build a scenario for a project uh campus by campus. So, please take some time through there. All the projects are loaded in. In some cases um you know, certain projects require um several projects, right? Uh say for example, uh you know, you're going to build a new classroom building. So, we need to demolish the portables, take them off, there's some site improvements, so there might be multiple projects within a project. But, in some cases you can do some of the sub projects on their own and build build the scenarios. Oops. Um all these maps are are zoomable, so you can zoom in and read the text and pan around. It's pretty intuitive and easy to

070use. Um the rest of this has I'm going to jump back to the summary page, but at a campus level it'll have all of this data, the utilization of your campus, what the enrollment trends look like for the next 5 years out, what type of funding is available at a campus-by-campus level, um your student demographics and needs um in regards to socio-economic disadvantaged students, students with disabilities, English learners, homeless and foster students. Um sometimes that helps you prioritize which projects you might need at a certain campus ahead of another. And then we have the maintenance and deferred maintenance type projects as far as what years you need to look at roofing and lighting and flooring and such, and it breaks it out year by year for the different types of deferred maintenance. And then this

071is a Prop 2 OPSC requirement, but a space utilization. Uh we've gone in and done takeoffs of all your spaces in regards to the type of space, quantities in regards to admin, gyms, science rooms, science labs, food services, classrooms, and such. So every campus has every building um documented as far as what you have in regards to portables, numbers of classrooms, the year built, year modified, and such. And then the survey results that I was mentioning. So that's the campus level. That is a ton of information that I'm throwing at you. We go back here to the summary. This is where a lot of the data lives in regards to uh the survey that I was mentioning. So if you wanted to come in and see what was being said by your community. So you

072can see the number of participants, um which projects were most important to the survey respondents. And you can take a look at this like campus-by-campus or district-wide as well simply just by clicking on the campuses, and it'll kind of walk you through um what that survey looks like. This is your um I won't go through all these. I'll just give you a real quick, like, general overview so you can come back into this and spend some time with it. But, we look at campus utilization. Your deferred maintenance plan for district-wide, not just campus-wide, your district-wide student demographics. Your enrollment trends, district-wide again, what you're seeing. The state matching funds, which I'm going to touch on this further. >> [sighs] >> Um, your new construction and district eligibility for that, and then the the district-wide space

073inventory schedule as well. So, there's a wealth of information in here and we could probably spend another 2 or 3 hours just going through it all, but it's really important information that establishes that baseline level of information that you'll need to make these decisions. >> So, I love the charts that you have here and then the on the website how it changes the dollar amount. Now, one question. When it changes the dollar amount, when we're talking about construction, does it display the actual Well, I know it doesn't display, but when the price changes, is it the actual cost of the material? >> Yeah, well >> Or current with the price change? >> Let me go back and just click on one and I'll show you how that works. Let's do that again in here. You

074can use that side and refresh. >> Yeah. >> All right. >> That's all. >> It's a great question. It's very important to get it right. >> [laughter] >> So, let's go down to this two-story building. So, it's 47 million in total probable cost. And if we start here at the top, it's 35 million for construction. And then if we take it down, 10 million in soft, 3 million in escalation, and 3 million in contingency to come up with that 47.8. That's the number that you'll see on the master plans and the numbers that we'll use for the activities. It's total cost. If you think your soft costs can be less, those can be adjusted down. And then the sliders you'll see here if I adjust the contingency and I just go up to 14, you

075see that contingency it flexed to 6 million and this flexed up to 51 million. So it's all in real time and it's all levels of the project cost. >> Thank you. I appreciate you. >> Absolutely. Very, very important to understand that. So thanks for asking. Okay. So Let's see. So that's the website. Please uh we can make this public once the board has has seen this and it's and you've reviewed the information the password can be be taken off so they can be fully transparent like we discussed it several community meetings. Okay. Let's see. So let's jump back into this. Okay. So quickly I want to get to the activity here soon. Um so we have plenty of time on this but it's important to understand the available funding adding on to to what was

076being discussed earlier. So just starting on the left here we have the 187 million of potential bond. I have um uh we'll pass these other charts out here in a second but we have the 65 million of deferred maintenance. Now you can elect to do none of that or you can do some of that. Um we'll talk about that in a minute. And then the state funding of 108 million with 59 million for your mod funding and your 49 million in new construction giving us let's say a scenario of 230 million. Now we heard there's RDAs, there's CFDs, you have some money in the bank and then there's some pending potential additional state funding that might come available for the charter school funding and the CT funding. So even though we show 230 million here,

077maybe that's 330 million. Maybe some of the money comes down the line and you don't have it all today. So, that that dollar amount will flex. The important thing though is leveraging your leveraging your dollars with state funding. And it was mentioned that you have to have your local match to tap into that state money. And and you want to get in line. You know, the the money might be gone for now, but it's over and over again that the state passes bonds. So, you want to get in line even if your funding might come 3, 4, or 5 years from now. Really important. And it'll play into the prioritization of projects. What I mean by that is you might want to consider projects that have potential state funding. You do those earlier. So, you

078can submit for state funding. You do the projects fully funded through the bond. You get in line and when the funding is reimbursed, then that money comes back into your program and you can do another project. What I've identified here are basically a a few tiers of projects. So, tier one is your new construction and potential state funding. So, that's looking at projects can tap that can tap into and can unlock your new construction match. Those would be those examples would be like the the new building at Heritage where you have students coming above your current enrollment and you need classroom space. That type of project could be funded with a new construction grant. Same with Liberty High School. It's at capacity. You have more students coming. You have new construction dollars that can pay

079for those structures. Tier two would be your modernization funding. So, projects that as was mentioned that come of age. So, your permanent buildings that are 25 years or older and you have many that are coming of age here soon. And so, looking at developing projects that can not only modernize those buildings, but then can leverage that 60/40 match with the state. You will have some projects that will fall into tier three that will only be able to be locally bond funded. Um those might be stadiums, uh packs that don't have CT programs, M&O buildings, park improvements. They still might be important projects, but maybe those are you might want to consider maybe pushing those a little further down in your program because you can't tap into the state match. Sometimes those projects are important to

080bring up front. You you'll have to determine that. But it's important to understand how to really leverage that state funding and how to time that because it can really augment your program and what you can do. Okay. I know that was a lot of information. Um any questions before we kind of move on? >> Just for the record, I'd like to say a couple of things. >> Yes. >> On your tier three local bond only, um can I explain when you say local bond? What what what do you mean by that? >> These would be projects that the state wouldn't provide state matching funds on. So it wouldn't qualify for a new construction grant, for a growth project, or it won't qualify for a modernization type project. >> Uh so that's not really what I'm

081asking. >> Okay. >> How can a tier three M&O buildings be at the bottom of the list when they support the entire district? >> So this isn't saying this isn't saying that being on the bottom is least important in any means. It's just showing examples of types of projects that you wouldn't be able to receive state funding on. Those could be maybe the some of the most important projects that you identify and you would fund them 100% with your local bond. >> Okay. So that local bond still confusing me. What ballot does that come on? >> So, the local bond would be your potential measure, the $187 million of the extended uh >> Oh. >> tax extension. >> All right. I I I just feel like we're It looks here as though we put something

082that's important to me and I believe to the entire district at the bottom of the first. >> So, tying right into the next activity. >> Okay, good. >> This is going to be great. >> You got it. >> Any other questions before we move into the two activities? Good. That's That's a great segue cuz now we move into um ranking of projects and talking about prioritization and building scenarios. And so, we have a couple of activities, but the challenge is here with the limited funds that you have, even if you can tap into all those state dollars, you still have to work on balancing your deferred maintenance, how you will prioritize these legacy projects that will have impact to your students, to your communities. And the bigger challenge you have is how do you equally

083invest into your two communities, the Paris community and your Memphis community. So, really looking at how can you select a set of projects that creates that impact, but also has that parity between your two communities. And with that, we're we're going to hand these out. Um this will just be this first activity. Um going to I'm going to walk through a few slides, and then I'll introduce the activity. And this will just be There won't be a share out. This is just an internal exercise for you just to start to think about which projects are most important. So, if that end of the new building at whatever campus is like really important, you're going to rank you're going to work through this in the next 15 minutes to start to think about that. Before we

084dive into that though, I want to go over the deferred maintenance. So, I had thrown up the $65 million number. On the first page of the handout, it outlines by category all of the different deferred maintenance projects. And again, these are total total project costs as well. So, there's HVAC improvements, there's fire alarms, security camera upgrades, PA upgrades, painting interior and exterior on certain campuses, uh roof replacements, flooring replacements, slurry of asphalt, and such. And I look at this as you know, this is like the maintenance on your car. If you don't do the oil changes, and you don't change the tires, you're going to end up replacing the whole car. >> I agree. >> So, that's why when I if I go back up to where I have the real high-level available funding, I

085took the $187 million potential bond, and I knocked the $65 million off the top, assuming you want to do all the maintenance to keep all your assets that you've already invested millions of dollars of capital improvements on to keep these buildings in good repair that allow them to work and function for your students every day. The lights are turning on, the air conditioning works, the parking lots aren't cracking and falling apart. And so, that list here is your deferred maintenance for all sites that's been identified. Will there be more need down the line? Potentially, but this is what we we know today in working with the the M&O team and walking all the campuses. So, the rest of these I have broken out by campus on the next three pages that you have. And it

086has the the project, the campus name, and the cost of the projects, and then you have the maps as well that we went over at a high level. It does include a few more projects that are the smaller to mid-size that I didn't touch on. But what I'd like to do is just take the next 15 minutes or so to think about what's most important as far as rank starting to rank these projects. And don't think about budget yet. Let's just think about what type of educational impact would this type of project have on campus? Does it support teaching and learning? What does it improve the student experience in regards to safety, comfort, well-being? Would this project create student opportunities in regards to new CTE programs? Is there a community benefit? You know, how do

087you How do you gain some you know, some momentum with maybe community members that don't have students? Or maybe there's students that graduated. Or maybe there have grandkids that will attend the school. And then really thinking about that long-term value and that lasting impact that you can have with any of these improvements. And so, if you guys could just take 15 minutes, run through the list, and this will help guide the next activity. Um you don't If you don't get through them all, that's okay. If you have any questions, Brian or I can >> God bless you. >> Brian and I can help answer any questions. Um I'm just going to set a timer for about 15 minutes, and there won't be necessarily a share out of this this component. It's just your own internal

088worksheet. >> Thank you. >> At this time, we're going to take a 15-minute recess to do the task that you've provided. So, at 2:00 we'll come back. >> Thank you. There will be a You have a question, Mr. Stafford? >> I want to ask Brian something. >> Okay. >> missed out on something. Oh. >> We'll hold off on that, then. >> Yeah, we can be in the process and I can answer any questions. >> Okay. So, we'll be adjourned our TV correction, you're on break from 1:46 till 2:00 p.m. The time is 2:02 and we we are reconvened. So, carry on, please. >> Excellent. So, thanks for going through the rankings. You probably didn't get through them all, but I would how hope that you started to see some trends as far as what you

089might think with is important to you, to your community, to the students that are in these schools, and having gone through that that exercise internally, it'll really help set yourselves up for um this next activity. And so, I'm going to walk through an intro of this next activity, and then we're going to set aside um 40 minutes for you to to work independently. Uh Brian and I will be available to help you. There's a digital dashboard that will will have a URL for you to get on. I'm going to walk you through how to use that. And and yeah. And then we're going to save 20 minutes for a share out and discussion and questions at the end as well. Okay. So, jumping back into the presentation here. So, this this next activity focuses on

090project prioritization. And so, what we're going to do, we've developed a live dashboard that um you can access either by typing in this URL that you see on the screen here. It's best It looks like you all have laptops. It works best on your laptop so you can really see everything. Um it does work on on a phone as well. And then, as we work through through scenarios, I I'll walk through the dashboard here in just a second, but as we work through the scenarios, you can save them off. It's called a JSON file. You can save Can you see Can you see my cursor? >> Yes. >> Okay. So, in the dashboard, you can hit the save scenario once you make your adjustments, and you can run multiple scenarios, right? But, if you save

091them off before you start changing or start a new one, I can pull them up on screen if we >> [snorts] >> if we want to look at something together as we work through these. Okay? And so, what this dashboard does, um I'm just going to jump over, um to the actual live dashboard, but it's going to allow you to select projects and make tangible tradeoffs between communities so that you have that parity, and you can focus on which projects you really want to focus this future on potentially on. Okay? So, you'll be able to add a project, take a project off. If you're over budget, you can take a project off, add add one on. If one community has more projects, you can you can adjust those. So, with that, I'm just going to

092jump into the actual Well, I guess first, was everyone able to enter the URL? We can come around after we're done with the intro and get you set up, too. >> I couldn't get it. >> So, we'll we'll work with you on that. >> Okay. >> So, when you pull this up on on your devices, we'll start in this upper left box. These are preset. So, I've entered in the 187 million in potential bond. If that changes for some reason, you can come in and you can adjust that up and down or just type in a new number. I've entered in the deferred maintenance at the 65.3 million. Oops. I forgot this is a touch screen. And so the deferred maintenance, there's tabs across the top here you'll see, deferred maintenance, flagship projects, and a

093summary. Okay? So the deferred maintenance list every single deferred maintenance project that was on the prior list. It lists it by campus. It also lists it by community. And it also lists the tier potential funding that's available for some of these and costs. As we keep working down this box in the upper left, we have the modernization state match at 59 million, which you can see here. And then we have the 49 million in the state match for new construction. We also have a couple of contingent fundings that are currently turned off. But if you want to run a scenario where, you know, hey, the state funding, there's 59 million potential. If you want to run a scenario assuming you're going to receive that, you could turn that on and you can see the available

094funds change to 229. [clears throat] So if I turn that off, it's back down to the 229. >> That that contingent funding for the charter school is also a matching funds or is >> That those are So again, King Consulting will come on and work direct with the district on exactly how the charter school funding works, but that money has to be spent at the charter school. Yeah. >> And we have an application in for the charter school. >> We're reapplying. >> That's correct. >> Is matching or >> Yes. >> Matching and I had they let us know it's pending probably August of this year that you'll all receive notice that that's been accepted. This other one here, it's smaller, but it's your CTE funding. So anytime you bring on a new CTE program, there

095is potential funding that's scored and ranked as well. It's not an automatic given. If you turn this on as well, um it'll add an additional $3 million per project, assuming maybe you have two programs, a million and a half each. So, if you select a program of a flagship building that has CTE, it'll add that additional funding into the scenario. >> Dr. Williams, did we apply for these for the construction the new pathway for the high school? Okay, because this will be will be great. We need to make some modifications to the middle school construction, but >> Yeah, that would be a different application process. >> Okay. >> So, as we scroll down this, uh, and right now I have um, certain projects selected in in this kind of intro demo. And so, what this

096is what this is showing is the 65.3 million is your deferred maintenance. So, it's flagship projects and deferred maintenance. So, right now there are no other projects selected. The remaining available is the 229.7. As you select projects, it'll it'll, um, add dollar amounts into the three tiers that we looked at as far as state matching funds for modernization, new construction, and maybe local only. Um, down here you'll notice, uh, in this lower left box, it will calculate in real time the community parity. So, right now, just with the deferred maintenance, there's 39.4 million in Menifee improvements and 25.9 in Perris improvements. So, it's real important to to watch that box flex so that you don't get out of alignment. So, now the tabs across the top here, you have the deferred maintenance. Now, these you

097can turn, say, "Hey, HVAC is not very important. We're not going to do any of that." You can turn it all off. But, we know that that's probably the most important, so we know. You can turn off individual projects within these as well, just by clicking on the slider. Okay? So, that's your deferred maintenance. It's defaulted to all be included. This next tab is your flagship projects. So, it's everything that was on the list of the exercise that you just went through. So, you could look at this as project by project, like, "Hey, I want to do this new two-story building." Or, I want to do all the work at a campus and it'll turn on all the all the scopes of work at certain campuses. And so, as you go through this, let's say

098we turn halfways on and we turn all of Perris and Hemet on. As we As we work um through this, it'll be updating um the the dashboard [snorts] and the allocation of the community parity and the funding and um the allocation of the funds as well. And then the last tab will be your summary. So, as we work through the scenarios, it'll give you the potential funding um and the summaries for available funds, the projects that have been selected, and your total projects there. Before before we jump into this, I just wanted to share a few scenarios to think about on how to approach this because it's it's a it's an in-depth exercise. So, I'm just going to run through like three hypothetical scenarios. I just selected some projects. This is This isn't anything that's

099being proposed. It's just for illustrative purposes. >> I need to say this, but >> So, scenario one is the balanced district-wide investment. And so, what I did, I went down the flagship list and I selected some of the kind of marquee projects so that you get a sizeable project and you invest at every one of your school campuses. So, this all the projects on the right. I was also trying to balance the Menifee and the Perris community to get them as close to equal as possible. So you can see here it's 148.8 to 147.2 including the deferred maintenance and then the remaining dollars on that project. So just an idea of an approach that you could take in the scenario builder to create that balanced district-wide investment. Okay. The next one The next scenario looked

100at and again some of these are just based on conversations that we had in the community meetings. So this one This one focuses on investing on your two let's say oldest campuses. So you focus a lot of the dollars on CMI and a lot of the dollars on Paloma. And so I selected the bulk of the projects from those two campuses and you can start to see what happens with that. There's an imbalance between the parity between the Menifee and Perris communities. And second it doesn't leave a lot of dollars to do any more work in any of the other schools. The third one uh came from a conversation at one of the community meetings where you have the land for a new middle school. So you could construct a new middle school and there

101is a new middle school project on the dashboard that we're just looking at. So you could run this scenario as well. You could build a new middle school and then you can convert Pinacate into CMI and then you'd have surplus property of CMI and then you wouldn't invest in all those old buildings that we have at CMI. But you can see here that gobbles up the bulk of your funding. There's a large imbalance between the Perris and and the Menifee community and small remaining dollars remaining for any projects in any of the other campuses as well. So that that's the type of thinking that you want to approach the scenarios with as you start to think about which projects you want to prioritize for your district and community. And with that, I'll go back to

102this. Any questions on the dashboard? We can help you get set up if you weren't able to get the URL to work. And we we're available to help kind of walk through that. And we're going to take about 40 minutes. See how we're doing on time. Let's see. I want to say at least 15 to 20 minutes to have discussion. Okay. So, um we'll start with 30 minutes to work independently and see where we're at. And then if we have time to share, ask questions, um we can do that for the last 15 minutes. >> I have a question real quick for Dr. Williams. You had mentioned um CMI having like a grant for them for building to that we would have to go half and half. Is that part of this money or is

103that separate? >> Um so, what we would get from the state uh would be that portion. And we would need to have to determine how we're going to fund the second portion, which is the requirement for CMI. So, we could take out a loan um which CMI would be responsible for paying back. So, that that's the option. The state would give say whatever their their side of it, their 50% and then the other 50% could be a loan to CMI that they would be responsible for. >> So, [clears throat] if in this when we're looking at these numbers and it says for like for example the CMI relocation, it would be half of that cost for us including that grant or if we're looking at this as actual number? >> So, the way that that

104grant would work, so under the contingent funding, there's the slider that I turned to green here. You would turn that slider on and it it it it increased the available funds to 288.7 million. So, you could select an additional 59 million of projects at CMI to spend those funds. >> If I don't know what >> Say for some reason the state doesn't award that funding application, then you'd have 229 million to spend >> Okay. >> to allocate district wide. So, it gives you the scenario if you, you know, are you optimistic that you receive the funding or not. >> And just keep in mind that grant is for that particular site >> only, right? >> So, the scenario buddy sharing is something totally different. Um so, the application is for um building of additional classrooms

105on that particular campus as of right now. >> Okay. Thank you. >> Okay. >> Um Brian, can you speak a minute more about um this this question. Cuz Menifee is doing Who's doing a middle school? Um yes. Okay, sir. No. So, we're still in session until Well, he thought I was asking about >> [clears throat] >> this, but I'm asking a question about the other districts and their possible building of a middle school and what impact that would have on us. >> Um >> I don't know that that's for this, though. So. >> No, I'm not aware of of how the neighboring district's middle school would impact your decision. >> They they just built a middle school right near my house behind Machado Park. And I hear that somebody's looking to build another one. >>

106So, this is this middle school is based on this the middle school students that attend Perris Union High School District. >> It's within our boundary. >> Within your boundary. >> Okay, cuz I consider CMI a middle school, too. Ain't >> Mhm. >> It is a a charter school that houses some middle school plus elementary and high school. >> Okay. >> So, yeah. Various levels. >> Okay. >> But, the new middle school would just be for the district boundaries for Perris Union. >> Oh, I see. So, actually >> State your name, please. >> Uh this is Brian Leonard with the Leal Group. >> Thank you. >> So, I do a lot of work with Menifee Union School District. Um a lot of their planned growth is actually towards the Liberty High School area because that whole

107region is being developed. Um so, they're planning new elementary schools. And I think in the distant future, they do have plans for the middle school for middle school potentially. I think they've been studying a bunch of different sites, but one of them is just north of their new Salt Creek Elementary School in that location. >> Oh. >> Um which is about a quarter of a mile or half mile to the west of uh Liberty High School. So, it's generally in that region. I'm not aware [clears throat] of >> Okay. >> um of any other middle school plans that they have. And I I think most of those plans are tentative, but I'd encourage you to reach out to their facility team if you guys would like to have more connections and to talk about their

108plans in that group. >> Okay. >> Thank you. >> Any more questions so we could go on our break to do our assignment? Okay, thank you. The time is 2:18 and we're taking you set a 30-minute break. >> Yes. >> Okay. We'll be back. >> Thank you. >> All right, ladies and gentlemen, the time is 2:49 and we're back in session. >> Thank you. All right, so the balance of our time today, we want to hear some of your observations in going through some of the scenarios and have a discussion so that the the bond project list can be further developed with Dr. Williams and the consultant working on that for the district, as well. >> Show me how to do that. >> So, we'll open that up for first observations of having gone through

109and run through some of the different scenarios based upon the available funding, and maybe even some of the scenarios that we looked at. >> Okay, repeat that, please. >> Yes, no problem. So, the last portion of this, we want to discuss observations uh in going through some of the scenarios. Some of the scenarios that we looked at prior to the activity would be helpful. And then have a conversation so that we can the district can move forward with generating a project list that will start to develop and implement uh what the bond language will include. And so, you don't have to define dollar amounts today, but you want to think about a direction of where you want to take your program so that it can leave you some flexibility in the future. >> Okay, I

110have a question related, but not necessarily on the topic. So, whatever we do today, we have to make some type of decision today, cuz correct me if I'm wrong, by next month we have to have it on the agenda. >> That is correct. July 7th, yes. It'll come back as a resolution. >> So, we have to get something accomplished today to understand what direction we're going, right? Cuz if not, we're having special board meetings until we get to that. Okay, just want to be on the same page. >> That's correct. So, we need some direction so that the consultant working up the bond language can get a draft put together so that that can be reviewed. >> I knew you. If you want to ask a question, please. So, that's why I said I want

111to make sure everybody understood. >> that we have to do within just this little window. >> Yeah, I felt the same way. Yeah, a little bit. >> I'm sorry. There's no way to think of a solid >> No. No, no, no, no, no. Direction. We'll still have options because remember Correct. Maybe you can translate that for me better because we have to be able to present something to the community, but we're [clears throat] still in the planning. >> Okay. >> Does that make sense? Did I say that wrong? >> No, that's correct. So, what we want to put the takeaway is to have a direction of the types of improvements that you want. You'll have flexibility based upon the language, so you won't you won't get down to the level of a a very detailed

112project specific item today cuz of that's impossible. >> Right. Okay. >> So, you wouldn't be looking at oh, I'm doing a $1.8 million project on this campus, but you want to give yourself some flexibility to do certain types of projects at at the campuses. If it's new classroom buildings, if it's safety security enhancements, whatever that is, that's the level that we want to get to today so that you have flexibility to implement those projects. Because even you know, your bond programs we just saw we saw the bonds that we're going to sell sell over the next 10 years. Well, you'll be faced with different challenges five even five years from today than what you're facing today. So, you have to have flexibility in your project list to allow you to implement the things that you

113need to implement five years from now. But you do know you have enrollment growth. That's why it was important to go over all the facts and and and and summarize all of the findings that we're seeing because you do have enrollment growth. You have campuses that are impacted. So, you might want to consider like how do you address some of your most relevant and highest needs as you're as you start to think about what types of projects you want to include. >> Do we have access to this website throughout this time? Like is it just today? >> Yes. >> When you say it's just now it's being said we have enrollment growth, but the last official thing that I was told is we were at this level. >> So, if you go to the the

114website that [laughter] we showed, it has the it has the five-year projections. Those have been updated. They'll show the growth. It also shows the growth at your high schools, at Heritage, at Liberty. Um and you can you can go in and verify that data. That's why having all that information consolidated onto a website gives you the information that you need to make those decisions. >> Okay. >> And you'll have access to this too, right? What we saved? >> Um you So, those JSON files you'll have to send to Dr. William. >> I'm going to need you again. >> So, any of those scenarios can be shared out and then we can consolidate those as well. And then you will have access to the website that we looked at. If you need the hyperlink again for

115that, we can make sure you have that, but the password will be taken off today. Now that >> Yes. >> Oh, okay. >> Okay. And then you'll have access to the HTML file as well. >> So, so what exactly do you need from us today? >> Great question. >> So, just just to see if I kind of understand what's going on. So, I mean, in general, it it seems like I think the majority of us would give everything a thumbs up. But there are a couple of options in terms of like So, so for example, the direction on the CMI Pedagogy I think based on what I've seen, the conversion is probably the smartest, best way to go, but I know that there's bond funding stuff that kind of goes with that. Um So, is

116that kind of like where we're kind of heading like I mean everything I think for the most part we're but there's a couple question marks on a couple pieces that are in a room and >> That's correct. >> Yeah, Brian, I'm with you there. >> Uh so, when we think about structured decision making, like what you're actually being asked to decide on, the main decision that you're working towards is a bond language resolution, which will be generic in its its scope, which will be reflective of pulling, and it won't be specific necessarily to any campus even. The The benefit to this exercise is it allows you, who are you know, political members and representatives of your community, to test those assumptions with the reality of projects that you will be faced with over the next

11710 years. And so, what's beneficial is as you start to get into these details, it's a snapshot for you for what you will be facing over the next 10 years. And so, if there are adjustments to the language or things of that nature, that's what this exercise is really meant to inform so that by the time you get to voting on that language, you can have confidence yes, that's what we're going to be held up to, that's our rubric for moving forward. As far as like approving a project list, this is down the road. We don't have to make decisions on these projects, and as Buddy mentioned before, you will change it. Even if you create a first draft of the plan, it will change. Does that help with the decision making process? >> I

118mean, we're just trying to secure the funding and correct that that All things being said, this is what the costs are, these are your options, but at the end of the day, this is what we're going to spend and all the other stuff can shift on how we spend. >> And the benefit today is after you've gone through this exercise, if you can share general trends what you see as being most important for you, it might inform and confirm some of the language discussions that they're having. So, that's where you can start to say, "Hey, after interacting with this, here are some observations that I have and here are some preferences that I have and that will influence your team." [clears throat] >> The language though is important. >> To give you that flexibility because

119you have to you have to have you can only spend your bond money on projects that are identified on your project list. >> Say that one more time. >> So, you have to give yourself enough flexibility in your project list because you can only spend bond dollars on projects that ultimately end up on your project list. Because that's what you've committed to your communities to spend those dollars on. So, >> So, like >> If you want to do the certain things >> in classrooms and restrooms and and then you need lighting. And then okay, got it. >> That gives you the flexibility to do that. >> Should we put that in the other at the very bottom uh other upgrades? >> So, I think what you would look at is the the the upkeep and

120the maintenance type projects is a given. >> Yeah. >> It's okay though. >> Cuz I heard, you know, >> I'm sorry, what did you say? The 65 million you're talking about the >> Oh, 65 million. >> Yeah, yeah. >> That's gone no matter what. >> Right. >> In in the determined time. >> But not in the money we're talking about. So, that's our So, >> That's correct. >> Okay. >> So, Dr. Williams was sharing so, this would be an example. It and this was used for uh some polling. So, the language would in this case would say repair and upgrade classrooms, science labs, career tech facilities, school facilities that support college and career readiness in math, science, engineering, arts, skilled trades. Construct and acquire classroom facilities to avoid overcrowding. So, that could include potential new

121campus. It could include new buildings. You don't have to pick which buildings, right? And improve um school safety and security systems and or any any other items. But, that's like one example of and and that shows the flexibility that gives you >> Yeah. >> so that when you come back and decide to move forward with projects, you need to work within the framework of that language. And then we go layering on the importance of the parity between the two communities as well. >> Um I I do want to say thank you because I do notice the conversion portion on here because that shows you were listening to us and our constituents [clears throat and cough] as well. That I think that's very important. So, thank you. Um Any other questions you guys? >> You know,

122I had one that I saved for a minute. I want to build come back. >> Well, um I'm going to close. That's why. >> Oh, um Let's do some work here. >> Go ahead and ask. Yeah, well cuz well we have to go to the next one. >> Yeah, well and and I guess I know the question's ultimately for him or Serene, but so I I guess the only thing that I would I would like more affirmative on and and it's not going to hold anything up. It's just for other things down the road. Um the property at Perris Lake High School and what is ours, what is not. Who owns you know, does does does the city own that park part? Do they not? Do we? That one um and then just to clarify,

123so in reality on the new middle school um which is set at 141, I mean realistically, that's another bond. Cuz that's going to be a whole new construction, so I mean, that one should be eliminated cuz there's no way with the money we have to do everything we want to do to even consider that, and we don't even know where those kids are at at this moment in time. But, that's just looking at Okay. >> Just so I understand, that's a good observation. That does tie up a significant amount of your project list based upon the available funding that you would potentially have today. It's a good observation. >> All right. So, on that note, do I have a motion to adjourn the special board meeting workshop for June 17th, 2026? >> So moved. >>

124Second. >> Did I hear Trustee Hall and then Trustee Campos? Any more discussion? Seeing none, please vote. Thank you, and we are adjourned at 3:02 p.m. Oh. Wait. All right, the results didn't come in. >> Sorry, y'all. I jumped the >> Steve, we're ready for your vote. >> Oh, sorry. >> I was like, Everybody got excited for a second. But, in the meantime, thank you everyone for everything, all your input, your hard work. We appreciate you. Okay. Upon the vote being taken on item 5.1, adjournment is 5-0 vote, and we are adjourned at 3:02 p.m.