Franklin Elementary Architecture Board Meeting 8-14-25

001All right, I'm going to call to order the school district board meeting for the purpose of selecting an architectural service firm for Franklin Elementary. Um, with roll call, all five board members are present. Thanks for being here on this very early morning. I'm going to turn this over to our superintendent, Michelle Olsen. >> Thank you. Good morning. >> Hey, everyone. >> Welcome. So we are excited this morning to hear from three different firms about designing Franklin. So it's hard to believe we are at that point. And so this morning uh Nolan Deuce is here our director of capital projects and he's going to walk us through an overview of what we'll be doing today. And he will also be monitoring facilitating the process this morning. So Nolan, >> good morning. This is a this is

002great time. I did looking back at where we came from as selecting architects and having our Stevens building ready to go vertical. This is fantastic. But today we've got three firms presenting to the board make the final selection. There will be 30 minutes for them to answer the questions we've given them questions that are right in front of you. After that, the board will have 15 minutes to ask them questions, anything that comes up during the presentation. After one group leaves, we will give the next group a few minutes to set up and then have them begin. After all three groups have presented today, I will take public comment. Uh we have representatives from our own banner in the audience. I would like them to have a little bit of comment for public comments and

003then any other comments from the public. Um and then I would like to give a few comments and then at that point in time the board should have discussion on the architects and the presentations that they saw today. Moving for a ranking of the architects uh all three could do the work. Um and after discussing it with the district attorneys what we need today is a ranking of first, second and third. So after the board has come to a majority I would like each board member to state their order. we have it and the next step would be negotiating the contract. So that is what we're here to do today questions on >> all right good morning we start a lot of our meetings with college like to do that today. Wish to acknowledge that

004we are on the indigenous lands of coil street specifically the cloud tribe. We should thank those caretakers of this land who live here and have always lived here. This is kind of >> Thank you, Brian. And congratulations like you started. This is an incredible day and a huge step in your 30-year plan. As we have gotten to know Franklin Elementary, uh we have observed a really beautiful tradition um at your board meetings and that is when you celebrate your student of the month and I loved the way you invite everyone who has touched that student's life to join them and we feel like that really speaks to the care and commitment that we feel and see in the Port Angeles community that clarity of purpose about your people really resonates with our team and we

005feel like really aligns with our approach. You see these large boards with us this morning. Um and the idea of people, place and process is what we really heard in the questions that you asked us to speak to today. So to um briefly touch on people like you is the center of everything that we do. We design schools for your students and your educators, your staff um with your community. This place is beautiful. Um the resilience and the culture is foundational to the work that you do and to the work we do and process. There's very real questions about how do we get this done together. You have made a promise to your community to deliver a safe school that is built to last, that is on time and on budget. And we have a

006long track record of working together to guide teams through that, delivering on your promise and really maximizing value uh for your community. We have learned that Britney each morning on the intercom shares the Franklin vision. Every day we learn and grow. What a beautiful way to start the day. So um today we want to share how much we want to learn and grow uh with you and create a school that really brings that vision to life. So as we dive into your first question about our team, we'll also take a moment to share what inspires us to learn and grow. And after our team shares, we'll invite a few of you if you would like to share what inspires you. I'll start. I'm Corey Rosen. I'm the principal of this team, much like Britney. And

007this team is like her staff. It's my job to make sure that our team has the resources and structure that it means that I remain accountable to you all the way through. As I thought about what inspires me, it's listening. Earlier this week, Jesse and I had the opportunity to walk one of our schools that's almost complete, open, will be opening in September. And as we walked, the principal's eyes filled with tears of joy um because she saw how what we heard through design was translated into the building and what that would mean to her students. I'm Karen. My niece, she's soon to be a freshman at Port Angeles High School and she is a proud Franklin Elementary School graduate. She is a natural performer. She loves being on stage with the community theater. And

008that way she's very different from me. Uh but she reminds me of the reward of uh stepping outside your comfort zone and taking creative risks. As your project manager, that is how I approach our work. Clear communication, rigorous tracking of cost, scope, and schedule. and keeping an open mind to new ideas that will help Franklin uh and us deliberate on uh the best for your school district. >> Hi, I'm Brian. I am project designer, which means I lead the design process uniting the educational vision, the systems, and the site into uh an enduring New Franklin school for your community. I want to introduce you to my kids, Charlie and Gigi. Uh, they inspire me with their resilience. They're both ball players and sometimes they strike out, sometimes they hit a home run, but they get

009back at it every time. And that inspires me to be a better parent because sometimes I need to guide them, sometimes I need to just listen. >> Hi everybody. Uh, I'm Jesse Walton. Um, it sounds kind of hard to say, but what inspires me is process and efficiency. As a kid, I really love Lego. I love the rigor of Lego. As an adult, I love checklists. Um, I would be your project architect and that means I would be responsible for coordinating all of the consultant experts, civil engineer, landscape architect, structural engineer, mechanical engineers, etc. uh to create a complete set of drawings and specifications from design through construction documents into permitting and then into construction. >> We all give a little because we know how amazing his spreadsheets actually are. My name is Stacy and

010my role is to actually partner with your educators and your students to understand what learning looks like at Franklin and weave that into the design. Uh my name is Stacy and I chose curiosity. Um, and for me, this is really what the root of learning is. It's what drives me to ask better questions and really imagine what possibilities are there for your new school. Now, I'd love to welcome just a couple of you as we're watching our time to share what inspires you with us. [Music] I chose two things. The first thing I chose was this little early learner. First of all, I spent 10 years of my life with 5year-olds. So, I love these little ones. Um, but the other half of the story, I chose these old old hands and they're u they

011look like my hands and they are throwing the pot. And what what we what we do is we start with very young children and we try to prepare them for lifelong learning till they get very learning. So um that's what I chose and that's why I chose one to share. >> I was shar I'm at the opposite end. I was a graduate of Franklin Elementary School and so and I have fond memories of being at that school and I've watched it slowly deteriorate and I go and visit staff of course and I look at what they could have as support and energy within the school and haven't had it and I it's thrilling for me to be able to imagine. So teaching and learning has always been what I've been all about in this and

012I have been teaching and learning here in Port Angeles for a very long time. And more recently I think we have to be concerned and committed to all children feeling belonging at their school, feeling safe, having a wonderful, beautiful place to learn and work. And so I continue to want all students to feel that they belong there and that the environment is for them and for staff to feel that they're teaching and learning. There's a real commitment from our community and moving forward. >> Beautiful. Thank you, Mary. And these are just the types of conversations that we'll all have together and really the beginning of our journey in connecting and getting to know you all. So I'll try to hold a little time to share some more at the end as well. Thank you, Stacy,

013and thank you for sharing. I can't believe you're very well, we've shared as individuals, but I just wanted to touch briefly on why this is the team with you today. Uh, three key reasons. First, qualifications and expertise. Together, uh, together we hold over 109 years of experience specifically working on schools. We understand what it means to design and build a school and make it unique for each individual community. Uh availability and presence. No matter where our projects are located, we understand the importance of engaging with community. And as you'll hear, it's truly embedded in our process. I also want to speak to construction administration specifically like you're about to or stepping into with Stevens Middle School. Uh Jesse Bolton will be here weekly for the owner architect contractor meetings and I too will join those

014virtually and attend in person uh once a month. But we really do believe that working through things together makes a significant impact and finally continuity and longevity. Today I commit this team to you and they will be involved through all phases of design. We really believe in the importance of continuity all the way through carrying that project memory with us. And another member as I looked back again this team holds six 76 years of experience at it isn't so much about the number of years but rather the commitment that as a team we have made um to our firm but also to our work and the people that we are designing schools with. And I'll hand it to Stacy to begin about our process. >> Right. So, you asked us to share a little bit

015about our process and our process is really grounded in the learner. They are at the center of your strategic plan and how we guide our work. So, today I'd like to introduce you to Riley. Imagine if you will, Riley is a kindergartener about to enter Franklin Elementary School this year. She loves getting her hands dirty in your community garden. She needs a quiet spot to recharge during the day. And she loves discovering the joy of reading in your library. When we understand who Riley is, it really helps us understand and build um the type of learning community that you want to create as a district. One that is grounded in your strategic plan and the way it is shaped to support your learners like Riley. to help us get there. Um, we build out the

016educational specifications and that really defines um, what we mean when we think about a learner centered um, vision for a new school. The second is those districtwide standards um, that really help us situate Franklin within the context of your goals around quality and consistency that exists districtwide. Now, our process keeps three priorities front and center, and that first priority is listening to community voice. It's really understanding the perspectives of your students and your staff first. We'll sit side by side with them to really understand what learning looks like um both from the perspective of the young learners that are actually in Franklin today as well as the educators um that are bringing them along their learning journey. We also want to understand your educational programs like multi-tered systems of support and how new spaces in

017the building can actually make these programs thrive in the new building. Then we widen our listening circle to really engage families, community, tribal members as well as the PACAC to really actually start to explore the values and traditions that made Franklin who they are. They help us create that sense of identity and belonging that is unique to the Franklin community and imbue that within the entire school. And when we look at both these um functional needs and these experiential qualities, it really helps us paint a full picture of what learning needs to look like at Franklin and how that can really reflect who the community is together so that we hear directly from learners like Riley about how they actually imagine their school looking in the future. >> Okay. To create a learner centered vision,

018we'll be collaborating We're going to be collaborating with stakeholders like the PACAC to translate everything we've heard that CC just talked about into guiding principles and a shared design language that reflect those community values and voices in the building that we create. This is a collaborative process. It's iterative which means that we're going to get together in workshops. We're going to define. We're going to refine. We're going to confirm that we meet those guiding principles and those standards that we set for ourselves. so that the daily needs of students like Riley are met in the same building. All of this is supported by our best practices as well as being data driven and based on evidence-based design criteria so that we can support uh instructional goals and social emotional learning outcomes that we need to

019imbue at school. Uh, an example of this might be integrating national materials into classrooms because we know that reduces student stress by 20%. That's going to open up their brains so that they can make good decisions and regulate their emotions and become the learners that we want them to be. >> And our third priority in weaving together the aspects of district standards is that of creating an enduring building. We know this building will be built to serve your community for 50 years, 75 years. It has to be durable. It has to be easy to maintain and it has to be ready to adapt to change. And we want to bake those qualities into these guiding documents. An example of that is here at this school where we actually use a cost-effective wood wall protection and

020we used multiple um tinted sealers uh in the stain that we put on it. Not only did it allow for some of that visual texture within the space, but it makes maintenance really easy. So, if we have to replace a panel in 10 years, it will seamlessly flow in with the other uh finishes that have become a little patina over time. Because we know that a successful school is not one that is just well-designed, it is well used. It has to handle that daily wear and tear. It has to be able to adapt. It might be an intervention room one year. It might be pushing project- based learning the next year has to be able to flex. And when we bake those qualities into your district standards as um it really creates a map for

021learning that supports learners like Riley as they step into the school. >> Any map that that's going to provide direction should be based on place. And so we have a long history of working with the indigenous inhabitants of the Salish Sea. Um, we're committed to a practice of placekeeping, which means respecting their cultural heritage and values and integrating those into the building. Um, we don't presume to know what their values are, but we want to listen honestly so that we can collaborate and embed those values into the building. Recently, uh, we've been working on Alai Elementary School and collaborating with coish leaders. We started the process by walking the site with them and listening to their stories and they told us how important it was for their buildings to open to the water because that

022is where they fish and camp and they welcome them back. They welcome back their canoes as they came into the shore. Uh in our design process, we were able to orient our building towards the water and create welcoming entry spaces. So this synergy is something that we will capture throughout the building but also in the user guide for uh the next inhabitants of the building so that they can understand this intense relationship to the land that is important to the building. Uh as design progresses for Franklin we hope to have conversations with the lower clum to understand their relationship to the land. Uh our hope is that we might understand that it's really important to represent the Ela River and its history in the building. Perhaps it's about uh respecting mother nature and only using

023what you need to use so that you have material efficiency. In any case, uh to create a building that is a mapped to a connection to place, um we embed it with this cultural heritage so that students like Riley gain the values that they need to become the next stewards of. That'll bring us to your next question, which was your curiosity about our experience working with other partner architects. It's a rare opportunity to partner with two firms at the same time. Um, and we believe that our practice is strengthened actually when it's practiced in community with some of our colleagues. For us, that means we would start talking early um with the other team. And that's exactly what happened with our partnership with Integris. When we worked on two schools for Shoreline School District, we

024set up study touch points with them where we were actually hearing from the district at the same time. We were able to adapt and change together so that we could have aligned specifications um and systems decisions so that the projects could be um consistent for you all as a district. That meant strategic focus groups that were actually aligned. So we met with maintenance and transportation and food service. We wanted to assure that um things like equipment and how we even set up the custodial rooms would be common across the two projects so that staff that move from building to building could really um benefit from that alignment that we all do behind the scenes. And even though both of your schools will serve very different age levels, we believe there's space for cross project workshops

025around big picture priorities like what does it mean to create a safe building that supports student well-being. We can set these priorities at a high level um for the districtwide and then actually ask both of the PACAC's to tune those priorities to each unique site so they're reflective of our high school learners and our low elementary learners. And for Riley, it's not about all the behindthe-scenes coordination we'll all be experiencing, but it's about being able to walk into your buildings, feel that they support them, that they're ready for learning, and that there's a level of consistency that they know I'm going to put in the school. >> Thank you, Stacy and Brian. So, how does this rich engagement process fit into the big picture of getting to the opening day of your new Franklin Elementary

026School? We're going to zoom out a little bit to answer your next three questions about how we work with a tight budget, a tight timeline, and how do we leverage the GCCM process uh to uh we see in all of those questions one interconnected goal and that's to maximize value. We believe that when we partner with the GCCM, our work is stronger. So, let's start there. With the GCCM process, uh the contractor comes on board during design. We leverage that in three key ways. First, data informed decision making. Like Britney, we triangulate the data. We look beyond cost to performance, longevity, and operational efficiencies. and with an integrated GCCM process that uh that integrates guided choices that deliver lasting value for the district. Second, risk management. This is critical on an occupied site like Franklin.

027And for us, that means early site investigations, strong safety planning, and open discussions about managing contingencies. Whether that's for your unique location or potentially volatile market conditions, we never want the default solution to be cutting educational space because that doesn't serve Riley or your taxpayers. Third, bidding has a strategic advantage. With GCCM, we can start early, build some build subcontractor interest, encourage local participation, and create create healthy competition, which drives value into your project. At the end of the day, the uh GCCM process is really about partnering early, staying proactive, and making all of our decisions with one question in mind. How are we going to drive value that's going to support your staff, your students, and your taxpayers? So, let's uh switch now and talk about that June 2028 timeline. Uh yes, it is

028tight, but we have a clear path that will get us there and built around a couple of key drivers. First, we start at your finish line, the opening day of school in 2028. And then we map our work across four design and construction phases. That's the big picture. And if you're following Riley's journey, she was a kindergarter when we started. She'll be in third grade when we open the school uh in 2028. And then we layer in permitting and agency approval process because that's likely the critical path to reaching your opening day. We've already identified near the end of schematic design a pre-omplication meeting with the city and we would recommend um and this is especially helpful for districts like yours that might have multiple projects in in motion at once regular monthly check-ins with

029the city. This allows us to collaborate and uh build buffers that are calculated into our timelines for permitting and construction durations. Next, building a time for community voice early. Like Stacy and Brian shared, we're going to learn Franklin's values. We're going to center uh the learner experience. And if we do that during edex and schematic design, community voice has the greatest potential to impact the project outcomes. That's why we recommend actually combining that edspec and schematic design phase. It not only saves time, but allows us to test abstract planning ideas with concrete design solutions simultaneously. So we avoid having to realign those goals later. To do this, we'll create a joint work plan with you to ensure we get input from all the critical voices uh everyone in this room, the PACAC, the board, and

030the broader Franklin community. And instead of adding meetings to your already busy calendars, we want to um hold meetings where people are already gathered. Uh this could mean uh setting up a listening station at a book fair or uh setting up a booth at the Dungeoness uh crowd festival. Or hosting an ice cream social with your PTO at Franklin. The final key to the tight timeline is to set up construction for success. Bringing in the TC partner as early as possible into design lets them become a part of shaping decisions that can still be made while there's time. Uh if we consider the Franklin site for example, there's a unique advantage there with the upper and lower terrace clearly separated. That could mean we are looking to build on the upper terrace. We already know

031that the city is open to phased early release of site and foundation permits. So, working closely with the GCCM, we can tie those permit issuances to their construction schedule and perhaps start construction early in the spring of 2027 without disrupting the educational process. Um, we can turn with those types of strategies um um any advantage into real time saved Through it all, we're here to guide you step by step and hand in hand with our contractor. And for us, it's not just about getting to that opening day. We'll also provide you with a user guide like Brian shared. And there's a few examples here at the table. Um that will provide your staff with the support they need to be confident and to flourish in their first year in the new school. We're going to

032spend a lot of time together and we can't wait to get started. So uh to start your uh an answer to your final question about uh how we work within a tight budget, I'll share one more example that involves our GCCM partner and then I'll uh so working with our GCCM we set target values and uh we use continuous cost estimating. This allows us to tie cost to design decisions from the start. uh this avoids that cycle uh of overbudget estimating followed by rush value engineering that can repeat from phase to phase. This cost effectively backtracking risks design and construction schedule and continuous cost control strategies help set us up for success. >> We gave Jesse the toughest job today. So Karen and I are going to be working closely together as a project manager

033and project architect with the GCCM. And I'm going to share with you a couple more examples on that last question of having a great project on a tight budget. Um first I'm thinking of is Lindale Elementary School. Most of us here worked on that project, Belell project, and we worked with the permitting authority on that project to start our permit process early as Karen mentioned previously um with foundation and site permits before our building permit. And that uh submitting those early actually allowed us to move the construction schedule up 8 months. And by saving that time, we also saved money. It was it was a large project, but it was able to save a million dollars in um escalation alone just by getting construction started eight months sooner. Uh the second example I'm going to

034share with you uh is about cost analysis. We do a lot of cost analysis throughout design. Uh one way we do cost analysis is with life cycle cost assessment. It's really about looking for material cost, installation cost as well as maintenance costs throughout the 70ear lifespan of the building. Um, in addition to that, we do energy life cycle cost analysis. So, it's very similar. It's still looking at that 75 year lifespan of the building, but it's taking into account the energy that is used by the mechanical systems. So, we work with our mechanical engineers. It's actually a requirement in Washington state to do a DLCA study. And we look at the type of systems, what type of energy it uses, and how much it's going to cost throughout. because if we can save energy up

035front, it'll save money on the project. Uh and the last example I want to talk about uh is material efficiency. So told you I was about efficiency. The uh material efficiency uh on this project Kellogg Middle School, we worked with our structural engineers to really just simply lay out the classroom wing in the most efficient manner possible. So, we were using less columns and beams. Um, which costs less money and on a large project. Uh, this was 130,000 square feet. See, that's $600,000 a long structural costs. So, I think that covers the last question and the the cost estimate the cost portion. I'll hand it off to [Music] >> Thanks Jesse. Those are amazing examples of how we can maximize value in our projects. We're going to pass around a handout where we have uh

036imagined what our first six months of work together could look like. A lot of what we talked about today is describing that period of of our process. And we invite you to ask us questions. Um and if we could uh save just a minute at the end for a quick close, would that be okay? >> Sure. You got 30 seconds. >> Okay. >> Thank you for your presentation. Um I would ask if the board has any specific questions that they would like. This is sort of our time and also if the ACAC has anything they would like to ask, we'll get that in too. So, does anybody have any burning questions right now? Okay. Well, while they're looking over their notes, I will strangely enough pop in. Um, I see uh I asked this on

037AR project I'm involved in, but how do you see our students um with their ability and being involved in watching this process? Because these are kind of once in a lifetime opportunities for these kids when they're very small to see opportunities. So, how do you see that working? >> I love spending time with students. Um, you know, we like to layer in the process with your students. So, we create age um accessible activities to engage them in. So, um there's one that Jesse and I have done with kindergarteners where first we chat a little bit about well, what's structure, right? and we kind of mock, you know, what does it mean to look at tension and what's a theme and really try to engage them in the idea of what design is. And then we

038have conversations. Sometimes we use imagery like the hexagon. Sometimes we just ask for their stories um that help us really understand what their experience is. Um we like to often follow a cohort of students along in the process. So there's both big engagement across public school and then there's those that we're connecting with throughout the way um in order to both hear uh big picture ideas but also check it with them like okay well this is what we heard from you. Did we get it right? This is what we tried. Do you think that's a cozy corner? And so that we can start to test some of those ideas out and even sometimes build up mockups with furniture and different elements in the actual school. So they can start to test it and see well

039does this table actually work well for intervention or is it too big and actually the students too far across from me across the table. I think the one other piece we like to tie in is we're really excited about um occupied sites. It adds a layer of complexity, but it also gives us the opportunity to even take students on tours um around the building. And we have sometimes we'll make loying billboards and they'll be like, "Oh, I spotted the crane." Right? So, little ways to really engage them in what design looks like um not just kind of what how their voice situates itself in the project itself. >> Can I add one? As a firm, we're really committed actually to helping young children understand what designers do. And so for us, this is a chance

040to share that. Um, and we love to be invited to classrooms perhaps would invite us just to really open up that potential future for students. So community is really big for the Port Angel School District and and we want to get as much community involvement as we possibly can. We also want to engage as many community um firms that can do the work. How what is your outreach to get as much solar work as possible for this project? start. Well, um Brian, you maybe share about how we engage community in terms of the local I'll start there and then you share about community. Um we have worked with many of our GCCMS um to really be intentional also sharing um the project out uh so that you know we know um your uh work with

041the Apex Accelerator to build that support and that interest and we do that on our projects in order to depending on the district's goals around minority and womenowned businesses local involvement but really then collaborating with our GCCM and also developing the materials to help that discussion. One example of that too is uh working with one of our contractor partners. There were some aspects of our specifications that was making it challenging for smaller businesses to be able to bid on our work. So we worked together to make sure that we had the quality that we needed for our project but adjusted our specifications and then worked with the contractor to build bid packages that made it again easier um and more feasible for some of the smaller subcontractors. to the first question about engaging with community.

042>> I I think Karen hit on it pretty well in in this in the in her talk because what we like to do is come to the places that community are. So we would start by understanding what are the important events and how are they timed with our schedule so that we can make sure that we are planning ahead to be at those places at the right time. Most people in this room have already talked to Corey. So, you know that when we when we get to these places, we're going to be talking to everybody we can to kind of understand what the vibe is and where people are and what's important. So, it's about really being active and understanding where we should meet people and how to talk to them. It's also about scale,

043too, because sometimes not every voice is heard in a big room. So, we're really conscious of being at different scale events so that we can let everybody have a voice in the room. And I think that begin like really intentionally begins before we have a design to share but so that we are really taking in what your community knows what what your community needs what the aspirations are um from the very beginning. >> Thank you. So I heard you mention that as part of your process that you combine the ed specs and design. Could you elaborate a little bit more on that? >> Yeah. So um as we're building out the edspects both kind of what are our guiding principles, what's the vision of the project, how many classrooms do we need, what we do

044um is we align that with schematic design. So we're actually real time testing them, right? So, okay, this is how we imagine a learning community could work, how your PLC could meet within that. And then we actually start to test that um with both the site itself and the cost model to start to see, well, what does that mean when we layer that onto your place itself? Um, and does that can we connect all those pieces together in order to actually create a fully rounded idea that both um takes in the educational vision but tests it against some of the other constraints of the site um so that we know that um the whole solution will fully be felt. >> Yeah, I would I would just add on to that how important it is that

045we develop that schedule together with you. uh the timeline that is in the handout we shared, that's just a suggestion and a place to start the conversation because uh when we do overlap those, it's so important that we build in the time for community voice uh to inform the design. We can't uh we can't say that till the end of the process. So, we really need to know um that the schedule works for you and that we'll be able to get that input in a timely. >> Does that answer your question? >> Yes. Okay. [Music] >> I was looking at the booklet that you all had given us and it um I was interested in how you use consultants and um how much experience they they had in skill building here even buildings that you

046have not designed. Correct. >> So you've worked with all these people. Yes, we have. >> Yeah. And not um I wouldn't say all of them. Some of them have direct experience with the school district. >> Um others we we have a long apologize. We have a long history with them and they have experience in the city of Port Angeles or in the county because we know the importance of that as we think about storm water for example, right? We want to make sure that our civil engineer understands the unique aspects of this community um and this place. So yes, we have worked with all of them. If they haven't worked with the school district, they have worked in um in this region. >> I appreciate that information. >> Yeah. And we'll also say that they

047we've talked we focused really heavily too on the contractors involvement. Similarly, our engineers are and landscape architect are rolled into the process from the very beginning because that cost model that Karen mentioned were that information is filled with their knowledge, right? So, as we're looking at different mechanical systems, we we're bringing their participation to build out that cost model because what that means then is everybody is accountable to what we agree on in that early cost model and designed to it. Thank you. >> Um I was wondering and in our um memo we mentioned collaboration of the architects for with Port Angeles High School for developing educational specifications and district standards but I was also wondering about design how you might collaborate. >> Yeah would love to share a little bit. Um, we've recently been

048partnering with another firm, NAC, on a couple middle schools. And through the design process, we actually wo some of our community engagement together. So, that school was considering single occupant changing within their locker room spaces. Big shift in kind of how they were starting to think about it. So, myself and one of the designers from the NAC team, we actually crafted out our engagement process together. We co-f facilitated what those conversations looked like and we actually built out um kind of we started testing them both in in each different design scenario but we were working closely to say okay how many rooms do you have what is it what is the view from your office to the changing spaces right so that we could actually have similar priorities and so some of that sidebyside behind

049the scenes stuff that we did was reinforced then when we were going back to the school communities to say okay did we get it right um what did we learn in school that we might want to actually take to the other school. Um because a lot of times uh different conversations will surface and so we really felt that designing and collaboration actually allowed us to get to a better solution because we were able to hear from both of the communities. So that's one way in which we have partnered together in the past. We've also even done like your PACAC, we've sometimes done a joint steering committee about a particular design idea so that everybody is hearing and the district then is only leading once with both projects too and recognizing some efficiency there. kind of

050jumping off that, do you see any chance of having some sort of synergy coming off of middle school project? I mean, you've done a lot of work with working with the tribes and working with colors and place a lot of that. Do you see that as being maybe sort of helping you or constructing you? >> Helping. >> Absolutely. >> Yeah. I mean, like I love building. Um, I think that you're always building off your most recent information. So, we start, you know, what did you hear from your Stevens community, right? What's working well? What are the conversations that you have there? And how does that actually help us launch into these next two projects? And as you move into the building, you're going to start to test things, right? And so, we're going to learn,

051well, did this um is this wall protection holding up, right? Is this floor surface working? Does this color feel like you thought it would feel when you were there? Right? And we likely want one same paint color. I'm looking at you, Nolan. Right? So, you can actually move that same white from project to project because we want to make it easy on your teams. So it's like where do we find those strategic building points and then where do we actually say okay this is where the unique vibe that is Franklin right that needs to come forward kind of and sit on top of this district-wide level of quality and consistency that we know is really important to you all as a district so we're guessing with other teams >> questions all right So we will

052give this last time to you for your book. >> Fantastic. Thank you. So today we hope that we have begun to demonstrate how we listen, connect, and truly want to collaborate to imagine Franklin. Um it would be an honor to work with you all to find um what is so unique and then reflected in the building in terms of Franklin's needs and identity and aspiration. We hope we have conveyed that our process holds us accountable to your promise to your community. We are working alongside you and supporting your educational vision. Um, we have also had the opportunity to work with your community on the Port Angeles Northwest Community Center and um, understand how important that culture of place is to this community and so are excited to deepen that commitment and the um, your clear

053care for your community is so inspiring. Um and it's really clear in your questions too the importance of listening um to those voices and making sure that we are finding those voices and welcoming them to the process. The last thing I would say which really resonated Mary when you shared was we feel like we owe it to Riley, right? So that seeing Riley walk through the front doors of Franklin and feeling that sense of belonging, right? and that this school was built for her for her needs and for her friends to feel that way as well so that it is a place that she can learn and grow. So we would be thrilled as team uh to contribute to investing in the future for Angelus for Franklin Elementary. Thank you so much. Thank you. >>

054All right. At this time, we'll have you go ahead and collect your things and there'll be a transition and we'll have the next group in Not every All the help. You're okay. >> If that's easier for you guys to see, that's fine. and they're probably >> good. [Music] Make sure >> Yeah. [Music] You can probably tell me So, it depends on you guys. Hold on one second. Try this one. >> Keep the chairs the way down. >> You like this? >> Or do you want >> I think this is fine. >> This last time like this. >> I know, but >> yeah, >> I don't fine. >> Okay. >> Yeah, we'll move them all. Sarah, do we want the >> I think so. >> I think we can keep them this way. >> Okay, >>

055listen. >> I know. See where they're going to Gotcha. >> That makes sense. >> I know. Exactly. At least with this. Yeah. >> Exactly. Even it out. >> We're going to sit during what she wants. >> My big So the architecture firm saw those yesterday so I don't mess them up. just they're fine with that. >> They have >> it's [Music] getting to know that road. How are you? >> Good. Good. >> Right. >> Good name. I'm also Sarah. Oh, with or >> without. Okay. audience audience like [Music] We're here. her. >> Yeah, it was total chaos. do something. [Music] So, show up and then okay [Music] at least I'm always like >> going to be back. >> Yours looks better. It looks cooler than mine. last week. >> So, we're not I'm sure we

056were cool. He really loves so much holiday see it. Oh, I just said we're not going I think they should question. >> Sure. I'll teach. >> So I was all not I have >> heard no solicitation. You have to remind me. I've got a story to tell about myself. You guys want >> All right, we're start early. That's okay. You all introduce Michelle Olson, our superintendent. >> Thank you. Good morning and welcome. So, we're excited to have you here today. I'm going to turn this over to Nolan, our capital projects director, and he's going to facilitate the process. >> Good morning. Um, we've got three firms presenting to the board today that have made the final selection. Uh, you'll have 30 minutes to answer questions we give you and the board will have 15 minutes

057to answer or ask questions for you to follow up with. As one group leaves, we'll ask the next group to come in a few minutes later and set up. After all three groups have presented, we'll have public comment. We have the representatives from Banner here today our project um ownership and I'd like to hear from them when we do public comment. Also, I will present or I will give my opinion to the board as well. Um but this is a board decision. So uh the board should have a discussion on what they saw. Moving for ranking of the architects. All three of these architects can do the work. After discussing with the district attorney we need to uh do a rate today. So we need first second and third. Um after the board has come

058to a majority and like each board member to state their order and the next step will be negotiate a contract with the selected folks. Okay, I'm just testing real quick. Um, stopwatch. Okay, ready? Well, thank you guys so much for inviting us here today. Um, we are super excited to be here. Um, so I'm hoping that you guys get a chance to interact with us and enjoy the presentation and uh collaboration we have. I want to take a moment to pause at the land land acknowledgement. Um, we want to have you read the land acknowledgement and just let it sit with you as uh we present our uh presentation today. Just let it sit with you. So today we are going to talk about our listening and project delivery and our design approach. And when

059we talk about our design approach, we're going to ask the group to come up and gather around the model uh for a little interaction and get so we can give you a sense of what tools we have uh to offer in our listening sessions. So, you're probably wondering why there's a bunch of kids photos. We were all elementary students at one time. We all had really bad haircuts at some time. So, um, my name is Amy Vanderhorse and I'm the managing principal and I really am excited to continue working because we've built a really good relationship over the last 3 years and I don't want it to end with Steven's construction. So, um, I just like you guys. This is a great community and I just want to be a part of it. My name

060is Sarah Wilder and I will be the project manager for Franklin Elementary. Uh my why is why I'm here today is this place Port Angeles. I feel like I already have a tie to your to the place having spent quite a bit of time in and around Port Angeles. Uh going to the national park and uh even right at Franklin, I've been to the visitors center probably a dozen times picking up permits, getting my kids the junior major packets and I'm really looking forward to uh creating a school for you uh with you at Franklin. Hello, my name is Chris Parker and I'll be serving as the project architect. And um one of the things that struck me about um what makes me excited to work on this project elementary school is that um when

061I first came to Pangulas reminded me a lot um where I where I grew up in Hawaii um and how the mountains and the sea orient yourself naturally. Um I had the great opportunity to actually um attend the groundbreaking for um the middle school and what really was amazing is how much the students were front and center in that in that in that sort of events and just seeing everyone in the community surrounding them and um supporting them. I can really sense the love and the care that you have for the school and for this place and that's what makes me super excited to work continue working with you um for different elementary school and I'm wills the project designer. So when we started working on the middle school project the thing that struck me

062about that was as a team we had no idea what shape that building was going to take. So it's really a process of discovery figuring out what was going to reflect your values in that school. We were really excited about the direction that so I'm excited for another journey of discovery with with a new set of faces for a new project uh new set of students and a new site really spectacular site um and to do do that again. So that's a little bit about what makes us unique. Um, but we want to start with something that everyone in this room has in common, which is that one way or another, we're all here for exactly the same reason, which is the kids. So, let's talk about them to start with. So, elementary school roughly

063ages of say 5 to 10 or 11, it's an interesting time. Developmental psychologists call it middle childhood. And so, this is a period where students are gaining all kinds of skills. So, their vocabularies are more than doubling. Their attention spans are approximately doubling. there all kinds of different things are coming online. So most 5-year-olds, for instance, have what's called theory of mind. Uh but they're not necessarily good at perspective taking. So that's a nuance that they're developing. They're learning to think hypothetically. They're learning to think logically. They're learning to think along longer time horizons. They're starting to appreciate metaphor and word play. So they have all these different ways that they're starting to see the world that they didn't before. So the idea for us that we get to design a small world for them

064and so becoming aware of it in totally new ways is really exciting. But it's also daunting because you have this huge range. So you might have say an 11-year-old and she's really precocious and she's hit all these milestones that I'm talking about and she's really comfortable and maybe you've got a 5-year-old in the same building. Maybe he's never been to daycare, right? And he's terrified. He's got kids twice his age all around him. And so we have to make sure that she feels engaged and curious. We got to make sure that he feels safe and welcome. And we have to make sure that every student along all those milestones in between also feels cared for and supported with this environment. Somehow we have to do all of that and uniquely reflects the culture of Franklin

065at the same time. That's a big lift. We're K12 architects. It's our specialty. This is our wheelhouse. But we can't do what I'm describing without the real experts. And those are a lot of the people in this room. Parents, teachers, the educators, the administrators, uh folks who sit on the board. and have conversations about these issues all the time and of course the students themselves. So our process begins with listening. Big part of that is the educational specifications. So you can see on this slide an example of some of the data. We think about educational specifications as two parts. The first is a bunch of requirements. I need this many classrooms. We need the library to be this big. We need this many offices. You can't arrive at all that data though without the second

066part of the Xbox and that's your values and that's where we bring our experience as facilitators and you can see on the next slide some examples of different tools that we use to engage folks and bring their thinking to the table. So what we want to do there is you all have different aspirations. We want to bring those together and understand what your shared vision for Franklin is. Once we understand that vision, once you've articulated that and we understand it, then we become the stewards of that vision, all of us, and we work together to embody that in a facility that reflects that vision and your values because at the end of the day, it's not our design, it's yours. One of the key voices we want to make sure we engage in this process

067is Laura Elwa Cullum. Uh so if you look on this slide so you can see the images on the left uh were actually done by Carmen uh who was on the PAC. She she will be um on the elementary school as well. And so at the middle school she drew these sketches and we incorporated them into the graphics throughout the building. And so there's this tie to the land into the column tribe. As students are wandering around the halls they're seeing images of wildlife uh and they help select the the animals as a theme for the school. So they see these on these big panels throughout the school and get inspired about their region. So it's a lot of different voices, a lot of different folks that we need to hear from. Luckily keep track

068of everything. We've got really terrific project management. Thanks, Will. So how are we going to deliver this project? First, we're going to look at this schedule. So the schedule slide has a lot of detail. Definitely not expecting you to read or comprehend all of it. just kind of know that that is all there and we will uh undertake this process and kind of go through all that detail in order to get to having a building ready for students in 2028. So we start with listening like Will mentioned and very first we need to engage with your community. We need to hear your goals and aspirations for the project and and for the building. And we need to quickly get to guiding principles that are going to be the touchstones for the project that are going

069to carry us all the way through this schedule. So, we're always going to be referring back to those guiding principles and the vision like Will was talking about so that we can know that we're on track with your project. Beyond that, this schedule kind of depend the success on the schedule depends on talking to the right people at the right time. So we work through the edspecs process. We document those key decisions as we go. We're becoming more and more specific as we move through the project, hitting those design milestones, coordinating with Nolan and his team on district standards. And ultimately, we're going to have a complete and biddable set to give the contractor in early 2026 so that we can start construction and then get those kids in, which is the ultimate goal. At

070Arinddale Elementary, we worked with a tight budget on a tight site, and I'm going to talk a little bit about some of our successes there. This is in the Peninsula School District uh in Gig Harbor. It's a replacement school on an occupied site just like Franklin will be. And we studied the site and we needed to consider where does the building want to go for the next 50 to 75 years. How does site circulation work? and how can we maximize and economize where hard surface paving is, where play areas are so that we can kind of minimize the site cost to the extent possible but also get things in the right place for that, you know, for the next 50 years. And so we were able to maintain the parking through phased construction kind of

071in the same location but also separate out bus and uh parent drop off for improved safety over the life of the site. Um, further along in the design process looking at uh, budget control, we put together a comprehensive set of alternates and this allowed the district to um, with the favorable bidding climate to kind of select the things that meant the most to them. In this case, you're seeing some enhanced uh, interior finishes. I know at Stevens uh, there was a field that was able to be selected. So, it kind of, you know, we work with the district to find your priorities and figure out how to fit all that into the budget. And then the last thing is with the alternates, we're not necessarily just always going for the lowest cost. We want to

072structure it in some cases so that you have the flexibility to select like a fire alarm system that matches the rest of your facilities. So, it's like that provides a long-term value for the district. Uh we've also worked with general contractor construction manager GCCM because it's way easier to say uh 55 times at schools. Uh we've had a lot of success with this project or process and uh what it brings is another collaborator early on in the pro in the process. They come in with design and they're able to help us decide on building systems and construction methods. They have a lot of insight into fleet times. Um they can highlight constructibility and uh coordination issues and we can work those problems out together so that we end up with fewer change orders in the

073end. And they can also be key collaborators with us on target value design which is where you kind of have a series of buckets for your budget and you design to that. So instead of designing and then estimating and then designing again and estimating, we kind of work together to establish what those values are and then work together to design to that budget. Uh Chris is going to talk a little bit more about how we used worked with forma in a GCCM on Stevens. >> Thank you Sarah. Um so Sarah described um the benefits and you know for Stephen for middle for the middle school um having the um contractor on board um was really um essential uh in sort of evaluating with the district um and the contractor nearly 30 different design material options

074in order to figure out what the best value would be for your school district. Um, another one of the benefits of bringing them on early on is that, you know, our the goal was to create local contractor participation. You know, like the bringing that money back into the community. And so, working with them and the district, we've collaborated and partnered to um to get the word out. And as a result of that work over the last you know year um led by form um we had four to five bidder packages um or biders per package meaning like the bits and pieces that go into constructing the building um that a contractor a subcontractor would do um would um build and usually most projects of this size especially on the peninsula maybe two to three bidters

075and we doubled it you know um as a team working together. Um in the end um and we bid it um at least 12% of the construction budget or nearly $6 million went to the biders in column in Jefferson counties and you know that's what we know right now there's probably much more that's actually coming back into your communities and so these are realized benefits to your community and so that action of you know working partnering with the GCCM on this project. So now on the next slide, I'd like to touch on district standards. Um I'd like to share with you our extensive experience and how the district standards can deliver value to to the school district. Um we've completed the district standards for dozens of school districts across Washington and on a few occasions

076collaborated with another design team to create district standards for projects that are being currently designed. So we've done this before. Um, we've also helped you, as you're well aware, um, help define your publicity standards for the middle school project. Um, and so we understand what your needs are and what your values are. Um, how do we do this? We want to collaborate with your team or maintenance team early, have those conversations to understand what's working, where the pain points are u that are unique to the Franklin Elementary School site. Uh we also take a systemsbased approach in validating each building site element going through the windows exterior um materials and ensuring that it's something that the maintenance team can um can maintain affordably um and we revisit with the maintenance team at every phase of

077design. Now, how we do how do we do this specifically? You know, the big picture things like I mentioned before, um, but we also think about this project being part of your community, serving your community for, you know, generations. And so, we really want to work with you not just for the construction of it, but also the maintenance. And so here's an example um on the screen on the left side of a diagram where we worked with the facility team Melan and um figured out um sort of showed how you can maintain the windows and clean the windows um using the using the the um the equipment and the tools that they already working or using. Um what this means to you is that the the school school district does not have to buy you

078know expensive high you know equipment in order to just do the simple things the dayto-day work. Um so you know it's really about listening to you and to choose the right systems for your district and for your for the next you know couple generations. Um the benefits is that it's um economy of scale, cost efficiency um um and determining the systems that are durable, easy ser easily serviced and provide maintenance consistency and then health health and wellbeing um keeping the health and wellbeing of the um students and the staff um at the forefront. Um doing that will thus improve educational experience. We have a tremendous opportunity to build on that work here with the high school team. Um working with the district to create those district standards across many numerous campuses. Um we would like

079to meet with the high school team, high school design team and their sub consultants early on. Um and and often with like occasional check-ins like key milestones. Um and to do the same thing that we did for for Steven or for the middle school is to review align systems materials manufacturers um to make sure that they can be managed locally. We are also um our consulting team is also the same as the middle school project. So we bring that knowledge and that experience and that relationships um to the next project. Um we are also uniquely positioned to engage the middle school um construction team forma um to provide consistency in the value across all three campuses. Now we understand that the maintenance team is covers many uh many school sites and so we want to

080listen to them to make sure that their job is easier and they become a more integral part of the school culture and support student learning. So Chris mentioned all the different campuses that you'll maintain. We want to focus in on the Franklin uh site. So if you look on this slide here, uh it's just a reminder for us every time we come out here, what an amazing place this is. So Franklin Elementary right in the middle there, you got the Olympic Mountains off to the left, Sailor Ski on the right, the Elwa River in the background, and two blocks away, I think it's a block and a half away, is the gateway to the Olympic National Park at the visitor center. Uh we were out taking some photos of Franklin Elementary to learn more about

081it uh a couple weeks ago and I decided to walk over to the visitor center because I know it was close by and I didn't realize how close. There's actually a spot where you can stand and you can see the sign where where people are coming from all over the world to get their photo taken with their family and then you can look the other way in the same spot and see the elementary school. It's incredible. It's incredible place. So we're really excited about this site. So, what we'd like to do is zoom in and in a minute I'm going to ask uh folks to stand up and gather around the model and we're going to do a little learning engagement um so that we can we can learn. Uh you've heard us talk for

08220 minutes about what great listeners we are. We actually do want to listen a little bit today. Um but one thing I want to orient you to on the model if you go to the next slide is these different learning blocks. So we've got a series of these different blocks that all have different labels on them. And so they're uh about a couple things. One is about showing you the square footage on the site of the building. This is a bigger elementary school. We want you to get a sense of what what's that mass going to feel like on the site, but we also want to remember it's not just about how big is the building, right? That's the first part of the unspecs. We talked about the requirements, what needs to be in, but

083it's also about values, right? And so we took a stab at some things that we think are important and we'll we'll learn your values as we work with you. But just as a starting place for a conversation, we've identified four aspects of student well-being. So emotional well-being and so we have a block labeled welcome for that. So that's administration, that's a front desk. Um that's that secure entry into the facility that makes students feel welcome. Uh and then social well-being. We talk about that with the connects block. And so that's going to be things like the commons or what you might call the cafeteria um as well as the library, places where students are coming from across the school to connect. Uh physical well-being, that one's pretty straightforward. That's the gym or the move block.

084uh and then the academic well-being uh of course is sort of the core of all this schools are for teaching students. So that's the learning block. So an example is right here. So each one of these represents four classrooms um uh one for each grade K through five. So um this is going to be very abbreviated. Uh usually we would do these kinds of exercises over multiple sessions and we would we'd really be able to engage on a deep level. Apologize this is going to be superficial because it's very quick but we do want to get a little bit of sense and get a little bit of conversation going and and let us start learning about your site. So I'd ask you all to stand up if you will and gather over at the model

085and I think we've got room for everybody so please just crowd in and everyone's going to be asked to participate so so get ready. Okay. First I just want to orient people to where we are. Okay. So, this is the existing building, uh, Franklin. Uh, the bond language suggested that the most, um, plausible route for would be the new school would be built up here on the hill where the playfields are. Students would be moved out of the existing school into that. You have a construction fence for secure phasing during construction to keep kids safe. Uh, and then once this building is empty, it could be demoed and fields could be placed down there. So, that's the the lay of the land there. This is East Lawrence in here, the main arterial. Um, and then

086Stan is over where the uh the visitor center is. So, like I said, incredible site. You can see what the view panels what you're seeing with the mountains. Uh, you can see Hurricane Ridge to the south, Salish Sea, uh, to the north. So, what I'd like to do is get for starters to get three to five things about the site that you think are important. It could be uh it could be the hill. It could be the traffic patterns. It could be uh the way students come to the site. It could be how you want to think about outdoor learning, where you think the front door should be. So, three to five. What's important about the site? What do you like about it? What do you not like about it? Just as a way to

087start the conversation. What do folks think? Do did folks have things that they they love about it? They want to change about it? Where they think the field should go? things they're concerned about >> view and orientation. >> The view and the orientation. Which is it? This view to the water or both views? >> Uh both. >> Both. I'm glad we made both panels then. >> Great. Okay. Views. What else? >> Where people are going to park and we want it to be right a place where community comes in. And Franklin is currently not overly welcoming to have a lot of people there. So having easy accessibility, space for people to park and to bring the community, make it a community space, >> welcoming the community. Okay, that's great. >> And it is going up.

088>> Oh. Oh. So making the building taller as opposed to sprawling. Okay. And that's you're thinking about that for for safety. Keep things compact. Okay. I always worry about the traffic patterns >> as far as there being a lot of traffic here or >> having people having to come in and out. So there's no light there. Correct. And our little chairs do walk. There are quite a number of them do >> the boys and girls and girls. >> I mean there's going to have to be to really think about their safety um not just in getting your concern with your educators who are trying to get kids crossed and all of that. It's also a problem for the architects because I almost got hit walking down there. [Music] >> So that was personal. >> So

089you know this. >> What else? Let's get one or two more. >> My perspective on speech therapist in my office right here in the room. >> No. That's >> I think what you're saying though is we need conscience choices of where things are placed because as a school this whole really we're sticking people where they fit not where they should be. So I think we have this opportunity to really build a space that makes sense. >> Yeah. Right. Yeah. I think our district has community facilities and we use them during the day but at night our community uses them a lot. So we need a separation from the teaching and learning to public spaces so that we do have teachers that can go back in their spaces do what they need to do to use

090the other spaces library >> actual basketball things of that nature. >> Okay. >> All right. We got a number. Let's start. Let's um we talked about welcome. Um this is admin. This is welcome. >> You put it where do you think makes sense? >> We're not going to design the building around this. [Music] >> Okay. So I think it makes it's going to make more sense where the parking is going to land and this is going to be where that's the other thing is playground where these shows going to play while this is all happening. There there's space for parking in the building to happen up here, I think. >> Okay. So, then come in where you can look down. >> So, you have supervision. You're in a central spot. >> Everyone can see it.

091>> Assume the kids are going to eventually be here. >> That's where the kids are going to be there. >> I'm interested in knowing where the >> Okay, that's great. So, this is the connect. So, this is this one's interesting. You want you want everyone to like You mentioned you wanted folks to be able to get to it for after hours. Do you want to be able to zone it from the rest uh of the school? Does it make sense to be next to welcome? Would you want it on the street side or further away? Could also go down the hill. >> Cafeteria. >> It would be cafeteria. Yeah. Yep. >> The cafeteria. >> I like I like the cafeteria. So they're going to be outside so you get easy flow in and out. >>

092Connection. Connection. >> Yeah, that's great. Okay. So, they've got this great play area. Um Sarah mentioned wanting welcome to have some view over it. So, maybe we maybe we locate it here. So, you still have some supervision down and shift it this way because we have to think about the phasing for the existing building. >> Okay. >> I'm wondering though that if it's because that's going to be a public spot that it's easier in and out parking on the public side whereas the kids can go deeper into the building. >> Okay. Excellent. Okay. Okay. So, if we do that, then maybe the gym wants to be somewhere adjacent to the fields as well. I just want to start putting some of the pieces down. Then we can think about the learning community. So, we've got

093two different colors, which ties in with what Nolan was talking about being able to design it for after hours use. You can think the darker the walnut here. That's basically the community can use after hours. You could have a sliding gate, something that you close so that the classrooms are um the right number of classrooms here. uh they could be a way and you know there all kinds of ways we could we could shift this so that it's more about seeing the views. We could have them oriented so that you can start to create some uh outdoor classroom spaces in between. Um we know that we've got the uh the school garden. So that's going to be an important thing we're going to want to find a place for. And then we start bringing in

094all these different play options. You want some all weather play, maybe you have some some black top for four square basketball games like that. So anyway, this is just a really really abbreviated version. We're almost out of time, so I want to make sure that we have space for questions and answers. Um, but this is just a little taste of what it's like to start actually getting into this. We'll explore options. You'll design six different things. We'll take them back to our our workshop and we'll come back with them refined and we'll get comments and it's just an iterative process as we design to hopefully reflect your values and your vision. Well, where's where's the road going up to the college? >> East Park. >> I was going to um if we want to do

095questions and answers because you have more questions about the slide, we can stay around the table or we could go sit down and do our questions. >> I think we'll go sit down because we probably have some notes. >> Okay. >> Thank you. Thanks everyone for participating in that. [Music] >> Okay. So now, gentlemen, the board will I just spoke last time talking, but I'll just see the board asking some questions. Um, does anybody have anything they want to start us out with or should we go back to the way we started? I'd like to talk about uh Park Street and Lson. I hate anything about Larson. I just see that it's I don't like the drive on Larson. It's just there people running in and out off the street and crossing without anyone. There's

096a light at the corner, but uh and then you look at park though, there's no light up there. It's only a four-way stop sign where I almost was killed the other day by a bicycling of all things. Um who doesn't have to stop at the stop sign, which made me very scary that I found that to be very frightening. And that's the only traffic connection I mean stop between park the back of the campus or the front of the campus. I don't know which is which now. Uh and that. So I want us to really think carefully about if parents are going to come the back way down park. How is that going to work in that side street? there's no parking and their cars are parked on both sides when school's getting out and

097buses are trying to get out on Larson and there's no traffic stopping way to stop the traffic. So for me that is a huge concern. >> Yeah, I think that's that's something we've started thinking about a little bit because like Washington is signed closed to through traffic, right? Local traffic and so it's it's a little bit of a tricky one because you want to get you want to get the traffic up to the north end of the site. Sorry. >> Thanks, Sarah. You want to get you want to get folks to the I'm sorry, the south end of the site for drop off. Uh but you also don't want to route uh more traffic than you need to through the residential street. So, I think it's going to be important to talk to the city

098early on to see what opportunities there are for either changing signaling at the streets. Um that our experience at Stevens was really good with the city. Um you know, different jurisdictions are different, right? uh the the Port Angeles that the the city working with them they were really intendable to different things that we needed to make the middle school work. Um you know we worked with them on uh adjusting the code for the height of the building because we really needed three stories and so I think they were really good to work with and we hope to build on that relationship and and as we start really digging into this puzzle hopefully they can help us start to straighten some of these things out. >> Thank you. Okay, you're going to keep using that word

099opportunity and that's my main question is what opportunities do you see for our students? This is a once in a-lifetime chance for these kids to see the design process happening, right? You got future careers they might be looking at ways they can affect the environment in which they're learning. What do you see being part of your process in that? I think I'm going to answer a little bit and then we'll if you want to jump on you can. I think one of the things about building a new school is you have this opportunity to make the school inclusive for all. Um providing every student should feel belonging belonging there and um providing the little nooks in the classroom so the student doesn't have to go out to deescalate. um just looking at what's the future

100of the teaching pedagogy and how we can make sure that it's the buildings are ready to be adaptable in the future. But >> yeah, I was just going to add, you know, one of the the challenges with an occupied site is keeping students safe, right? And that's what we're doing at at Stevens right now. Um but one of the opportunities is you mentioned kids future careers. um they get to see a school being built, which I mean there's nothing more exciting to that 5-year-old boy who's terrified than seeing an excavator out on site, right? So, how do you start to work with the contractor? You know, Chris and Sarah talked about that. How do you work with them to set up, you know, viewing stations so that they can watch the construction? Um, you know,

101especially once the new school is built, they'll be able to look down the hill to see the old school get demoed, which I mean, kids will be out of their minds if we can set that up right so they can watch it. Um, and then there are also things like on the middle school we work with uh Governor Thomasson, he has with the TSA, they have this incredible program where they win national competitions for off the grid and things like that. And so he sent some of the student competitions uh to us to review and we gave them comments for, you know, so they could get a professional. So for us, it's like how can we be engaged in the community in a lot of different ways, not just with the building, but as other

102things come up because um it is a really exciting thing to get to share. We're really passionate about it. That's why we do it. And so, uh, seeing elementary kids get excited about it too, we want to encourage that and participate in any way we can. >> No, not a question. >> Anyone else or questions? So all along on our um capital levy, capital bond, we've talked about how community is the big driver and how we like to keep as much local as possible and how our schools are used by the community in the evenings. Um, can you step in and and just talk about a little bit of bringing the community into this and and and Chris did talk a little bit about the the bid process and how we were able to get

103more bids, but just what is Integra student to reach out to that. >> There's quite a few things I think bringing the community in uh from the very beginning uh we have our design advisory committee where it's a more than just the PACAC. it's a larger group, but we also want to um ensure like what we did with Stevens Middle School, we were had a listening station at the auditorium and get people excited. And I think the biggest thing for the community is making sure the school district fulfills their promise to them and build a really amazing school that's quality, good learning environments, and it's on budget and opens on time. Um, but with the GCCM, uh, Chris, do you want to talk a little more about that? >> Sarah? >> Yeah, I think we're

104we're engaging, like Amy said, just in a lot of different ways. And um you know I think some of the outreach that the team has done at with um Carmen and the tribe that will definitely continue and that's a big factor. Um and then uh we are looking for you know consultants that have worked here and we're also always looking to expand our um outreach to minority and womenowned um uh subcontractors business or subconultants and uh working with them to expand our reach. We're looking um to kind of be uh with working with the GCCM to do that outreach, you know, like looking for those local subcontractors, looking for those um MWBE subcontractors that can bid on the work. And then also it's kind of collaborating with them to make sure that the packages are

105set up so that they can like the work is, you know, they can do that work and they can bid on it. and then also kind of helping them with some of the paperwork because that can be a little bit tricky for smaller businesses. And so we we are you know looking so that we can do that and we can get our sub consultants paid in a really timely manner. Um and then for kind of or the GCCM is looking to do the same you know on the construction side. So I think I've answered >> Yeah. So this question is probably for Will. Um but can you elaborate a little bit more around the process of engagement and participation as relates to our staff and to parents? >> Yeah. So we usually well at least

106what we did at the middle school project we had the PACU. So that's one group. We had the DAC which was a large design advisory committee with some more folks. So it's sort of these different um sort of rings of of engagement that we want to get. But that's generally a couple folks from the community, a couple people from the school. We also want to be able to hear from community members who don't have time to do this or or don't make the time to do it but still have really important things to say. So, we'll have these listening stations like um Amy mentioned the one we did at the auditorium that was at the because it's a question like if like right now I this is an incredible thing that's happening and this room

107isn't full of people because everybody's busy. Everyone has other things they have to do. So, we set up a listening station at the auditorium for the holiday concert and so we got to hear from people who they weren't there to talk to us, you know, they were there for the incredible music, but because we were there, they had a chance to stop by, say hello. Um, we also did listening station at the school so that teachers who weren't on any of those committees could just drop by, maybe they're in the library to print something and they see our boards up. A lot of this is about about like communication, visual communication. So, how do you make things exciting so that people engage them and so we'll have big boards up with with renderings or diagrams

108or ideas and people will see them from the hallway and they'll come in and say, you know, what's what's going on? We heard that there's going to be a new school. And so, it's just trying to get input from a lot of different places. And then in terms of the students, we had a couple of at the beginning of the process, I think we proposed doing this again, a couple of uh key conversations with students um where uh to my mortification, one of them actually turned to me before we started and he was like, um, I've got a question for you. You're the architect, right? And I was like really proud. I was going to teach him about architecture. He's in seventh grade and um he said, "No, I have a" He pulls out this

109textbook. like I have a calculus question which I don't remember any calculus. So as long as the kids don't do that to me then we're really excited to engage with them. So that was at the very beginning to kind of get their vision and then you get some wacky things like one of the students said the whole site should be a swimming pool. But then you also get like like oh this is a really cool part of this. I love this tree right like things that could totally inform how you design the site. And then toward the end of the process, you saw those um those boards that we talked about the Carmen helped with the sketches for the um the animal boards in the school. So that was from two sessions we did with

110the students with the ASB at the middle school which is incredible because they were a really really engaged group of students. And so they um they helped set the tone for what those graphics needed to be. Like in my head I thought this is all about uh the geology and the trees out here because that's just what strikes me. And the kids are like no it's about the animals. So it ended up being these six panels with different animals that represented Port Angeles. So it's it's not just sort of engaging groups, but it's trying to get them at different points where their voices can actually influence the conversation. >> Any more questions? >> No. >> Okay. Um, I guess the only other question I have, which is kind of weird with I'm talking to you

111all, is how do you think you would work with the, this is what I asked the other, how you would work with the middle school and what kind of, you know, do you feel like you're ahead because of how far the middle school is in terms of continuing kind of keeping a continuity throughout the district? Um, that's sort of doesn't pertain as much to you all, but great. Um well I do think um having the continuity from our knowledge with the middle school and having the same consultants that were on the middle school will have some schedule uh advantages because we already we don't have to do the discovery of building systems and understanding Nolan's uh goals and values. Um, so I think that's where the schedule will benefit, but I think we still need

112to do the engagement for the ele elementary school and really take our time to talk to the right users, the right people. Um, just because it's a different community. They're little 5-year-olds to 10 year olds that have a lot to offer and we want to make sure we develop a school for them. Anyone have anything else they want? Okay, so your conclusions. >> Okay, perfect. Um, I just wanted to say, um, Franklin Elementary School is an amazing project, but it's not just the building. It's not the built environment for us. It's the community. as Will mentioned, like we want to keep our uh working with Port Angeles and the teachers like getting involved. We've had lots of interactions with a high school teacher. I helped we helped Becca with her TSA project and um it

113was really meaningful and she was super excited to get our our feedback on her uh portfolio. So, it's just about the community. So, we really are excited. Thank you. >> Thank you. >> That's a wrap. guys. >> Yes. So I don't remember. [Music] So actually Um >> yeah, obviously no her. >> Yeah, unless you really want like personalities and friends. >> It's mostly that yeah matter. [Music] is that I went yesterday for the first time. All my chairs are stacked. My desk will come in like >> No, it doesn't. Every time they'll be out the hallway like [Music] that. [Music] So it's interesting. I think everyone think >> okay third but then our kids start which is so good for students their first days they're so tired um even like I've read like her kids

114starting I start school if they're in the fight. They don't have to stop. They will not act like they have priority over going up to church and here came a bicep which was right and then >> you know didn't stop just down that bike just didn't he had the right away you were in his way. >> Well, I didn't have enough so far these presentations focus like >> they have a lot of that sort of continuity and how that can make their life easier, maintenance life easier. They both like [Music] Not enough. And it looks like >> I don't know. I think [Music] kindergarten. Nice. Let me ask you this. It has compromised election. Are we going to do auditors attorney? [Music] Otherwise anyway. Okay, I'm sorry. >> I started For example, we had >>

115you guys with my Yeah, I think [Music] >> I have never heard that. >> Yeah. the place for me to write. >> Thank you. I like >> back. Yes. >> Which is why having this color There you go. >> No, you are not stand up there. left it out. Beware of this woman at the end. >> I might car wind brushing through your hair. >> That is nice. >> Yeah. >> Awkward time or the Mr. Yeah. We just finalized [Music] >> I swear two minutes last forever unless you unless Unless you're late, >> oh my gosh, but when you're standing there like get a sense of glass. So I detail down. >> Okay. I feel like we're close enough. >> You're not complaining. >> All right. Well, I'm gonna turn over to our superintendent, Michelle

116Olson. [Music] >> Good morning. Welcome. It's good to see all of you. So, today for this part of the process, uh Nolan Duce, who's our director of capital projects, he's going to facilitate. So, I'll turn it over to him. >> Hey, good morning. Uh we have three firms presented to the board that have made the final selection. They will have 30 minutes to answer the questions we gave them. The board will have 15 minutes to ask any follow-up questions. Uh once one group leaves, we'll ask the next group to set up for a few minutes and then let them begin. After all three groups have presented, we'll have public comment. We also have some uh representatives from our banner banner owners rep that like them to make comments as well on what they heard today

117and after that I will make comments on what I heard. Um and then the board should have discussion on what they saw and moving towards a ranking of the architects. Uh all three can do the work after discussing with the district attorney. What we need today is ranking of first, second and third. After the board has come to a majority, I'd like each board member to state their order and the next step is negotiating a contract with the selected person. >> All right. >> Okay. Well, I want to thank you for having us here today. We know it's a big commitment couple days of this. This is your first day as I understand. So, we appreciate the time that you've spent put into this. My name is Brian. I'm a managing principal at TCF. Um,

118and we'll let our team do some introductions here in a minute. But, um, also want to just congratulate you on passing this these bonds and levies. We were just talking about that there must be something special happening on the peninsula between Remington Squim and and you all passing bonds. It's not an easy thing to do. Uh, we understand how challenging it can be to raise those funds and to gain and maintain support. We want to be part of that with you to help maintain that community buyin that you have so that into the future you're able to continue to to pass bonds. Um we've had a lot of fun preparing for this discussion today and um just look forward to a good dialogue with you and we're going to share a little bit about um

119our our firm DCF Architecture. So we're located um in Tacoma. We're a firm of 48 people um creative, talented, energetic people that love this kind of work. We love doing schools. We also do public maintenance and operations facilities. And really what ties those two together is building strong and resilient communities where we're all about um human flourishment and and creating spaces where people can have just elevated experiences and really enjoy what the spaces that they're in. Uh we are we work throughout while we're in Tacoma, we work throughout western and central Washington. So we have active projects right now from um the coast to Wanchi and from Vancouver to Mount Vernon. But it's really small communities where we find we do our best work, where we can get um and develop really personalized relationships and

120often where we're helping and working with people who wear a lot of hats as I'm sure is um is the case in this district. Um we also are working in a number of coastal communities right now and we know that there's some unique um things, tightnit communities and climate considerations among others. Um we're working in Port Townsen, we're working in Nema. Most of this group is on a project that's finishing up design in Nema right now. So we're halfway there to our to our job site there. We're also working in Cosmopolis and Aberdine and so we understand that there are some unique things with coastal communities and we want to bring those um to uh that experience to this project here. Um we'll spend most of the presentation just talking about the questions that Nolan

121provided to us. So the first one is to introduce our team and our roles. Um again my name is Brian Ho with TCF. I'm a managing principal. I'm a uh lead our K12 studio. Um, and I'll be your principal in charge. And what that means is that I'm your sole point of accountability. Anything at any time throughout the project, you call me. I'll be involved. I'm also the educational planner working to align your educational goals with our planning and design process. Um, and then leading stakeholder engagement. So, my involvement will be heaviest early on in the project um during planning and design. It'll taper um a little bit um during construction, but I'll be really part of the team and involved all the way through. Um you asked about um being here on site and

122we and this team really values being in person and while we can do virtual meetings and remote meetings are are valuable and we can you know use those for a lot of things. We want to be here. Um it's a 2-hour drive from our office in Tacoma. It's a pretty easy drive. Um in fact, we would much prefer coming this way than going up the I5 corridor um from Tacoma. It's, you know, it's a it's a beautiful and and pretty consistent predictable um drive for us to be here. So we want to be here a lot and all of us will be here regularly through the design process. And with that hand over hey everybody my name is Mark Po. I'll be the project manager for this project. That means I'll be involved from very

123beginning of design all the way through construction. I'll be the main daily point of contact between our design team and the owner and the contractor. I bring over 30 years of experience uh working a variety of of mainly public institutional, educational and uh tribal projects. Um been doing that for three decades plus here and I really enjoy it. It's what I love to do. Um I have a long history of working on a variety of building types, project scopes, um with a variety of jurisdictional organizations. have a vast experience with uh code research, permitting, working directly with permitting and planning departments to iron out possible hurdles along the way. As Brian mentioned, we're working currently in Neo Bay. I'm the project manager of that project as well. So, as we wind that project down, I'm

124super excited about working with you here in Port Angels and so we're very excited about that. So, thank you. >> Hello, I'm Al Dantis. I'm project architect. I've been an architect for 30 years. Uh 10 years of which have been at TCF. Um currently working on two Burton school district projects. So I'm eager to focus on one project uh hopefully with you all. Um I'll be as a project architect working on such things as implementing the design and the technical documents, working with Mark on permitting and code review, things like that. So, I'm very eager to work with you guys and appreciate your time. >> Hi, I'm Glenn um and I'm the project designer on our team and as a designer uh my responsibility is to generate those initial ideas and concepts for a project.

125Um and then working with you the stakeholders on our team develop those into a series of sketches and diagrams and drawings uh to to create something tangible. Um, every school has a series of classrooms and communal spaces, but for me it's the in between spaces that can really define a project. Um, and it's how we bring those spaces together that in a meaningful way for you and that might add value to the students and that's what really excites me about my role. >> Hi, and I'm Jamina Bolan. I'm a designer at TCF. Um, I've been working on K through2 projects at the office for about 7 years now. And, um, my primary role for Franklin Elementary will be a job captain. And as a job captain, I'll work collaboratively with our team here. And the

126school district um, all throughout the design process. Um I'm also will be lead in managing um the development of all design drawings and construction documents as well as uh our digital 3D modeling in conjunction with coordination with all of our consultants. Um I'm very excited for the opportunity here. So thank you. >> So we we want to make sure that we're addressing all of your questions and we will respond to all of the questions as we proceed through the presentation. Um firstly I wanted to make sure that we uh that we acknowledge that we're on the indigenous lands of the lower tribe and not only that but this the site that Franklin Elementary will be built on as well. So, um that's important to acknowledge that. Um as it relates to the second question, you

127know, we we recognize how important it is the relationship between the Port Angeles school district and the Larwalk Clawing tribe and and it's very important for us to continue to learn about that relationship. As it relates to the tribe's relationship to the land, we've done some initial, you know, study and some research learning what we can on a preliminary basis. We we've come to understand the deep spiritual connection to the land, the relationship to the Elwa River, the and the surrounding lands. You know, the the the deep connection to the ancient homelands is obviously a critical part of of what we need to learn and incorporate into the project. Uh the lower also have a long tradition of both land stewardship and conservation. So, we want to learn more about that historical piece and also

128how that has translated into the modern day. that's important to us. So, we want to learn more and more about that as we proceed. Information also comes in a variety of other ways. We'll we'll meet, for example, with like a cultural advisory committee that's established. That's one way that we can interact and learn and glean information. We also love to attend tribal events to get a feel on the ground for how practices are demonstrated and we like to learn in that way and incorporate those things into our into our specs into our design process. Uh currently we have two projects that incorporate some of the tribal influences that I'm referencing here. Each of them is unique. Each of them has some similarities and crossover, but they're each unique. And we understand that we're not doing

129boilerplate solutions here. We're doing custom solutions that are responsive to this specific tribe and district. So that's important to us. Thank you. >> Um so we'll share just a couple examples that um show you how we're working this way with other current projects. The first one I'll speak to and then I'll speak to the second. Um we're working on a project in Tacoma right downtown on the waterfront. It was a joint project between the Port of Tacoma and Tacoma public schools. Um so a unique project from that sense, but as we were doing the early site research, we discovered that there's a corner of that site that is the last undeveloped piece of what's referred to as the boot island and it's where the Pab tribe warriors would um live at the mouth of the

130Pial River. It's also right at um the bend of the bottom of the river which is the namesake of the P tribe. So we um you know as we saw that and it was um a really historical cultural site um and we talked to the P tribe about it, we were able to protect that piece. It heavily influenced how we designed that site overall. Um we protected it so that it be um developed into more of a park-like setting that celebrates that water and land connection. Um the image on the screen is this um is this project. It's in construction right now. in the rest of the project where we're developing two buildings as a public esplanade. There will be storytelling and narratives that are incorporated along that um as well that speak to um

131the PL tradition and heritage. Um the PL are also commissioning a large carving which is represented in this image that's going to sit prominently in that main plaza overlooking the water right at that bend at the bottom of the river that again is their their namesake. So our project in the Bay perhaps bookends what Brian's just talked about in Tacoma in that this project um will be an important community hub um and a learning environment that specifically supports traditional crafts activities and ceremonies. So in the image that we see on the screen uh this is this is the heart of the school. This is the multi space. Um, we've got the, uh, cultural classrooms of dance, uh, beating and weaving. They're just out of shop to the left, but they open directly into this space.

132They're front and center within the the learning environment. The wood shop is towards the end of the the space here where the students practice traditional wood carving and they build 30ft ocean canoes. Some of the elements in the the image, the traditional formline artwork in the guardrail panels, the weave pattern in the ceiling, those are all references to some of those traditional crafts outside the site sensitively terrace into the hillside. Um, and that includes um a number of other elements and activities that support the the learning environment. There's a fish hatchery. There's an outdoor kitchen um where the students can process fish and smokers that they built in the wood shop. There's um an enhanced wetland area which will support the reads um for the basket weaving activities. And this whole space is you know

133what they're calling a working village. It's very much part of the educational component and very much important to those uh traditional Macau crafts. Um the the building itself, the form uh resembles uh the the references and proportions of a long house, but it's also designed to efficiently dress a pretty significant annual rainfall just along the coast. They get over 120 in a year. So the the roof is designed to efficiently distribute that water and then we celebrate that connection with water with a cascading feature as as rainfall drops off one of the roofs. the the Kalam like the the Macau are a seafaring um people with an intimate connection to water and resources and so that water is a particularly strong theme that runs through many elements of the project. We've learned an awful lot

134about that maca um sort of tradition. Uh there will be similarities with the lower elac but we do not presume those to be identical and that's what we hope to understand as we sort of move into this project. But a lot of these elements we identified very early on as we began our research into the edspecs which leads us into your third question. So edspecs can too often be dismissed as a formal formality you know like a list of dos and don'ts on a project but we very much approach those as the opening chapter to telling the story about you and this project. Um, you know, and it's it's in those stories, um, you know, quite often it's the it's the characters in the stories, the the Boston Charlie, the Hunter John, those are the

135characters that that set a community apart and define you as as who you are. But there's also what it means to come from Port Angeles, what it means to grow up here. So that, you know, the city motto where the mountains meet the sea, that is like the in all of you in some way having grown up here. And that's what we really like to try and understand and bring that as a really evocative and engaging opening for the edspecs to really tell a reader who it is, who you are, what's important to you, and how this project is going to to uh evolve. And now Janita will talk a little bit more about some of those other critical components of the edspecs. >> Thanks, Glenn. So, um, in addition to Glenn's, um, storytelling component

136of EDSPEC, um, I'd also like to talk about, um, the other important aspect of EDSPEC, which is the information gathering piece. And I'm going to walk through the process with you. Um, I'd like to compare Espec to essentially a recipe. And as part of creating the recipe, um, you need to gather your ingredients and understand how they work with one another. um we begin the process of info gathering and we like to do this through collaborative workshops. Um these will occur on multiple days. Um and uh we want to make sure that all the staff is represented through this process and so we'll work with you to establish the schedule as well as identifying dedicated small groups that we'll meet with individually um to go over all of the spatial needs um that's going to

137go in your facility. um based on our experience um sometimes people don't know what to ask for when they've been stuck in the same space for a long periods of time. So we do a lot of prep work. We come in with lots of examples, diagrams um in order to facilitate that question. We'll bring in a list of questions for the staff so that we can begin to get all of our information and ultimately we try to make it as engaging as possible. So after the initial step of gathering information, we'll compile everything into a pretty substantial document and we'll share that draft with you and then we'll schedule follow-ups um to work to refine that document um into a final u version of the spec. We actually brought um couple examples. So um these

138will include all of the narratives of the process, room data sheets um that discusses all of the um spatial needs um as well as diagrams um and yeah this document will be shared with you so that your board can approve for the deform processes. [Music] >> All right, I'll touch on district standards and similar to the expect process. The district's um standards process starts with a series of in-person workshops and and we again believe in doing those face to face. We'll bring our team, our mechanical, electrical, plumbing engineers, civil landscape designers, door hardware, food service, all those specialists to meet with your staff that cover all of those needs. Um we like to do these when we can in your facilities so you can walk around and point out, you know, here's what's working, here's

139what doesn't. Um help us to understand what your preferences are. And we have a detailed checklist that we can go through, make sure all those systems, products, materials are all all addressed. Um, this document really should be something that applies to all of your facilities districtwide. Helps you guide decisions now and in the future. um four of the goals that we work to um in this first of all is to limit the number of product systems and materials that you have to work with so you can um you can keep less stock um on hand um but also that you have less training involved with all of those different things. uh we want to make sure that we prioritize systems that you can maintain in house or at least locally and really minimize maybe avoid

140or you have to make those service calls from people way outside of the area which we know can be an issue in in uh in the peninsula. Um third is life cycle giving you products and materials that have long life cycles. We know maintenance budgets can be difficult to come by giving you systems that'll last a long time with minimal maintenance. Um and lastly an important one. you know, it's easy to write a district standard that has, you know, it's idealistic, has all the best things in it, but we also know you got a budget to hit. So, we want to write those and be collaborative um in a way that it's achievable, that you can implement these standards in the budgets that you have. Um, oh, one other thing I was going to say

141with that is it's one thing to write the district standard, but we've got to implement the district standard. So, we'll do page turns with your uh maintenance staff all the way through to make sure that what they're seeing in the district standard and how it's being translated and implemented is um in alignment with their expectations. Um you asked too about how we collaborate with the other team um at Port Angeles High School and we were just talking about you know just finishing design and starting construction on Stevens is a great place to start with a lot of I'm sure lessons learned and and a good starting point there with Stevens probably applies um in many ways to these projects with two concurrent projects going forward um really great time to develop these projects in collaboration.

142So um we we really believe in this. I think one of the first things we do because these documents are the first to be created in this process is meet with the other team come up with a plan of attack for collaborative workshops where we can meet together give you documents that are co-authored um or consistent with each other. So for instance the edspecs they're going to be different in a lot of ways the spaces that um are at the high school and spaces at the elementary school are certainly going to be different unique um but there are some consistencies in these documents. So overall um project and district goals certainly the layout and format um of the document and the information the level of information gathered. We want to give you documents that are

143very consistent with each other. Um for edspecs with the district standards um this is you know as I said before you know a document really should be one document that applies to all your facilities. Um you know we'll note where there are differences between administrative or primary and secondary schools. Uh but ideally it's one document and so um we proposed that it would be a a series of workshops where both teams and all of our consultants would meet really co-author those district standards so we're all bought into that and again it gives you consistency and predictability but it also just makes best use of your staff's time. Um we've done this recently um successfully in a number of districts. Uh 2019 Peninsula School District passed a bond. We were doing two um elementary schools. Integris

144was doing too. Um and we met together with their owners rep and collectively developed district stands together that applied to all those projects. Worked really well. Um and then we're working on two elementaryaries in Breton right now and we worked in tandem with Henen Architects on um as those were getting started to together develop the district edec that I'm applying to their elementary schools. As project manager, a critical role that I rigorously work through is both budget management and schedule management. As far as tight budgets go, we take budget management very seriously at TCF throughout the project. We work closely with our cost estimator. We reconcile cost estimates at each phase of the design schedule. So we'll work through that and when when we bring on the GC in the design in the schematic design

145phase, we'll work with them to reconcile these budgets at each phase of the design process. So that's how we really keep a a tight uh grip over the budget, make sure that we understand the budget as it's moving forward. This chart here can show shows you a little bit of the some of the projects over the last five years that do have some tight budgets. for Franklin. We've, you know, we've estimated how that might translate into actual costs. Uh the the projects that are listed all the way down at the bottom here, with the exception of the last one, which is Nebay. You'll notice that the NEA Bay project is a much healthier budget. It's a larger budget. It's a whole different type of project. There is what we call the NEA factor. A lot

146of things as it relates to the remoteness of the location, a lot of things that influence the the cost of that particular project. um we work extremely hard to understand what is most important in the project and we focus our funds in those locations to make sure that we're that we're designing efficiently and effectively. Um the TCF consultant teams we reserve research best value systems product options and and we collaborate directly with the contractor early in the project to make sure that we're realizing opportunities and keep the project on budget. And this is a direct benefit to will be a direct benefit to the Port Angels School District. >> So, as Mark highlighted, uh TCF has a good history of making great projects with limited resources and uh we have a couple of examples up

147here. Uh and get a little more specific about how we do that or how we can do that. Um on the left is Armandar Elementary. As Brian mentioned, it's one of the Bington School District projects we're working on currently. Um on that particular project, we did a deep dive on literally every partition wall in the building uh in order to reduce the height yet stay still maintain acoustic uh properties of the you know uh of the spaces. And in doing, you know, that little bit over the entire building, we're able to save thousands of dollars. Um, and that's on top of uh the normal process of evaluating and creating uh efficient design. The floor plans are very efficient. There's very little waste. Um the both of these projects uh have floor plans that stack very

148efficiently. You know, these are things we we typically do. Um whereas on Bryant Monasuri it was kind of a unique um project in that we were able to um and that's with the Tacoma school district we were able to partner with the contractor and leverage their relationships to their subcontractors to develop a kind of a unique loadbearing steel stud um construction uh which also contributed to the savings in the project and all of those things the the savings that we are able to manage on these individual projects, we work with you to determine how those you know savings are spent. So whether like on both of these projects they have enhanced interior design uh that was important to them and also you know on the case of Armenar more durable exterior cladding. Uh in the

149case of Bryant um we were able to direct those funds to and adding additional storage spaces for their monastery program and outfitting one of their classrooms. So ultimately uh there are shared things you can do uh but it ultimately comes down to this the team the contractor that's involved the designers uh the type of project that we're working on and the construction type kind of tease out what those opportunities for savings are and then work with you to figure out where to enhance the the project beyond what is stated in the in the SPEC or the program. >> Similarly to to uh budget management, working in tight timelines is something that we do a lot of. We're very accustomed to working within tight timelines. And you know, good schedule management is is critical to to

150controlling the the project budget as well. Del timely deliverables equal to uh to to good budget management. We we design a very detailed schedule. We include all key milestone dates. We include meeting dates. We include all critical dates. So all of our consultant team is on board with the demand schedules and we meet weekly to make sure that we're maintaining. We identify any out any concerns and we address them immediately. We stick to our schedule and we build the schedule. We require all consultants to do the same. This chart here is uh shows some recent examples of some of the tight timelines. The design uh times are on the left here. So if you look at the blue, you'll see some of these tight time frames that we're referring to. And in terms of your

151time frame, while it is somewhat tight, we do feel that it's pretty reasonable and we feel like it's practical schedule that we can work with them very successfully. Um to achieve the timeline, uh we establish clear decision- making processes as I said that is communicated with the entire team. They know what we expect and they will respond. Uh we communicate clearly and effectively as it relates to expectations. We establish early relationships which I touched on briefly with the permitting and planning department so they know the building. We work closely during the present process with them so the building is understood early on and that we can mitigate a lot of the potential hurdles that might otherwise happen in a project that can be as complex as these projects are. So, it's shown here on to

152the left at NIA Bay because of that early and consistent engagement with the planning permitting department. Um, we were able to get approval for permit at record time essentially the very next day. And that allowed us to stay on track on this project and move as fast as we did. And as for Pioneer um elementary, this was uh the first project of that 2019 bond with Peninsula School District and there was a huge pressure to get this done um because of capacity issue and with our team. It was really the rigorous weekly meeting workshops with um with the owner where um established this clear and committed decision-making process that allowed us to get the project done. um design and permitting in just seven months. >> All right, the last question um that you asked us

153to address is on GCCM. And um we could probably spend an hour talking about the benefits here. We're big believers in alternative delivery. Most of the K12 projects we've done in the last 10 years have been GCCM or progressive design build, one or the other. We're working with the contractor right from the beginning. So we're going to use a couple projects just to share a couple of the benefits that we see that are relevant we think here. Lake Wilderness Elementary on the right. Um this was the biggest elementary school in the state when it started,200 students. Um hard to imagine that, but um very similar to Franklin. It was being built on a tier up behind the existing school, but the only way to get to that construction site was through the occupied campus. And

154so we partnered with the GCCM to come up with a design and phasing logistics plants that kept students safe throughout that process. Um we also worked with them to um to design systems that were efficient to build. So, it was woodframe construction which allowed them to panelize the walls and really quickly um erect the building once all the site was done because all the walls were ready to to to go up very quickly. And similarly with Madison Elementary, which is in Mount Vernon, Mount Vernon School District, uh we had a GCCM uh partner with Lighting Construction and we're um utilize their their knowledge and know how to figure out how to work the building onto a slope site as well. So working different configurations and pricing and construction technology to minimize the impact of the

155site. Uh but also kind of um maybe more uniquely uh with Madison and partnering with the GCCM and having them on board early. Uh we were able to do early procurement of long lead items such as mechanical electrical equipment which are notoriously long lead because they're often customuilt and expensive. And not only did it kind of save time in the scheduling because you rather than going out the bid and then getting this equipment, we were able to get it early and that also had the benefit of saving money because we learned that there's a price increase that was ahead of us if we were to wait. So by purchasing purchasing it early, we were able to mitigate those costs as well. U another kind of benefit that um resulted was the partnership you can have

156uh early on because the Mount Vernon School District felt as you guys do that it's important to get the local economy uh engaged with the process. So there's an extensive outreach light did in the community to encourage subcontractors to bid um to get materials locally and uh to get labor to uh come work for them. >> All right. Well, thank you. Um that's the end of our presentation. I think it's great opportunities to um on this site. So welcome questions. >> Okay. I guess I'll just continue on in the vein in which we started this day. Um I have uh one of my main questions is what opportunities do you see for our students to participate and and to observe the this I mean this is a once in a lifetime chance for some of

157these kiddos. They're going to get to be involved in the the design process. What how do you see your job is getting those kiddos that exposure? >> I'll start with that and Glenn you might have something to add to this. So um let us talk about our DMA project. I think well let's start with that as an example. So um that um district when we started we um intentionally wanted to reach out to students and we did it in a couple different ways. One is we actually had a former student um who is in school at UDub be part of our um our team throughout. So she she's in a um urban planning program and we incorporated her in the um in the project. She's from um Nia Bay and she was able to see

158everything all the way through. So, it's a graduated student, maybe a little different than your question, but um a neat example on that one that there's always an opportunity for embedding somebody um on the project team for that experience. Um with elementary students especially, it's a little different tact than you might take with high school students, but with the EA project, we put out um some questions to all of the elementary school students. And when we um they had a big community dinner, we came back and every student I think there was 500 pages or something that um that maybe there wasn't that many students, but um all these responses to what is the dream for our school and they had drawn pictures and they had written narratives. And so we were able to take

159that and instill that all into information um that help to um guide the design process. And so um with elementary school students a lot of times it's um and we can engage really at any level as well but specifically because it's an elementary school um we want to make sure that we're capturing the imaginations of these students. You know they're the ones who are in the building now. Often times they're the ones unbound by you know all the things that we've got to deal with and they have some really great ideas. Sometimes they're a little wild and crazy but what's underlying those are ideas that often we can incorporate that can be very playful and very fun. Um and learning should be fun you know in these in these schools. >> Yeah. Let me just

160um add to what Abraham has said. So yeah I like to think of myself as young as hard but the reality is it's a while since I was an elementary age kid. So you know when we do meet with those students it's you know trying to see the world through their eyes and see what's important to them. Um and it's maybe how we sort of try to engage um you know with the students. So one previous project we did an unboxing exercise. So, it's like an internet theme and everyone's really cool to get their new product. So, we did an unboxing their new school and we asked questions along the theme of that um you know that sort of unboxing exercise which really got them excited and got them talking about um you know what

161they would like and as Brian says yeah we got slides we got everything in there but you do parse out that and you get some really critical um sort of feedback that can really inform how the school comes together. Um, yes. I was looking at the um books that you sent us and you had two just some makebelie schools, but one of them uh or both of them really were located in the middle of the property rather than at either end. And I really like the way you designed it. One, two, so you could all all see the water, which I thought that was really important. But because the school is on a slope, I I'm not an architect. Don't play one on TV. I don't know about architecture. What I do know that it

162would seems to me it would be hard to build on the slope. So, um, one of the pictures you showed showed a school that was, um, kind of built on a slope. So, could you comment on >> the location of the school owner? >> Absolutely. And I start, I'm sure Glenn has some to add to this as well. So, the two examples we showed for GCCM were both very similar to this two-tiered sites. Um, one of them we built up on the, you know, on a flat upper portion. We didn't really have any room to push up against the existing school, which is similar to this. The existing school is tight to that slope. But navigating that hillside, regardless of where the building is, is an important um consideration in this project. Students are going

163to need to get up and down. Um at Madison that Al spoke to, we did push the building down into the site. And um what we were trying to do there, and it worked really well, is to um have interior circulation so students could come out at grade at all levels of the site. Worked really well. Now, in this case, it would push the building up against, you know, close to the existing. So, we have to be really careful with that. um working with the GCCM. That's why it's great to have that partner on board because we can we can make sure that we're coming up with logistics planning that works there. We think there is some some opportunity to at least, you know, explore um utilizing that grade to push things that are high

164volume like the gym or the commons down into the hillside and then you get um the opportunity to bring people right out on grade on that lower level rather than having a bunch of ramps and stairs in the hillside. So much more exploration to be done there. But um you know this was two of a number of studies that we looked at and we thought were compelling. >> Yeah. Maybe just a couple of points to add on that. So yeah, considering building into the inside hillside, no doubt that's slightly more complex, you know, uh process. But I think the benefits there and as Brian hinted at, this is likely going to be a twotory structure wherever it sits on the building, which means we're going to have an elevator. And if we can straddle that

165hillside, that means then you've got access or accessible um access to both tiers of your site. So that's a sort of an inclusive you know approach which would be really um you know interesting to um to study sort of okay what are the implications? We did hear sort of anecdotally you've got very good soils. So you know maybe there's not going to be a you know a complex issue there. Um but also with the walkthrough we heard that those classrooms with water views are highly coveted but you know when the mountains and night are out that's a really stunning view to the the site as well. So both of the options or many of the options we studied we feel that all of those classrooms can sort of benefit from both. We can give all

166classrooms a water view and then maybe it's some of the communal spaces that really enjoy those those mountain views. So yeah, really exciting site to get to work on and to sort of explore some of those ideas. >> So earlier Glenn, you talked about the in between spaces and as you know we do have the community garden there. We live in this beautiful place. Um can you share a little bit more around those in between spaces your vision? Yeah. So, you know, in between spaces, we could really just talk about corridors. Um, corridors are schools are the single used plastics of the education world. You know, particularly in elementary school, those students aren't moving between classrooms every hour. So, those guards are really not used for a huge portion of the day, but they're expensive

167and they add to your square footage. So, there's a couple of ways, you know, that we can sort of approach that. We could just make everything a little smaller and that saves money. Or we could explore ideas about how to add double duty to those corridors. So when they're not being used for students to move through the building, they're actually really useful for some other activities. Um, you know, there's a fine line there. There's the sort of the the open classroom and the shared activity clusters that I think you have in existing building has been particularly successful, but there's a ton of um, you know, schools that we've worked on. we know how to make those spaces work. Um, and that can really add efficiency to the school. So, you're basically making this building smaller

168without losing any program. And in fact, if we can sort of work that then, you know, in a good way, we can add value. So, that's, you know, that's sort of what we talk about in those in in between spaces. Also then it's you know as you say it's a connection to the outside and you know again in elementary school the you know the sort of the natural environment is a really critical tool in the in the learning environment. So making sure that you know as long as we deal with um you know issues around security and and and access but we make that outside um of the site as as sort of integral in the learning environment as as possible. So, Port Angels is really tied to the community. Uh we have community use

169in our facilities after we're done with them during the day. Uh we'd like to see as much uh local work and stay in the community as possible. Uh can you talk about how you're going to work with the GCCM and and get as much community um work here and then also the buildings built for the community? >> Yeah, absolutely. Um, we heard I think at the brief middle how important this was to you and we hear this from a lot of districts. Some take it more seriously than others. Um, having the GCCM on board is a really important part of that because you know from a from a labor standpoint that represents a huge amount of the involvement and so planning early on for outreach. Um, and getting people educated about these projects is really

170important. Um, I'll mention the projects that we were doing in Mount Vernon where they did a a very broad outreach. Um and what we'll find is sometimes you'll find trades that can't handle the whole scope. And so we need to get creative about carving that scope down so that the local trades um you know do have a way to participate. Um we're we're doing this in the Bay as well where it's really important for them to have tribal involvement. And so um there's some really um strategic or or intentional ways to break scopes down um so that they're they're doable for maybe smaller outfits that are in this area. We are working um currently with a local Port Angeles company CRTC who does some really um innovative products, but one in particular is a heat

171treated um cross laminated timber panel uses macott timber and we're using that on the neay project for some of the um the smaller site structures and um the research that goes into you know what is here what's already happening here. There's some really neat things happening in this area, but we need to research that early on because it's not just a tack on at the end, you know, with with CLT panels that are, you know, that are being built here. We need to, you know, that doesn't just get traded out for another material. We need to know what's happening here to begin with. So, um, again, the partnership of, um, getting together with the GCCM, getting creative about how can we build this building with those local materials and trades, what are the skills that

172are here, and then making sure that we're kind of pounding the pavement and getting people excited and educated about the project so they're ready when it comes out. >> Uh, I'd like to talk about the height of the school. Um, there's already talk about the people who live uh south of park. Um as I look at the suggested drawings, one is three part of it's three stories and part of it although it looks like it's just a you know the same roof line. Um can you talk a little bit about how how high you can go and how it would impact the people who live up the hill up the mountains. >> Yeah. I think you know when we began to sort of look at the site begin to understand what we could go on

173I think you know the um the the city building code limits at maybe 40 ft so you know at 14 to 15 ft per story you know that's comfortably two stories with a you know a slope roof. So in you know both these options when we go to the you know which is considered just the upper tier it's a twotory structure but it's going to be within those codes and you know it shouldn't really be much higher than the the school um was the existing school is sitting really below that. So it is it is potentially on the upper shelf might impact some of the views. That's again where the the beauty of the sort of straddling that slope because that from the upper tier that's a singlestory building. Um but then you've got that

174sort of underbuild that area that can open out and that maybe begins to um uh you know sort of be more um sensitive to sort of the local uh residential area because you know this is a school it's in a residential and it's generally sort of single twotory um you know single family homes. So, you know, that's definitely an important consideration. >> Thank you. >> I just had one question. You know, we're building a middle school right now. What do you see as sort of some synergy that might happen between the architects and the GCCM out there, the general contractor, and you do you see that as some opportunity for you to sort of have a continuity? How would you work that system? >> Yeah, absolutely. I think that um you've learned a lot I'm

175sure going through that project as has that team and um you know to a point in our starting from scratch. I I think it would be great if we could um we talked about district standards and edspecs. I think there's some things to learn there but also just um engagement with the community um and what's what's worked, what's resonated, you know, what what kind of messaging is really important for us to focus on. You know, we we've done some research. We work in a lot of the communities on the peninsula, but we don't, you know, we haven't worked with you yet. And so, there are some things that we still have yet to learn, and we want to do that as quickly and as effectively as possible. So, yeah, we we love getting together with

176um other teams, um, learning whatever we can from them. So, yeah, we welcome the opportunity to do that. Um, I'd love to reach out to them, you know, as the project's starting and just have a workshop to to see what they've learned and what we can apply um going forward. >> Anybody else? Anyone? wrap up. >> All right, we'll do a little wrap up here. Um, so we're uh excited about this project. I think that this we talked a bit about the site. This is a very unique, special site. Um, and just thinking about, you know, the the Forte where the mountains meet the sea. I mean, there's hard to imagine, you know, a site that better characterizes this and gives opportunities for students and families and staff and neighbors to um you just have

177a much more elevated experience, you know, than they have at the current Franklin. And so, that's a big part of um what we're excited about with the project. You know, a number of reasons why um we think we're a great fit for this project and hopefully you feel the same. We do a lot of K12 work. I know you're talking to other teams that are the the same way, but we work, you know, again, across the um across the region doing a lot of elementary schools. We'll bring all those lessons, help you make this the best Franklin that it can be. Um we um have all the services you need. Um we'll make sure that we are um taking care of you all the way through. We know you all have full-time jobs. Uh we

178want to make your lives easier, not harder through this. And so, you know, we'll do whatever is needed to make that happen. We also know that changes happen along the way. So we're we're nimble. We're flexible to to adapt to those changes while always moving forward. You asked about tight timeline. You know that we know that that end date can't move. And so we're going to be adaptable to make sure that we can hit that um that that deadline that's important to you. Um unique solutions. U this is something that we don't come in, you know, we showed you some ideas, but we don't really have preconceived notions about what this should be. Um we really want to help you create through research and meeting with the other team and understanding your community, your history,

179your legacy. here is you know what will make this uniquely Port Angela school. Um human centric is something that we talk about in the office like designing through the eyes of the user. You know your students, your staff, those are the people who are living in these buildings every day. They're the ones who know what works and what their hopes and dreams are. We want to design from that standpoint. Um, so again, this will be a very unique project, but it's all about making sure that there's an opportunity for flourishment and and growth and fun um in these in these buildings. Um, and lastly, that we're here. We love working on the peninsula. Like I said, most of this team's working up in Cape Flattery right now. Um, this is where, you know, we really

180love to be. Um, it's a beautiful area. I think when you were saying that, um, there's a lot of people that want to come up this way. There's no no surprise to that. Um but we have learned something about um some of the unique attributes of these communities. You know, things from, you know, climate um considerations and being on the coast. That's, you know, something to something to consider when designing from a maintenance standpoint and from a you know, a building and site use standpoint and also just the tight-knit um qualities of communities like this that need a lot of really careful, really carefully considered stakeholder engagement so that people feel like they have an opportunity to to be heard. So, um all these things are things that we're excited to bring to you. We

181uh we look forward to uh to hearing more and um want to do this project with you. Thank you. >> Thank you. Yeah, sure. break and then we'll come back and start to chat. I take a 10 minute break. Thank you. I'll ask you. >> Thank you all for coming today. This has been great to see you again. You and you. >> We lost one. >> No, no, I lost one of our community people. >> Yeah. [Music] >> Okay. She needed to move up. Okay. Well, thank you again. Thank you guys. >> Good to see you. Nice to meet you. >> Took a lot of notes. >> Okay. They're easier to read. >> I turned mine home and said I' been fired. >> Jenny had designed glasses and they were quite fancy as per Jenny.

182>> Yes. >> But maybe they were Not quite as we get. >> No, that's just wasting money because I am not going to be the president. >> Well, I just open and just >> Oh, tape. Then you can e >> Yeah. Then you can move it to the next people and stand who are going to be the next Not me. >> Not me. >> Y'all might want to turn around because I think >> that way. >> That's a good point. Thank you. How do you know? No, Steve or Steve >> coming back or she >> did she give you any sort of >> I don't think she's coming back. >> No. Did she talk to you guys? >> We can ask Steve, but I don't I didn't hear Oh, look at her go. Yeah, >>

183we moved it all back. Feel free to mention any comment to Okay. Whatever. I don't know why I have it in my calendar to I have it at 2:30 to 3:30 for whatever reason, but I'm glad it's not because I have a resolutions committee at 3. >> It's a crazy day. Lots of fun stuff. >> You get to do it all again tomorrow. >> Yes, well, we have the budget hearing right after this. So that's always good. >> Yeah. >> Aren't you guys staying for it? >> For the meeting. >> Absolutely not. >> You're smart. >> I got to get back to work. >> It's funny when I was on the board. Well, I've been on the board for as many years as I a long time. But we had a situation where um I

184can't I think it was the coach was wanting to transition it out and the room was just absolutely packed with people who were wanting to talk about this situation. And then the next thing on the agenda was the budget and everybody got up and walked out. A fellow a board member was no longer on board. >> Listen, this is the part this is the part that actually matter where you all go. Anyway, it was just she had been she was sped up at that point. That was long. So, do we start with comments? right there. >> I try to make connection so I can make relax. Yeah. >> All right. We're gonna go ahead and continue with our time. So, I appreciate everyone being here this morning from the PACAC. So, we'd like to start

185with anyone from the PACAC. If you would like to come to the podium to make any comments, we would just ask that you um identify yourself by name and then limit your comments to three minutes. Is there anyone that would like to come forward? >> We thought we were going to stand up. >> It's just us. Very casual. So, if you just want to say >> that'd be great. Thanks, Becky. >> Okay. I'm Becky Lee. and my kindergarten teacher at Franklin. Um, you didn't really need anything ahead of time, but my quick takeaway was kind of harsh. Um, the first group was a quick no for me. Um, I was actually kind of distracted by some of the presentation that I don't know if I heard everything and I felt I understood the like vision

186of the second two of TCF and integrates. Is that how you say it? Um, >> integrates. Thank you. Um, so for me that was just like a quick synopsis I guess was my takeaway. >> Thank you. I'm a visual person, so I actually really liked the first presentation. Um, I like that they talked a lot about efficiency. But that being said, I liked it that was my first choice. My first choice, I think, would have been the the um the last group because I really liked the in between spaces. Um, I like how they talked about that because I'm a lot of the designs that we've looked at or that they've presented, I think, oh, look at all that wasted space like and I think that's probably because I work in special education and we

187are in we try to find all those spaces to work. So, I really liked um their discussion on that. Um, and then I think it's also kind of cool to have the with the middle group um continuity across the the three jobs, but I'm not sure that that's whether I feel like that's an advantage or a hindrance because I feel like in the end maybe what if there were some things that we didn't quite like with the first one. I don't we know when it's done because we haven't followed those all the way through. So, um, it's really Oh, I didn't give my name, did I? Sorry. I'm speech speech therapist. Um, and I work at many places in the district. >> All right. Thank you. >> All right, Steve. >> All over the place.

188>> All right. I don't want to be left out here. So, my name is Steve Holly. Um, I'm a parent and community member of the CAC. Um, I arrived late, so I I missed a lot of the mails. I pronounced the first one. Um, so don't feel like I can speak to that one. Um, had had other obligations um earlier, but uh I think you have good choices for you. Um, I do of the the two that I saw, I I really, you know, I liked what uh I believe Will is his name, the architect from Integris, uh, who sounds like you've already been working with on the middle school. Um, you know, I liked a lot of the things that that he was talking about, a lot of considerations. I also thought uh you

189know TCF they had a I thought a a very probably overall you know the truth that I saw the most kind of well-rounded presentation were able to answer a lot of of specifics. Um the you know my my only hang up with that is like I I don't uh you know and it was one of their um you know their their case studies or examples in the packet they submitted. It was the Nebay project and and I don't personally love the the look, you know, kind of like it's kind of big and and blocky to me, but I also know that, you know, neay there there's a lot of unusual considerations there and you know there may be site considerations and budget considerations and you know the community input like some of the stuff they're

190showing on the inside of the building is like that's pretty cool. Um, so, um, and you know, they they've got a couple concepts already for the site and just kind of want to make sure that that with any of the firms that, you know, they're not they don't already have some of these things that just like this is kind of what we're doing and then we're doing uh, you know, just going through the motions of of the community, but I didn't get that that sense or anything like that, but just uh, you know, wanting to make sure that that we don't get too dialed into specific designs before uh, you know, doing kind of these outreach and engagement processes. Um, but I think you have some good choices. I'm very curious to hear what others

191and others who are more knowledgeable than than I am and going to be working on a, you know, daily basis with these projects have to say as well. So, thank you. >> Thank you, Steve. I also want to add that Carmen Watson Charles was here, but she needed to leave a little bit early, but she did uh text me a comment just to share with you that she did feel that TFC is right on point uh with their research and she appreciated um hearing their reference to Boston Charlie and Hunter John. That was a first for her to hear a company that had done their research and referenced that. and she really felt like they showed an understanding around the fact that each tribe is unique and different and that willingness to connect to learn

192more. So, I just wanted to share that with you. So, next up uh would be our owner's rep banner if you'd like to come forward. Thank you. >> Maggie and with construction management and working with the district as the owner's representative. So I just made a few notes here as they were going through with uh with me when they started off the first thing where they were saying like they like that comment about paying attention to the budget and design early on so that they're designing right on track on first side so then you don't the district doesn't have to make a decision to come back and cut scope of things that you probably already bought in on. So they kind of brought that out. Some of the other the other firms did as well,

193but when they did it, it seemed to start to be a little um at the top of their list. Um uh they seemed very experienced with their designing for elementary age students and I thought their interaction they had a good collaborative leadership like each one of them could really draw from each other and build upon each other. So that seemed like that was a good team environment. Um, so I I found them to be very positive and experienced. Like Nolan said, I think everyone there could could do the the work, but I did find them very engaging um with Integris. Um, at first off, they kind of started with um a lot of conversation about why GCCM is good, but we're we're already going down on that. I thought um the model was engaging. It

194brought a lot of you know you can see how they would pull people into the community to talk about how to build. Um but I didn't feel that they followed the question format very well. So it was hard for me to kind of pl their their responses specifically into that spot. So it's like you know we need to follow the the the rules a little bit but I think because they are working on the thing they may have a great opportunity to bring that knowledge of what you've already experienced and as materials that type of thing so that that was a positive I I agree with it carbon I was very moved by TCF and their engage engagement is it? So I I was actually quite impressed of how they engaged the ne community and

195drew out all of that tradition and custom and brought that in. The fact that they have some local knowledge about some materials that could be used locally. I also like the way that they were very specific. The other firms also talked about how they could break out the work packages or the bid packages. so locals could do it, but they were pretty specific about how they could rewrite some of those bin packages. So, um those were some of the things that I saw. I don't think I'm going to rank. I'll leave that to you guys. I think right. So, those are my observations. >> Thank you. >> Did you want to say I'm Kristen Hellberg. I'm with Better Construction Management Project Manager representation. I'm with Toby um on the uh Integress interview. Um I was

196a little confused about following the questions. I thought that that was important. But again, they do have um input into the community and understand what's needed. Um so it's a good a good process for them. Um mail I thought nailed everything, followed the questions very carefully. Ed specs were really really discussed and having a community and child involvement TCF. Um, I was a bit concerned at first that they didn't really discuss child involvement in their edspecs, but once um Sarah's questions became available, they really dove into that and did a beautiful job, I think, um, also with the tribal connection was very well received. Thank you. >> Thanks, Kristen. All right. And now to Nolan. >> So I think this was fantastic. I think we've we've got the cream of the crop for design for

197the state of Washington. Um all of them talked about the um collaboration and done with other architectural firms. So that was a really big plus. Um Alum had 109 years of experience on their team. Uh TCF uh was right there as well. Um, Integris has a lot of experience here in Port Angeles as well as a lot of experience on the team. Um, I uh couple of things with TCF. Um, everybody can say that they can do a tight timeline. They demonstrated that they've done it seven times on the screen with the design time and delivery on on time. I think that was big. Everybody else just said we can do it, but they show they've done it before. Um, I think that they I I as well picked up on the in between spaces

198that they talked about. Um, I really like that. Um, yeah, and that they can adjust scope for different bid packages. I thought that was really good. As far as intake risk goes, um, I'm really comfortable with Amy and Will and Chris that are on the Stevens project. Uh, they know the community. uh they reached out and got a lot of community development and got got biders here for that project. And again, I I think that they have a good foundation that they're working from moving forward. Um I uh one of the things they said is they've done 55 GCC projects. So they are not new to this pro this process that they're really good. and um and Mumm again I thought was again fantastic 109 years of experience between the team uh they've done collaboration

199with Integress before uh they called that out uh they called out that they had worked with the Apex acceleration the accelerator that's in Port Angeles and that they do student tours um yeah I I think all all the groups were really good Um, so I think we're in a good spot, but I think you guys are in a hard spot because it it's really tough to rank these teams. So, >> all right. So, uh, I will give a little bit of my perspective as well. Very similar. Um, you know, I'm always one that's like looking for that passion like who's excited about this? And I definitely for one group felt that excitement in the room. And so um when I think of hearing TCF, what resonated with me there was like they want to tell

200our story and our story is unique and I thought they did a great job talking about the ways that they would learn about that, right? The characters um that would be in our story. And so that passion and that energy um I love they certainly shared their experience in building different elementaryaries and those timelines to have that visual was was very effective. You know we do have a unique building site so to hear about their experience and how they would take that into consideration. how they answered your questions about being responsive to the neighborhood and sensitive to that um was important. And what I heard and saw was just a confidence from all of their presenters. And at one point, um I think it was Mark, he just said how much he loves to do

201this work. And you sense that from there. um working um backwards again with Integress brings a lot of strengths. Obviously, we have a relationship with them. They've demonstrated great work. Um their partnership to bring in uh local contractors. We've seen that. Um we know they do good work. They um have a plan. Um that experience that they created for us is very much what we saw when they worked with our Stevens community and they got so much great information uh with Mumm the first group as well. Um you know I appreciated their interactions with us and getting our feedback. Also appreciate hearing how they would involve students and again they had done their research obviously to know about Britney's morning messages and kind of how that goes. And again that student focus was really important.

202Um they also spoke to the importance of the tribe and also that uniqueness here right of how would you partner uh with the high school project is really I'm curious to see how that will unfold. But again as Nolan said three great firms lots of great experience. So that means we move on to the next piece which is for the discussion amongst the board. >> Should we pick on first? He's already reaching over for his mic. He knows I'm going to pick on him first. >> One everybody said they all done real goodations. This is a situation where we can do back. We don't have to all go one at a time. So, as you say, Steph, we can respond and let's just talk about this. All right. I I agree that TCF did. I

203have to I'm just going to set it out right now. I have already a bias. I I just do. I've worked with the tables with the PACAC for the middle school. I I trust in their work. I've seen them have to pivot from, >> you know, building this first thing and then having to completely change around. So, I I do I'm just going to say right up front, I have a bias. Um I thought that presentation was not as good as I had hoped it would be. Um, I feel like will really understood the way he described child when he was describing what those kiddos are going to see when that, you know, if you've had children, you know, when that dump truck comes on and that's going to be like the highlight of the

204year for some of those kiddos and he talked to that and I really appreciated that. I really also like TCF and I did get some energy out of them, but mostly just from two of them, right? I just um but I did really like I like everyation I did. I thought some of the buildings that they showed us were not to my taste, if you will. Um, and yeah, so some of them would kind of I don't know, they just I weren't to my taste, but again, that's something that we would be in control of. So, um, I like them all. I don't think we go wrong. So, now I've jammed on after I said we were going to have discussion. So, other people, what else did you feel? Um, you know, as I was

205in the initial meeting and and the initial go through on the brochures, um, Integris was not in my top three. It was pretty far down. And then somebody who used to work here told me that they blew it out of the park during their presentation for Stevens. So that's what I was anticipating. I did not get that. Um, I did really appreciate the the work around the table and and then the other um Allen's boards up. So when these guys walked in and they didn't have anything, I was like, "Oh, but I really like TCF and in my notes from our first uh meeting, I wrote life examples. The brochure to me was concise um and that they included concepts and they were the easiest for me to follow as far as what our request

206was. Um and I really like information that is brief, clear, and easy for me to understand. Um love the Neo Bay building and then also um uh really like that they brought up the cross land timber. I just had that right here. >> I think that's the future in building. So, >> we've been talking about that on this board for many years. >> I'm just not sure how the how the CLT is I mean, I really kind of see this as our beginning like can we have some continuity in the district like you go into a school. I mean, I know we want individuality. Every school should have its individual. I get that. But we have some of that when they talked about the paint color, right? Having the same Dane Pete is going to

207make life a little bit easier. >> I I like that idea of having some continuity >> and and Will has shown that he knows how to extract our information and >> where we have been and where we I mean he knows our place when you talk about walking to the to the visitor center and all that. That was cool to me. But that cross laminated timber absolutely I was like and the slopes are period that CCF had >> with entrance time >> which we found at the middle school has been we've had to you know work with that. So in tapers does have that experience too. >> But I like the CC had some one of the schools I actually did dislike was >> No, it was not to my taste is what I'm going

208to say. Mary and Hurricane. Yeah. No. Well, I mean I think that we're all very similar. I I really liked TCF and I was a little disappointed and ambiguous today with what we heard. But I think the energy level is another big big feature that I was really sweet with. So the ones that so that's that's what I would add. It's very similar to what other portions of that That's not bad. But you got to turn on your microphone. >> I agree. I thought they were all failing. I appreciate your input into that. I like the way you asked questions and I didn't I didn't think in presented well, but I share a bias also because we've been working with them now going on five years. and uh I I know what they can do

209and I know what they started out to do and and we said no and they totally listened and said that um the first presenters they would rank third on my list. They were just didn't engage me. But anyway, they were very nice and I thought pretty creative. But that wasn't what I was interested in. I was more interested in the presentation of where they're going to build it and how they were built and so forth. Um TCF I really liked their presentation. I really really liked it. I like the way they were creative in their location on the campus. I really like that. I really like that. If we chose somebody else, I would certainly push for them considering uh where they the actual location of the building. That engaged me more than any other

210thing. Um I feel like they have the experience to do it. They had a lot of experience. Um the DCM group uh particularly the height of the building. I just can I just don't want to have the the people who live up that way um very unhappy forever in the day if they get it in their mind that that school to block my view and I can't see and I don't like that school and we don't need that in our neighborhood where this is going to be. I think that uh it's a really the safety of the children and how they get to school and leave school is of the utmost important to me personally. I just we talked about that earlier and so you know how I feel about that. Um, I think all

211of them know how to get the information that we need from the community and know how to get it from the students and the teachers and the rest of the staff and from particularly from a maintenance standpoint. The thought of this is what bothers me this in my mind's eye. I don't I've read the high school two proposals. Um, and integrous is one of those. And then there's one that I'm totally It's not this one though. TCF. >> No. >> Okay. So, I mean, do we want to have three different architects working across three different school levels? I think we need to kind of consider that. Uh, Nolan, you might want to speak to that. I don't I don't know. But there's something about that in my mind's eye that might be too confusing. I

212don't know. I mean, can all three of them, if we had three different ones, we have Integris and GCF and say that other one that I don't know at the I mean, could they all work together? Is that too much? All this is going to be going on at the same time. you know, we even though that we'll have one one year and one finish the next and one finish the next, there's still a lot of stuff going on uh in our schools and with in interrupting children and teaching and uh so I just wanted to to bring that to your attention. um if we want to if it would happen that we had three different firms um working in the architecture. Another thing I wanted to mention to you Sarah uh they really don't

213have a lot of control over the actual building. I think we need our concern about the children seeing things get done have to do with who's building the building. >> Yeah. And that's what I like about um gosh, now they're already together. >> I know. >> Our first one we talked about, you know, actually bringing in things like little soft spaces or whatever, actually bring those in into the current building so kids can sort of try them out. I kind I like that idea, but um I do want to get to Nolan with the you know if having three architects would be a problem. And also on top of that, this idea of locating it on the slope in the middle. We are going to have an occupied building, right? So that's not going to

214be as much. We're gonna have to have some separation. Am I right? That to keep those kiddos safe having, you know, the ideal of that slope. We got to keep the kids in school. Go on. >> So um these are three distinct projects. Uh we've got a middle school, we're going to have an elementary school, and we've got a high school. I think there is a a an economy and a savings uh with if if one group has already knows the facilities, knows what we've asked, knows the maintenance. But I don't think that that's a great changer. I think it's we choose the architects that we feel are better for that specific specific building. Um, so yes, I'm comfortable working with Banner and Integris for this project and for my for Stevens. Um, I'm comfortable

215working with Banner and whoever the architects are for Franklin and the same thing I'm comfortable with Banner and whoever we choose at the high school. We have chose the cream of the crop to present to us. So um and as as far as uh just because Integris has already worked for us uh there is some value in that but I don't think that that is the only deciding factor when we go forward building into the hillside there there's a couple of things first of all we're trying to get ahead and do the geotech work so we know what the soils are and and what that will be So to say that we can build into the hillside right now is a little premature. So we need to know just what that is before we start.

216Um second is I do like the idea of having an entrance on both levels. Um and they address the ADA with TCF the ADA issue of having um access to both sides without ramps and and I I like that as well. But again, we have to see. We can't put the cart before the horse. We have to do the process. And if it's possible, then that would be something the district could ask any of these architects. But I do like that they've got experience with that. >> Yeah. I I it it's just on me as you're talking that um if we see something that we like in one, we can ask for that in another. In other words, I think Integress is willing because I saw them be willing to if when we saw their

217first plan, we just went, "No, no, no, no." And they totally work with us, this the PACAC to um to to listen to listen to what the teachers are saying, the administrative staff, to the board, and to the um and to the children. And um I feel like personally that if I ask the PE will or one of those people at Integris to investigate what it would be like to build to change the location of the school that they would be willing to look at that. I think any good architect can design a building around the slope. I I don't think that's a problem. I mean, we're looking at Stevens. My gosh, the new building is just right up against the the old building. I mean, it's just right there. It's, you know, so if

218you did build it, you could build it in the middle and lower the height um at at uh if the soil says we could do that, I would be interested in that. And I think it I feel close enough to the integrous folks to say to them, please consider entrances on both levels. of what I love that whole idea and if and and if they said yes to that then I could easily go with integrous because I know them. I know I trust them and um I I mean it's my first choice and uh I think that they're willing to listen to the board that's and the PAC >> I have some question. The current a concern is sorry >> why were they so off in that first plan >> if they had >> that

219the main thing that was off >> the main thing was it just came in the budget when we did the value added stuff the budget was just what did they come in $6 million or something above our huge ask and then the soils had come in at such a higher cost because we Originally, if you recall, we were going to write model >> and all of that came in at a cost that was just using that same site was just untenable. And they ate all really all of that cost when we wanted to pivot to a a whole new building that wasn't and they they ate that entire cost. I never tried to say, well, this you told us you wanted this building remodeled and now you're telling us you don't. And um that was

220that was probably not an insignificant cost, >> but and they did it I as far as I can tell Nolan was more intimately involved than I. Um they did it without much complaint. >> Um no, they they took our direction. Uh I think we were at the point and and let me kind of do the timeline here. So we were doing the design and the geotech work um did not come in on time and it just it was delayed and delayed and delayed and so we were under the assumption that the foundations and inite the building was going to be just fine and that's where the cost modeling was based on. So the whole time we were on budget we were on budget and then the geotech came back in and it was not. So,

221we had lots of issues. Again, if we would have had the geotech on time and delivered, they would have known that that was not affordable. And it was more than that. We were over $10 million apart from our goal. But at that point in time, the superintendent at the time and myself got together and told them that we expect a schematic design that is that the district paid for that's going to work for us. So yes, they pivoted. They gave us this kinetic design with work from the PAC and the district and that's the building that you're looking at. >> I was unclear. I thought maybe it was later in the process, the actual design process that that then you guys turn around and sit down. >> They're pretty far into it. I mean we

222were >> it was it was not a comfortable I don't have a comfort conversation on but they responded well. >> So yeah so we were at the end of schematic design and so again on the process you've got the spec and then you've got the schematic design and that's playing out what the building looks like. It's not the what's in the building it's not the doors it's it's just this is the space it takes for the education in the building to happen and this is it. And then the edspec was there as well. So there was a cons considerable amount of work to get us back to a um a schematic design that uh the district could accept and they did that. Sorry. Did you have anything you wanted to add? No, I just say,

223you know, again, three great companies and, you know, a hard decision for all of you, but I think you brought out really some key key questions for us to think about. So, you're continue the conversation as you need and or if you're ready, you can share your rankings and come to a consensus. I really want to tell you all I appreciate you're coming today because your voice is is so important to this. I know maybe it doesn't seem like but it really 100% is and as you're going forward in your PAC you're going to realize just how vital that role is to developing these buildings going forward. So thank you for making the time to come this morning. Just going to put that out there because you're of all the people here. You're the oldest

224who didn't have so appreciate you. Okay. Um, so how do we want to run this? Do we want to just say what we think our one, two, threes are or um, Nolan, what would you suggest? That's >> So I think if you can agree on the one who is third, it'd be easier to rank the first and the second. >> I think what I've heard I think from PCC and from us that you The first meal would be last would be number three. Is that >> still that way? >> Yes. >> That's the first >> would be the number three. Yes. >> Although they did an excellent job. >> They did and they were very enthusiastic. One other concern and I just I feel like I feel better getting it out is that I've been

225concerned about because I've received phone calls from other people who live across from the school. But I just feel that they won't be living there as long as all these little kids are going to be there. And so I really felt that I had to take that out. I want everybody to be happy and to be speaking well. But that was one of the things I was sitting here really concerned about because I hate for things to get unraveled with people having hateful considerations of the district. But I've just set that aside now and I'm feeling better that I just do that because our work >> is not making them happy. is making sure that our children have auctions. So, I just needed a little time to keep reflecting on that. But I I'm feeling

226positive about that now. And the other thing that I was feeling committed to is I felt that Integress had done so much good and I was just feeling that for their for their work. We know them. We know what's happened. I heard from you because you guys are on those committees. I'm not. and I had heard it for so long that I just thought, well, they need to be one of the top ones. So, that's that's been kind of my because I haven't had the same experiences as you have, but I think this for me to also reflect on that. >> So, and when no one was sharing that, you know, they have backwards to make sure that things are um considered and reconsidered. if we have a strong opinion about something and that was

227important to me coming into this process. So I just wanted to mention those couple of things >> and I I wish I could hold off making this decision until I see the presentations tomorrow. It may very well be that takers is more interested in getting the high school and frankly would be nice but be it I will a lot will depend on how they present tomorrow because I know that TCF wants this work and integration was not as you said what I was expecting because I was on the forte for the middle school so and and their presenting was amazing. So, I'm just I'm very waffly talk. I really am. I feel like I always want to dance with one brought me, but maybe are they the right ones? I >> you know I didn't

228consider the fact that what if Dennis got off that just very much on my mind knowing what he land >> so the Stevens project is wrapping up so the work that the project manager on that site who is Sam and Will and Chris that it it changes is that Sam, who is again the the lead. Amy is the the principal, but the real work goes through Sam. He has very very little time right now left with Stevens. He is at the OEC meetings or the owner architect contractor meetings and he's still watching them, but his schedule is not ready to free up. you noticed that on the presentation that they gave or the the packet for the high school, Sam is the lead on that project. So, um I I worked well with Sam at

229Stevens and if that's the way we go, but Betti is and they're the other group at the high school. They build more high schools than anybody. So, this is going to be You think it's hard today, wait till tomorrow because they've got a great group there as well. So, um, can I work with the same group for all three schools? Absolutely. Can I work with the different architects for all three schools? Absolutely. So, it's it's up to the board. [Music] >> Keep saying that. Are you saying you'd like to wait to see? >> No, I said I would make this decision. I think easier, but um, that's all I just was making that comment about if I knew how the tapers comes in and come out just you know fireworks and and that maybe that

230they're more interesting idea. I don't know how to go just because today again I was not blown away with that presentation today except with the exception of Will who was very I thought very engaging and very well thought he he knows he's a great humanist. He will always brings in the children's feelings and thoughts about their abilities and so forth. I really, really, really like the idea of having two levels of access. That just thrills me. So, that's what I'm that's the the only problem I have with not putting takers first is that issue of I like their design. I just like it the PC. Yeah. I just really But I I think I could ask Will and ask the integrity team to consider that issue and then when we But we won't know. Like

231you say, we won't know until the work is done. And when is that going to be? I mean, we're used to waiting five years. Sarah and I have been working five. Now we've got a project that going to be ready in three years or something. Um >> so we're already moving forward with the selection of some of the things. Uh today this afternoon uh we're going to be in my office and we're going to be looking at the survey groups that have proposed for the high school in Franklin and then we're going to be looking at traffic studies and then we're going to be looking at the geotech. So, we're trying to get ahead of it. And so as the same time that uh we have finalized a contract with whoever come whoever it is

232um that we'll be uh ready to start the EDS specs and we'll be starting to get some of those reports and this time we want the report on time and so that they have it and that will determine and it and I will go back and say that if the district says and we give them direction that we want access on both levels from the building, they're going to do it for us because that is our direction. So it it's not just one of these groups that can do it. Every every one of them that you are today can do that. >> And just I I like the idea of school in the middle, parking on one side, playfield separating that too. >> And we just have to and if the if we can't do

233it, then we can't do it. But it won't be because we didn't try to get it done. So um yeah, I'm ready. >> So and one more thing, even if we have bad soils, it's not that you can't do it, it's the cost. So getting rid of the soil that is not suitable and bringing in and compacting new soil. So we can do anything, but it's just we're a limited budget here and it's cost. So, we are going to be looking at what is the most affordable, but it's not that we can't do it. >> Okay. Superintendent Brewer always says the cost is in the dirt. That's where it's always the dirt is what's going to cost us. Okay. So, um we go into a straw hole or it's eliminated number three or we've eliminated

234our our Yeah. So, now we're down to the two. So Stan, you want to say a one two at this point? I mean, well, I'd still like to put TCF because I think we should have a different architect for this school. doing a good job. They would do a good job. Put all my eggs in one basket. >> All right, Harrison TCF is my number one number two. >> I'm doing the same. Oh, I have I haven't. Oh, I sorry. So, integrous would be numbered Just give me a second. I think is number is number one and number two is TCF. >> Um I think I'm going to go integr. >> Now Sarah, it's your choice. >> Maybe I'll make things a little bit more difficult. scrambling. >> This is hard. It is hard. It

235is hard. Always right. Um, you can make good decisions for 16 years. >> This is a big decision. This affects people's livelihoods. I feel like there's an economy of scale if we go with the known people. They know the color scheme and all of that. But I feel like I sometimes want something a little different. But I didn't like the other schools that they showed me. But that's something that's nice. And oh man, >> and what Carmen said this, >> what what did Carmen say was TCF? >> It was TCF and I thought her points were very good. I thought Will's knowledge of children's um experiences and growth levels was also very insightful. And that's really at its heart what we're here for are those kids and for him to understand. It feels like he

236really understands that, you know, I have that that bias there which I'm trying to be aware of. >> No, it's fine. I was getting So a recommendation may be that continue the discussion if that's helpful for you. Maybe you want to follow up more and hear why people are choosing one over the other as number one. Maybe that would be helpful. >> Did anybody have anything more they wanted to add to it? Um, well, I'll tell you why I'm choosing Integress is because of the u budget and the timeline. I think all of them will build a great school for the children and the staff. All of them. I think we could ask them to do just about anything, but budget and timeline. We're We don't have five years. We have to do all of

237this stuff that we did in five four years in a few months. I mean it we've so I I I just think we can save too whole bunch of time. Uh I know dealing with the city we've been having to deal with people and you know how all that goes and blah blah blah blah. Um, I really feel like if the city and the people who supervise there feel comfortable with Integress, we could it's it's going to cut out all all that time that it took them to build those relationships. >> Yeah. I mean, you know, you you've got to work with the city also integrates all the local uh contractors. They have had work fairs and job fairs and >> has done more of that though right in >> there was a a representative

238from Integress in every one of those >> yeah so they they they are very familiar with the GCC G CCCM um and we've watched them do that because that's another thing we change. We were going to go design build design builder and we changed the whole thing and they had to they had to all of a sudden work with the construction people where they had not planned to do that originally >> was a bad GCC or was it >> design but anyway that's why I I just I I think integrises would save us so much time and they know how to how to switch gears if we need for them to do that. >> Yes. >> Can you talk about the examples that you didn't care for in GC? >> Oh, which schools? There was

239a kind of a white building that looked sort of >> the windows weren't good. >> It just I don't think it's in here. It was in there. Um, >> yeah, it was um the Brian Monos. >> No, it was the um start. >> I'm sorry. What's it called? >> School was started. >> Oh, the Birmar Elementary. Um, and then this one that they show here. I mean, a lot of these are just not it's just not my taste. That's all I'm going to say. It's not my taste. I'm not an expert here. Not an architect. Nor do I play them on TV. But that American jar one that they had up here, it looked like I don't know. It just looked like a tenement or something. It just does not speak to me at all.

240But some of the others and the crossed timber is really very cool. Yeah. Um anyway, that was the one that I didn't like. I had a visceral dislike, but um yeah. So, here we go. >> I guess I'll go with making a decision. Um >> No, they ran there, too. So yeah, did you have something more you want to add about TCF? >> Uh it they just you know and I don't see I don't have the relationship and without that relationship they he doesn't we don't have that relationship right >> they stood out. >> Okay. >> So >> I agree with you on that. I mean I I think that's presentation today is good, but I'm not making any judgment on that presentation. You're making all of that presentation. >> That's your whole no examples

241and the brochure and their pres. Yeah. The only the difference we have is you have a relationship with the taggers. I do not >> Okay. I would love to know if there was a GCC. They put a lot of their eggs in that basket, but I couldn't read it in there very quickly, but okay. It's a project. >> It's a progressive design. >> Oh, okay. >> So, it's very similar. progressive design build. They they hire the contractor and then the contractor hires the architect. >> What? >> And going into our >> going into our first committee meeting, I took the books and I went and researched them online, the different uh firms. >> All right. Let's Oh, man. Very exciting. I'm going to go I I think I'm going to go with Maybe I'll do

242this. >> I know I keep doing this, but I just I like Stan's thing about maybe we put our eggs in other baskets and maybe they can felt something. Maybe we'll be some synergy. We get 12 eyes on something instead of six eyes on something. Maybe. Okay, that's I think I'll think I'll break. Oh, wow. This is going to be a very painful conversation. Why do you have to make such good points? Be so much easier if you didn't. Oh man, now I want to change my >> So now when we do like a secret ballot or something, do we want to roll call it or >> So as talking with the attorney on this the attorney said that we need to have the board rank one, two, and three so we know who we

243can start the negotiating with. And so if we have a majority on number one and number two, then I think that's all we need. So it would be nice to have the board do a roll call as what their one, two, and three is. >> I might go first. No, let's do it in normal order. Go ahead and give us your home. TCF >> TCF integrator. >> Okay. So, >> good job you guys. We do need to um this is a discussion action item so we are going to need to uh make a motion please. >> All right. Who would like to make the motion? >> I'll make a motion to accept. >> I'll seconded. Uh any further discussion? >> All in favor? All right. >> All right. Thank you. Hard work, but the right

244work. Thank you. >> Oh, man. Now I'm back to sleep again. >> And I'd like to add one more thing. >> I I I think today was extremely difficult. Um I think you're going to have just as hard of a time tomorrow. So that is a great place for us to be. Um, uh, I said it when we started, all three of these firms can do the work. Um, and I'm really excited to work with TCF. Um, and so I can't wait to see tomorrow. But, but we have the cream of the crop for the for the design for the state of Washington. So, this is great. >> Oh, and I'm going to We're out of here. >> Thank you. Seriously, thank you guys for