Port Angeles High School Architecture Special Board Meeting 8-15-25

001If you haven't met me, I'm Sam Schaefer, uh, project manager. I've been at Integr for, um, over 16 years now. I've dedicated my career to educational facility design. Uh, my role uh, as product manager, what that really means is, you know, it's kind of a hub in spoke. I'm making sure the wheels are all turning with the team. Um, and beyond that, um, I'm in charge of communication, budget, schedule. Um, but I'm also in charge of making sure that we have an inclusive environment for this team to be very creative thinkers and think outside the box. This is a very constrained and complex project. Want to make sure we bring our best to think about that environment. Um, I'm just really excited to provide the continuity um from Stevens and then renew our commitment to

002Port. >> Morning everyone. My name is Lindseay Crawford and as project architect for this project, I'll be responsible for ensuring that um the district's vision for their new high school is code compliant, it's thoroughly documented and within budget. Um, I practice architecture for 30 years and largely in the public school realm, working with districts of all sizes and projects of all sizes, small to large complex high school projects, many with auditoriums that need to be um rebuilt. And so I'm very familiar with this construction type. And um um I find auditorium projects like particularly compelling for me personally. I was a band member in high school and and uh that was my way into the high school community. That was my friend group and I I learned so many things uh beyond just the skills

003of playing clarinet. I you know I gam in community and friendships um that have lasted kind of my lifetime. So I know how valuable and important that aspect to a high school experience is for students. Um, and hopefully when I I think of Port Angeles, um, it is for me a place of adventure. Um, I brought my my family up here to begin our hikes um, up in the mountains. And I've also brought my, I must say, humble sailboat up here and and experience arrival by water um, to your port, stayed a few nights to enjoy the hospitality of your town. So, I would be honored to be a part of a of your new adventure, which is designing and building your new high school. >> And uh I'm I'm Eric Peterson. uh my role

004on the project as as project designer is to really hear your vision and understand your vision and help focus uh that those ideas into a really quality learning environment and east campus uh for high school. Uh, and I'm I'm just really honored also to be a part of this project knowing that this this high school is going to impact over 50,000 graduating seniors over the next 50 plus years and many times over audience members in the performing arts center uh and for athletic events as well. So hugely important project and really understand the responsibility also that that comes with it. Um, and to uh get us started today, wanted to talk a little bit about uh what it means to be a secondary learner and a high school student. Uh, and then also talk about

005how we uh engage with the community, the lower fall tribe and uh everyone that's a part of this project to make sure that we're understanding the uh the the EDS specs and the district standards uh for the project. Um, and uh, like I said, want to talk about what it means to be a high school student. Uh, you know, you've maybe heard a little bit about what it means to be a middle school student, an elementary school student from us already, but, uh, what's really important is to understand because students are at the core of this project that, uh, understanding what it means to be a high school learner is critical to our process. and high school student is is leaving middle school. It's a it's a new experience. You're entering a wider world with

006new possibilities and new passions to be discovered. And it's an opportunity to explore those uh passions and test some of those passions uh and make connections with other students and staff and really kind of set yourself up for for what's coming after after uh secondary school. Um the uh exploration is also uh belonging on campus is really critical to that that comfort that's required to to feel like you can explore new opportunities. And the very first thing that affects that feeling of belonging is how you arrive and the front door and and that kind of projection into the community that that really signifies the identity of campus and a feeling of of pride in your school and your place in your home. And uh in addition to uh those things, the other thing that really

007contributes to that feeling of belonging is uh the quality of the space. So some of those elements that we we like to work with uh daylight super critical both to uh impacts on mood and feelings but we know from studies that uh daylight impacts the students abilities to learn. And so really being a careful consideration to where daylight is introduced in the project as well as the physical materials and making sure that there's a feeling of uh the space really belonging on the site and being of the place that it's from. And here in Port Angeles that might mean you know wood and really quality materials that that make you feel comfortable at home. uh and then that those qualities really impact this feeling of value. Uh you know this is an investment in in

008the students and you know I think that investment is is felt when you're on campus and kind of gives you the encouragement to uh feel like you're you're allowed to explore and find those new new passions. Uh so super critical to the quality of the new meeting. Um, and uh, in addition to those feelings of value, uh, we need to make sure we're supporting students and staff and the rest of the community to make sure everyone feels included and that we're um, breaking down any kind of barriers to all of those uh, opportunities that are available to students and that everyone feels like they have a place in the school and are feeling comfortable and want to be there. So um with that I will thank you appreciate that all the considerations what goes into

009designing for high school learners. Um I do want to hit on uh how we engage with the tribes specifically the bullard long tribe. Um, Intakers does have a long history um, working with Freds throughout the state. Um, and specifically, we've had a great experience on Stevens Middle School um, with the PACAC there. Um, and more specifically um, Carmen, who I think just popped in. So, really excited to see that she's going to be on the um, high school PACAC. Um, we developed a really strong working relationship with with Carmen. Um, this just highlights some of the work that I'm taking her art and putting it into um, uh, into Steven's middle school. Um, but it's also about working with uh, working with her and with the drag uh, for creating an inclusive welcoming environment, making

010sure that voice is seen in the school. Um, that's the front entry to Stevens and our work there just shows that um, being very thoughtful in every move that we make um, through edspecs and through design. And then also wanted to hit on it's not just working with permanac um we've worked with Jonath Jonathan Ara uh going into his space. Um I think the the really understanding what it those specific needs are in the space and what amenities we need to provide for those different types of learners and those different types of activities that happen in those classrooms. Um these are a couple photos from his classroom actually and then the notes that we've taken from that just to highlight one of those is this idea of you know we just need a sneak in

011there for cedar for our basket leading opportunities really understanding those needs so we can provide those um opportunities for all the different types of learners that we have um and we're especially excited to to bring that forward into the high school that would be really a fantastic journey to go Um moving into the edspecs. Um with edspecs we um it's our process for the high school is going to be very much grounded in our experience from Stevens Middle School. Um this just kind of highlights a series of meetings that we'll have. Don't read it too much. It's just uh this is actually from Stevens, but this idea that we're able to have a series of engagement sessions and really it's about establishing guiding principles for the project. um we've learned to be very inclusive in

012those and I I believe um through the through the tools that we use whether it be models or whether it be um images to really understand what it means to be a Port Angeles high school uh student. And um I think we also are going to bring some new tools in because middle schoolers are different than high schoolers. Um, we've definitely learned that, uh, there's a lot of different ways high schoolers like to communicate. Um, one of those ideas is QR codes that lead to surveys and questionnaires, so they can fill those out on their own time and not have to be in another class. Um, and then also we use social media tools to do what we uh call a day in the life to really understand what that culture is around the high

013school and bring that forward, integrate that into the edspecs and bring that forward to the PAC. So really excited for that process. Um and then I think working uh concurrently with the edspec uh with the elementary school edspecs um we would definitely propose some meetings together. Um whether it be that kickoff meeting or very early in the process to establish um an understanding that um everything that comes out of the PACAC's needs to be in support of the district's vision and the district's goals. Um, and so whether it be a kickoff meeting or early in the process, we've highlighted in red there sort of when we would do shared meetings with GACAC for the elementary school to make sure we are in that district alignment. Um, and for certain when we start moving into systems

014and standards, that's when we can work really well with the elementary school um, PACAC. Um, we've done it on many projects. We've had several districts that have gone through multiple buildings with either the same architects or multiple architects and work collaborative collaboratively together to make sure that we're ensuring that the standards are the same for all business. So I'm going to talk about building standards. That would be structural systems and materials that go into the building. Creative standards for the whole district. Um, we've done that for projects and school districts across the state of Washington and with the Pacific Northwest that were deeply familiar with the process to do that and engage the maintenance and operations groups to identify appropriate materials and standards to create the standards for for the projects. Um, we would be

015working closely with them, closely with the elementary school team to ensure there is a a single standard that we move forward with in our projects and also anticipate future projects. um to accommodate those as well. Um so we began this process with Stevens Middle School and and we look forward to really expanding that process into the high school standards. Talk a little bit about sort of the detail of what goes into that what the process is. Um we work closely with the NDO group and we can define some of the criteria. One of them would be the uh total cost of ownership of materials and systems. There's a first cost, there's a maintenance cost um and then replace the cost down the line. So really need to look at the total cost for materials and

016systems to help evaluate which are the right choices for this project. It's a long complex process to go through and and really we should be detailed make the right choices for that. Um durability of the materials is one of the criterias really important. Um we're in a coastal marine environment. We've worked in many coastal marine environments of course of students as well. So we know those challenges and making sure we specify materials and set a standard to accommodate those challenges. And on the interior of the um school buildings, we we know how challenging students can be on materials and services. I raised three boys in my house and so I'm deeply familiar with that concept of durable materials and uh um and then the other um important factor is sort of continuity of systems between

017buildings. So the the Mino group has a simplifies a sort of ordering process for filters and parts. Um, this is a savings opportunity for the district. If we have ability to order the same types of products and make it consistent between buildings, it just makes it a lot simpler, easier, less expensive in terms of operational costs. It also is really important for their educational staff. It's it's they can move from building to building and their similar systems. It's just less complications in terms of learning curves between buildings and keeps it simpler. Um the last thing I want to talk on about is how the energy code impacts this. Every three years um our state energy code is is updated and and improved upon sometimes maybe more restrictive. We like to be some clairvoyant about that

018and look at the drafts as we're of the energy code coming up. ensure that we're anticipating where the um where that is going so that as we pick systems uh in the future future projects would be in P systems will be complying with that future more than so let's move into how we're going to manage the project as Amy said we're going to get on budget schedule and how we interact in the qualities of GCCM um and so I love that you phrase bring us a project um that was a great project on a tight budget and we want to bring forward um TAI high school as that example um I think from TAI there's a um some similarities bringing forward on that that you have at Portanggeles high school um TAI was an open

019campus um multiple access points I think they had almost as many exterior doors as Port Angeles High School pretty close um and so safety and security was just a major factor on that students leaving the campus coming on you didn't know who was who um and so we had a lot of problems to solve there um we also had a fixed budget Um we started design on this project uh prior to uh co and so uh prior to the pandemic um so a lot of challenges with budget there and then also we had a lot of unforeseeable conditions and some poor soils that we had to deal with and bringing forward those lessons learned. Um excuse me at TAI we're also bringing forward I think uh really excited to continue our relationship with Banner. I

020think some of the the folks from Banner that are finishing up our project um at HY will um be transitioning over to the high school here. So continue that continuity of relationships really important to us. Um I talked a little bit about how this started planning in CO and um all of the cost uncertainty, all of the extreme escalation and then all of the long lead time items that came with that. And so, uh, it, you know, that pause of CO did allow us to re-evaluate our strategies for how we approach the site, how we approach, um, where we're putting money into temporary construction, how we're moving students around on site, and really streamlining that and taking that money, finding ways to take that money and put it into the final uh, permanent solution for

021teaching and learning. Um we had ad alternates that we' identified early on in the project and kept those throughout the entire project. Um those were also um continually updated with multiple cost estimators and cost estimates throughout the project to ensure we had accurate pricing going on. And um we so um with those ad alternates I think um you know I think we're seeing some of those strategies of success at Stevens Middle School. So very soon we're bringing that forward to at Port Angeles High School. And then um finally, we are thrilled to say that it came in under budget. It's going to be completed in construction uh this uh coming up. They're going to be having students in there next next month. Um so I don't have any of those finished pretty pictures to show

022you, but we do have um you know, the the big thing was an identifiable entry as we go on to the the site. They actually didn't have a front door. You couldn't find it. So making sure we have an identifiable front door front entry for that community. Um and so along with coming in under budget and staying under budget through construction even with all the poor soils that we've had and all the unforeseen conditions uh we also implemented a lot of sustainability strategies that are above and beyond the code and above and beyond the district standards and specs. Um we did this because we found that um through the life cycle cost analysis on a lot of these systems over the course of the operating the course of the age of the building for operating

023cost we really brought that down and I'm just really proud to say that through a lot of these strategies this is now one of the most efficient buildings in the district and it's going to be um it saves them money throughout the years over the next 50 years. So, how are we going to take that approach to Port Angeles High School? And so, uh, thinking about the schedule, um, we're starting to develop that more than what you've seen in the SOQ there. Uh, but a few things to hit on for how we're going to get this project done by 2029 is, and I think you've already done a few things of establishing stakeholders and have them uh, be part of early process. Um that's really important for decision making for uh so we can bring

024that engagement uh forward because then we need to start working with our uh permitting agency. There's going to be a lot of complications in here working with the city of of Port Angeles and their permitting department making sure we have those permits in hands early. Um and what that means, why we need those um permits in hand early is um and decisions made early with the the stakeholders is so that we can create clear documentation to share with you to share with your community but also clear documentation so that when we are going uh bidding that we get the best bids and the best price on bid day. Um we also do that by um incorporating GCCM early in the process. I think a lot of you had experience with that on Stevens Middle School.

025Um that's just invaluable in terms of working with them on schedule and local contractor outreach and then also this um idea of how we can work with them to develop earlier bid packages whether it be for the site or the structure. If we can get on start construction earlier, we can be done earlier which is going to save money and it's also going to be able to minimize disruptions on the site of the students. Well, I'm going to respond to some of the questions you asked regarding the advantages of GCCM and how it can ensure project success. Um, we fundamentally think it's a really important way of procuring constructed services early and seeing that the project will really smoothly entire construction process um both in in schedule and budget and in our constructability documentation period.

026Those are all big advantages I like to talk about. Um, now when we look at your project, you can see it's clearly going to be a multi-phase project and one of our primary concerns is we'll have construction activities occurring at the same time that we have uh students occupying and we need to make sure that those are clearly defined and working with the with the general contractor early really helps us understand what their needs are. um sure that we're documenting the right scope for um each of the phases, ensuring that we have safe, occupiable spaces that are clean and healthy for the students learning activities. Um we also need to talk about schedule flexibility and that's one of the huge advantages to GCCM is we can rearrange how we bid the project um depending on

027certain conditions that occur. Sometimes things that were are maybe surprised to us or unknown. So, I'm going to use this project as an example. It South would be a high school, middle school project. Um, and um the story here is that it there's a lot of site work and there's a lot of interior and exterior work in the building. Um, our site use permit was 14 months out in terms of total review duration. So, it was really impacting how we looked at the project. So what we do working with the GCACM is to compact that schedule a little bit by issuing early bid documents for the interior, the exterior roof and the wall systems that we are refurbishing um and not impacting the site user permit. So we were allowed to do that and move

028forward and press the overall schedule by by six months. So we can just see that was immediately incredibly helpful and ultimately saving districts money because we're shortening the duration of the project. Um next one. There we go. Okay. So we're also going to talk about budget and uh you know what would be a presentation without a spreadsheet no one can read. So um really what you need to see is the red bucket and I think you can't miss that. So I want to talk about there's opportunities to work with the GCCM on how we strategically control the budget. And each of those line items you see on that spreadsheet there is a defining a target value for particular systems within the building and materials. Um when we explore setting up those target values for them,

029we're looking at multiple different types of systems and determining which ones will. So that would be like wall systems, roof systems, mechanical systems, electrical systems, ensuring what that value required to support the project will be. And then we look working with the M team make sure we're complying with the standards developing standards pick those systems set that target value and when we sum up all the target values ends up all in the big bucket which is the total project cost. If we find as we move along through the project it is exceeding what it starts to overflow. We can look back at that target value and determine where those issues might be and reassess those choices and and come back to it. make sure we manage the budget as you move through the whole project.

030Another huge aspect of uh working with TCCM is is working on old buildings often and clearly with uh your lovely auditorium building where we be working with on old many unknown conditions will occur. And so we looked for the opportunity for doing uh early on-site investigations. And this is an image of of one of those early on-site investigations for Seeds Middle School gym, which we incorporated in the project. We're looking at old drawings that are, you know, decades old. They have so much information, but not all of it. So not all those are there's a lot of unknowns. We like to reduce the overall risk uh to the project by discovering the unknowns and incorporating them into the project um by doing some destructive testing. Sometimes sometimes it's just a radar in determining what the

031rear reinforcements are within the wall. But there's very strategies that we employ. We work with the GCCM to gather that information. um this wall for so this will sort of lead into our discussion of our auditorium and and I do that because it clearly will need a lot of early on-site investigations and uh so we already kind of started that bit um we're very familiar with this um this building we did the uh um building survey for that recently so our structural team um in-house structural team was deeply familiar with it and uh so I sat down with Rob um Graber our structural engineer inhouse and we looked at what would we need to do uh for this theater building um what were the first steps that we need to take structurally to understand how

032the building was built and looking at the 1958 drawings um he identified several key components that we need to understand more deeply so the GCCM would be able to facilitate that open up things or or take take on those tests that we determine the the um the information that we need to provide a structural engineer to to stabilize the building. Um and then there's that little surprise there which is that little black box. That's a Maport camera. And I I just want to touch on that for a moment because it's pretty cool. It's pretty new technology um that I can't imagine doing these projects without now that I have it. And it's um it basically creates a uh a photographic threedimensional model of the building that we can um access on our website and we

033use it all the time with our within our meetings with our consultant team with district look at existing conditions. We can measure it actually actually measure the the dimensions in the images and um and just walk through as if you're in the building. Um, it's kind of it's so good it's hard to believe it works that well. So, I just wanted to share that piece. >> Yeah, that was instrumental with Stevens the gym. Um, and then, you know, talking specifically about your auditorium. It is it it is a gym. It's beautiful. Um, we know that we want to um we want to make sure that as we're going through as as um Lindsay was talking about all the structural improvements that we need to do, we we know we need to do a lot with

034ADA in there. All of our goals are about preserving and enhancing the experience that we already have in that space. Um we know that this is one of the biggest venues that we have for gathering for performance basically on the whole peninsula. Um and maintaining uh maintaining that um that quality that we have for that. Um we um have been diving into the spaces already as as Lindsay mentioned. Um and I just want to hit on our extended team has a lot of experience in terms of uh renovation and new construction on Pacific um on performing arts centers and auditoriums. And so our acoustical consultant, our theater consultant, we've worked with them on several projects. um whether it be kind of a smaller more intimate uh space such as Bashon Island High School which was

035maybe a little bit more about uh drama uh or Wanita High School or White River High School which are these big large venues and so bringing that experience with our um extended consultant team and I think one of the the key highlights is that Lindsay mentioned we have in-house structural so we're able to test those ideas right away to be able to bring that forward to to you and to the BAC to really um see what solutions we need to have for um acoustics in that space. Understanding the the reverberation times, the diffusion, the acoustics, everything that goes into um an auditorium. Also including, you know, where that sound station is, where those um light controls are. Uh because we want to bring teaching and learning into the space a little bit more. You know,

036it's it's about it's not only about the experience as you come in as a as a as a patron. Um it's also about how do we learn how to do a good performance. that's that stage. Um and so this just a few pictures of of central kids at high school in Bashon were really thoughtful in terms of the placement of that sound um sound um sound station and lighting control. So um bringing in a lot of teaching and learning having that at the forefront for the audibility. Um, I bring this image in here because this is a community theater we did um for ADA uh upgrades. And there's two images here. There's one that we always think about of well, how does a how does how do we bring someone in at um an accessible

037route to the seats to watch a performance, but it's also the backup house. How do the performers also have that accessibility? We need to think holistically about that. So a lot of different strategies that we can employ, but it's not just about what seats can have, how is this experience for everyone that's in in the in the product. Um and then I want to hit real quick a case study um that we had. Um so we see a lot of similarities for Port Angeles High School. Um this is Short Rest High School over in um Shoreline School District. Um you see on the right hand side that existing building there that top peak there that we seen on the existing that's that little gray box that's on that red field over there. So this is

038essentially the same photo of that same same uh same perspective. Um shortest uh high school the auditorium there was you know again it was a beloved gem for that community. Um but it lacked a lot of those facilities to make it a really true um community facility in the high school. Um what we did is look at what was working and enhance what didn't. And so we created support spaces around it such as the um lobby space, gathering space. Um and then also you can see from this photo hopefully a very um identifiable entry and way finding how we get to the performing arts center from the community. Um you can see that ramp up there how we provide 80 accessibility there. Um, and then a big uh component of Shortcrafts High School, uh, the

039performing arts center, it didn't have any backup house support spaces or um, and so going through and really making this a project that had all of those support spaces such as green rooms and waiting rooms, but then also um, classrooms right adjacent back to it. And so it went from sort of this this auditorium um, kind of performing art center to a true performing arts center that the whole community was able to use. So really excited to bring some of those lessons learned to high school. >> So I want to dive a little bit uh more specifically into your site uh what it means to to be an occupied site uh and also looking forward to future development and planning. Um, you know, as an occupied site, we know there's going to be a lot

040of complexities and we've done a lot of projects that are very complex like this, but your project really is unique. A really critical piece of this will be identifying uh your priorities, things that operations that need to make sure they're they're still in operation like the district kitchen or or access to the performing arts center and really balance those with cost and schedule and make sure we're understanding the appropriate times to be doing uh the kinds of work that we need to be doing. And um like I said, there's all these layers and and what's really critical is that we're perform we're we're creating a cohesive and continuous experience for all students on campus throughout the whole uh course of the project which is you know this project and and the next phase that can

041continue over the next 10 years. Uh and uh a couple of the ways that we do that that Sam and Lindsay have already touched on is is uh schedule aligning construction schedule with uh academic schedules, performing arts schedules, athletic schedules, and then uh schedules for events on campus outside of normal school hours. Uh the other thing we do is make sure that we're separating uh construction activity from uh school related activities and making sure we have a plan for doing that and having clear communication uh to students, staff uh but also we have to communicate to the city and and and you guys to make sure that you know all the things that are happening in all the different phases. And so what you're seeing here is is is an example of some drawings that

042might go to the city that really show all those complex layers that we're having to to lay out for each phase of the project. Um and uh another thing looking forward to the development of the site. Uh one thing we really need to be thinking about is the the types of infrastructure that are going in in each phase of the project and thinking ahead to the cohesive goal at the end and what future um development might be happening whether it's uh you know increased enrollment or you know changing access needs for the site. uh and uh thinking about things like storm water management uh that might be able to go in early in in one phase to make sure you're looking ahead to future field development or or parking development. Same with building systems, plumbing,

043electrical that can be easily expanded or reconfigured in a much uh shorter period of time rather than being a whole new uh phase of the project uh future adaptation needs to occur. Uh, and then more specifically about the cohesive campus, I want to talk a little bit about placemaking. Uh, you know, when we arrive here in Port Angeles where we're just struck by the the situation between the mountains and the sea and how how beautiful this place really is. Uh, you know, we know Fort Angel High School is situated uh a little ways up on the hill and has a really phenomenal uh view of things and has some really nice adjacencies to the Peninsula College and then also Olympic National Park and then we know Civic Field where all the um uh football and

044baseball games are played. uh being aware of those kind of connections uh near near the campus is is really critical and just the the feeling that we get here in this place and the the the change that occurs as you move up and down the hill towards the sea or towards the mountains and then through the seasons and uh you know a day like this morning or whether it's clear and and beautiful and really capturing that feeling on campus and making sure that it has a clear identity but it's also very much capturing what makes this place so special. And so, uh, in the last few minutes that we have here, I want to make sure invite you all out of your chairs, um, and, uh, come gather around this site model that we've, uh,

045we've created. Uh, I'd like to take an opportunity to talk through um some of the things we're seeing on site and and really use this tool that we we love to use to to really understand uh a lot of the the visions and and critical things that we can discover on site. So, just to orient you guys a little bit, we've got our our site here. The mountains are are towards me. The sea is down downhill towards all of you. Um, we've got uh the white blocks here represent the existing uh campus that we know is is slated to be uh replaced in this phase of the project. And then we've got this this anchor the the gem of the uh performing arts center that we know we're we're going to be modernizing. Uh and

046then these these blocks here, the gym and the CTE spaces uh are here. Knowing that that's coming in phase three and whether those are modernized or are replaced will be part of this project. Um and I'm going to hand out some of these blocks here standing. These are these are the classroom explore blocks. Um we've got this connect block. That's like our common space, social uh social space uh support spaces here. uh often uh near near the entry to make sure um we're all uh safe and secure and then uh discover space uh here that's that would be like the library or other other uh kind of research based u uh places. So uh let's start out I really want to touch on arrival to campus right now and maybe I can hear from some

047of you uh where where you would arrive to the to the school. I'll put it down. I I don't do maps so well. >> So this is >> The tennis courts are here. >> So this is park. >> Yep. >> Yeah. >> This is South Pe right here. >> And this is where the buses I am. And what about the >> this is the covered walkway right here. >> The little curve that right now drop off and pick up the middle. So they arrive in the parking >> arrive right in the middle of the Yeah. I mean I see the whole >> building going out here >> right. So current Yes. >> We're talking currently current. >> This is where we are currently. >> And so if if someone's coming into a performing arts uh

048like the public has access to to the performing arts center, how how do they generally >> Well, then I need another one. They come this way. >> They come in from the side there. And so, so we know this is the kind of the intended entry, but but ultimately they they they come through >> here. How about how about for >> horrible? >> Yes. >> For for old people, it's just horrible. And that's who goes to the symphony, >> right? >> If you go into the symphony and you look at that auditorium full, everyone has hair. >> I am I am serious. I'm a symphony attender and we're all, you know, 80% over 60. >> Okay. There no bathrooms. The uh trying to get up the steps. People have to come around if they're in

049a wheelchair. They have to come around over here and come in this door. >> They can't They can't. These are steps and you can't if you're in a wheelchair, you can't get up there. >> Yeah. So, so there's there's really no clear clear access and certainly no accessible access gap. >> And where would we hope to have the entry? >> That's that's what that's what I want to get to. So, so one of the things that uh that's going to happen is is this this this campus is going to get removed and we're going to replace. So, so now you can see like possibilities are are opened up. Uh, so where where where would we like to to approach the new campus knowing that there's there's space here to build the new campus? Do you

050want to start putting down a rear box >> right right in the front? So So is it it's important to you guys that that's that's forward facing on park where where there's a lot of lot of access um people coming in. So, so bringing these things out out front >> and we have handicap park that was built and so that's right over here. >> But but now with the new campus there's there's new opportunity here to reorient that arrival potentially >> to the front >> for the auditorium >> and so that could become the auditorium. Other question might be is is that access want to be the same for for for the school and the auditorium and maybe there's a shared front door that that everyone approaches >> that's so much I want everything here

051just put everything >> for those views that's great well I I do want to make sure we're not not cutting out question time so this was really short and really great but uh I I look forward to uh are similar to welcome. We use different words because uh high school has a lot more than just welcome support that support welcome counseling all the pieces that really support the student because that career center would be in there. So >> discover >> library >> well we probably need to return to our seats If your notes are at your table, [Music] >> so it's question answer or time. Okay. Do they have any burning questions or do we want where we went yesterday? >> I have burning questions. All right. Okay. School. Um right now, if you're in

052a wheelchair and you're a student, I don't know how I've never figured out how you get to class. I don't get it. Um, so ADA and safety are two things I'm really interested in is access and safety of the students. I'd like with Sarah. I want the school to go up. This this $50 million is just so scary to me. I can barely say it. I don't It's not good. And it's not good. The other thing that I'm most interested in are the bathrooms. We have so many problems. not so many problems with the girls bathrooms. I mean, it bec it's such a big issue, you would not even believe it. So, I would I would I want to really make sure that what you brought to us at Stevens, the bathroom situation is just

053fabulous. I love that. I mean, it solves such a huge problem that uh I would like to know. I mean, there's there's so many more students up there. how that's going to work, how the bathroom stuff is going to work. Um, that's really important. The um teaching learning and um the the classrooms themselves, I think you did such a good job with the um teachers and the children when you worked with them at Stevens. I was just thrilled with how you did that and I think it's going to make Stevens uh a much better school for staff. Um having been a teacher all my life have where you work it's very important and um and if you have lots of light daylight it's very important. I'd also like to be sure that we take advantage

054of the Salish Sea. We're up on a hill. You can there's all ways you can look at that. It's just wonderful. Right now, it's just even getting to class. I don't know how they do it. I really don't. So, that's one of my concerns. The um the auditorium as a symphony person, I I just dread going now that I've gotten older. It used to not bother me at all. I've been here 23 years now. It bothers me to try to get into the auditorium. And I see my fellow uh agent folks trying to get there on a we a lot of us go on Saturday morning now rather than Saturday night. At night I wouldn't dare go up there anymore because you can't see. You know, you can't see where you're going. It's just poorly

055lit. It's just horrible. >> Uh I don't know what I want there to do. Here's a question. Can you do all that? >> Of course, we can do all that. Um, we are angel designers and that's our job. Our job is to make sure all spaces are inclusive for everyone, that they're safe, and uh every student feels welcomed, secure, and they belong. And there's a lot of strategies that we used uh for comprehensive high schools. For TAI, we were able to put all the public amenities on one side and all the classrooms on the other. So there's clear designated separation between public and uh student areas. Um we also employed the Stevens restrooms at Thai High School and um we just have more of those pods. We don't have more like 10 all together. We

056just have more smaller pods the size of Stevens spaced throughout the building. Um trying to think of one other question. There were a couple of questions. >> I got a few. >> I'll I'll I'll take this one because I've got about six bullet points here. Sandy, we're going to get there. But I think it was you know you you talked about um how do we do all this? Like how do we even do this? And I think especially you mentioned the teachers um we're going to that's that edspec process. That's the process that we have. We don't know how we're going to do that right now. We need to listen to you. We need to find that out. We need to talk to all the teachers. We need to have um I think one of

057the most eyeopening things that happened um at Stevens was our day of all three of us went out there and watched the arrival sequence at Stevens and that was eye opening. We're going to do that same thing here. We're going to be on site watching to see how it works. We need to learn that before we can solve that. So, we're really excited for that. So, I think that's where it comes from. And um you know, I think the the place with the lot of daylight and views, that's almost for us. Um but we're going to take advantage of that and make sure we bring forward that the we have the right priorities for you for what needs those views and how we need to zone that site. >> I just had a question. you

058um you know this is a kind of once in a lifetime opportunity for these kiddos, right? Some of them are going to start as freshmen. They're going to watch this process. What how are you going to integrate their so they get kind of a lens to your craft, right? Because that's something these kids are going to be looking for their future, what they want to do. How do we get them in? >> I think this is a really good opportunity to work with Gunnar and his TSA program. uh especially the students there that are focused in architecture and engineering. Um just bringing them into the listen listening process. Maybe they sit with us and see how we do it. Uh maybe they sit in a meeting with the general contractor and integrous and the owner

059and we're talking about mechanical systems and the pros and cons of different things. So that's one way to do that. Plus, it's a occupied site. Putting those little viewing areas so that the students can watch the construction go up and it we could work with the teachers on um let's say storm water management. Uh we could work with a science teacher and talk about the water quality. And so there's many ways and many different topics we can work with the teachers on if they want to. We don't want to add extra work to them. >> Um but we're always willing to like participate going into a class and present on CTE or what we do or landscape. I don't want to pile on too much but you know the jam of this project is that

060auditorium and I would love to take some students around touring different auditoriums bringing them in as we're working with our acitition to understand how light how uh sound bounces off walls so they can understand really what it means to be in that space and really how you can actually tune the building to what you want just like a piano. So I think there's a lot of learning opportunities with that one with some of the music and performance students. >> No. Okay. So you want to go Nolan and then Michelle or >> So you've been around to hear me talk about community and how big a community um this the district plays just a role in the community. So, um what are what are the ways that you can bring the community in to um benefit

061us for when we're bidding, benefit us for when we're designing this building? Uh just talk about your outreach for for what we're doing. >> Uh who wants to start with the GCCM and the committee? How do we reach out for the community? >> Okay. Um yeah, I'll take it. All right. So, GCCM is those opportunities for expanding bidding opportunities to smaller contractors, local contractors as well and really getting sort of more regional local support for the project. Um they have programs installed within their um their their organization to support those smaller contractors and we we work with them to devise scopes of work that would make sense and make sure we're entertaining many opportunities to engage local construction um contractors in in specific scopes of work. So when we're talking about a high school, of

062course, you know, the many of the scopes are kind of huge and require large large mechanical contractors and large medical contractors. Um so we look for those opportunities closely with them, devise that with our consultant team as well and support that with with general contractor's help. because we're going GCCM, there's also the potential to um go ECCM or MCCM uh where we bring our the large mechanical and large electrical and then we can they can start the process of reaching out to the local labor unions in the area ahead of time and bringing on a smaller sub consultant underneath them because their scope is electrical is electrical. lighting data. So, there's different opportunities for them to like have smaller packages for local contractors, especially given the size of this project, the amount of um bonding

063requirements that they need. Some of the smaller local contractors don't have that. So, that's why we need to really make the scope bidable for them. Then do you want to talk about engagement? >> I do want to talk about engagement. Uh no, it is it is um like I mentioned, our engagement process is grounded um sort of in that experience that we've had here with Stevens. Um I think we're going to be able to with the high school, it is such a higher profile that uh we're going to be or we're definitely going to be at the winter concert. We're going to be um setting up those listening stations that we need for the community. Um, I think that there is more opportunity here, whether it be setting up a a website or being just

064accessible to the public is or in the community. I think that's a really big component of it. I think there's going to be more presentations that we'll be doing um in a community format than just the PAC to make sure that that trans that process is transparent so that you the ultimate goal is to continue the trust that you've already built with your community and bring that forward because you're not done with just the space. We have another 40 years of working together >> and and if need be have the opportunity to rent the office to make cover here for those community engagements. >> Thank you. So, this is a complicated site um right from top to bottom as we can see there and so we know that there's going to be lots of involvement

065with other stakeholders. Can you tell us more about your plan to ensure a smooth process as relates to not only bids but permitting? talking my language. Um yeah, so our strategy for for getting permits uh working with the U 37 jurisdiction is to get with them early like we have a early kickoff meeting with say the site use permit site development permit and that's typically requirement but we co there very well prepared fully understanding all of the complexities this site with our landscape and civil engineers support and so we we know what kind of concerns they might have anticipate those types of concerns um and we and and listen and hear them speak to those concerns. So we're ready to respond with our our building design to support that. Um in terms of building other

066types of permits like building permits again we meet early with a building official and and show kind of show them how we're going to be doing this phasing. Um that's one of the biggest challenges with permitting is getting that um sort of knowledge between how we're safely occupying the site and having construction, how we're managing, you know, all the fire alarm life safety services in the building. How do we make sure they're operational and functional throughout construction project? How we make sure we have egress um and and safe exiting from the building throughout. And it changes often as as we develop the project. Certain things will change. So we have to review each of those plans with the with the authority having jurisdiction. Sure. they are in agreement that we've got the best solution to

067maintain safety on site and and and really facilitates getting the permits once they have that sort of trust and understanding that that we know how to do this properly and and that um and we're communicating that very clearly to them that we have a safe and and sound plan to carry through. you know to just add on to that I think um uh it's all about starting that communication early as as um Lindsay said and um we have that continuity of team members from our extended consultant team that has done successful target bidding with Stevens Middle School um but also it it does kind of come back to the district a little bit. I was really excited to see and add in yesterday's DJC. You're already getting your traffic engineer out there. You're already getting

068your geotech engineer. Getting those on early is what we need to have for this project. And that is going to be the success of working with permitting in all different jurisdictions. >> Oh. Um, is this is the model a fairly accurate is the model a fairly accurate representation of the size of the property? Yeah, we did >> very close investigation and trying to build this to to really start to understand what's going on. >> There's a lot, but there's also a lot going on and and a lot to consider. >> And I'm seeing the building all squished. >> Okay, with that, um, you have a minute or so to do your wrap-up. Well, thank you guys so much for engaging with us and having a dialogue. Um, this project is so important to the community

069and we were there with you on election night when the bond was passing and the energy it just and this was the key project on that bond and it we just want to continue having that energy and making sure your next bond goes. So, I want to have a PAC on the same day the election for the next bond because it was so fun. Um, but I want to follow up with we are we've done many high school projects. We've done many auditoriums and a lot on occupied sites and we know the importance of keeping the kids safe. But there's also the other critical importance that we want to make sure we work with the contractors, the students are still on site, they need to learn. So, minimizing noise when uh certain construction when testing's

070happening. So, working with you in the district and the school to make sure we're giving the optimal learning environment from day one to the day that uh we're offsite. um because there might be a couple students there that might not might only be there during construction and might not enjoy the new building. So, we want to not jip them from quality education. So, thank you and we are super excited and thrilled about this project. Now the awkward so much people are still reality. first. Talk about The other thing is >> so models and we have some of our a lot as a [Music] Did you see the cool auditorium? >> Oh, yeah. >> That was cool. >> Yeah, I think it's we put the graphic on the bottom. So you said >> we'll just [Music]

071All right. See you. [Music] >> Thank you. Good. >> Jeffrey. >> Oh yeah. Oh yeah. [Music] >> So we're working with Nolan on the M. >> Uhhuh. Okay. >> When Stevens was my wife, she was the she's missing out on all the fun. But >> yeah. the uh this is all this actually actually this open. >> We're not straight. Somebody said, "You know what? I need this." >> Oh, yes. [Music] My favorite story. [Music] >> We made the last change. whose dadian got all this That was amazing. Oh, [Music] commercial. Good to see you. Michael and see if this comes out Not to exceed that. [Music] services and good morning. [Music] Oh, goodness gracious. Michael. Hi. Morning. space. [Music] >> All right. Are we ready? No, we're not ready. Good morning. >> Good morning, Toby.

072Oh yeah. Good. Medium. That's nice. What's your question? one. >> We got to figure it out. >> Always frustrating when tech doesn't. >> All right. Okay. Well, welcome. I'm gonna introduce I'm sorry to start and she will get us started. >> Good morning. Thank you for being here. We're excited to hear your presentation this morning and Melan Duce who's our capital projects director. He's going to facilitate our time today. >> Good morning. We have two firms presented to for final selection. They have about 45 minutes to answer the questions we give them. The board will have 15 minutes after that to ask followup questions. As one group leaves and they are the last presentation. So as one group leaves, we'll give the next group of events to set up. After both groups have presented by

073public comment, Robin Brown and Toby Maggie and our senior project directors are with us today. But here are some positives they've taken from the presentation. At that time, I will give a quick overview of what I saw. The board should have discussion on what they saw. Moving from a ranking of architects, both can do the work. After discussing with the district's attorney, what we need today is rank first and second. Uh after the board has come to the majority, I would like each board member to state their order. And the next step is negotiate a contract with the selected department. Thank you. >> All right. Thank you and good morning. Thank you for having us here today and for giving us this opportunity to share with you a bit more about the city archives. Uh

074as well as to give you some insight into what it would be like to work with us over the next four years to bring this project to life. Uh the city architects has designed a lot of schools over the years. to say we kind of specialize in high school design big complicated comprehensive high school projects including a lot of projects that are on occupied sites that have phase components and that are partnerships with our GCCM partners. Um we also are currently working on a number of projects in North Kap school district as well as a couple smaller projects in Jefferson County. So, we're not afraid of the road and uh we are absolutely committed to being here physically as needed in order to make this project a success. Uh my name is Jordan Keel. I'm

075the managing principal of the team. My role on the team as managing principal is one of oversight. I want to make sure that our project is meeting the milestones and the budget expectations of the project. I want to make sure the project is staffed appropriately and that our staff is functioning as a high functioning team and is collaborative with you and with our GCCM partner. And critically, I want to oversee the drawings and make sure that we're following our own quality control standards because at the end of the day, um, I will be the one putting my sampling drawings as the architect record. Good morning. I'm Michael Davis and I'm the proposed design principle for the project. As design principal, my role has three key aspects. First, I'll lead the programming conditioning phase of the

076project. Second, excuse me. Second, I'll lead the design team to ensure our project meets your goals and your expectations. And finally, third, I'll actually lead the budget management process on the project to ensure we're not only meeting our budget, is that we're delivering the most for you and the Port Angeles community. And that's really what's important to us. Limiting risk delivering the most. My approach to design is about articulating your vision. And what I really love about the setting is that none of our projects look the same. Each of them embodies the community, staff, and students that we work with and aren't influenced by outside distractions such as fancy design awards or the new flavor of the month in the architecture design. Um, I bring the experience of eight different high school projects. I've worked

077on five occupied sites during construction, worked on 60 school theater projects. I've done over 40 school master plan master plans. I also come from a family of educators and administrators at high schools. And so I always bring that unique perspective when I work on a school project. When I look at Port Angeles, I feel a lot of connection to where I grew up in Olympia, Washington. We're a little bit bigger. We're southeastern side of the Olympics, but there's really a lot of similarities. Logard on the waterfront, beautiful deciduous forest as our backdrop. Um, nice connection, great connection, collaboration with local indigenous tribes. You guys have frugal burgers, we have eaten burgers. Um, I'm really excited about the opportunity to work with you and I want to tell you I'm dedicated to this project from the

078start all the way through to the finish instruction. >> Good morning. I'm I'm Kim Young. And the words collaboration, communication, and teamwork are my guiding principles to deliver a project that reflects your community, your vision within your standard schedule and budget. I'm your dedicated go-to contact as project manager from day one for project completion and beyond. And I serve as the team's choreographer, cheerleader, and cat herder. I've loved the challenge of a complex high school project. And with a background in costume design, I especially am excited about the auditorium renovation. So, I can't wait to bring my passion for great educational spaces and performing arts to your project. Good morning. I'm Christian Kasinski. I'm the uh project architect uh on this team. And uh I have been a lifelong avid backpacker and hiker and so

079I've really enjoyed uh visiting Port Angeles over the decades bringing my kids here to explore the the national park and the beauty around here. Um my other big passion is designing uh buildings that do good. Uh it's really important to me that our buildings use our natural resources wisely. Um that they connect us to the the nature and to the place where they are. Um and then they provide a safe and supportive environment um for our kids. Um on this project I uh my role is three-fold. So I'll I would be leading the development of the educational specifications in the program uh and then working with Mike to help support him in the development of the design for the project and then most importantly I'll lead the technical uh development of the documentation uh for

080the for the project. So we'll have a large team of architects and engineers working on this project and it's my responsibility to make sure that we're delivering construction documents that are clear, concise, coordinated, code compliant, uh, and easily constructable and cost effective at the same time. >> So the four of us you see here today are dedicated to this project from start to finish. And but these are this is a large project and as the phases progress we build the team out gets larger and larger as we move through construction document set ultimately these are the folks back at the office that we've identified for the project. It's important to us that we staff our projects in consistent ways. We don't want to have revolving door around any given project team. These are the folks

081that we plan to commit to this project as they join the team. They all have great high school experience, very familiar with working with high school programs which are very often varied and complicated programs. It's important experience and they're also really strong technically. So great confidence level to produce a really wellcoordinated document set that mitigates schedule and budget risk during construction. In addition to this the city team, we have a a big consultant team to support the project as well. These are all folks that we have uh successful past experience working with. We know that they understand what it means to work on a school that's an occupied site. They have theater experience and most importantly, they've got that collaborative mindset that we want when we think about what we need their team to engage

082with the GCC contractor. So anyway, enough talking about us. We want to get into talking about your project. So let's get into that. It's really difficult to overstate the importance of a really well put together set of educational specifications for a project, particularly a large complex complex project like a high school. Over the lifetime of the the project, there are countless decisions that have to be made and a lot of competing priorities that that all have to come together. and having um a document that serves as a roadmap for the the team and for you as the owners um is critical to help us make those decisions um and and carry us all the way through the the process. So, our goal is for the educational specifications to capture the district's vision um to reflect

083your your culture and values as well as the facility needs. um it really sets the the programmatic priorities for the project so that when when we have to make weighted decisions um we've got a place to start from and then um it really helps guides guide the the overall scope of the project the size of the building and ultimately um is an instrument for controlling the budget on the project as well. Um at the site we have a long history of uh putting together and a reputation for putting together really well uh and well crafted and thorough uh educational specification documents. And so we're eager to bring that experience to partnerships. Our process for this uh starts with a lot of listening and information gathering. Um, so our goal is to uh is is to

084really reach out to a a broad spectrum of people to have input in it. And so there's three elements of that process. We want it to be a structured process so that our we are facilitating the those conversations with different stakeholders and that we have a clear um decision-m pathway for it. We also want the process to be inclusive. So we want to make sure that we're reaching out to all of the different uh stakeholders that are influenced by the project. So that involves uh talking with educators and staff um at the school who uh you know we can understand their educational pedagogies and their teaching approaches and what their priorities are for the spaces. We want to reach out to students and get their perspective as the as the occupants for the building and

085the ones who are benefiting the most from from the building. Um, and we want to reach out to the community groups that are involved as well that are providing support to the school that are using the spaces on campus um, and are involved in the project. And then finally, um, talking with district staff. So, making sure that we're taking into account the the needs of the people who are going to be taking care of this building so we can set it up to be durable and easily maintained over the long term. And finally, we want the process to be interactive. So, as we're gathering those ideas, we want to be uh testing out different ideas and concepts and bringing those back uh for an iterative process where we're really honing in on a concise, clear

086direction for it. One of the examples and stories I wanted to tell was about Highline High School um where we worked on the programming for that. And at the beginning of that project, um the understanding was that there is a district-owned performing arts center that is literally next door to the high school there. And um the understanding was that that was going to be the theater and and uh performance space for the high school classes and and for school events. As we worked through the process and we were talking with the various stakeholders uh the teachers and the community members, what we found was that the performing arts center was actually so heavily used by the community already that there wasn't time in the schedule for the high school classes to actually make use of

087that building. um and there and there wasn't time to hold school events there. And so we brought that feedback back to the district and we revised the program for the building to include a new theater and performing space for the high school on the campus and we were able to do that within the constraints of the size and budget um for the project and we just shifting priorities. But it's a great example of listening to the stakeholders in the process and making some changes um in the approach in response to that. >> Another uh programming example is aviation high school. It's a very tight budget and a very tight site. It's at the museum of lights campus very industrial area and a pretty small parcel of land but because of the unique program we were

088able to combine the functions of the student commons, the lecture hall and the gym that they wanted. And what we ended up with was this heart of the school. It was really dynamic space that gets used a lot and is well pulled up by students. The the commons is on the second floor. It actually looks over the museum of flights jets that they have parked there. So it's nice to be elevated so you're not looking at a bunch of landing gear. Um and then the seats deploy and create a lecture hall setting. Um they have a lot of guest lectures come in from industry and speak to the students. And then a big part of the program is actually students presenting in a large format. So that was a really critical part of their program.

089And then um when the seats are retracted, we have this space in the center that we call the gym. It's really not a full-size gym, but it's a great space for robotics competitions and to run off a little steam at lunchtime. Um this is a very tailored solutions. It's definitely not right for large companies high school. It's it's very specific to this program, but it's an example of how we dive deep into the program, make sure we really understand it, and look for these opportunities where we can deliver more for less. So, I learned a new word while preparing for today's presentation, and it's called coopetition, which means collaborating with your competitor. So, um the project on the screen is Evergreen High School. We're currently closing that out, working with Highline Public Schools, and they

090also designed and constructed a second high school along with the same schedule. So we have a lot of opportunities to work with that team um sharing ideas and working through common issues while maintaining two distinct design solutions. We see a real opportunity for collaboration with the elementary school in relation to technical standards. Some of the things we did with the Highline projects is that we ran joint meetings with facility staff that not only saved time for staff but it also made sure that both teams were getting the same feedback. We also had um joint meetings to talk about similar program areas and bigger o overarching ideas like safety and security. You know, everything from how visitors enter the building to how uh to what uh roller shape fabric that we specified. And then finally, we

091found a lot of opportunities for teamwork during construction where the district wanted an alignment between the two projects. So, we think all of these would apply between the high school and elementary projects, and we'll probably find other areas we can collaborate as well, and we're more than happy to do so. >> Uh, you asked us to address how um we could honor the u the tribe's connection to the land in shaping our educational specifications. Um, and I I wanted to start by first acknowledging that we do stand on the lands of the lower people who've been here for time in memorial um as stewards and residents of of the area. Um, and in preparation for this interview, we did make an attempt to reach out to the tribe. Um, and one of the things that

092that they made us aware of was the memo of understanding that exists between the tribe and the district. Um, we already started to do some research into your syllabus and your course offerings on campus and noted, you know, some of the unique things about Fantials High School, such as the really robust performing arts and music programs and the wide variety of career and technical programs that are offered, but in particular, we saw the uh the column language classes and the Native American studies that were offered. and getting a hold of the theou really helps provide some context and history and detail um around that partnership between the district and tribe. And so um we really see a lot of opportunities to use that as a as a framework for developing the educational specifications in terms

093of providing spaces that support the programs outlined in theou. Um we also when we did the tour on campus we saw the community garden that's there and our understanding is that that was um a partnership between the the tribe and the school. Um and so we also see a lot of opportunities with uh in uh developing the edbacks to provide outdoor spaces that tie into the programmatic offerings at the high school. Uh we're currently working on some improvements down uh in Scomish uh on the uh Hood Canal School and there uh similarly the school has partnership with the Scomish tribe. Um and one of the the classes that they're teaching is a class that uh teaches the kids about the native plants in the area, helps them to identify them and learn about which ones

094are edible and which ones have medicinal uses and things like that. And so one of the ways that we were able to help support that program was that we had our landscape architect meet uh with the instructor for that class and then incorporate some of those native plants that are part of her curriculum into the landscape design for the school so that we're actually planting those on campus and making them available. Um there's some other um additional exciting things that we're finding ways to partner with the tribe on for this project. Um we uh have uh talked with the scopish about uh creating finding opportunities for uh using uh tribal art and crafts in the building and so we've uh given them a document that identifies some of those areas and we're looking to issue

095a request for proposal so that we can incorporate some of that into the building. One of the exciting ideas that we've heard already is um is an idea about having a series of nine canoes set into the landscape as part of the approach to the project. So, uh, which would represent the original nine tribes of the Tuana people that the Scopish were were a part of. Um and then for the columns that you see in the new entryway to the to the school, um we're looking to uh use some trees harvested from uh the tribes forest lands for those because we see that as a way of not only incorporating some uh natural local materials into the project, but also uh the economic benefit of it where we're actually, you know, purchasing resources directly from

096the tribe in that way. So there's a lot of exciting opportunities that we see with that project. Um the uh the other way that we can really honor the the commitment to stewardship that the people in you know of the SE area um all are known for is to demonstrate a a commitment to stewardship on on the project at Port Angeles School. Um, so at Petti, we often incorporate a lot of sustainable design strategies into our projects, including uh really excellent daylight into our classroom and instructional spaces. Um, energy efficiency, um, a focus on salmon safe uh, storm water design so that we're making sure that the water that comes off of our our sites is not negatively impacting the waterways and the ecosystems that our communities rely on. um at the uh support services

097center in Federal Way. Uh one of the strategies that we used was we collected uh the rain water coming off the roof into the sistns which you can see one of them here on the left. Um and then that rain water was used to wash the buses. There's an automatic bus wash uh there on on the site because it's part of their bus maintenance facility. Um and but using the rain water to wash the buses saves nearly a million dollars um of water for the district per year. Um and then the overflow from coming off of the roofs runs through a constructed stream that is there on site which is you know functionally you know filtering that water and and serving as part of our storm water management but it's also telling the story of

098water on the site because it directly connects into the Hilos Creek wershed which is the local uh water system there and uh is really environmentally sensitive area. So really finding ways to connect those functional aspects of the project with a sense of place and the connection to the larger ecosystems. Um at for this project, the district set a target of lead cert lead gold certification for it. Um and we were able to achieve that. um despite the fact that the budget for the for the project was quite constrained. And so we see that as a really successful example of how the district could demonstrate to the community that they had a commitment to stewardship and we're able to do it within a constrained budget. Managing a tight budget on any project starts at day one

099and continues all the way through uh about the design process. We start off by meeting with you and your team to get an understanding of your different systems and material selections and use that to build a cost small to understand what valves we can turn and where there may be room within the different systems of the building. We then use that information to dive a little deeper and get sight specific. We look at things such as site topography. We look at existing utilities. We study building form, organization, building efficiency, the things that are going to drive dollars on your project. And we really assess this to make sure we're making the right decisions early on in the process. Um, we had a really a good story here as we had a great opportunity working on

100the new Isabella Plateau High School where we worked really closely with our contractor partner in early concept design to study seven different solutions for the same program, the same site, same uh technical standards and really try to establish what were those early cost drivers. What you're seeing on screen is an example of three of those seven studies. And what's important to note here is those are all the same school, all the same program, same technical standard, same site. There's a $21 million difference between each of those projects. And so we don't know how that would meet obviously your goals, but establishing really good budget management early on can allow us to deliver more later in the project. You can buy a lot for $21 million. As we go deeper in the design process, um, we

101get really more, uh, detailed. We look at cut and fill analysis, how much trucking of soil, grain soil on site. We look at how we add new utilities. We look at hardscape and landscape. We get really real and specific with the project. A really good example of this is at Fairview Middle School in the Central Kitsap school district in the Breton area. Here the Fairy Middle School was a base occupied site during construction. And what we did was actually make a really compact building that cradled to a couple existing structures on the site so we could be really efficient and deliver more program. The school also uh worked with the existing topography rather than working against it and step down the hill to make nice connections to the outdoors but also ma maintaining the cost

102that will affect school program. Um not necessarily dealing with you know moving a bunch of earth on site and flattening it out. We also were really cognizant of the existing native landscape and trees and realized there's a lot of beauty and already investment there and so we maintained a lot of that landscaping so we one didn't have to buy new but also um we could honor what was already there. Finally, we did a lot of in-depth analysis on their existing music room and their gym spaces and found we could actually modernize these environments to be really successful 21st century learning spaces at a fraction of the cost of new construction. And so we modernized them, tied them into our building and actually took exterior walls and made them interior spaces. And what that did was

103allowed us to make really efficient circulation. So we're not spending a lot of extra money on circulating around buildings or making cores to connect to buildings. Um but also solved a lot of supervision challenges on the site. So it was kind of a twofer. You know, we didn't spend a lot of extra money on spaces that had a lot of existing value and we solved some of the design problems they already had. Another good example of really working within the tight budget is our Roosevelt High School project in Portland. Oregon. Roosevelt was a campus of seven different structures all at different elevation points, different uh entry points, supervision nightmare. And what we did was we started off doing a heavy analysis of each of the seven buildings. And what that told us was two of

104the seven actually held a lot of value and could be upgraded to modern learning environments um at at a low cost. And so we designed around those buildings and actually connected the whole campus with new construction to make one school, one front entry and utilize those, I would say, dated outdoor courtyard spaces that are hard to supervise as interior spaces. And so there's a really a lot of wins from a budget standpoint here. Again, not spending excess money on, you know, extensive circulation, but we were actually able to take the exterior walls of this historic facade and historic windows, bring it inside the space. So, we're not having to buy new wall systems or update the window and wall systems to energy code because energy code now requires us to do that. And so, we

105saved a lot of money by doing this simple approach on leaving existing windows and break in place and really let that historic fabric be our finishes on the interior. Another win here was when we started looking at the demolition of the five buildings that remained on the site um and looking at our project budget, we really had a limited budget for project finishes, fancy wood finishes and things that I would say sometimes are nice to have some projects. So we actually went through those buildings and found really cool pieces of just elements within them and brought them the new campus. So the old theater seatbacks we actually incorporated as wall finishes and light fixtures within our performing arts center. We took the beautiful old wood bleachers and these bleachers are gorgeous, you know, 80-y old

106wood, and actually made wall finishes, ceiling finishes, seats, we wrapped them in case work, and we even took the center court circle um from the original gym and made that kind of a a primary element within our lobby. So, what this allowed us to do was several things. We saved a lot of money in buying new wood finishes and uh finishes for the wall. It respected the history, so gave a sense of the past in this new building, but also let us design something within a tight budget that we didn't expect to happen within the project. So you as you asked us to talk about how we would successfully deliver a project by June and the best way I know to do that is with great communication and really with an emphasis on listening. So

107early on we'll have a discovery period where we get to know each other and we learn about your community's vision, their hopes and their dreams and their concerns. Design is an iter iterative collaborative process and a schedule is no different. So Jordan and I will work closely with you to um identify to build the schedule, identify the critical paths, things like permitting timelines to deliver by 2029. So while that discovery process is going on and developing the edspecs, we'll also be working a little bit behind the scenes to prepare for design and construction. So, we'll start with that schedule and we'll do it with a poll planning session. We'll gather in a big room with your stakeholders, key consultants, and our GCCM partner. We'll have colorful post-its and lots of snacks. We'll make it fun,

108and we'll test out different schedule scenarios. With poll planning, you start with the end date of June 2029, and then you work your way backwards identifying key milestones and critical paths. Um, we will also outline the who, what, when, where, why, and how of communication amongst our teams. And we'll talk about the decision-making process. We know that that can be overwhelming sometimes for owners. And we'll share our tools to help streamline the process, making sure we're asking questions of the right people, we're clearly asking the questions, and we're documenting all the decisions. We can assist with the PRC application for GCCM approval and we can also help with the GCCM selection process itself. And last but not least, we'll um start researching the permitting process for the city of Los Angeles and start preparing a

109pre-application submittal as early as possible. So early engagement with the city is critical. And in fact, we've already started making some phone calls to them just to get an idea of what the permitting process looks like and also what the timelines are and how that fits into our schedule. We um the good news was it sounds like it's a pretty streamlined process. There's one permit that covers all departments and the best thing was that when I called them, nobody said we are underst staffed and behind schedule. I don't know if that's true, but nobody said it in most other jurisdictions too these days. So, that was refreshing. Um, we're finding that storm water can really be a lengthy review and can hold up a permit that's otherwise ready to issue. So, I specifically reached out

110to a storm water reviewer and the timelines he gave me were very encouraging. And of course, we'll add buffers to that because we know things always take longer than we think, but they'll fit in nicely with the schedule. And the interesting thing he said was that it's really the smaller projects that homeowners bring in that take longer to review and the larger engineered storm water projects go more smoothly. So, it's part of a recurring theme that I'm going to keep saying this morning. It's really about teamwork and we look at jurisdictions as our partners. We can't build without them. So we um have a long track record of building really good relationships with our jurisdictions and um getting those permits issued. [Music] So we know this is a phased project and you know we know

111the big vision is you know it's a two-phase project but there could also be some subfases potentially and um one of the things we want to look at is what the programming priorities are and how those impact staff and students. So, we'll talk about that early on. And we want to understand if there's going to be a need for interim spaces if um you know are what spaces can easily be replicated and which ones can't and are there opportunities for temporary spaces within district properties or within the community. So, these are some of the questions we ask at Westtown Technical Skills Center. It's a high school level skill center in Breton and it's under construction right now. It's multiple phases. It's part new construction, part renovation, a lot of equipment heavy programs. And so some

112of the things we did at this project was to um reach out to the community for programs like culinary. And we also added some extra infrastructure into non-shop spaces so that we could move some temporary equipment into those spaces. And then right now we're talking about the possibility of erecting some pole barns because they're going to need some extra space. They don't need to be fully enclosed like a classroom space. They just need to be protected from the weather. So those may or may not apply to your project, but it's the kind of things we'll want to talk about and identify specific to your program needs. So this is the schedule that we included in our statement of qualifications. So we may have already seen this and we think this is a very doable schedule.

113It works. It leaves adequate time for design and has a 21-month construction schedule. But as we were looking at it and talking about this project more and more, I mean, we understand that it's a phased occupied site. There's a lot of complexities. We want to give some more time for construction. At the same time, we don't want to short change design because we need to make sure that our construction documents are complete because that's going to make construction go smoother. So, uh, we wanted to, well, it's a great opportunity for or great reason for bringing in the GCCM very early so we can work through those schedule ideas with them. But in the meantime, we reached out to a couple of our GCCM partners just to get their input and they brought up a couple

114of really good points about phased construction. One is that we need to remember we need to allow time for turnover at each phase. and we need to think about when that turnover phase happens relative to the overall school calendar. And then finally, we need to talk to the city about what their requirements are going to be to get a temporary certificate of occupancy at each phase. So with all of that in mind, we just took a look at a different approach to the schedule and it's a two bid package approach and what it did was it gave us more time for construction added on about four to five extra months. So um in this particular approach programming and sematic design look very much like the other um schedule but then in design development we break

115up into two bid packages and Mike is going to talk about um a potential phased project a little bit more. So it's kind of based on that. So it assumed three phases and phase one would be bid package one and bid package two would be phase two and three. The idea is that phase one is a smaller scope of work so we can accelerate the documents and get out to bid more quickly and then start construction. While phase one construction is going on, we can begin completing the bid package two documents, go out to bid and then be ready to start construction as soon as phase one is complete. So, this is just one approach. There's a lot of ways we can look at this. Again, working with our GCCM partner will be really beneficial

116and um and those poll planning sessions are great ways to test out different strategies. So finally um this photo is your goal having that really great grand opening celebration with your community welcoming the students and staff into your building. So we can achieve this with again my guiding principles principles I mentioned at the beginning communication collaboration and teamwork and using creativity to enhance efficiencies and to mitigate risks and we can deliver in June of 2029. >> So when you design a school on an occupied site there are four key key areas that need special attention. First and foremost, uh, staff and student safety. We need to provide safe egress passage pathways. We need to limit unsupervisable areas. We need to plan for emergency access and gathering zones. Second, we need to be focused on site

117circulation. We need a plan for staff, student, visitor parking that could change throughout the process. We need to create multiple access points to our site. We need to maintain bus pickup and drop off and access to our site as well as make sure we have loading access and maintenance access during construction um so they can provide the services we need to our buildings. The third area is construction planning. We need to create clearly defined construction uh zones and construction access areas. We need to maintain our mechanical and electrical services that come into the site. So as you potentially take down a building or build a building, all your other buildings can stay online safely. And finally, we need to account for mitigating storm water and construction runoff because it's really important as we build this

118building to respect and treating the natural environment as much as possible. And finally, fourth, we need to put an emphasis on teaching and learning. We uh we need to be uh aware and uh create visual and acoustical barriers where instruction may get close to teaching uh teaching environments. We need to make sure all of our phasing accounts for the programmatic pieces and for the capacity within the building. And finally, we need to look for opportunity to engage kids. Uh one that's one of the wins when you have an occupied site during construction is you can engage students in the construction process as a teaching learning opportunity. As we look to approaches of future expansion or future phases of the building, there's several key things to keep in mind. We need to make sure our early

119decision- making in your first project like what's going to happen now is taking that into account because we want to set up a building for the future to be a 100redyear building and make sure we're not creating I would say a disconnected learning environment. We need to make sure where these additions take place um has adequate construction access in construction zone. You can't do an addition on a corner of a site where contractor can't get in and operate. And then we we need to make sure that these additions aren't hindering our supervision uh of spaces. So where you add on the building, we can't create I would say a challenging environment for the staff within the school. We treat we treat infrastructure planning, future planning in a very similar way. We build out our electrical

120room with extra capacity and to handle loads. So we think of building 600, sorry, building 500 and 800 with the heavy CT buildings. We want to make sure we're accommodating those loads within our electrical room. Similarly, we need to build out our boiler room and central plant to handle expansion. And then we need to provide pathways for things like data and communication cable, hydronics, plumbing, and future duct runs so we're not undoing things um when we're adding onto the building. Additionally, we need to respect our investment now. Um so when we look at a future phase, it can't waste the funds and the community investment into your building. So that's why it's important to start early on design in design and carry it all the way through construction. Um, we thought it'd be a really

121good example to show you kind of our early design process and the depth of things we think about during uh this early concept planning like we did at Misqua. So, some of the first impressions we had of your site were the immense amount of rate change you have from your southwest to northeast corner just I think it's just around 100 ft from our research. Other things we noticed and this is obviously obvious to you guys but you have a ton of buildings. You have a lot of different circulation pathways. There's some ADA challenges throughout the site and there's supervision challenges. And so when we start think having initial ideas and understanding that this isn't the right design solution, we have to engage with you guys. But we thought it'd be pretty incredible to create a

122single building that connects the lobby of the gym to the lobby of the auditorium. So we had a connected campus that had an interior ADA accessible pathway, a three-story elevator that connected both of those buildings and created really a central heart to your campus and one front door. And so the idea that we tested um was three phases. The first phase just take this with me. Uh the first phase would look at building a bus drop off zone on the western portion of your site and then providing an accessible pathway to your gym lobby. We then work with you guys and your public utility district to assess the electrical service coming in from Peabody Street and create some temporary poles and electrical services to maintain all your buildings on site while building a new structure

123that would be the permanent uh mechanical electrical hub you're building and we could have a permanent underground solution rather than guide wires coming in off of Peody Street. Phase one would look at building a two-story structure. The upper level aligning with the generally aligning with the main level of the gym lobby would accommodate about 32 classrooms and lab spaces, a new libraries and administration space, a common and kitchen, and then that central utility hub I mentioned a second ago. What this would allow us to do is de demolish building 900 and allow us some kids into the first phase and then demolish building uh 900 and 400 which would allow us to extend our expand our construction area to the north. We then built phase two which would be a three four a three-story structure

124that would extend the common so extending that heart tier campus. It would accommodate another about 25 classroom and lab spaces. it would uh have some CTE spaces and would also provide um the music rooms that are in currently in building 200. So what that would allow us to do is actually take all the capacity within your portables building 100, 200, 300, and 600 and move all of our kits into this new structure and allow us to demo the remaining buildings on site. So that would set us up for phase three, which would allow us to move our construction zone further to the north for our final phase. That final phase would focus on the modernization of your performing arts center. It would build out the proper back of house spaces for performing arts that you

125currently don't have. We had an idea of adding a blackbox space that could be another performing arts space because when we reviewed your syllabus it seems like you had a lot of programs from music and drama and it seems that there may be I would say not not enough teaching station for those programs. So we had the idea of a flexible black box that could add additional capacity or performing arts. It would also create one point of entry, a main front door with a central admin and counseling hub. So you have adult eyes on that main entry and a clear sense of entry to your school. So it would be one structure that connects from your gym to your auditorium. It would step down the hill and work with the grade so we're not spending

126a lot of money on regrading stuff and solves some of the not problem solve some of the things that we noticed when we first visit your site. Is this the right solution? Absolutely not. This is us testing an idea of how we thought we could solve some of the things and make one safe connected campus and then set up for the future for a future potential addition to the west tier or to the east tier to accommodate building 500 and 800 CTE programs and then once that future phase is completed we have one school we have an interior accessible connection spanning from our gym all the way to the auditorium. So just an idea but it wanted to illustrate the things we look at when we study early on in concept design. All right, let's

127talk about the so um we did some Oh, four minutes. I'm gonna go quickly acoustics audics and structural challenges on a tight budget. The great news is acoustics are great, right? So what we want to do is preserve that volume, preserve those finishes, the the things that create that acoustic environment we want to save. Behind those things are the structure. So we met with our structural engineer and we looked at the existing structural drawings and we learned that your walls are reinforced concrete masonry units with a veneer on top of that. So we're going to want to double check that that reinforcement is actually in those walls. A lot of buildings of this vintage reinforcement maybe show up on site that day. Uh so we want to check that and we also want to pin

128that veneer back to the structural wall. Both of those interventions are things that we can do from the exterior are not we don't see them impacting the interior. The other big structural thing we want to take a look at is those trusses. We want to make sure that as we are thinking about modern cap locks uh insulation requirements, HVAC requirements that we're not adding too much load to those trusses so that we don't end up triggering an expensive upgrade that could be kind of invasive. Um good news is we're not too worried about that. We've got lots of strategies around that. It's just something we're going to want to track as we move forward. The other thing I want to mention is accessibility in the auditorium. Um there right now all your accessible seats are

129at the front and modern accessibility but now to distribute those ADA seats a little bit more throughout the house. Uh PLA, our theater consultant, recently addressed a very similar theater at Richland. It's very similar to what you have presently uh with this consensal seating. And what they end up doing is adding some aisles including a cross aisle. And what this allows us to do is get ADA seating distributed. It's easier for patrons to get in and out of their seats in mid show if they need to go to the bathroom or something. But also critically, it adds a location at the cross aisle that's in the center of the house where we can have our sound booth, which is really where you want your sound bank to be for the functioning of the theater. Um,

130not sure that these are exactly the solutions we need to land on for your auditorium. Uh, but we're pretty confident that we can solve all of these problems while maintaining your seat count, which we know is also really important, too. >> So, uh, just Yeah. One example to show you a theater where we did a similar operator. >> Two minutes. All right. So, I'm going to talk about uh our GCCM experience for two minutes. We've done quite a few uh projects with GCCM partners. There's uh four big things we're looking for of our GCCM partner. We want their help with the budget management side. Uh we want to make sure we're designing to budget and we're not cutting to budget. We want them to think innovatively about the design with us. We want them to

131help us think through the sequencing and phasing to see make sure that we're keeping students safe but also to see how efficiently we can deliver the project because the faster we can build it the more money we can sync into the program for students and we also want their help with early procurement. Co created a lot of long lead items for key infrastructure for buildings and we need to get in line early often to acquire certain uh parts of the buildings. We need their help with that. Uh at Lincoln High School, we had a GCCM that helped us with an innovative solution where we ended up stacking mechanical units um in a in a framework that would sort of similar what you would do in a heavy industrial building, which was their other project that

132they worked on. Um this helped us shorten our duct runs, reduce our duct sizes so we could thread them through the building more easily, um which reduced first costs, but also eliminated the need for shafts in the building. And every shaft ends up having fire and smoke dampers, which are a constant plan of maintenance. So great uh benefits in terms of first cost as well as good benefit for long-term uh maintainability of the structure. So uh these these are the kinds of things we're looking for out of our GCCM partners. Um you want to skip to the next >> yeah I think we had an example of just working with our GCCM partner to condense phasing on a project which save significant amount of time and money. So having them involved in having them involved

133in the process early on is a really critical factor to complex projects. >> Excellent. >> So we're switching into questions. Anybody have a burning question? [Music] >> All right. That was a thing I skipped over in the auditorium section. >> I really bathrooms are a huge problem in our high school right now and uh not only in with the students but then the u the auditorium only has not enough room >> and the lines get long during the kind of stuff. So could you talk a little bit first about in the bathrooms. >> Absolutely. >> Problems in that we engage in students >> more than I ever thought I could. >> We uh supervision in bathrooms is a thing as you're alluding to and uh we have kind of looked at the the range of

134possibilities. So on the far end are some bathrooms we've done for some districts where um it's universal, right? We end up creating every toilet has a fairly minimal you want to keep it as small as possible because you don't want to party in there, but minimal little bathroom rooms uh with full height doors. There's some things to think about in that scenario. You want to think about a student in crisis. You want to make sure a door swings out and not in so somebody can't like accidentally drop themselves within a space. You want doors to rest slightly in a jar. You want an indicator and whether or not there's somebody in there so the teacher can quickly see whether which dolls are occupied. So often we do like a frosted transom light above the door.

135Um we have it does add some cost. There's more ventilation requirements. There's uh you need a a fire strobe in each stall. So there's some some of those added things. Um we've done a number of stakeholder engagement uh exercises with students around this and usually their concerns have kind of nothing to do with that aspect of it. It's usually like about like they're them having to touch a door knob between them and the sink, which you have to in any bathroom, right? Um, we want to also make sure that then the sink areas are are open, very supervisable. Uh, we don't want dead ends uh as well. So, that's that's a big one. Um, it does actually shape how you organize your bathrooms a bit. Um and then we also recognize that there are legitimate

136needs to um actually have some privacy for those sort of washing and grooming aspect of bathroom use. And so uh usually those facilities are coupled with some private full bathrooms that are ADA bathrooms as well. Um we recognize that's not for everybody and we can there's other uh you know other things we can do kind of in between. I think uh particularly when we think about locker rooms, we've done um some where they still are remain gendered, but we have separate changing rooms that aren't that don't have a toilet in them because a lot of the students are going to toilet stalls to change and that's not sanitary. So, um I'm not sure if that totally answers your question, but we are definitely equipped to to have that conversation and to share some past experiences.

137I just to add one thing, it's about location and supervision. So, we're not putting them outside a building for access. We're lo located on the central hub. So you give those passive supervision opportunities for staff. And when talking about the auditorium, we kind of did a program assessment that was clearly in need. And so in in that idea of building out the proper support space for as lobby to the school, separate zone from the rest of school so evening functions can take place and allow that I would say additional 2 to 3 transition we would want um to accommodate that into that main lobby. The other thing like Jordan was mentioning is we want to give that distributed um accessible access throughout the auditorium but also provide I would say opportunities or somebody has to

138leave in the middle of a performance not to walk across 70 seats and can easily get to a road and uh easily eress out of there. little add-on, but the the uh one point that our theater consultant made about adding aisles that he really liked about it is that it adds uh end row seats, which are a lot easier for somebody with mobility issues to get in and out of. So, there's folks that don't need the full ADA accommodation of an ADA seat, but at the same time kind of could use a a little bit of a a lift, right? And so, uh, having that cross aisle be able to get you to up and down aisles where, you know, somebody able to take two or three steps up and then slip into an end

139row seat. That's a real benefit to adding aisles to a theater. >> So, the school district um, and the community in Port Angeles are really tight. the community has supported us for the capital levy and now the capital bond and we'd always like to be able to return um small work packages to um to the bidding packages. Can you speak to how what's your community outreach is please? >> That was our last slide. Perfect. Yeah, actually this is uh we we did participate in this but is actually a little bit more of an ask of our GCCM partners. In truth, they're the ones in the driver's seat a little bit more about bid packaging, but we do participate in those conversations and and uh get in there with them. Um the goal is to get

140out into the sub community, meet the subcontractors, make sure we understand what their capacity is, what they like to do, what they're good at, what they aren't maybe interested in bidding on. Um, and just make sure that that the bid packaging is the the project is broken up into bite-sized pieces that that fit the local subcontractors really well because at the end of the day, the GCCM bid process is still a low bid process for those bid packages. Uh, but if we can make them fit really well with the local subm market, um, the local subs ought to have advantage. They don't have to travel to get there, right? So um we we can we've seen some success on past projects with a really robust outreach program and really a tailored bid package approach on

141this too. I think the role that we can play in that process is as we're designing the building that we make sure that the uh systems and materials that we are selecting for the the project are ones that the local community can participate in and provide. Right? So we don't want to be you know specifying something has to come all the way from Europe if we can't can good source that locally. So um that's where you know working with our construction partner to help us identify um the trades and materials that are available locally will help us in development and design for the project. You mentioned earlier and described how you might partner with the elementary school that we have going on, but we also currently are in the middle of our Stevens Middle School

142project. Can you talk to me about how you would see your team um using information or experience from our Stevens Middle School project as you would move forward with the high school? Um yeah, we would love to, you know, it'd be great to have an opportunity to meet with the team and talk about their experience and any kind of standards that were established during that project and just things that came up with the community and with the district and um and then you know look at their draw study the drawings, the specs, just get an understanding of what decisions were made. Um, and I think between the the high school, the elementary and then with the middle school team, I mean, we can all work together and um, you know, and even start documenting those

143standards and creating technical standards for you. >> We I spoke with mechanical consultants on that project and learned that you're not very interested in hydronic systems and that you got packet rooftop systems. A fairly modular approach actually lends itself well to a a phased roll out. um and we can kind of lean into that. Uh but we would obviously want to sit with you guys and validate that, understand it, uh make sure we you know that it's the right solution for this project or it continues to be and something that you guys want to pursue. >> I think the third and last point to add to this is um lessons learned. Um learning from you're in the middle of construction, what's been successful, what have you had concerns with, >> but also understanding the programmatic

144element. CTE programs have pathways often and so if you have pathways at that middle school level, you want to engage with them in those new CTE spaces and bring that lessons learned to the high school. Christian mentioned and inou um with the tribe you have uh programs in your elementary, middle, and high schools and so there's an opportunity to learn from how your new space is supporting those programs and bring that to our project as well. Anybody else have any? >> No. No other questions. Okay. So, that gives you a couple minutes. >> Okay. Well, thank you so much for having us here today. So, why PETI? Um, well, I think it comes down to two things. I think we have to absolutely have the expertise to do the job uh very well. But more

145importantly, it's our commitment to your vision. So on the expertise side, we we definitely have a resume of high schools and we definitely know our way around an occupied site and a phase project and we're seasoned uh GCCM veterans and love that delivery method and the collaboration that comes with it. We're familiar with modernizing theaters and what goes into that and we'll be able to help uh navigate that conversation with you all. Uh but nothing we've shown you today is correct. None of these solutions or ideas are correct. Um and we know that to be true because they couldn't possibly be correct. we haven't talked to you yet. Um, a successful project is one that's going to at the end of the day reflect your community, your culture, and your priorities. And our job on

146this process is to help uh facilitate a robust dialogue uh to create a shared vision among all the stakeholders about how the facility will support programs today, how the facility will adapt to programs of the future, the ways that the school should reflect the community and what the identity of the school itself really ought to be. What we bring to that conversation is our our facilitation experience as well as our experience with past schools. Uh design ideas, creative thinking, inquisitive mind, good questions. We're going to challenge ideas. We're going to test ideas through design studies and actively listen so that we at the end of the day we've translated all of that into a school that serves your community for the next hundred years. I hope it's clear from what we've presented today that we're

147really excited about this project. Um, and simply put, we'd be really honored to be selected to be your partner to help you realize your vision for Gordon Hills High School. >> Thank you. >> That's great. Thank you so much. >> Thank you. >> Thanks for your time. That's a small road, right? >> Love that. You know my oldest brother. That's hilarious. >> What are you all related or something? >> We're going to take a 10-minute break and be back at 10:30 to um start our discussions. So, they all can [Music] I think he should come say hello to you. How are you doing? >> Good to see you, Robin Brown. >> We Oh, we sat right here doing the whole thing. I always call you the godfather. I say you're right out of the forecast.

148>> Is that good? >> I mean, I can't be the only person. >> I can't tell from this, you know, when I look out this way, I I still think I'm, you know, years old. this presence like I got you. That's a present. >> I'm glad I I'm glad you feel that way. That's important. That's the idea. >> Well, you do it very well. >> All right. Thank you. >> Okay. So, this one >> probably I'll be right back. fully expected. >> Of course, this is part of your >> Yeah. I I wasn't ready when our daughter left. has a little experience. She that's she put whatever purse she's carry. >> So I'm the one that protects it first and she thought she lost and I remember we put it in because she thought this

149good. Oh, that's right. And so I handed in her part of her and she was looking for she couldn't find she was like really caring for years. So I remember I put it down so like in the morning. [Music] >> Thank you. successful once you ask. That was his artist class. >> So, you know, we call it's the They had [Music] such a quick bathroom and boys that were there. I'll have to give you the answer. Thank you for being [Music] >> good to see you again. Yeah, that first party. So you can walk >> Don't ask a question. Sandy here needs a little bit. >> She just needs a little salt. >> Sugar. Sugar. We need sugar. Surely somebody thinks Sarah's favorite. I mean that demonstrates [Music] that And now you have a nice

150dinner. Yes, that's what live shirts. Who needs live shirts? Huh? Life shirts. What? >> I said mine's up to date, right? >> Okay. We still have But we're all here, aren't we? He's already got it. I need a straight shot to the brain. >> See, I brought some We started with yesterday, right? Okay. So, welcome back. I really appreciate the PAC folks staying here. You're going to be kind of our first presenters if you wish. If you have if you don't have anything to say, that's fine, too. if you have something to say. We do ask that you come to the lecture because of the microphone. So, anybody Oh, anybody have anything to say? Come on. >> I'll wait. For you that don't know me, I'm piles of nice to meet you. Um, yeah, I've

151been actually on this side of the design world for a long time. So, this is really nice to kind of be on the other side. Um I'll just kind of tell you my thoughts on how the presenters did and um kind of my not recommendation but thoughts on how to move forward for you. Um especially when I'm talking about capital advisory kind of decision- making I look at risk as the big thing to watch out for. Um but both firms I think they both did great. Um I don't think you can make make a bad decision here. Um you have really two good plans in front of you. Um I'll start with Betti. Thei I think well I know that they're a very very smart firm. They do a lot of they use a lot

152of smart tools. Always some of the stuff they showed on there is some of the latest software that they're using. Um and the fact that they came forward with some designs right off the bat they're showing their process which is good. um if you want to work through that process and I thought their team showed that they work like designers meaning that they want to come up with a lot of concepts very quickly go through those concepts with you until you arrive at that decision that's one way of working um I've worked on projects like that and in certain ways that works great I thought integrous really focused more on a collaborative process which I think personally would work better in Port Angelus for for this school district itself. Why do I say that? It's

153mostly because um you could tell that they built some trust already with you. Um on the middle school project, uh they came in kind of knowing everyone here, which is really helpful. And to me, again, on the risk side of things, it really helps to lower that risk. I think they've kind of used the middle school process to learn how to work here. And so I could see the high school process going a lot smoother in that regard. Um but again it's it's tough because both could deliver an amazing high school. Um I just really loved how Integris uh focused on kind of these little tiny comments around hey this this person that we talked to a while back and they talked about going to the uh the bond uh meeting. They talked about these

154little things where they're showing involvement in the community. Um and I think that's what's needed here. I think for this process to go smoothly, I I look at that being much more collaborative than um than potentially what society could do. Uh the other thing they made a comment on having an office in town potentially. Hold them do that. Make sure you do that um because that would really be a game changer for how that process goes. >> Um yeah, let me see if I not there. U but again, both were great uh presentations. I didn't see anything that was major red flags. I thought it was interesting that Betti brought an option to the table, but I did it. I've seen that before as well as a strategy. Um, you know, and then the other

155thing uh with Integra, I thought they did a great job of showing their depth in their bench, meaning that they had a structural engineer on their team. That's really key. They're not subbing that out with someone else. Um and they had um their their work chart showed a lot of different types of architects, not just uh we're going to be here designing with you. It is kind of a more holistic approach to a design process. Yeah. >> Great. Thank you. >> And I think I'm going to head out because I have a design meeting in Seattle now. >> Any any other questions for me? >> I appreciate having >> Thank you so much. >> Thank you. Drive safely. >> Yeah. Thanks. Take care. Um I'm Steve Meth. I'm on the PCC. Um Kyle didn't talk

156the whole time, but we came to very similar conclusions as we talked afterward. Um and um I thought with Betti um their presentation was maybe a little bit more polished and a little bit more fun because they had some cool ideas. Um, and uh, and they have some incredibly creative minds and ideas around design. Um, and I do love how they talked about the idea of reusing finishes and reusing walls where possible um, and reuse of things that are that that uh that um, that uh, otter nostalgia which is one of the most powerful human emotions. So I think any firm can do that but uh, but I thought that was neat that they and they also had a lot of uh, creative efficiency. I think they pride themselves on on being creative with efficiency

157with the you know the uh the HVAC stack and things like that. Um uh I but I came to the same conclusion as Kyle. They're somewhat ide [Music] that that struck me was uh going through the failure of the high school bond in um where I was chair of the pace committee. Uh so it was quite painful. One of the things we did with the design firm at that time was come up with ideas and then go to the community and that was an absolute disaster. Not because they were bad ideas, they were wonderful ideas and they were beautiful. But um in every meeting I've been in about these things since my cardinal rule is there shall be no concept that you bring to the meeting. there will be a thought bubble and the community

158and the groups will inform the architects on what's going to happen because then they feel the ownership. So I thought that was a little bit risky for them to have ideas. Um and I worry I would worry about that a little bit. Um I I don't think that would you know that they would let that be a disaster but that really hit me. Um my my conclusion about Integress was um a I have to put aside my bias because I've been so impressed with them. so far. Um, so I've tried very hard to do that. But what I found in these two presentations was one presentation was this one presentation, the key event was all of us standing around this table. And that's not just something they did in this presentation. That's something they've demonstrated

159through the middle school project. Um, and so while their presentation was probably a little bit less polished, I think there may have been a little more depth and wisdom in their approach um to particularly in a small town like Port Angeles. So, um, I was really struggling because I, you know, I, of course, I love the idea of continuing with Integress, but I wanted to keep an open mind about this, but as I tried to crystallize which one made the most sense for who we are and how we operate, they've demonstrated that they've already got it figured out. The other thing was driving as deeply as possible in the local contractors and driving as much business as possible in the local contractors. Uh, Betti said, "We'll do our best to see how far we can

160go with that." and Taylor actually has a plan and a method for that and to and work with the GCC folks uh and manner in actually doing that. Um some of that is and our commercial contractor has a great plan for that as well and they held those meetings but um I feel like the process the intent there is a lot deeper uh with integr. So I I felt like well I was really struggling with which one um uh when I uh crystallized my conclusions I thought yeah I think it triggers from standpoint of me as a committee member. >> Well I was going to try to sneak out but director meth forced me to stay here. Um I have little to add I think um beyond what my previous colleagues said my interoper also

161on the PACA. So I'll just give you my bullet points from what I took away from the presentations. Um, it's difficult, like Steve said, to remove the bias from Integress because both he and I have worked with them on the Stevens Middle School project. And I do believe that there's a lot of efficiencies to be gained being familiar with an architecture firm who um has worked with the district, knows the processes and procedures that are already in place. Um, they are definitely an own commodity. They've been successful in Stevens Middle School project. And one of the most impressive things for me with integers was their collaboration with the Ela tribe. Um I'm sure all of you have seen the um how they're going to do the layouts and the levels of the school and the

162drawings that they work with Carmel Wise and Charles on. Very impressive. Thought they did a great job with their collaboration with the local community. Um they also recognized and acknowledged the campus challenges of the high school direct directed to safety and security. Um and they also um thought the best part of the presentation was actually around the auditorium. They spent a lot of time talking about that. Sam does a great job with his presentations, but like Steve, I felt their presentation overall, if I was just going to base on that, was a little bit discombobulated, maybe unorganized and maybe a little bit of energy lacking and excitement, but their forte is not in giving presentations to boards, but the project itself. So, um, like Steve, I'm very impressed with Integress. Um, I think they did

163a great job. Um, just not as good on the presentation. So, 55 high schools, 45 auditoriums, 60 occupied sites. I think there's little doubt that they have the necessary skills, abilities, and bandwidth to successfully complete a project like this. Um, good presentation, very fluid, well spoken, spoken, organized. Um they did have similar approaches to EDS specs collaboration and some tribal outreach in their presentation. Um but one thing that was sort of a turnoff for me was that 70 to 80% of presentation was not tailored to this school. It was boilerplate. They could have given that presentation to any high school project. I mean there was nothing specific to this project until the very end. Um, the same thing with their nice handout. I don't know if any of you looked at it closely, but the

164only thing individual to high school is the title. Everything else is just pictures of other projects they've done. To me, it it just seemed like they give this presentation to every board and didn't really specialize it. I I felt like intakers wanted it more. And just from my own personal bias, that's what I recommend. So, thanks for the opportunity and thank you, Director Matthew, for making me stick around. >> Appreciate it. I really do. >> Yeah. >> Um, so then banners, >> right? Oh, did you have Yeah, you're with the PSAC and you're the principal. So, do you have anything extra? >> Do I have to come up there or can I from here? >> You're fine. >> All right. >> Oh, I'm Yes, you must because I need you on the >> You got

165my back. I appreciate it. >> I can hear you. Well, >> I think it has to do with the microphone. >> Look, and I apologize because I had to sneak out several times, which I imagine it's going to be much like the next four years with whomever is chosen. Um, I will be part of the process of it having to sneak out to take care of school stuff. Um, couple things stood out and they've been been mentioned already. it in in world there are the idea people and there's the doers. The idea people are usually really enthusiastic and the doers are more subdued. They get it done. That kind of came out in both. Uh a worry that I had was the presentation on we want to we look for ways that we can preserve

166things. We look for ways that we could preserve when we built Jefferson. Look what it got us. >> Yeah. Awful. >> Absolutely true. >> Often times when you look, okay, this was an exterior wall that we're now is an interior wall. Where do your leaks come, Nolan? >> So those were things that were kind of red flags for me as someone that isn't in construction or or that sort of thing. I had those concerns. Ultimately, whoever you choose, and I hope that everyone will remember this, they talk about you're working with with teachers because they know what they need in their classroom. I'm viewing this whomever I work with, I'm handing this building off to someone else. Whatever I have as my vision today, somebody else is going to need that space for something different.

167Whatever instruction looks like today in a classroom, four years from now, five years from now, it's going to look completely different. So, whomever we choose, whomever you choose, make sure you choose somebody that is that creates a space that is flexible enough that it's like a cell phone. As soon as you bought it, the technology is obsolete. As soon as this is built, it's going to be brand new and shiny. But whatever we say today is the trend in in education is going to be obsolete. So it's got to be flexible. So I just challenge you to keep that in mind cuz we're all handing this building off to somebody else. Okay. >> Thank you, Jeff. Now Banner So, Robin Brown with Banner. Um, so I've actually worked with both architectural firms on a recent

168two high school projects that they both mentioned. So, it's kind of a unique opportunity now to sit over here and see see the presentation. So, I think both are capable to to to do this. We can talk about integrous first. We can talk, you know, they're they have a good team. I think they talked about budget, which is important. We want to make sure they're doing this. They talk about their development of the education specs and involvement of the community. They have started that already and on the Steven School. um they have experience in GCCM uh and the project that I worked with them is not a GCCM project so I don't have that uh expertise with them um one of the things that they were looking at in their GCCM experience and just maintaining

169budget maintaining schedule was something that they did talk about and Uh I'm kind of like not to make just to my um I just want to confirm my talking but my observations no conclusions. um the SETI um worked with them on a high school project as well which was a GCC and uh each one of those projects were developing the edexs at the same time for both schools and both teams at the time did talk about their collaboration to develop those education specs for individual communities but for the same district. Um I think the approach that uh uh Betti has as far as how they you know start with the beginning and go all the way through and um getting the community talking with the tribes. They did well in their explanation of that process.

170Uh they did talk about uh staying on budget and how they managed to stay on budget. And this is something that we've been focusing on the Stevens project for a small district. How do you maintain budget through this design especially on the size campus? Um uh and then they their experience with GCCM is a project I'm working with them now is GCCM and so they they have that expertise that I'm familiar with and they did well in that. I think you both all of you mentioned their number of projects that they listed. Um I did see that number compared to what uh integr. So you can draw your conclusions on that part. Uh but I guess in conclusion, whatever decision you make, you can't go wrong. >> One more thing. >> I I know you're

171going to have a difficult decision. Morning with banner. So a couple of observations then starting with Integress. Um I thought they had a pretty good idea about maybe do that student outreach using social media and some of the technical things. I thought that was probably a pretty innovative approach for them to think about that. Um, I think they had a pretty good long-term conversation about using durable materials. Um, I think that has to be consistent theme for them. Um, they talked about kind of using destructive uh testing, but also this camera. So, I thought that was kind of interesting on how they were going to get in there to try to find what's going on with the structure. Um and then again the model um that is a good example of how they kind of

172draw people in and get that collaboration. So I thought was pretty good. Um as far as the study um uh they did appear to come in to me as kind of a more with a very global intense project oversight. they were looking at a lot of different components through the whole phase of the project. Uh they did mention that they have their team committed. Uh they made that specific. They also talked about their office staff being committed plus a deep bench of committed um subconultants. So I thought that was a good point. Um I like the conversation about the joint steering committee like I think no matter how you go forward, I think pulling those teams together for that to mind the information that everybody has to make sure that specs and consistency of materials

173and theme is brought all together. Um, I thought they did show good examples with um, some of the different schools and the innovative solutions that they could come up with to try to save, you know, whether it was the duct work or stacking chemical equipment, that type of thing, and how they were going to bring that into the auditorium. And one point that they made was funding for the PRC. And I I like to see that they're thinking that way, thinking about the interim spaces for students and working with the contractor. So I I like that deep thought into the whole phasing of the project. So I thought they came with um came with that preparation. Um and then you know a lot of technical considerations throughout the whole thought process a little different. I

174know there's camaraderie and that is very valuable and they did have that kind of and then set you did have that technical side of it. So um two very good components. So that's my two bits. >> Thanks. >> All right. Which one are you? >> So yesterday after those uh interviews I told you today would be a really tough tough decision and I think we have seen that uh with Integress uh when they came in. Um, I liked a lot of what they had to say. I have worked with them. I It would be easy to work with them on this next next project. Um, it would be easy to work with for this next project. But for Integris, there were several things that stood out that they called out to me. Um, if we

175just start, they talked about daylighting. They went right into and we know how important daylight or light is in a building. They talked about how they were going to achieve that in the classroom. They talked about exterior door safety and security and and that was one of the things that we started with the capital is is how do we get our schools safer and secure? They hit on that. Um they have they talked about what they had done with the club tribe and we've seen that firsthand. Um, when they talked about the EDSPEC, they also talked that they had to align with the PAC in the district and the district management team. So, there's one thing about having a net spec, but there's also coming back and talking to us and and making sure that

176fits what our strategic goals are. So, they they've talked about that. Um for the auditorium they talked about um the destructive testing. They did do the study and survey so that they have got more knowledge on that than anybody does they've done. So, and yeah, they talked about um in the auditorium adding more teaching and learning space. And that's one thing that right now we have um theater production and other um classes that use the auditorium, but they can't get to the lights, they can't get to to work on some of the things that they need to in the theater move forward. Um they recognize that and talk a little bit about it. So, I thought they did great. I thought their presentation was tailored to Port Angel School District. As far as the setting,

177I think that they have more talent came today than we'll see on any other high school uh group. I think that they they can do it for us and they're very good. I would agree with what Kyle and and something Steve and Sean had said that I don't think that they tailored it towards Port Angeles School District. I think it was more of a just a generic presentation, but I thought it was really good. When we um Sandy asked him about the uh bathrooms, I thought that his answer of coming in cold was very very good that he knew about no that he knew about single use bathrooms that that was a very good answer that he Yeah, he he answered real quick. Their experience at the high school level was unmatched that I've seen.

178Um and they also just the little things they called out during um phase construction that you have a phased turnover that it takes time to make those switches and manage those switches. They talked about teaching and learning during construction. So I was impressed with both uh both firms today. I do think that uh Integris was more tailored toward the financial school district. >> You have a hard decision. We'll start with that. But I agree with what's been said so far. like both firms incredibly talented and skilled. Both come with lots of experience. So, you're fortunate that way. Um, it really resonated with me when we heard from Kyle earlier um about the concept of risk and we talk about that a lot at this table and um and thinking about that. So that got me

179thinking a little bit and so I understand you know that both firms looked at the phases they're looking at the technical pieces but we also know the importance here in Portangelis of community and of being student focused and having connections and building trust with the community and that doesn't happen overnight and so while one firm may be able to talk about doing it we also have another firm that's demonstrating ated that not only just with all of us here but with our community and when we asked the questions or around the GCCM and how you're going to work to bring in uh our local community I thought that did really separate the two of them. I was disappointed in the study's response. I thought I was hoping they understood the importance of that to you

180as the board and our community. And I'm not sure that they did understand the value. On the flip side with Integress, we know from experience that yes, while Pharma was instrumental in bringing in a high number of biders, um we also know that Integris was right there with them and reaching out as well. And so we've seen the importance of building trust. And yes, uh, I too was a little bit biased of trying to be open, but we want to hit the ground running. We do want to learn from the work at Stevens as well. And so I I think that that was a missed opportunity from Betti to not make a connection back to lessons learned from Stevens and partnerships and things that are out there. So, uh, lots of good skill. Um, but

181I think we need to also just remember the importance of of community and understanding our vision as well. So hard decision. Stan, you got anything you want to say layout is more what I envision for high school. I think it should be moved to the south and But either one of them can do that. As far as either one of them knocked it out of the park, so I'll be um yeah, I'd be happy with either one. Um I'd asked the question about the model and because to me it just didn't seem right. And then I looked at a map here and I was like my question which I wasn't clear was that that model did not interior model did not have a defined boundary line. So I saw this giant piece of property which

182was more than what this is with this little school stuck in the corner. So I had some concerns there. So when I saw there's the other solution all of a sudden I was like oh look at that. Um, the setting to me spoke my language a little bit more because I'm more of that idea. Throw it out there. Let's see where this goes. Uh, I liked the reusing materials. And then I liked their examples of older historical buildings with um, again speaking my language. U, some I thought really innovation, innovative solutions and elegant solutions. Um, but again, I would be happy. I'd be totally happy to be the one. So, >> well, my my plan today was to really listen about the safety piece and to listen about um how how the what the plan

183was for our auditorium. Thank you. you're trying to get that word out and because I just felt that's going to be a really big piece and it's really important to the whole community and that will live on for a long time that it has given us years of great experiences within our community. And as good as um you know we're all pleased with our downtown addition, this will not replace what our what we've had and um I think that they had the interiors had the best conversation about that. So I that pulled me ahead for two years. >> Hello. I asked Sarah when we were walking down the hall to go to the ladies room, "Can a presentation be too slick?