001Good evening. It's 5 o'clock p.m. and I call this meeting to order. Have any blue cards been received for closed session items? We do not have any blue cards. >> The board will now recess to close session part two, close session 2.1, public employee evaluation superintendent, pursuant to government code 54957. close session. There is nothing to report out of close session. Welcome members of the public, uh, board members and staff. Thank you for attending. As noted in board bylaw 9324, this meeting is being video recorded and broadcast via a link on our website. The recording and broadcast may capture images and sounds of those attending the meeting. I'd like to remind the audience members and speakers that it is not unusual for students and young children to be in attendance at our meetings or to
002watch the recorded broadcast. I invite you to model civility and decorum as we go through the business of the board this evening. While I cannot prohibit anyone from using unprofessional language, please think about the students and adults who are watching our proceedings. We invite you to show support for a speaker by waving your fingers rather than clapping or cheering. I will begin tonight's meeting by leading us in the pledge of allegiance and Miss Garcia will take the role. Thank you. And we will now take role. Uh Trusty COC >> here. >> Trusty Verbette >> here. >> Trusty Emory >> here. >> Trusty Ward >> here. >> Trusty Rawlings >> here. Thank you. And may I make a um a point of personal privilege due to a family um issue? I'm having my >> Thank you
003for letting us know. Appreciate it. >> Thank you. And we now move on to part four, approval of the agenda. Trustees, are there any questions? May I have a motion to approve agenda item 4.1, approval and or reorganization of the September 24, 2025 meeting agenda? >> Motion. Second >> motion by trusty Ward, second by trustee COC. Any discussion? >> Miss Garcia, please call for the vote. >> Trusty COC? >> Yes. >> Trusty Rebecc? >> Yes. >> Trustee Emory? >> Yes. >> Trusty Ward? >> Yes. >> Trusty Rawlings? >> Yes. >> Motion passes 5 to zero. >> Thank you. We now move on to part five of board study session facilities workshop. Uh this is the time for public comment and this is for agenda items only. As this is a special meeting, we will take
004public comment on agenda items only. Public comment on non-aggenda items will be heard at our next regular meeting on October 22nd, 2025. And we have received one blue card uh per education code 3514.5 and government code section 54954.3. Members of the public have the opportunity to provide public comment on closed on special meeting agenda items. We invite you to show support for a speaker by waving your fingers rather than clapping or cheering. We have received a total of one blue card for this special session. When I call your name, please come to the podium. State your name and indicate whether or not you live within the boundaries of the school district. You will have three minutes. We will have the timer on the screen and your mic will be muted when your time has expired.
005Our speaker is Shauna Hurst. I am a resident in the district. I was also the co-chair of this bond back in 2018. Couple quick things before the presentation that I'd like to bring up. Is one, I think we need to revisit the HH website. I went on there last couple days to look at things. I found this great spreadsheet. It's not dated. It doesn't have any indication of when it was put on the website and there's a myriad of items like that. So, I think we need to relook at that. Also, I wanted to um just talk a little bit about some of the stats in there with us going into basic aid, and I brought this up at the last board meeting is are we looking at the ratios? If our enrollment does slightly
006decline, can we look at having better class ratios outside of that 36 to1 at the high school? Also, when I was looking at where our projects, I just want to remind the board that back when we put all these door hangers on, this is our priorities. Upgrade classrooms and science lab to support highquality instruction in science, technology, engineering, engineering, the arts, and math. Repair or replace deteriorating roofs, plumbing, inefficient heating, cooling, electrical, and water systems. Keep computer systems and instructional technology up to date. Update science labs, engineering labs, and career technology education facilities. and improve student safety and security in all schools. Those were our bullet points. I feel if you look at the MP some of the stuff in the FMP some there's more in there and we've digressed a little bit from what
007we were telling the public back in 2018. I just don't want to see admin heavy when we still have classrooms that need to be upgraded. I realize that you have we have lots of employees and staff staff workplaces are important as well. And just another thing as far as looking at some of the demographics, I'm just going to talk about my neighborhood specifically. In the last few years, the values of the homes have gone up tremendously and we are seeing different people move into our houses and in a neighborhood where when my kids were a little, now they're in high school. Everybody walked to school down the street to Calaveras. Now the people move in and they're going to private school. So, not everybody, but I'm seeing it happen more and more of the families
008move in, and that's not really reflected in the demographics. I realize I just live in one neighborhood, but the homes in my my neighborhood are going for almost two million now, which kind of blows me away. I couldn't afford to buy my own house. So, I just really want to have some forward thinking of really like not what are we thinking in the future, not necessarily what we think we want to have happen, what is really happening out in the communities. And I just have a little snapshot, but when I talk to others, it's happening throughout the district. And how can we when we have fewer kids, have those kids want to be in our schools? That's really the question we should be asking. Thanks. >> Thank you. And uh Dr. Norman, will you follow
009up on the website the HH? Thank you. Um, we now move on to item 5.2, facilities workshop. Trustees, this is an information discussion item. I will now hand it over to Dr. Rob Knight. So, good evening, President Rawlings, trustees, and Dr. Norman. Uh, tonight we're here to provide an update and engage in a discussion regarding phase three of measure HH. Our purpose is to share the information we've gathered so far, connect it to the current and future needs of our schools and community, and receive feedback from the board on potential project priorities moving forward. As a reminder, this is an information discussion item only. We will return in October with a detailed analysis and an updated summary of the remaining HH funds. At that time, the board will be asked to finalize a list of
010phase three projects on a site-by-sight basis. Our goal this evening is to ensure alignment specifically to confirm that the staff identified priorities are the right ones to scope further to scope further cost out and bring back for approval next month. We're joined tonight by our director of facilities Jessica Kimbrrell as well as two of our external partners who have been instrumental in supporting our long range facilities planning efforts. Tony Pacheco Taylor from Lionus who's been leading the facilities condition assessment and contributing to our long range facility master plan and he's joined also from Lionus uh with Matthew Harris and then Rob Murray is the director of demographics with King Consultant and who has been providing us with demographic analysis and enrollment projections. So again this evening the presentation bring that back up. We're going to
011focus on three main areas uh for information discussion. A discussion part one will be a discussion about the relocation timeline and plans of Carl'sbad Village Academy and Carl'sbad Seaside Academy. And I'll talk about that in a little bit. Uh part two will be demographic information and how that relates to the creation and development regarding the long range facility master plan. And then part three is information regarding the remainder of the measure HH projects and our staff are the staff priorities that we've identified in fact the projects the board would like us to scope cost out and bring back for for approval in October. Also in October we'll provide a full update on the bond budget including estimated costs associated with priorities. We will also share an update on the solar and electric electrification evaluations um
012at that time and at this time solar and electrification are being included as required by at the spring or in spring of 2026 we plan to present and bring back a completed long range facility master plan to the board and this will include cost estimates for all proposed priorities as well as solar and electrification. All right. So, we're going to start off by Carl'sbad Village and Carl'sbad Seaside Academy. I'm going to turn it over to director uh Kimbrrell in just a moment. Uh but I did want to start off by just saying CVA and CSA are currently housed in portable classrooms in the corner of Chestnut and Valley, technically on Carl'sbad High School campus. The location there would require a significant upgrade for accessibility and would ultimately need complete replacement of those portables, far beyond
013the $3 million envisioned in the 2018 master plan. The building initially designed for CVA is currently being leased by the North Coastal Consortium of Special Education or Nixie. Um, and the program that's currently there is the North County Academy, NCA. In November 2024, the then superintendent, Dr. Ben Churchill, informed the Nixie board of the district's plan to terminate the lease at the conclusion of this year, the 2526 school year. and and CVA and CSA could return to their permanent facility in good condition with ample space uh which can be quickly refurbished and meet the needs of the program. Returning to CVA CSA to their original site will provide students with a permanent safe and accessible classrooms, address facility deficiencies at their current location, and align with the district's planning under the new uh long range
014facility master plan. The current lease includes a termination clause which allows us to exit that agreement. While there is a cost associated to early termination of that lease, it is specifically or it is significantly lower than the expenses that would be required to upgrade the current facility that they're in. So, at this time, I'm going to turn it over to Director Kimberell, who's going to walk us through um CVACSA. We'll kind of go from there. Good evening. I'm excited to uh kick off this evening by presenting um the concept that we have at the CVA campus at NCA. Um, we did, um, when I was first on boarded with the district, we did, uh, partner with Alpha Studio Design Group to look at what kind of project we could do at the existing campus um,
015on the corner of Carlsbad High School. Um, for those of you that don't know, the um, existing campus is a bunch of old portables. It's a very steep slope. Um there was lots of challenges that we saw that would require um ADA upgrades as Robin mentioned um storm water and grading permit with the city of Carl'sbad that would have to take into consideration all of Carl'sb High not just that little corner of the land. Um and at the time in 2023 um the project estimate was $20 million. So that really got us thinking how can we better utilize the assets that we already have. And what I what I'm going to show you today I think is a really great um option for that. So just for orientation um where the stars located is on
016the map here is the um entrance to the campus and then in the back are the three portables that we're going to be discussing eliminating in just a moment. I didn't want to get those confused with the work that we just did uh a few years ago. So for orientation that's that's where we look. And if you also recall um the other work that the district has done along Magnolia at Magnolian Elementary School and at Valley um we feel that this concept that we're presenting really kind of ties in all that newness that the district has already been doing there. So um let's get to it. Uh the scope of work that we have identified at this is really a light refresh of the existing conditions. Uh the existing conditions of the two-story building are
017relatively good. Uh one of the things we wanted to do is just refresh them. So new exterior doors because right now they're wood. So we'll change those with hollow metal, do the access control, new flooring paint, uh lighting, ceiling tiles, new window coverings, um and then some countertop replacement throughout. One of the things that we noticed when we were at uh this campus is that they don't have a lot of built-in casework. and we actually did an evaluation of the case work at the existing CBA. It's in really good shape. So, we are actually going to propose to use that, move it over to the new uh campus here. So, we're excited about that. Um, one of the things that I'm going to be showing you in just a moment is a reconfiguration of the
018lobby area um to fit the programs a little bit better with uh administrative staff. Um, I'm also going to be showing you some pictures of the exterior upgrades and gutter replacement. And again, uh, our recommendation is going to be remove those existing portables to create an outdoor learning space, the ones that I had highlighted there at the top of the thing. And then just campuswide, um, upgrades for fire alarm, security, and access controls. So first let's talk about the existing uh condition of the office versus the proposed on the right hand side. The flow is generally the same. One of the things that we wanted to do was to create an isolated entrance into the bathrooms. We wanted to pick up that area um for more of a waiting lobby area. Um, and then providing
019making sure that we're providing the right amount of space for the supports for the admin assistant, uh, the clerk and, um, attendants. Uh, we also just repurposed a lot of the existing spaces by converting the work room to the principal's office, the current principal's office to a conference room. It's a little bit larger and suitable for that. um and then just giving them a clear kind of like workroom copy area. So that's what um in working with the staff we kind of identified those needs and were able to accommodate them in this reconfiguration. The other thing that I really makes that I think makes a huge impact to the existing campus is uh the exterior upgrades that we're going to be proposing. So, we are keeping some of the existing stucco, but what we wanted
020to do is really highlight um and like I said earlier, tie in the existing um upgrades that we did to the other campuses and have a proposed option of of um adding some uh cladding to kind of just break it up uh that Stuckco and the heights of the exterior elevations and just bringing the colors back to something that's a little bit more neutral with the surrounding areas that we have now um since we've painted uh Magnolia and Valley Middle School. So that's just one look from the exterior. And then the other one that we wanted to highlight here was just the transformation on the interior of campus and what that does to the space. One of the things that's kind of difficult to see in this photo is on the second story there is
021some um mesh between the handrail and that second floor deck. And one of the things that we are proposing to do there is to actually eliminate that and it really kind of transforms the area when we um are able to paint it. So this is in this an example of what it would look like when refreshed. Um this evening we're just looking to get any um uh board feedback and then what we would do at the next meeting in October is formally request uh the approval of the concept um and um be able to engage with the uh um contractor for pre-construction services. This is a tight timeline for us in terms of design and plan approval as this needs to be completed and ready to go for August of 2026. Um, so we have
022a timeline outlined here where we given the opportunity to get it approved at the next meeting, be able to have agency review in November as well as simultaneously bidding out the project with our lease lease back contractor and then um looking to award the guaranteed maximum price in January so that we're able to start construction uh relatively quickly thereafter. Um and then as I mentioned having it complete for August of 26. Right now we are targeting um I know Rob had mentioned uh $3 million is what was originally figured in the 20 18 master plan. Um $20 million is where the project had gotten when we looked at it being isolated on the campus. And right now, we're targeting an all-in budget of $6 million, roughly $4.5 million in construction costs is what our anticipation
023is for the work that we've outlined uh here on this uh tonight. Is there any questions? I'd like to, if it's okay with you, be able to specifically converse about this and then we can move into the other parts if there's any questions that I can address. questions just actually we can uh it's a it's a informal meeting so we can call each other by first names. Allison go ahead. >> There we go. Um why can you um explain to me why it was originally moved away from that site uh to begin with? I think the initial thought was that um we could move CVA onto a campus where those students could also do some things dually enrolled at Carlsbad High School. So that was the initial thought. We had some space there on that
024upper campus that needed some refurbishing and then we could generate some dollars with leasing out that existing building that currently is being leased at NCA. Other questions? I have questions. Go ahead. >> Um what is going to happen with the playground? Um because I know you know being high school students, you know, walking into a campus that has a playground there. Um might be a look. Um so what is what are the thoughts and everything on that? >> Right now the the playground in those portable buildings on the that are were newly constructed actually have a separate entrance. they're completely segregated from the campus proper. Um so for now we would recommend that they remain in it remains in place along with those modular buildings. >> Michelle, >> thanks Kathy. Um so to follow up
025on what Allison was asking so for the students that are dual dual enrolled is that going to be because it's not that far. However, Is that going to affect their schedules or are we going to give them some type of, you know, opportunity first to be certain classes or how is that going to work out? >> Yeah, we'll just need to coordinate with Carl'sbad High School on on how that occurs. It it wasn't utilized as much as we thought it would be utilized. Um, actually, when we talked with Principal Espinosa, he mentioned that the idea of those students going over and using labs or lab space really, you know, never came to full reality. So, um I think um the services that'll be provided there, those students should be able to have access to all
026the services that are needed. So, um but we'll work with Carlsbad High School to make sure that any dual- enrolled students have access to classes on their campus as well. >> Um I had a question about um the um the portables and the playground that um area what will we be using or how that how will that space be used? Will it just sit empty? >> Again, you know, we we currently are still in talks with NCA at this point in time and Nixie and um they're still trying to locate a location for NCA, but right now we've offered the opportunity if they want to uh have their elementary school still remain. That could be an option and then we'd need to work out the logistics of that. But that is still an opportunity uh
027where we wouldn't have to potentially um break the lease at that point in time and and we would have uh further discussion on that. So they're they like both programs to be together. That was part of the attraction to this particular site. But if they um ultimately get in a jam and need to allow for uh that utilized space, then we want to continue those talks. >> So So if that's plan A, what would be plan B? Would it be empty or would it or would there be >> could could we do a TK there? Could we do is are there programs that could be done there that we could that Carl's that unified could use? I think that u one of the things that we um tend to run into is um working with
028our community partners of uh Carbad Education Foundation and their robotics program. So maybe there's a way that maybe we could use that space dedicated to that program instead of them having to constantly move. They they could sit, park, stay. Um and that's that's one idea. if if things don't work out. >> So, just to clarify, the the space will be utilized. We're not going to let it sit. >> Correct. Thank you. Okay. That's what I was trying to get out, >> Gretchen. Go ahead. >> What percentage of the building are we going to be using the 10 classrooms and the administration office? >> That's a great question. Um, the administration office would fully be utilized by staff. The challenge is the enrollment fluctuates with the program based on need, right? So if we find that
029um we would convert all of the spaces to have the same um finishes, right, to make it uniform. Um but it would really depend on the enrollment at that time and what other programs that would be utilized here. Yeah, typically um you know they have five full-time teachers at CVA CSA um can fluctuate but they've had two full-time teachers as well. So um you also have counselor they have two counselors as well um at CVACSA so >> potentially all of those spaces could be used. >> Followup. So I I didn't ask my question clearly and I'm I'm sorry. So if it kind of ties into what Kathy was asking, what what percentage of the property are CVA and Seaside going to occupy? What will be left? What percentage will be left for Nixie, NSA, TK,
030whatever? And what's vacant after we fill FA the space? >> Yeah. So right now there's a fence line that comes across the fire lane up and around this building here is and then it shoots up here. That is said everything to the left of that and above that would be what uh CBA would occupy. the field, the large field on the right hand side of that fence line would continue just to be a large field as it is today. Um, and then the modular buildings in the front would be not used by CVA but supplementally occupied by another program. >> So they have a separate entrance, >> separate entrance park, they have their parking lot, they have green space, they have basketball courts. >> Um, we would convert where that um Orange Oval is to
031an outdoor learning area. If you've ever in touring CVA, they have the garden. They have a lot of outdoor activities that they use. So, we would be utilizing that space for them. >> Okay. So, it's contained. >> It is completely contained. Thank you. >> Yep. >> Alison, >> another followup to that. So, um it's a two-part. So, if that's an outdoor space, I know they really enjoy their outdoor spaces now, especially access to that field. Um Is there such a field? And then will you be going over what will happen with that unused space when we get to the CHS plan? >> We will briefly touch on it. Yeah. >> So is there is there an outdoor field space and everything for them in >> they can use the outdoor field space to the right
032of the >> So that is able to be accessed. >> It is able to be accessed by them. I I haven't seen them use that much green space. So there is the green space on to the left of that fence. Um it's really um something that we could discuss further with them, but it is available for their use. >> I I had a followup to Allison. Um just to clarify, you're going to touch on what's going to happen to the current site for seaside in when you talk about CHS. Thank you. Currently, we have some teams that are having to go to Pointia Park to practice um different locations for different sporting. Um is there any discussion about using some of that green space? I don't even know the size of it, but if it's
033not big enough, then obviously it wouldn't work. But like a beach volleyball court or uh a baseball field or >> um part of part of the challenge with a site for activities like that. Um one, the lack of parking. Um also the surrounding neighborhood is really tight or close up against those homes. So um it's not large enough for a baseball field. They do know that. Um I I don't I know I don't know that many outside sports have been interested in the joint use opportunities or going through facilitron and having and using this space. Um but there is that potential for for them to to rent it if they're soccer or something like that. The biggest challenge again is like I said just the proximity to the neighbors, lack of parking. Um but it
034is a good usable area. Well, we have parking issues down at the beach, too. So, you know, you could put a nice beach volleyball court in there, and they could find parking. I'm sure they would find parking. It might not make the neighbors happy, but um or walk from the high school even. And we have had parents that have come and spoken about having to get our kids transported to different places and safety issues. And so I'd love to explore utilizing that space if we can um to help. >> That would be something under discussion. >> Okay. Yes, I'll talk about that later. >> Absolutely. Thank you. >> Other questions? >> Um I did have one other one. Um as far as um the color scheme is does that color scheme match both Valley and
035Magnolia? >> It kind of ties it all together. >> Oh, okay. So it's a >> it's new but similar. >> Got it. Okay. because it it didn't look like it totally matched. So that's why >> yeah new bit similar. >> Perfect. Okay. Any other questions? >> Okay. Now discussion. So um Gchan, did you want to make a proposal or >> make a proposal? >> Okay. So is that something? So what is your proposal? >> Well, um Jessica, I believe what I heard you say is that people who might want to use the space have not used Gravitron or whatever. facilit gravitron. Yeah. You know, >> yeah. So, um perhaps they aren't aware and and if it's not in, you know, it hasn't been on their radar, we haven't been advertising it because it's not been
036usable or whatever. Um, but I'm I would propose that if you threw out this space to some of our different um athletic teams and said, "Hey, we have a field. Who's interested?" I bet you would get some suggestions. That's just a thought. >> We I I know at one point in time um we did explore I think this was a year maybe a year and a half ago um with Eric. We did explore sand volleyball courts at both the high schools um as well as this area. Um I think that uh part of the challenge here was um the cost and it not having a funding source identified with it. Um I believe it was depending upon if we included the parking lot or not was going to be anywhere from like seven to10 million.
037>> Yeah. And it it always depends on, you know, um how many courts, how many, you know, there's lights, no lights. Um lights would actually trigger a SQA environmental impact report. Um and we would get neighbor buyin, which probably would go very well, but it's there's lots of things, but yes, we can definitely look at uh exploring with those options. >> Is this area in the coastal commission? You know, >> this one is not. Um, Valley Middle School Fields is NCA. This property is not. >> So, um, as So, what I'm hearing you say is that for beach volleyball it would be between seven and $10 million. This was a while back, but I can dust off what um what we had evaluated at that time. The concept and the requirements >> at least a
038majority of the board wants staff to explore. >> I mean, I I'm not interested in having staff explore that. >> I I I know we had some parents that had come and spoke to that and I would just be curious to see what the numbers are. >> Okay. That's two. Are there um more? Okay. So, there's there's three. Okay. So, then um so what we're asking staff to do is to bring back a I guess a draft of what a beach volleyball um court would look like on that space. Is that accurate? >> Yes. And I I mean I just I'm just throwing beach volleyball out as one sport. I don't know the the dimensions of this area and I don't know what other athletic teams could possibly use it use it for. But you
039know whether >> I don't know >> I I >> think it makes a difference as far as what they would bring back and what they would do the specs. So that's why I'm wanting to verify what what are we asking staff to to bring back to us. We can we >> yeah we can we can put together a list of potential uses one including sand volleyball courts as well as some other concepts that we may have >> and then the costs of each. Correct. Okay. >> Yeah. And I think it go am I still are we still asking? >> Yes. Yeah. We do that. Yeah. >> Okay. Um, I would be curious to not just for athletics, if there are other things that had been discussed in prior years for that space, I would be
040curious what those were. >> Okay. >> Because it was probably considered in terms of the dimensions and things like that. So, >> yes. And just that that we had uh included >> Carl'sbad High School as well for the sand volleyball since you were saying that you had looked at options there and here >> and at Sage Creek. >> Right. So you'll be looking to see what currently the cost would be and >> yeah we can bring that back >> feasibility. Thank you so much. Um, also one thing that um that Eric had talked about and I believe it was on this space as well was the potential of a central kitchen and um I don't know if you recall that conversation when we were initially discussing um this this area. I see Rob um shaking
041his head so he does recall that. >> Is that something that um would be posit es especially with the portables that aren't being potentially aren't being used? Is that something that could be looked at as well? >> Utilizing the portables for a central kitchen >> or that space or that I mean >> the buildings there potential. I don't know. >> The field space uh to the right of the um fence line would be sufficient for a central kitchen. I think um part of it is with the incoming director and seeing what model we're going to go with more scratch cooking if it's more feasible to do it localized in the existing kitchens or if a central kitchen is a better way. Um, but I think that we could look at >> I just remember as
042Rob was saying that or as he was shaking his head that that was something that we had talked about if this space ever opened up. That was something that I know that we >> So you're asking for the costs of creating that. >> Yeah. Okay. >> Can I clarify? Are you talking about the current portables next to the playground or you saying build something new in the space in the field? I guess what I was asking for is uh what Eric had what Eric's vision was initially when we talked about this space. >> Uh we could certainly ask them and try to get a sense of that. I do recall the conversation. Um and I don't know if the vision was to take what they existing what they currently have because I believe they have
043some type of kitchen area currently small and Um, but we could look at expanding that out or using um using the two portables that are there and building that out. So, if if you wanted us to drop some numbers on that, we could do that. >> Well, it was along the same lines as what Michelle was talking about that not just looking at the space for athletics but also other other district uses. So, I recall that Eric had mentioned that that may be a possibility of that space. Okay, great. any other um anything any other discussion or potential direction besides what we've been presented to for staff to bring back to our next for our next meeting. >> Okay, I think we um we're good on everything else. Um and we will move on to
044the next section. Great. So, I'm gonna reintroduce Tony Pacheo Taylor. um he's the associate principal with Lionus. And what we're really going to focus on in the next few slides is kind of give a little bit of the background of the work that we got started with for long range facility master plan and some of the steps that we took. >> I appreciate that you doing pleasure to be here presenting to you and we'll go over like Jessica said some some brief elements of the overarching master plan. Um so You drive and go. Perfect. Okay. Oh, that's better. All right. So, uh, one of the things that we started off with is this diagram. You know, this kind of gives an overarching view of of what we've done so far with the facilities master plan.
045And first, we started off with the what do we have? Um, looking at the facilities, inventories, data collection, um, things like that. And, uh, as well as the conditions assessment. The next thing we did um you know was what do we want or need and that's where we engage stakeholders um and receive feedback from different um user groups and different of the stakeholders involved and then um ultimately working through what does that look like and coming up with proposed uh solutions to some of the challenges that we found and some of the wants and needs that were shared by the stakeholders. And so this just gives a little overarching view of that. And here's just a a brief snapshot of our kind of engagement that we've done uh for this facilities master plan thus far.
046You going through different um groups uh including the core group where we're meeting bi-weekly and really going over kind of the progress and the process. and then down to the steering committee which was made up of the executive cabinet members and really those helping to make the decisions as we're going through the master plan. Uh and then going down to the sitebased committees making sure that we were getting out there visiting the school sites and speaking to um those folks there getting their feedback directly. Um and we've gone through two meetings at um each of the site for the the phase one um phase three of the HH bond. So we've gone through that um and come with solutions after uh the initial process and gotten some additional feedback from them and then you know
047now presenting at the board sessions and so we have uh this session which is kind of the iterate want to show you what we have so far definitely get your feedback on where we've landed thus far make sure that you know our our proposals are in alignment with your vision and So some of the stakeholder feedback some of the people that we've met with maintenance and operations um definitely have had multiple meetings with them uh talking about you know kind of open items issues that are are known on on some of the sites and that has helped us tremendously nutrition services making sure we understand the vision of the future of nutrition services special education group Carl'sbad education foundation and kids care pieces which are on all the sites and and the group uh under
048us including our civil engineers, mechanical engineers, electrical and plumbing really helping us through these site assessments and making sure we were on every single site and reviewing it with all these engineers, everybody looking at, you know, kind of the different pieces and making sure we were um isolating all the issues and putting it down on on paper so that we could have it for the assessments. Um, one of the ways that we worked to uh, gather the stakeholder feedback was through a digital survey. Uh, so we had the in-person meetings, we had multiple meetings at different levels, and then we also wanted to make sure to try to get the biggest um, cross-section of feedback that we could. And so we sent these digital surveys out to the school sites. Um and we did receive
049over just over 400 responses you know in looking at what the um you know what the different feedback was. We got some kind of isolated some shareholder priorities from that and and these are really the the stakeholder priorities that that um were from the survey. But obviously, you know, we want to make sure that we're showing this data to you and making sure that these are in alignment with how we, you know, how we want to proceed with the facilities master plan. But classroom modernization and flexibility was one of the top priority, campus safety and security, student mental health, wellness spaces, sustainability and efficiency, and then accessibility and inclusivity. And we did have some opportunity for feedback for others options. So, one of the things that we did at each of the sites when we
050were there with the site committees was um ask the question, you know, what is one facility improvement, you know, that would have potentially the greatest impact. And so, we uh these are just the areas in which those conversations, you know, were geared towards. But, um some of the things that we heard a lot of were HVAC and air quality. Um, a lot of, you know, some of the things that, you know, how how the HBC was operating, things like that from the comments that we received, technology and infrastructure was another big one. Um, safety and maintenance items, um, you know, restrooms, um, and facilities like that, modern uh, classrooms was was another big one. Specialized outdoor learning spaces, and then the outdoor site improvements, and then um, you know, equity or parody and accessibility throughout
051the sites. So the guiding principles or the the proposed guiding principles, these are um ones that we have distilled out of the information that we received from the stakeholder feedback. So we're trying to isolate um you know really what how we're making the decisions that we're making into the proposed plans. And so these are the ones that we have come up with and want to make sure you know again to get your feedback on these guiding principles as we proceed because this is the the goal is for this to help us make those decisions moving into the future and kind of having this as as the guiding light. Uh so in in inclusive and uh specialized learning environments so supporting um diverse student needs through you know dedicated spaces. We talked quite a bit about
052sped expansion and sensory rooms, transitional kindergarten and kindergarten specialized programs as well. Um, inspiring and flexible future ready spaces. That's another principle designing you know that that designs that foster innovation, engagement and adaptability. The efficient and electrified campuses. So part of that being you know the future ready schools um minimizing environmental impact and that is not only through adding solar to campuses but really it's the decisions and modernizations of going with energy efficient HAC um trying to gain those efficiency incrementally and not you know just just broad brush um so and then improve um student health safety and wellness prioritizing both physical and emotional well-being um through through the design and then strategic modernizations and life cycle planning, long-term cost-effective improvements. Really trying to make sure that we're stretching the dollars and and keeping that
053in mind as we make the decisions on proposed improvements. So, um I'll go through the facilities conditions assessment. This is for the phase two um mass of the master plan sites. These are the sites that have been improved through measure HH already. U and so this is our assessment of those campuses thus far. We will come back at a later date with kind of the proposed improvements. Um so for tonight after we go through this in the demographics we will show you the phase one projects which are which will be currently improved under the H measure HH. Uh and so we'll show you the the uh facilities assessments and the proposed on those. But this one again is is the uh sites that have already been improved. So our condition assessment we going through each
054site has a breakdown of the individual spaces and includes mechanical Oh, there it is. Um so each of the sites has a breakdown like this. um all the individual spaces, the different components and again civil mechanical electrical plumbing also have their input into this. And so um here going over Oaks Elementary School. Um again showing the areas that have been currently improved. Obviously green um they're in good condition less than 10% of the replacement value. And then just our legend goes from you know good condition less than 10% of replacement value improvement necessary light renovation this is anything between 10% and 50% of the replacement value and then heavy modernization going from 50% to 75 and then our replacement preferred you know if we think that really modernizing or adding uh you know improvements is
055going to be outweighed by by a potential replacement that's what we have highlighted a lot of the portable buildings are highlighted in this just having a replacement preferred for portables typically uh because of the maintenance required and the conditions something that we have in there. So um Aaria Oaks the core buildings um they're along the uh the top of this plan kind of being more in the um heavy modernization those were not touched as part of measure HH. So that's something we'll be looking to do and again these the proposed improvements for these phases of projects will be for future potent will require future potential funding sources. >> And and to highlight uh what Tony saying, what you'll see for the phase three projects later on in this presentation will present in the spring of
056next year. This really just wanted to give you a highle view of the facilities that we've already touched. So, um, going on to Buenav Vista Elementary School. This is a facility that's currently, um, under improvement. So, there are some, um, highlighted items here like future buildings that will be implemented as part of this. Um, and then the, um, assessment is gauging on the work that is currently being done um, on the site. And so we have interim housing and portables up on the upper level. Uh that's shown in in red for you know future replacement. But by and large the work that's happening right now is going to touch much of the campus um except for the um NPR building there. And we have uh Hope Elementary School again kind of showing on the high
057level the improvements that have been done through HH and those buildings associated with that in good condition. Um and then some light renovation needed in some of the other buildings. We'd be looking at finish um improvements and things like that that would be on the lighter side, but again future um funding would be required for that. And here we have uh Jefferson Elementary School again measure HH components in in good condition with a lot of the the classroom spaces just noting light to the light to heavy renovation on those pieces for future potential. And then uh Kelly Elementary School. You can see on Kelly there many of the buildings are portable type buildings. And so those we've highlighted with, you know, potential future replacement um replacement preferred and it's just something to note as we
058go into the future, as we go into the planning of what's going to happen in Kelly. Um we want to we want to keep that in mind the decisions that we make. But by and large, the remainder of the buildings in good condition, light renovation still needed in some areas. >> And one question, Tony, if you can stay here for for a moment, um might be no, I thought we just did work on some of the portables there and we did. And and part of that is portable life expectancy was really 20 to 25 years. By modernizing them, which was really paint finishes and interiors buys them a little bit more life, right? Um, so I I feel that districtwide a goal of ours should be to eliminate them. And that's why those are red
059because when you look at the master plan, right, you're you're not planning for right now. You're planning out for future years, right? So that's why you'll see in this one as well as um uh even the ones at AR Oaks, the building 700, it was the same thing, right? We have done work there in the most recent past. Um, but looking future years out, we would recommend replacing them. That just needs to be identified and built into the overall district plan and that's uh why those are in red. Just wanted to clarify that. >> Thanks for the clarification. Sorry about that. >> So, Magnolia Elementary School. Um, this was one, you know, that as we walk through that was recently, you know, or more recently completed and really that modernization touched pretty much every building
060on that campus. And so that uh that specific campus is really all in good condition. That's good. And then uh Pacific Rim Elementary, again, this is one that's currently in progress uh with the building, the new buildings that are going in. Um we we still have the reos that are there. I know some of those, you know, be going away as part of the the new project, but again, project in progress. We're showing future buildings. Um some there's a portable there that's removed, but uh and then showing the uh light renovation needed in the future at some point on the existing classrooms. And then um Aviar Oaks Middle School showing the new building 1100 on the on the top there. But really the other improvements that have been done on the middle school campus focusing
061on the core of those um classroom buildings, those have been improved, finishes, um a little bit of reconfiguration, and so those are in good shape. Uh the classrooms by and large have remained existing. So those would need at some point a light refresh. And then we do have a heavier modernization on the locker room spaces and so that is something that would be uh required in the future. And then looking at Valley Middle School again, another project that recently recently been closed out um you know finished up over the summer. Um many of the buildings here um are in are in great condition. We know that building 100 was one that there was a a smaller portion of it that was improved, but more of that requires some attention in future opportunities. And then we
062have the portable buildings, building 700 and building 600 that you know would be replacement preferred. So, um, you know, just want to reiterate that we'll be we'll be coming back with those plans and kind of our proposed solutions for some of those um in more detail uh at a future board meeting. >> Sorry. One of the >> one of the things that we when we start the long reach facility master plan, we do all of this work up front to really look at the systems. Um, you know, what work has been done most recently, but the other part that we really look at is the the demographics and what is enrollment going to look like. you know, it really is an opportunity for us to rightsize our campus to make sure that we have the
063adequate number of spaces for uh our students and looking at future enrollment um and what that looks like. So, we have partnered with King Consulting and Rob Murray and he's going to go through his presentation to see how that information is supplemented with the long-range facility master plan. So, Rob, go ahead and take it away. >> Thank you, Jessica. microphone. >> Perfect. All right. Well, good evening and it's a pleasure to be here. So, again, I'm Rob Murray. Yes. >> I want to um stop. Should we um stop and ask questions at each segment? I know you said you wanted to do that with the other piece or what would what would make sense because it does >> it makes sense to wait um until Rob's finished after this one and then we can >>
064Okay, perfect. Yeah, because I I tend to agree that it seemed a bit long in between questions and when you stopped us the last time, it's like, oh yeah, that seems appropriate. So, >> yeah, I think um you know the information that we had just presented with the updates, it's just a highle view of the assessment of the the condition assessment and we can take those comments. >> Should we do this and then questions and then Okay, perfect. Thank you. >> Okay, so I am no problem. I'm Rob Murray. I am the director of demographics at King. And so yes, we had worked with Eric back in about 18 months ago in the 2324 school year to prepare a full demographic analysis and enrollment projection study and we've come in in preparation for this effort
065and updated the enrollment projection portion of that. So, some of the information that I'm presenting to you tonight will be from the sort of older vintage study, but everything you're seeing with your enrollment history, with your projected enrollments, will be incorporating everything at with your enrollments as of just about a couple of weeks ago. So, we do have as and then some of the other data, but I'll kind of just refer to everything sourced from where and as of what time. And then definitely, you know, plenty of questions on this. I expect we'll get this is a lot of information. So, please just ask as many questions as you need as we get through it. Of course, there is lots of information in the full report that is not covered in detail here, but if
066there's anything that you feel like I haven't touched upon that is of interest, of course, ask about that, too. So, first just a quick summary. And overall what I'm seeing for Carl'sbad Unified is decreasing enrollment, but at a level that most of the people I'm working with, especially in coastal communities, would kill to have the level of decreasing enrollment that we're looking at in Carl'sbad Unified. And still the engine behind this though is what we call cohort replacement which is so in a unified district it takes 13 now 14 years for all of these students to metriculate all the way through the district but at some point if you're looking at a districtwide that's you have graduating seniors you do your job that's the point they leave they go do something else they're not in
067Carlsbad Unified anymore and quote unquote taking their place with your total bottom line enrollment number you have a new batch of kindergarten and now TK students coming in. If we just look at at the elementary schools, it's those fifth graders move up to middle school and then you have a new batch, this time much more literally, taking their place at the same school of the new kinders coming in. And typically what we're seeing is, especially at that elementary level, we're going to have that cohort replacement leading to absent any other factors, sort of an automatic ratcheting down of enrollment as you have larger groups of kids moving out, smaller groups of kids moving in. That's I mean, I can I can stop there. That's the the big idea to walk away from tonight if you
068have nothing else. Is that a lot of this is demographically driven. We've heard, you know, there's certainly cost of living, home prices, there's a lot of things that are baked into what we're looking at. But the simple just numbers of kids that you have now that you know at some point in the next few years are going to move on whether just to the next level of school out of the elementaryaries or out of the district entirely and who we believe is there to come and take their place. So So yeah, if it goes off again, bring it over here and I will make it behave. I just wanted to but uh you know so again that demographically so reduction in local births again there's a lot of things that go into that including again
069some of those cost of living things but this is not something that is an entity disunified problem as I'm sure you know this is oh I'm Carl's bad my goodness I sincerely apologize I drove right through it on the way here >> he's from Sacramento he's not from Southern California >> and so my goodness. Thank Yeah. My my sincere apologies for that. If it happens again, you can you will put put a square jar up there and I'll start dropping dollars in it. Uh but but no, so not not just a Carl'sbad unified problem, not just an Enenus problem, not you know any of you or your neighbors. This is something you know California has been dealing with this for a while. A lot of the rest of the country is starting to catch up.
070Honestly, I was just seeing some presentations at some conferences last year. Texas is just starting to kind of grapple with this idea and California, I think, shows a good map of what that looks like as a sustained demographic trend. If anything, we're starting to see the other side of it because long history. This all goes in big waves up and down. And as we mentioned, that's key because you can be both simultaneously going through a downshift in your elementary grades, but smaller kindergarters coming in, but a previous bubble of higher enrollments is could still be moving into your high school at the same time. So, and statewide what we're seeing is we seem to be getting towards the bottom of one of those troughs, especially since you're not LA County is just I don't we'll
071see when we ever hit bottom there, but most of the rest of the state, including Orange County, including San Diego County, we really are starting to see some leveling out. So, I'm going to show you more specifically what that looks like for you. And of course, uh you know, TK has been expanding recently. uh we'll kind of explore the extent to which there might be continued growth of engagement of your community with TK and residential development to the extent that it occurs. We'll look at how that can add students on top of what our baseline is. But net result is actually I mean it is decreasing enrollment but relatively stable and from that's one of the updates uh from this version 18 months ago to incorporating the last two years of your school years is
072that pulled the line up a little bit in the outy years. Still slightly negative but getting more stable as we look at it. So some quick uh historical enrollment. I'll try to not linger on things as much as on that first slide now that we've told the story like to spoil the ending before we then get into actually reading all the chapters. But you can see you did have you know increasing enrollment up to like you and pretty much everyone else uh 2020 we know exactly what happened with a decrease in enrollment. Then you have had a little mini resumption of the previous trend which we saw in a lot of places and then uh but kind of that growth from a reduced baseline and then kind of turned the corner and you've seen some
073just moderately decreasing enrollment the last few years. If we look at that a little more closely here is that cohort replacement that we're talking about uh previous to 2020 typically getting around 700 and something kindergarten students in. just looking at the dark blue lines for now. The TK is kind of stacked on top, but that's really who because the TK they don't roll directly into first grade. We're really looking at kinder as the grade that comes in right on, you know, directly taking the place of those fifth graders in elementary. And then since, you know, getting back to 2021, we saw you had the pretty classic output of, you know, what a lot of the students that didn't show up during 2020, you followed that cohort through to the next grade the next year. A
074lot of them did come back in 2021. But you see the kindergarten was kind of independent of that starting to show that reduced level. This is not a wow look you know co 19 happened and we never got back to that level again. This was something that with or without the pandemic. This was baked in demographically. This was coming and we'll look at the births and we'll see how that goes a little bit. There are some other we'll look at the private schools. There are some other things that are going on, but a lot of it was you were going to hit this period where you had fewer kindergarteners coming in just based on who's been born here and what we know that tells us because here's that same graph that we had earlier with
075all the enrollment, but now we're breaking it out into elementary school, middle school, high school. And what you'll actually see, and I mentioned that very much on purpose a minute ago, is that your elementary school enrollment in the blue at the bottom was stable during that time when you were overall growing. You see the growth was really concentrated in your high school grades. That was a period of, you know, total district enrollment was going up, but that was just some previous larger cohorts still moving up while you had stability on the intake at the elementary schools that ballooned your total. But you had were already flattening out at that point. And now we get to the point uh the new cohorts coming in uh even throwing out COVID, you've kind of backed off from 4,800
0764,900 some odd. new normal is closer to, you know, from 46 down to about 4,500 across all your elementary schools and uh we're just starting to see some of that uh high school enrollment beginning to dip down as well. So, one thing we always look at, of course, especially with districts that serve elementary grades, we saw in some areas a big spike in private enrollment coming out of the pandemic when you had a lot of in-person uh uh masking, all kinds of conversations going on at that time, but we didn't really see a huge jump at that time. We have seen it over the last few years, and there has been sort of a jump over the last couple of years. We don't have this year's private school data yet. CDE doesn't publish that pretty
077much until the summer, but once we get it, we'll see how that trend is held up. But definitely one to keep an eye on is yes, it looks like in the neighborhood of 100 to 150 students in your in the elementary schools that you might have but don't because they seem to have gone over to private schools. But with the numbers we're looking at, uh, as I'll show you, uh, demographically, you're still coming in at such a consistent level that we can predict very reliably based on some demographic things, we know what's coming for your public school enrollments in Carl'sbad, not in Enzas. Just keep uh making sure that we show that I've gotten that one straight. Now, uh, student generation rates before we get into all the projections because this is one that does
078come up a lot. People will go around the community. They'll see there's such and such development happening. Uh, we know there's going to be some kids. What's going to be the impact on the schools from this? And so, how we measure that is first this idea of a student generation rate. How many kids enrolled in Carlsbad Unified Schools are we going to have from any given development? and we look at different types of housing and literally it's as fun as it sounds but we go back and find recently built things in your district and we look at your you get your student address list and we just see how many things match in. So when you built uh five years ago this you know subdivision of 20 homes, how many students do you have enrolled
079from that? When this apartment complex was built 10 years ago with x number of units in it, how many students and we break it down again elementary school, middle school, high school, do you get and what you'll see is uh single family detached housing. What I think most people in their brain think of when you think of a new home is uh that rate of a you know 0459 let's call it a 046 but if you build a 100 homes you'd expect to get about 46 kids who enroll in your schools from those homes directly that's higher than average I would usually ballpark of roughly you know.3 to.35 is what I would say is average in most unified districts so you actually have to the extent that people are building single family detached homes getting
080I would say a little bit more than average of those families with school age children moving in. So that is good news. But once you have attached housing then i.e. still for sale probably you know taking out a loan mortgage or paying a hefty cash price to get that home but you don't necessarily have a yard you might have be joined to a neighbor. It's less appealing to families and you tend to see fewer kids. Multif family tends to be rental uh you know building apartments, building you know for rent town homes and tend to be even lower just because you have a lot more just general mix of families. But you will see that is tends to be pretty steady over time. Once you have apartments you see that pretty consistent level of kids
081in there year over year over year. you don't have these neighborhoods where you have a bunch of empty nesters after 20 years. And then the other big one to point out is anytime you have dedicated below market rate affordable housing, you will absolutely see more kids in your schools from those developments than any other kind. And so with that, now this is information that was assembled in 20 in the spring of 2024. So some of these projects on this table have already been built and you have kids coming to your schools from those new homes already. But uh so when I updated the projections that got phased out because that's in actual historical enrollment now and everything else that I was tracking at the time we just moved up the time frame but I just
082kind of went on you know some combination of Google Earth and looking at the city's planning department and find you know confirming which things had actually been built. But what we were looking at about 18 months ago was about 1,200 units that seemed reasonably confident that would be built out over the seven-year projection period we're looking at. And collectively all of that generates about, you know, 369, call it a little under 400 students. And that goes back to these student generation rates. But we're looking at it uh you know a 17 unit multif family one is pretty straightforward but a lot of these are multif family with an affordable component to it. And so that's why if you just do all the math you don't see that they match the student generation rates exactly because
083it's just the protect the excuse me the particular mix of how many affordable units are inclusive in some of these projects. And as we said, the more affordability that there is, the more likely you're going to have those younger families with school-aged children who are moving in. So this was integrated into the enrollment projections. And then just a quick map just showing again, but also this development that we're tracking is not necessarily spread evenly over the district. You just have pockets where you have a lot more impact to those especially elementary schools than you do in other parts of the district. And so that's all we're focusing on the district-wide numbers tonight, but you know, some of the work you'll be seeing is, you know, we are tracking how it is school by school. We're
084not just spreading it out evenly across the district. And then a spatial analysis because this one's also important. At the end of the day, what we're getting to here are projected enrollments districtwide and school by school. But we know looking at it school by school, it's important to understand how much of that enrollment is based on where people live, which may not be the same as where they're going to school. Because it's no surprise to you, you have a big uh kind of natural gap of a north and south side of the district with a big uh unpopulated area in the middle. But and actually going back here, you can just see the elementary boundaries and how those are. But we track all those student locations. And this matrix, I'll explain to you very quickly
085how you read it and what it can tell you, is very, very useful because there's a lot of district policies. There's a lot of family choice that goes into this. And if the patterns that we see from this analysis shift, that can also begin to shift the projected enrollment that we have. But what we look at here is down each column is where kids live. So just picking out we'll just start you know far left the upper row but at Aviara Oaks you have 609 students who at that time were elementary students enrolled with Carlsbad Unified who were living in that school boundary. 535 of them enrolled at their home school. And then you see all the numbers there up to 40 atia who were living in one boundary but enrolled in a different school.
086The rows opposite thing you're looking at who's enrolled and attending that school and what boundary do they live in. And then I didn't put all the really cool maps and things that we make to summarize this but you have those in migration out migration. So that's just looking at so again t taking Aviar Oaks as an example in migration just means what proportion of the enrollment at the school is coming in from outside the boundary that does include your inter districts coming in from outside of the Carlsbad unified footprint and then the out migration is just what proportion of your students that live in that boundary are going to some other CUSD school. Now that what does that that does not include because I don't have the information for the students who have left your
087district to on a traditional interd district transfer private school charter school anything like that this is just the students that you have enrolled and then you see that net migration at the bottom uh that takes out the independent study that takes out the other districts that is net zero that all totals out uh you know every kid that's out one place is in another place and you just see which schools in this case, you know, Jefferson picks up on net way more kids coming into it from other boundaries than who live there. You and you can just see that at a glance. You have fewer than 300 kids who live in that boundary. You have 478 who were at that time enrolled at the school. So, so some of those things that I know we
088my projections assume something roughly along these lines, but if there is a, you know, a program uh that's a attract some kids moves to a different site, that's going to completely change what the school by school projections are even if your district totals remain the same. But that's one reason that we look at this. And finally, the home stretch here. And then I'll be quiet unless you ask me things and then I'll keep talking. It's clearly I don't mind that. But local births, I will say in in preparation just this morning, I was taking another look at the state data. So, it's always good to define this. We get this information from the California Department of Public Health. It is tracked by zip code of the residence of the person giving birth. So someone is
089on vacation in Nevada and baby is born there, it is still ultimately shows up in these numbers, especially if some some communities where there is a big hospital just outside the district. That's one worry is we're not actually capturing all of our births. But in this case, it really is by residents at the time the birth occurred. But going back, you see between before 2006, the numbers are so much lower. And I just realized because I I wasn't really using things that far back for anything that informed the projection. Whoops. Excuse me. But that appears to really be something funky with the state reporting because I had just assumed looking at it because I track it by zip codes that sometime you know a zip code that starts with zero for several years and then
090starts ramping up. you often have, you know, zip codes that will split. You'll have a new zip code created. And I had at at the time thought that's what was happening. I went back and looked further. And those zip codes that had no births in this period from the late 90s to the early 2000s had way more births in the mid 90s and sooner. So, I'm not sure what was going on with the reporting. I would, you know, take with a grain of salt. You did not just have a 50% increase in births, I think, between 2001 and 2006. That did strike me as odd. But for so for our purposes of what we're looking at though, let's just kind of start with 2006. I will get in touch with CDPH and see if they
091can help me straighten this out and I'll get back to you if you're curious. But for now, uh, let's look starting at 2006. So this is that period. Uh, you know, so kids born in 2006, roughly five years later around 2011, most of those kids are coming to you for kindergarten. And so pulling that forward, you see you I mean the trend is going down, but you have years of kind of spikes with higher births that lead to something that resembles that kind of stability. And that's what we were seeing with your recent historical enrollments. That red box right now, that's the births that are in the books. 2025 is just through June. So taking the very sophisticated method of multiplying it by two to get a rough total for what this year might wind
092up as. But otherwise those are births that we know. And I'll show you in just a minute how accurate that is to tell us what's coming soon. But you start backing that out. That means for the the 13 to 14 years prior to that. So going back from 2020 to roughly about that 2006, that is who you have in here right now. And you can just see how many more kids there were available to enroll in Carlsbad Unified from those cohorts and they're the ones who naturally because your teachers are doing their jobs, these kids are graduating. You can always especially you know some of the conversation is around financial status. So it's different conversations in different communities as to what enrollment means but the fact of what is coming is way fewer kids born
093in the community and older populations that started with way more kids in them coming out. But I suspect if we had accurate data, you would see again probably some still lower enrollments because what we were seeing was your high school was kind of what was bubbling up in about 10 years ago, which means you probably had fewer births. You had those those smaller cohorts were exiting high school. These births that came in in the 700s were still coming in to take their place a little bit. That's why you had that growth in those years coming up on COVID. But then as you see as we hit that uh you know I have it labeled there that 2014 so right into you know that birth cohort that corresponds with 2019 that was going to be your
094high mark anyway with or without COVID you were going to be looking at a natural drop off and you've uh not really come back to crossing into the upper half of the 600s in birth total since that time. So just a massive coincidence that that was also the year everyone's enrollments cratered. So it kind of masked what was happening and then you had the natural bounce back especially you know a lot you know kindergarten TK not compulsory so a lot of kids that you didn't see for kinder still showed up as first grade you had your kinder going on at that time so you it looked like a healthy rebound but now you're really into enrolling just these noticeably smaller cohorts of kindergarters. You saw it on I won't back all the way up to
095it, but you saw it on that slide with the dark blue and the light blue lines, but just it wasn't something weird that happened with COVID. This really was just what was always almost inevitably going to happen anyway once you hit this part of the timeline. And so then there's that matter of well that's great that you're tracking births, but what does that really tell us? And that is there's there's been a little bit of signal to noise. Again, the 2020, we throw that ratio out. We know exactly why there were way fewer kindergarten enrollments compared to births. But I wish every client that I worked with was just talking right within a couple of points of a 1.0 ratio, which basically says if you know how many kids were born five years ago, you
096have a very good idea how many kindergarten students are going to turn up and enroll that year. So TK of course had also been pretty stable, but as eligibility in that program expanded, you've been seeing that going up up up. Now you've hit the point of more than half of the births in any given year translate four years later to TK enrollment. One of the big questions for projections is how much more of that gap is going to close. independently we're projecting how many of those kids will be with you for kindergarten being somewhere in the high 90s uh percent of them again not the exact same kids move in move out all the time but apples to apples it's a remarkably steady ratio so TK you don't have additional eligibility based on birth date
097anymore but are you going to keep closing that gap as more people get comfortable with starting school at four years old instead of five as depending on what facilities are done, there's various things that can continue driving that. And then the last part of it, we talked about the cohort replacement, who's coming in versus who's going out. How different are those sizes? But again, you're not on a remote desert island. It's not that once you have kids in kindergarten, those kids and only those kids are with you for 14 years. People are constantly moving in and moving out on net. you tend to get more kids year-over-year. Again, throw COVID out. Aside from that year, you have picked up, you know, you say goodbye to the kids in May. You welcome back, you know, all
098your K through 11th graders. They come back as first through 12th graders the next year. You tend to have usually on average about 3% more than you left the year before. And a big part of that is 8th to 9th grade is where you see the bulk of that gain. But you do see gains across most of your grades. you do tend to have, i.e. more families with school age kids are moving in than moving out on net and enrolling in your schools. So that's what that tells us. So all of that together. So I mean here's the line. I mean, you see, you know, going up, hit COVID, one more tweak up, and then going down as we showed that, you know, take that big uh rapid zag down out of there. But you
099would probably have seen that corner turn again, just there's a baseline level. There are some people in that year of so much uncertainty, both economically, socially, everything, who did just move out of the area and never came back. A lot of districts saw that one one time chunk loss that was just people who yeah without the pandemic might never have left but they did and we readjust from that point but your trends remained pretty intact and so here's the wall of numbers I won't read them out to you but here's I think the part that's crucial is uh from before the births really went down you still have in your elementary schools this here these cohorts whoopsie of you know well into the 700 something students and you just see right behind them everyone's in
100the 600s even 500s. So every year as those students move up to middle school based on the births probably around 600 something uh in a few years maybe even down closer into the mid 500s of students coming in. Now you'll see my projection still anticipates a gradual but steady increase in TK. That's one of the big caveats. Uh that is just me reading the tea leaves a little bit. But that is really ultimately it comes down to just hundreds of individual family decisions about how many of those kids that were very confident you're going to get for Kinder will you also get the year before for TK. I think that increasingly more of them that is me out on a limb saying that with not much quantitative evidence to back it up. So if you
101don't feel that way, you can see between you know maybe keep that your your TK maybe maxes out in the mid-300s. So maybe take 50 kids off the projection in those furthest years if it doesn't really grow the way that I think it will inch up some. But what we really see as the result of this is your elementary schools will go down some, but uh probably hitting about 75 total students across all your schools lower than where you are now. The uh you know, it really nothing's going down substantially. Again, there's a lot of districts I work in who would be very jealous of this trajectory right now. uh it's sort of spread out amongst your schools, but you'll see that the high school the one that probably the single biggest change that happened
102between the projection I did 18 months ago and what I looked at leading up to this meeting and refreshing things was that all of a sudden that capture rate of getting more nth graders. So you have people who were doing something else for K8 and then clearly wanted to come to one of your high schools after doing something else really jumped up the last two years. So that wasn't that was the the single biggest difference of the previous projection that went a little lower. It's high school was supposed to again those smaller cohorts that you're starting to see in elementary now they were supposed to be reaching high school and seeing things go down. you've reliably the last two years picked up so many more high school kids than you had been doing that that
103was the single biggest adjustment to the projection. So the story we're telling at the elementary schools has been the same story pretty much the whole time. Uh high school now instead of really going down, you're even seeing it peak a little bit, you know, almost a hundred kids higher than what you have right now in about three years. And then inevitably, yes, it starts getting harder and harder to find as many kids as you had. But I think that was the uh you know, Antonio, I don't know if you're speaking to this some, but yeah, but there you know, there were some things that we thought might be part of the plan that uh we had to look at differently >> because you did such a great job of attracting high school students to your
104district. And so that covers what I plan to talk about. again. We can ask me as many questions as you want and then we'll go from there. Yeah. >> So, at this point in time, yeah, we'll turn it back over to you, President Rawlings. It's a good time to ask questions. >> Okay. Trustes questions. Gretchen, >> thank you for all that information. Um, processing a lot of it still. Um, I want to go back to the presentation that you were showing pictures of the properties and of the different sites. On slide 31, I have a question about Valley Middle School and this the bigger question for me, Jessica, is when were these updated? Because my awareness I just walked. Pardon me. you know slides when when was this assessment of what is in good condition,
105what's light renovation, what's heavy modernization and what's replacement preferred when was all when were those keys when was that updated? >> We had evaluated this past summer um all of each campus with all of the consultants. And are you referring specifically probably to the portables? No, actually I'm referring to um the steam lab at Valley Middle School, which is the yellow light renovation because that's brand new. >> Yeah. You know what? I actually wrote that down on my on my thing. That that whole that whole side of the building should be green. >> Okay. >> Yeah, >> that's why I was asking that question. >> I I just noticed that. Thank you. >> Other questions? >> I have questions. Go ahead, Michelle. Um, on slide 22, that was a little confusing for me because there's
106a lot of small information on there, but so is that the condition assessment, the colorcoded system there? Those are how you're deciphering the green, yellow, orange, and red. >> Yes, it is. This is based on that. >> It is it's a snippet of a very large Excel spreadsheet. Okay. >> Which is behind it. Correct. >> Could you >> We haven't pres This is This is just a snippet of the condition assessment. We haven't presented the individual spreadsheets for each of the campuses. We summarized all of the assessments onto the color coding images that preceded this. >> So, this is just an example of one site. >> Okay, >> there's one for each site. So, each site has a a bigger spreadsheet with everybody's information on it that is dedicated to that site. So this is
107just kind of a picture to show what each individual site has one of these behind the color coding that we then put on the site plan. >> Okay. But this condition assessment that's right here on the right side, that's how you're deciphering Oh, yes. What's green, yellow, orange, and red. >> Correct. >> And then the thing behind it is an example of a school. >> Yes. Sorry. Yes. I I see what you're saying. >> Okay. >> That is the key. >> I have a followup on that. Does based on that does the um assessment correspond with the guiding principles at all? >> The assessment is more in alignment with what we saw when we were out there. Um and one of the things that that is probably you know the portables may be in good
108condition but the portables we tend to show in red um as future replacement. But in terms of the the assessment is based more on what we saw going out there and the information that we got from maintenance and operations and the site visits. >> It's more systembased. The guiding principles come into account when we talk about the long-range facility master plan for each site. And you'll see that more when we talk about the phase three projects in a few moments >> and the proposed solutions to and and future projects. >> Okay. Then then why then why are we looking at the condition assessment? If that's not part of building the facilities master plan, it the condition assessment is the is the starting point from a infrastructure standpoint that would drive then the solutions that are
109proposed in the long range facility master plan. >> Okay. Okay. So the guiding principles would be are more nice to haves rather than m musts as far as the condition assessment is concerned. I think the guiding principles are more of the programmatic needs for the campuses versus the infrastructure needs. >> Okay, that's why I was confused. >> Yeah. >> Alison, a followup kind of based on what you said about the the portables. Would those be point other than red, like if they were just new or because they're we know that they constantly have a lifespan that they would always be in red no matter I I think you know there's other districts where 40% of their facilities are uh portable buildings right we're fortunate that our ratio is a lot lower than that um I
110think that um there is a difference if we look at the 900 building right that we did at Aviar Oaks. That's a modular building, very similar in construction type uh classrooms that are built off site then transported and placed. Back in the 80s and 90s when they did classroom size reduction, portables were the solution to everything. They were quick, they were easy, they were cheap. Um, and I I think at this point while while we've extended their life, I would recommend overall replacing them at some point in time in the district's future. >> Is that a Michelle? Okay. So, um for Magnolia, for example, where everything is green, um you did the conditions assessment prior to the renovations. So, you So, was this originally red? So, you knew to go in there to make it
111updated and now it's all green >> in the eight in the 18 master plan. Yes, that's what they would have done. >> Okay. So this site in particular was in this beginning was all red, >> right? >> Okay. >> One of one of the the things that I tend to live by in this role, right, is building a 50-year facility at one time. It's easier to do the campus all at one time versus coming back multiple times because construction fatigue is a real thing as some of our campuses have seen. And I think that Magnolia was a really good example of them doing that looking at and it was also one of our oldest campuses. Right. So that was another reason why it got the full overhaul that it did at that time. >> Yeah.
112I was just wondering that process. So as you guys are walking the the campuses and you're looking at, you know, what is red and what's yellow and whatnot. I in terms of equity and providing the needs of all the sites. I just want to make sure that you know it sounds like that um needs that conditions assessment made it pretty equitable. >> Yeah. And and I think too, right, we we started with the oldest sites and in phase three that we're going to show in a few minutes, it's some of the newer sites that we constructed. So the needs aren't necessarily the same because some of the campuses are, you know, 15 years old, 20 years old versus, you know, the ones that were from the 50s, 60s, and and 70s. >> And I have
113a followup on that as well. Um, so I'll just use Jefferson as an example that, um, my understanding when we did Jefferson is that we did a refurbish of the portables. >> We did. >> So if those if it's refurbished, I was the impression that that gives it additional life. So why would it still be in RIP? >> Um the long range facility master plan is a living document. So we we would continue to look in the out years in in 20 years from now. It's something that the district should identify as a need, not necessarily an immediate need, but a long-term need down the road. We always we want to keep track of that for maintenance purposes, for planning purposes that at some point in time in the future, it could be 10, 15
114years from now, we might want to reook at the condition of those portables and replace them with permanent building, but based on enrollment, we may not have to, right? So, it's just portables are always that slippery slope that we always keep them on the list because their lives do um end at some point uh versus more traditional uh conventional building. >> And I think a thing that's just important to note on the portables themselves and going through the process with M is that the continual maintenance of the portables always tends to be higher than the maintenance on the individual classroom. So, the more portables you have, the more uh resources that M is going to have to dedicate to those to those portables. >> The the other thing, too, is the the life cycle cost
115of the AC units, of the flooring and the maintenance that takes, um the windows. At Jefferson, we did a far heavier lift to the modernization there than we have at other campuses. So, we probably did buy, I don't know, I'm just going to wing it, 15, 20 years here. But it's still something that as a district we need to track because maybe we started off as orange but in the years to come when another when we refresh the next master plan they will most likely be more red than they are today. Then follow up on that that so will we get as we as we start developing a facilities master plan will we get a more deeper assessment of let's say Jefferson is would be the least likely to replace than Buen a Vista which
116we are already already replacing. You see what I'm saying? So we would do an assessment because when I walked that campus at Jefferson those things look brand new compared to what they were right and I'm sitting there going wait a minute those are red you know they look great. So, will we do a deeper assessment to where we're not labeling them all red and where we're going to be like, "Yeah, Jefferson could be the last on the list to replace rather than let's say, >> oh, 100%. Do that." Yeah, 100%. This is really just for us identifying the need. It doesn't have the implementation plan yet, >> right? This is this that will come as we continue to engage in conversations and identifying the overall need >> and then that'll also include yes this camp
117this campus had been touched already so they may be lower on the priority list rather than correct campus that had correct touched in this round >> correct correct and and all of the assessments that we just shared are all based on future funding right nothing within measure HH it's just identifying the overall Thank you. Was there other questions on that? >> So, just to clar It sounds like there's some confusion that that the color coding is having to do with prioritizing of what's the most urgent need. And so, what I'm hearing you say is that because it's red does not mean it's the most urgent. >> Correct. >> That the orange may very well be something that's more urgent than the red. >> Correct. It's just that we are labeling everything that's portable as we
118ultimately want to replace it. >> Correct. >> Other followup on that. >> Okay. New new u question. Question. >> Thank you. Is it possible to get the questions that you asked of the stakeholders? I just noticed that we got a high response from teachers and staff was in the middle and then is the lease. So I was just wondering is it possible to just see what the priorities were and where that all landed. >> Yeah. Yes. >> Include in future Friday update. >> Okay. >> I had a followup on that. Um couple follow-ups. Um how many people did you u survey that resulted in 400 responses? Uh we sent the uh survey out to the principles and they sent it out to their staff. So of the it's about 1500 maybe is that >> like,200?
119>> No, there's no that was my next question. Yeah, the this uh for the sake of this long range facility master plan, it was just within the staff at the school sites in if because we were trying to identify the need. I think if there is further conversation about looking for alternative funding sources, then it would be more community centric. But what we really want to do is highlight what all the hard work that was done in the 1718 master plan and kind of refresh it and get um see how if the needs had changed from 1718 to current. So just to clarify you um uh based on this stakeholder um input that's the beginning piece but if if we do add will we receive any additional input such as surveys from parents and students
120and community members prior to us making a decisions on the long range master plan for the sake of the long range facility master plan not at this time because it it's identifying the need when they become but more realistic projects and we get into the details of the projects I feel that that's a more appropriate community centric an appropriate more appropriate time because one of the challenges with long-range facility master plans is they tend to set the tone of expectations and it's challenging sometimes to relay that this is a future project, not the current project. And so you don't want to put a lot of false hope out in the community. And so really keeping it at the high level within the district and staff and trying to gain that feedback we felt was more
121appropriate at this time because we're just gathering data to see what the district needs are. >> Other question? Oh, Alison. >> Um, so this is kind of a two-part both with the same. So the long master plan and the and the demographics. Um we are currently under a kindergarten pilot. So um is any of that taken into account with the number of classrooms, number of students coming in and then have you noticed in the past um anything about any of those kindergarten numbers um influenced by being either half day programs or full day programs? >> Yeah, definitely. If there is a shift from a half day to a full day program, that is something that we would want to account for with the assumption that we will see some kind of uptick because that that's
122exactly all those ratios were looking back at a given condition. And so if a key condition is going to change like that, absolutely we would assess that. And so to the extent that we identify anything that we think would warrant uh you know increasing that ratio a little bit uh in this case keeping in mind just because it's a 1.0 0 doesn't mean it can't go higher especially because there's you know there's never perfect correlation between zip code boundaries in the district and of course const the idea of people moving in uh who were not born here as we have seen from the other migration numbers we already know typically you're netting more families moving in than out and so yes there's certainly district policies that could drive kindergarten up and so we'll certainly uh
123revisit that as we feel like we need to. We we if you if you don't mind we did that was one of the very first questions that I had asked when we were in discussion of how in rolling out the pilot program um because from a facility standpoint any project takes three years two to three years. So that that was one of the questions and and one of the the ways to look at it too is whether it's an AM or PM class it's still the same number of kids it's based on the supports that are then in that classroom. So we had identified this if you recall Robin and it it seemed that they would be fine at most campuses just based on shifting some of that supports. So uh we have not looked
124at that fully with Rob but just looking at it from a practic numbers that we had at the time it seemed like it was still okay. kind of follow up to that. Those numbers for the kids in the full day pilot are included in the numbers that we're seeing on the demographics for this year. >> Yeah, we provided Rob our most updated enrollment. >> Um Dr. Norman, you had a question. >> Did you brought up about TK and you saw Can you see hear me? Okay. >> Um you showed that we were increasing our TK numbers. Is that based on is continuing then to open up additional classes and part two of that is being a basic a district. Is that a pattern you're seeing with other basic aid districts? Yep. So on the first
125part of that, yes, the opening up new classes, I assume, meaning because the increasingly younger students are mandated by the state to that you offer them TK. So that part is more or less universal uh with every district that's you know the 99% of districts in the state who are playing nice and doing what the state asked and offering transitional kindergarten. Uh we are seeing this pattern uh of in you know increasing over the last four years going from 2022 exactly uh the first year with some roll out and then really accelerating the last few years to uh sorry can you repeat the second part of your question basic eight districts it's a little bit different. Yes. >> And that just just kind of cataloging in my head every the basic a districts that I
126work with which you know kind of concentrated uh in a couple of different parts of the state largely but uh I would say no I I don't see a substantial difference in TK engagement with basic aid >> and community >> LCFF districts. Michelle, go ahead. >> So, I had a follow up on that and a follow on the previous question, but um I'll start with the previous one for Jessica. So um yes I understand the point that you're making in terms of the kinder classrooms but we are also considering as Rob Murray shared that there could be an increase in enrollment as so that is increase from people that have left from a half day program to a full day if we end up going with that they might bring their kids back. that would
127increase the enrollment number. So is that some that too is being considered in terms of the facilities. >> Okay. >> Yeah. And we we'll show some of that in the the way that we looked at the FA measure HH phase three projects. >> You'll see that. >> Okay. And then to follow up with TK um for Rob Nye um did they are we done with the expansion of the TK grades now? >> Okay. So we're >> so now all four year olds. >> Okay. Okay. So not any younger than four. >> Okay. That's >> not at this time. >> Stay tuned. Other questions? I have some other questions too, but okay. Um I'm going to go ahead and ask mine. Um so um with the guiding principles um did you use you use the input
128from the stakeholders that you did the survey with and then how are our current policies and resolutions incorporated into those guiding principles? I didn't see some of the things that >> um >> that wasn't only from the stakeholders but it also included an executive level >> I'm talking about policies that we have in place or resolutions that this board has passed um with the guiding principles like an example um in our wellness policy and in our um I think it's green operations policy it talks about um you know fresh fruit um it talks about scratch cooking unprocessed foods, those types of things. And I'm not seeing, you know, a lot of um kitchen, you know, that that we want to have kitchens to be able to provide unprocessed foods for our kids and our guiding
129principles. >> Um some of that goes back to um working with nutrition service director and finding out what their needs are. Nutrition services is always a unique probably one of the more unique unique programs that's housed in in on campus spaces because it's like they're tenants of our four walls, right? They're able to provide the equipment um they're not able to change the infrastructure whether it be the electrical um plumbing and those things. So I think that they're able to do some of that by changing their the equipment that they use and the operation within the four walls. And so that wouldn't be reflected in the long range facility master plan. Some of the kitchen updates or expansion of kitchen to change their serving lines would be part of the long range facility master plan
130because that's what impacts the building. But that's my point is is that if we have a policy that says this is what we're going to do >> and we're building a long range master plan >> um Why wouldn't why why wouldn't we know that now while we're building a a long range master facilities plan of what the needs are of nutrition services to to make sure that the policies are being followed it it is part of what we've done the engagement with the food service um the head of food service and so we've definitely done that engagement I think it's not it's not reflected here but it can absolutely fall under improvement of student health um in this uh you know in this vein Main we could add a note to include health in terms
131of the food or the services provided but expansion of the kitchens and expansion of some of the the areas which we've identified with the food service director is part of what is going to be done at the you know what has been identified as potential projects in the future. So it's it's part of it. It's not listed here specifically but we can do that. But yeah, that's my point is is that when we're developing guiding principles, I'm trying to and again that's just an example because then we passed an electrification resolution and I'm seeing some of that stuff, but I'm not seeing you know how are we going to you know um like plugins for vehicles or um or additional um or you know making those changeovers within our guiding principles >> and and I
132think part of the guiding principles in the data that we collected was more of the programmatic side of it also that would fit into the the the facilities, right? And and back to the equipment in the kitchen part, I I can't speak for the nutrition director, but I would assume that they would have a um equipment master plan of their sort to see how they would to um incorporate some of those things to meet those goals in particular. is but is there anything else aside from you know the kitchen and electrification that >> and again I'm just using those as examples because I'm very familiar with those obviously but I I guess what I'm trying to get at is is that when we're building guiding principles how did you look at our current policies and
133our current priorities that the board has already discussed and worked on into these guiding principles because it seems like it's like these came the it seems like the guiding principles kind of came from 400 stakeholders and and we there wasn't a broader um piece. So that's what I'm trying to glean where where these came from. >> It wasn't from 400 stakeholders. It was from all the site from the subcommittee meetings, from the steering committee meetings and from our core committee meetings along with the information that we received from 400 stakeholders. So it it it was we tried to work with as many groups as we could in in the steering committee at the executive cabinet level of having th those were we had uh I believe three or four meetings with that group to help
134us identify those higher o overarching goals and looking at those um guiding principles. So I think that there is work that we can do absolutely to go through board agenda or or board resolutions to kind of incorporate and make sure that those are followed through in those guiding principles. I think that's absolutely something that we can do moving forward. >> And and Rob, were you in these meetings? >> Yeah. >> Were some of the policies that we that are in place currently that we're supposed to be abiding by, were those discussed in these meetings? >> I don't know if the policies were discussed. We certainly had conversations about um resolutions and I you know I know director Hyde was in those meetings as well. We had certainly a lot of discussion around nutrition and kitchens
135and how we're going to transform our kitchens with certain types of equipment to make them to make the meals that are coming out of there more attractive for students. So it was part of it. If it wasn't reflected in this um I do I do know that it came up during the meetings, but it just maybe it wasn't captured. >> Other question. >> Michelle, go. Did you have Go ahead. >> Um Well, let me reset because I was so into your conversation. >> Um Oh, okay. So, this is for um Mr. Rob Murray. >> First, I want to say that I love listening to your voice. >> Okay. >> Thank you. I concur. >> And you are quite amusing as well. So, thank you for that, especially at 8 o'clock at night. Um I curious
136are I know it sounds like you're speaking to the city as well, but I know there's potential for um affordable housing and it sounds like that's where we get the majority of our um higher numbers. >> So, are we um did you get the potential future building information as well. >> Yes, that's one thing with this refresh. >> I was still leaning on what I had assembled 18 months ago. So, if there are any brand new proposed projects, okay, >> we will want to add that in on top of >> what we're looking at here tonight. So, that there's yet another potential, >> especially mid to long range thing that could pull that floor up a little higher again if there are some projects that I'm not accounting for when that uh the one table
137that we had with all the projects on it. If you would know for sure there's something that's not on there >> that's in the works, then yes, we we would want to >> figure out the timing on that and what boundaries it's most likely to affect and build that in. >> Okay. And then is it a followup? Okay. >> Just a question. If they're still building but they know they're proposed units, like I know for example there's a big one on El Royale there that is still being built but not would that not be included in the development because I don't see it in red on here in this It's a fairly large >> which >> development I don't remember >> the Marshia Acres. >> Thank you. >> Uh Maria Acres should already be included
138in our >> So it's already included even if they're still doing building phase. Okay. >> Okay. >> That's a new one, right? >> Yes. Go ahead. Okay. >> So, um I just want to make sure that I I'm hearing you correctly u because I feel like you kind of gave some good news, right? And um so am I hearing you correctly? Um that the do the the dip that's happening um and I think that's like slide 39 or something like that or 37 one of those with the little bars. So, um, the dive was potentially going to happen anyways because of the co cohorts and really the dip is due to housing and birth births is what I what I'm hearing. Is that correct? And and I'm I just want to clarify that because there's
139kind of a negative narrative that's in our community about >> um why our numbers go down, right? Yes. >> So, um I just want to be clear on that point that it is due to, you know, that was a trend that was going to happen. It just happened to be that COVID hit as you shared >> and um but it looks like our numbers are kind of leveling out, stabilizing and with potential developments um changes with TK and all that there could be even more of a little bit of a boost. Am I hearing you? I think I don't disagree with anything that you just said. And I think just to quickly tie in if you just like print this out and show it to people, but it's that it's that 2014 to 2015 year
140that 2014 being the last year that you had this noticeably higher number of births >> and increasingly so a lot of these cohorts of kids that were starting off in 700 something birth years are the ones that you've been shedding the last few years. And yeah, there's almost no there is no nothing that a school district nothing that staff nothing that a board can control that is going to get out from under that sort of natural demographic cohort replacement. >> There's I mean there's some extreme cases where you know some small districts where you have just a giant master plan community the kind of thing where you're building schools to serve it. >> That's a kind of different conversation but most districts you are just kind of along for the ride. Mhm. >> to some
141extent on these trends. And so, yes, there. And now, as you can see, as we get through, you know, that 709, that 725, those are ones that, you know, those are already out of your out of your elementary schools. They'll be out of the district altogether >> soon. And you see the kind of the runway going ahead. You had, you know, 20, you know, last year 2024 was a bit of a dip, but that that's kind of natural. You will have just occasional, whoops, there's a little small cohort that year for whatever reason. There's a bigger one that year, but you're on pace to jump back up to your new normal of >> close enough to 600 to get along with for >> purposes of saying yes, you're you're you're leveling out. >> And so
142what's nice is you have this sort of four to five year runway. So if you just keep an eye on what your local births are doing, keep an eye every year on we do the births, how many kinders did we get, is that ratio still holding solid or maybe even creeping back up a little bit. >> That can tell you is the next swing going to be up or down? But just based on potential, there's more room to go up >> than down. And that's what again we're I'm starting to see that we you know there's just a point where you hit as low as things go knock on >> plastic in this case but we but if you start to see the births trending up consistently above 600 again then know that yeah a
143few years after that you you have the opposite pattern. You have these smaller kids that you have enrolled now >> as they move up and out you're going to have more coming in to take their place. It's just a matter of when we start to see that happen, but at least you're not going down anymore. >> And then I had a quick followup to that. >> Um, so I, you know, you came in sharing that, hey, you know, you're glad to see our numbers in terms of Carl'sbad Unified because in comparison to other districts, it's much worse in other districts, right? >> And that was very nice to hear. Um, just curious, how many districts Do you typically does your company work with does Keen work with? >> So I mean >> throughout the state
144we will tend to do I would say I personally have a hand on 20 to 30 uh demographic studies in a in a given year and at this point I have probably done studies for closer to a hundred different school districts around California. So >> okay >> you know definitely and that's a good you know mix of urban rural large small northern southern so uh but you know particularly the profile of a particularly I mean just literally coastal community uh that this is where we say you are a bit of an outlier in that again there there are some concerns around housing affordability and you know that even people who grew up here might not be able to find a way to live here once they're ready to have their own home. But, uh, again,
145that's where it's just nice to have again that, you know, I don't ever want to be one of those people who just leans entirely on data. There's always in so many individual stories, but I think this is the chart that tells that story that, you know, again, and it's not just the the big gain you make from 8th to 9th grade across most of your grades. As we see this in the table here, if you just follow cohorts down and to the right, so just latching on to one, you know, you had uh in 2023 752 second graders. The next year that turned into 768 third graders and this year that turned into 794th graders. I mean, you are seeing net gains across this. And that happens when from these existing cohorts because people with
146school age kids are moving here. >> Good. Kind of a followup three slides I want to just we were looking at one of them but going back to slide 34 you made a statement um or somebody made a statement. It says, "Recent reductions in local births leads to smaller new kindergarten cohorts over the next few years. >> Um, can you explain why enrollment went up until 2020? Like if you look at slide 36 >> despite declining births, if you look at slide 48, which you just had up. So why did enrollment go up?" And that's where it's I think it's helpful. We'll break it back. Sorry for the anyone who's sensitive to flashing images there, but uh and that's where looking at that period where enrollment was going up mentioning that at that point your
147elementary enrollment was actually just holding steady. So at that point your births which are depend kind of going off of need to put these next to each other next time. Uh you know that this was that period where a lot of the kids in elementary school were when you had those birth cohorts coming in uh in the high 600s low 700s and it was more or less consistent. But at the same time, again, probably not as low as what this chart shows, but I think you had previously, and I'm still going to get on the state department of public health to find what the right numbers are, but some smaller birth cohorts that at that time were leaving high school and getting replaced by these higher birth ones. So, that's where it shows up. You
148know, elementary is pretty steady, but your high school goes from about 3526 to 3,843 in that range. That's really where you're seeing the gain. So, you probably had these older, smaller co, that's actually what I was just talking about, the the other side of that pattern. You had these >> every year a smaller cohort was graduating and coming in from middle school and the natural bump you always get at that point, you had more kids coming in, taking their place the next year. And that kind of kept happening and you can see even during the COVID year, you still went up in high school enrollment from 3843 up above 3,900. That was your high point. >> And so that's really what it is. So, and then you're looking at kind of simultaneously again that 201920
149school year happens to also be the last of that birth cohorts that was up near 700. And so that's when you start to see the negative cohort replacement at the elementary grades when previously based on and we're going to do this one more time based on the births you had been in that period up up to 2014 where every you know everyone coming in was more or less approximately at that same sustained level. And so the growth you were seeing precoid was concentrated in the upper grades and then you started to see a downswing in elementary. And I and actually since you pointed it out, I probably should have rephrased that summary slide a little differently and that that's more what's been happening and you're actually nearing a point where you're going to get your
150last few big cohorts out of elementary school in the next few years and really enter a period of mostly stability. at that point as you still then watch uh through your secondary schools those larger cohorts just still bubbling out year after year. >> But once uh but again kind of offset by again I I sometimes I know the what I lean on you to tell me the why. that whatever has happened with the extra few dozen kids that you've enrolled in high school above what we would have you know everything I saw up to up through the 2324 school year said this is a pretty consistent pattern and then that pattern jumped the last two years and so that's I said otherwise we would have we would have been seeing that part of the pattern
151and it sort of got arrested a little bit by this new development And but sorry that was a very long response to I think hopefully still answering your original question and just with some bonus content for our subscribers there. >> Well, thank you. Um yeah, I guess as we look to um assess the priorities of stakeholders and our community and making plans for different facilities, it's important to know, you know, about enrollment and growth and where these cohorts are so we can focus our dollars in those areas. Right. >> Yeah. And actually uh once Rob is done with his and we continue on with the presentation, it's we'll get into what do we do with this data now. But yes, it is um what is our maximum enrollment uh that we could uh that we
152could accommodate with our current facilities? If I recall, it was around 118, but I I don't know for sure. >> It's actually coming up. I know that Ty's gonna present. >> Yeah, we've got some data on that. Um, with your current enrollments and existing utilization at each individ what our max capacity like what what could we accommodate? Is it about 118? Is that what I recall? >> Yeah, we'd have to I'd have to go through and add up um >> the site by sight. We don't have the full data compiled for the entire district. >> For the entire district, we don't have the max capacity. Correct. Okay. Um and then when you talked about private schools, um does that include charter schools >> in that case? No, that that was just private schools. >> Just
153private. So charters, uh we can certainly take a look at if there are some independent charters within your district or very nearby. Certainly track that. It just gets a lot harder to correlate who's coming from where. Got it. >> A lot of a lot a lot of those tend to draw from a wide range. I mean, the private schools do too, but especially at the elementary level, that's where we tend to >> I know we have one for sure that we that we already have it. >> Yeah. Know, so we so we can certainly see if their enrollment has been trending up or down kind of in comparison with what yours has done at the same time period just to see if there's anything maybe there. >> Right. And then did you do a comparison
154from our 2017 um enrollment projections from uh from the facilities master plan from then? >> No, I I did not. So >> for instance, um Avara um Aar Oaks Elementary was projected for 2027 to only have 499 students and we're projecting 605 students for that school for our projection now. So I'm I'm wondering how um how can we ensure that these are going to be accurate compared to what we were given in 2017. That's I've I mean I I sure wish I could give 100% guarantees, but I we we know what we know right now. >> And I like to think that I am straightforward with what what I'm accounting for and you know what what >> I'm not suggesting straight forward that they weren't straightforward before. I'm not suggesting that at all. I'm just
155saying that >> that and is there a way to >> to look at what we're projecting for this time compared to what we looked at >> or what we were anticipating before and making and and providing some information to the board on what adjustments we're making in our plan or what adjustments we're suggesting >> based on those differences. So, so one of the things that we that we look at with the master plan while uh Rob and his magic tea leaves gives us number of today's right the projects that we plan will most likely be future planning. So at that time we'll look at that very specific data to see what we should be building to. So even though there was information that was provided to us in the 201718 master plan for all the
156projects that we've done so far we've looked at okay where are we at today based regardless of what was it where we at then look at the current assumptions and plan around that to rightsize the campus if that makes sense. So what we're looking at today >> could change five years from now, right? >> And but how how do we how do we plan for that? Because like I say, we planned for it in 2017 and there's some numbers that are, you know, way off. >> Yeah. I think >> so. How do we how do we make those adjustments in our planning process? >> I think I I think that's where there's sort of you have your known knowns and your known unknowns and then your completely unknown things. That's but but >> yeah but
157but so so there's the things that again that we have a lot of confidence in like based on your history there might be occasional one-year slight deviations but generally if we know how many kids were born we can be very confident how many kindergarteners that will result in a few years later there are some things that I've you know the assumption that there is this delta between how many of those kids also enroll in TK when they're four years old and That's a natural place that we can wiggle it. But there are things like I think the example I brought up of all of a sudden starting last year when I did the study in 23 24 suddenly fall of 24. Wow, you just got quite a few more high school kids than you've ever
158gotten based on how many eighth graders you had the year before. That's interesting. And then actually it's kind of nice that I didn't have to wrestle with that at the time because I got to come in this year when not only did it happen again, it actually happened even a little bit more so. So uh two times means we're looking at something that appears to be a new sustaining pattern that we absolutely had not seen. So that sometimes the answer is when it comes up go find your why. You know so the what immediately presents itself. So find your why and say is this something that we need to take into account with the planning. Again, in that particular example, it you know, it did change some things. >> Oh, we we did. Yes, we
159literally had plan A. Don't ever fall in love with your plan because Rob comes around and gives you some more kits. Um, so we we did actually adjust the Carl'sbad high plan uh with some of that data. And I think that's really the example is just having a team and staying on top of things as much as you can so that when again as much as I would like to be at if but inevitably when something changes because it's just something that we don't know and have no way of knowing right now that this whole team works together and puts you on the path that's appropriate once that happens. Tony, do you want to add more from the architectural standpoint and how architects look at projects regardless of what data is in the long-range facility
160master plan? >> Right. That's definitely something that we're doing. I mean, we're we're trying to plan for all the scenarios and part of what we will show you um in the next few slides is really trying to work in some flexible spaces, right? really looking at long-term um you know flexible spaces that are currently that that would be unloaded so that in the future if there was a spike or there was additional need you could load those spaces potentially right and so that we're trying to find that middle ground where we're not building new buildings when we see a little blip but okay how can we flex the spaces to give enough wiggle room for things that we we don't know yet um and and so part of the master plan I mean and really
161it's a living document Right. We're setting the tone of the master plan and we have initial proposals on what we think based on the feedback and based on assessments and everything, but you know, we we we had already gone through with the data that we had previously. We we had gone through a phase of, hey, here's all the proposals. Here's what we think. You know, we we did fall in love with those a little bit. And then and then, you know, Rob updated the numbers and we're like, oh, okay, well, we don't have to add any buildings, right? Here's how we're going to work within the spaces that are there. before, you know, we can't take away a building cuz we need all those classrooms now when there's an extra 150 kids at a at
162the high school, you know, and so those are things that we we already adjusted on the fly just, you know, just a month ago um where we we made those updates and we you know, we we we're actually, you know, obviously we're happy that the district has the most current numbers, but certainly something we'll want to stay on top of moving through and in the implementation of these projects in the future. >> Thank you. I just like I say making the comparisons it wasn't necessarily the overall numbers but sight by sight how how different it is today than it was what the projections and what we were making plans around um is pretty startling. I mean I was shocked. I would just say my my first thought would be to get your student address list
163from that time in 201718 and put this together and see if we have some different residence versus enrollment patterns that have emerged over that almost decade. >> Any other questions? Gretchen. Um, slide 42, residential development. I have a question. There are two developments that are fairly new. One um Vista Azul, they're both on Aviara Parkway and I know this because I have a gym that I go to over there and one is huge and that's the Aviara Parkway multif family and affordable 329 unit one. How do you come up with the estimated number of students from that development? Because it's huge. And so in that case it's just looking at the split of in that case with the Aviara Parkway which I think might have a different name. >> Yeah. >> Now I think so
164>> but uh >> of just and I I actually should have shown the split on the units instead of 329 combined. And if I can go get my phone, which thankfully seems to have settled down after those alarms I have set for my kids benefit, not even mine who's not here with us, but uh that uh you know I can pull up my spreadsheet and you'll find that. But it's it's all goes back to these student generation rates. It's just the number of market rate multif family and the number of affordable units and that's why the so clearly with Yeah. I mean the Vista Azul being a completely affordable project you have that uh you know much higher rate and then I'm going to guess it's uh because with a lot of the state laws
165that were passed in the last few years a lot of you know developers love you you get to streamline and fasttrack projects just you hit your bare minimum of the affordable component to qualify for those regulations and then uh you know But that was why they were put in there. It certainly has gotten a lot of developers much more eager to break ground and do these projects than they had been. >> Okay, let's do some uh discussion and then we'll take we're going to take a break if that's okay. Um is there any discussion? I do have some discussion. Um I would like um us to um consider asking staff to um uh take another look at the guiding principles based on policies and resolutions. Um there's another example that I came up with. So,
166in policy 3510, um it not only talks about um unprocessed foods and farm-totable, but it also talks about um uh utilizing um reusable products. Well, in order to do that in nutrition services, for instance, you would need a dishwasher. Well, that would need some facilities around a dishwasher. And so I do think that there are policies that are in pla currently in place or priorities that the board has set that have not been incorporated in our guiding principles. So I would like us to ask staff to kind of take another look at the guiding principles to incorporate uh existing policies. >> Michelle, >> I I kind of feel like the guiding principles are kind of a a broad overlay of like the direction they want to go. I think I think the way it is
167is fine. However, I think if we want to make sure that they're looking at our resolutions and policies, we can direct them to do that as they are working on the facilities. Um, but I don't think because, you know, if we're going to do that, we should we're going to have to drill we should be drill drilling down on all of these like inclusive and specialized learning environments. I mean, and how to support students. I mean, I I think this is more just kind of a overarching guide for them. Um but I think if we want them to look at um policies and resolution, make sure that they're aligning with those under these principles, I I would be open for that. >> And I guess that's what I'm asking for is that I and and
168maybe just demonstrate to us how how the current guiding principles align with our policies and resolutions potentially. Alison, >> just kind of a question with that because what I heard and maybe I'm misering this is that you're saying, you know, something such as a dishwasher, but what we're really talking about is the outward shell of like the building, the not necessarily the the pieces that go into it like the equipment, but that outward kind of footprint um and carpeting walls, but not necessarily the things within the space. Right. But when I'm I I guess when we're looking at guiding principles, we would need the principle would need to be there that we prioritize reusable materials for instance >> within the building. >> That's part of a policy, >> right? But what we're looking at for
169the guiding principles is more of like the facility itself, not necessarily and and I think that so when you start getting a little too detailed, it becomes difficult because there are a lot of details within what we're in the future going to plan which are going to include, you know, really you're talking about student health, right? And we're going to be talking about the different spaces that we can provide for the student health. Um, as part of the master plan, we're looking at more space. Um, how much square footage, things like that, and not so much the details of what goes in each of those spaces because that's going to be future projects that once uh once the the funds are outlaid and we know, okay, we're going to go modernize this building, what happens
170in that detailed project is going to be is going to be for for future, you know, development. >> Well, and and like you said that I mean, I didn't hear anybody say that. Yes, we looked at our policies and procedures and resolutions in order to develop these. Right. >> So that's where I'm getting at is is that if if those are not even being considered when the development then I'm I'm not I'm not confident they will be implemented. I guess you know because again a kitchen takes a space right and again I'm using that as an example because I'm familiar with those policies and that does take a facility and we don't have facilities to let's say wash dishes right now >> to my knowledge. I mean, you know, that we don't have space or
171what have you to even do that stuff in some of our >> So, if that's a policy, yet we're not putting it in a guiding principle >> to um to that we're going to be looking at a long range facilities master plan, then we're not being consistent with our policies, with our own policies is my is where I'm coming from that they in my view, they need to be reviewed and incorporated if they already exist and we've already said this is what we're going to do because a lot of policies are even based on ed code as well. You know that we're supposed to be following these things. >> What I'm wondering, and I'm just maybe it's missing the mark here, is that I'm looking at on slide 20 on the top green ones, which
172um I would say do match and some of the examples underneath perhaps don't, but I believe like the improve student health, safety, and wellness that that top one would um some of the things that you're mentioning. Would you see that as not or >> Yes. See, I don't I don't see because when you look at below it says prioritize both physical and emotional well-being through secure campus design, drop off circulation. There's nothing about a kitchen. There's nothing about um you know uh you know scratch cooking, those types of things. >> Are those just like examples though? That's not going to be encompassing of everything that's in the plan. Correct. Again, I that's all I'm saying is is that if we could take whatever guiding these guiding principles and just address and again, I'm not just
173saying these policies. I'm saying the current policies and resolutions that we've already as a board determined. >> That's all I'm saying is that if we want to match them up, they don't have to be listed. I'm just saying I'd like to see them matched up. >> And I agree. I think we need to see everything through that lens from just looking at the top ones, not, you know, going jigging into the details. I I feel unless I'm missing on you know like we have the efficient electrified campuses not necessarily the details on how to do that we have the student wellness maybe it doesn't mention that specifically but we do have the wellness am I missing another one that is not aligned with some of the um any principles that we've talked about other than
174that well I mean when we talk about um I mean when we talk about wellness it doesn't again it doesn't say anything about nutrition for instance And wellness is a big part of our wellness policy. >> So the fact that it says wellness, you want it to clearly state what that is even though >> because when you define it, it says wellness centered spaces and calming environments. So that's how they're defining wellness rather than >> because those spaces can be manipulated. It it's my understanding that >> I mean to me a wellness state again from my perspective and what I heard the response to my question was is that that policies and resolutions had not been considered when developing these was what I heard. So that's the other part. Yeah I I I was finishing
175that. Yeah Laura, go ahead. I I think they've done a good job of articulating that the attempt here is to plan for things that aren't foreseen and to have functionality that's going to be flexible to changes in all kinds of things and that it's meant to be the overview. So, I don't see it as being exclusionary to any of the things that you're listing. I think there's they're building in space for all of that to happen. And they've also been very clear that any of those things are going to be with future dollars that we don't currently have. So there are all going to have to be things even though there may be resolutions made and and we've expressed desire to do things. We still have to come up with funding for that and all
176of the above. So I I think we're good with a general >> and that's exactly my point is is that when we've u again when we have a policy that says we're going to do certain things and we've this policy has been in place for a long time and we've had facility master plans we've had measure HH yet none of those things have happened. We haven't spent the dollars the way our policies say we're supposed to be spending our dollars. >> There's never going to be enough dollars. So, we're always going to be prioritizing and and sorting. >> But that's what I'm saying. We just ignore policies then. I mean, because that's what I'm feeling like we're doing. We're ignoring a policy because we've had people respond to, you know, that because a certain group
177of people said, "Oh, we want this instead of that." Or what have you instead of saying, "Hey, we have a policy. We need to prioritize that first." >> So, well, I >> can I can I sorry, quickly jump in from a facility standpoint. The priority for measure HH master plan the focus has really been on the classrooms and safety. If we look at at that part we haven't even been able to scratch the surface in terms of being able to touch the kitchens in that way because of the funding. I think when there's an opportunity for us to be able to get have the funding in place to be able to touch the kitchen, then we can incorporate the policies at that time. But when there's not funding set aside for those initiatives, it's challenging
178to get there. And if if if the board were to say in a future measure that we need to prioritize all of the kitchen spaces spaces and expansion for them to go in the certain direction, we would absolutely be able to build that into the plan, but it's still part of the plan based on future dollars. So from a I I I hear what I I do hear what you're saying. It's like we're just not there yet. And I know that you only know about those certain wellness policies, but a lot of the wellness policy at this point is something that we can fake in the plan, no pun intended. Um, but really it's going to be changed and modified at this point through the life cycle cost of the equipment that nutrition services is
179providing. If that makes sense. I guess from I guess what I'm trying to get at is that because we have certain po you know I I'll even let's go to a different um piece. We we have an obligation to um to accommodate um uh disabled students or you know disabled individuals when we when we touch something. So that's a law that's a policy. We have to do that any time we do something right. So I guess what I'm getting at is is that when there's other policies that we have, how why do those get set aside for other things when when there's other policies that we absolutely we have to do those things. So what makes this policy not as I guess relevant that we that we would follow it if it's in writing that
180says that we're going to do that? >> May I make a comment? >> Yes. So I think what I heard you say is with regard to sped, there are laws and laws require certain things that we have to spend money on in order to achieve. Um, I I agree with Allison that these guiding principles in the dark green cover our policies may maybe not as specifically as you want, but to what Jessica is saying is there's only so many dollars to go around and we have certain things that we still have to achieve that we haven't achieved in our bond measure. And so I believe that what is represented here with the guiding principles is exactly what we need and they have already stated that not everything can be listed here and so things can
181adjust as money comes in as the board you know as the board wants to share their priorities as well. Um, but I'd like to move towards a a vote on what you're proposing so we can move on. >> Just to to add on to that, Shauna Hurst shared what was on that door hanger from the original bond measure. And when we haven't accomplished those things with those dollars, those are going to have to take precedent over things that we're making as resolutions. and and we're out of funding and don't have those things done. So, it it's just future dollars that we're going to have to come out of. >> Um I I'm I think we're all right and we're all kind of moving in the in the same direction. Um you know, I think it
182is important that we're following school policies. I mean, that's we need to be doing that. Um and if we're voting on those policies, we should be doing that. I'm looking the student wellness policy right now. I I I think it's not I think it's prudent and smart for district staff to look at the policies and consider them when you are building um a facilities master plan because you know these things are what guide us and what we are saying need to happen for our students. So but in regard to um and I and I think everyone hears us. That that's important, right? Okay. So, I but in terms of like what those guiding um principles state, I I I think it's covering that, but I would recommend that staff look at those policies. >> I
183think moving forward, >> what Jessica said is when we get down to the nuts and bolts of the projects, that's when we bring in the policies to make sure that we're following through with those. But we don't do that until we get to the project. >> But it doesn't mean that we don't still follow our policies to the greatest extent possible. >> Right. >> And I and there's not enough um board members that want to change that. I guess from my perspective, I I'm disappointed to hear that we would develop guiding principles without at least, you know, reviewing policies and resolutions that the board has prioritized. So that that's that's my disappointment. Um but um we can move on. Um, and that means we're going to take a break. So, um, let's say let's be
184back at quarter Help. There we go. So, I'll turn it over to back to Tony. I think he's going to run us through and I'm happy to drive. Tony, just tell me next slide. How's that? >> We will be going um over how we use this uh demographics data. So yeah, perfect. And so here we have a breakdown of the um demographics. We have on the left hand side column uh the facilities master plan capacity calculations and I'll go into a little bit more of how we um come up with those calculations. Um and then we show the 2024 25 enrollment u kind of the difference in those facility master plan calculations. And then we also are looking towards that 3031 target and how that reflects um our facilities master plan capacities that that we've
185come up here. Um and so in the colorcoded column um you know you can see the level of um of of utilization that's going on on the different campuses. Um and where we show kind of that 97 you know higher than 95% where you're you're dancing with that um that full capacity of that campus to down you know to the to the 80% u where you have a little bit more flexibility on those and then you have ones like Jefferson where um as we're looking at future projections we're we're seeing a little bit of um you know an an you know 15 students over what the facilities master plan capacity shows. But we'll show you as um we're going through the planning, we'll show you how the facilities master plan is flexible enough to be
186able to accommodate um those fluctuations. And so the facilities Oh, thank you. The the way we're we're um loading the classrooms that we're showing at each of the um sites is based on the district loading standards. So, uh, here is the list and this is what we've been going off of for that. And then there's an 80% utilization factor at the high schools. Um, so that's how that is loaded. And so at going through the facilities master plan, we work to come up with model capacities for the elementary schools. Um and so what the model capacities show is trying to keep um cohorts together and how the students metriculate through uh the elementary schools going from TK um through fifth grade and um and showing kind of that in in a perfect world if it
187was perfectly loaded this is what it would look like. So um we took these model capacities and then compared it to uh what the closest what the closest capacity is for the different sites. Um so if you see the small capacity that's a 356 student school, the mid capacity is a 558 student school and then you have the large which is a 730 student school. Um so we'll show how kind of those those different capacities come into play. Um one one of the other important things when we were looking at uh the the individual schools uh oh sorry one more yeah one more thing to touch on there is when you look at below the fifth grade you've got the um sped spaces and then the flex um that's something that we wanted to make
188sure to include in the model capacities those spaces I think it's important to note that those spaces a lot of them are existing on the campuses They're just not in they're let's say in like a collaboration space in between classrooms but not in their own space. So they're unders sized or not it we're trying to find that kind of the appropriate size space and make sure that it accommodates for the different programs and it's not just in a space that is in between classrooms that is open. And and to that point, Tony, one of the things that, you know, I I think I touched on earlier is when we rightsize the campus, just because we have 960 square feet, which is a typical size of a classroom, doesn't mean that our program has to take
189all 960 square feet. We kind of look at uh uh 960 feet and break it into halves and quarters. You know, for office sizes is more like quarters. Halves are for smaller pullout programs. and and that's something that we've taken into consideration in the right sizing, not only with the numbers here, but making sure that the programs fit in the right size space. [Music] >> And then so here's the model capacities. We also have those for the middle school um and the different spaces that we're looking at for the the middle schools or the the visual performing arts, art, music, drama, kind of specialized steam, CTE. Um and some of those are included in the in the elementary model capacities as well. Uh but again the the sped with two learning resource centers including sensory
190motor labs um flexed space uh or or life skills at one of the middle schools. Um so these are just the different components that are going into these model capacities >> and to highlight uh one of the questions that we had touched on earlier about the expansion and growth and bubbles. the flex spaces specifically call out for and take that into consideration the growth in the in the bubbles that come from different cohorts. >> Yeah. One thing if you can see in the loading is the unloaded space would be that flex space. And so that is something that we see it as a a specialty space, right? That students that are in typical classrooms that are going to then be using those flex spaces. But in the future if there's additional students and you needed
191to load it, you can load it. um and have additional space for that. And so we'll go through the measure HH phase three schools now. Um first one being Poinsetti Elementary School. So current enrollment of 509 students and then the projected enrollment of 512. uh some of the site priorities that came up through um our working with them uh safety and security uh dedicated program spaces, music, kids care um and support spaces and then play site improvements and then infrastructure upgrades. So we cataloged for every site the existing facilities and so um know the plan's a little bit small there but um if you have it in front of you you can see in the in between kind of collaboration spaces in the core classrooms where there's program in there now um and it's not
192being used as what it maybe was originally intended to as a collaboration space right it's kind of closed off to the classrooms and used as a as its own space so just a couple things to to note there. And then we have the conditions assessment that we did for poinsettia. Kind of looking at one of the things that we'd be looking at is uh some of the areas where we're highlighting the heavier need is actually places where we're expanding potentially like a TK. Right? So we have in building D, we're showing a little bit heavier modernization necessary to include additional uh a TK space which is going to take up two like one and a half classrooms. So we would take three classrooms and turn it into two and then we have enough square footage
193uh because the TK and kindergarten requirements are greater than the 900 typical 900 square feet. It's it's 1300 for CDE um requirements. Um so that's some of the things that we've highlighted there. reconfiguration of the administration. Um so that's showing a little bit heavier modernization um in some of those other areas. >> Tone Tony quick question though and point of clarification um because TK and Kinder have been uh mentioned a few times this evening to meet to take the three classrooms and to convert it into two would only be required if you're building new facilities. But CDE does currently allow for you to utilize a standard classroom to use the facilities that you currently have. >> Correct. That's correct. Yeah. And so this is when you talk about right sizing in the future. That would
194be, you know, a goal, but you can utilize the 900 square foot if that's what you have. So we're looking at future planning um and right sizing. And so we have the again this is a proposed master plan. This is taking, you know, all of the input that we've had, the conditions assessment, um, creating those model capacities, looking at what the future of the campus could be based on, um, the needs that we've assessed, based on the demographics and and those uh, you know, the 3031 plan. That's really where we're looking at in terms of um, the proposed master plan. And if you can see um on the guideline there um on the right hand side, we're looking at a projected um a projected enrollment of 512. Uh but in terms of the capacity that
195we would have on that site for the master plan would be 574. Um which is the nearest capacity the the nearest model capacity for that site. Um so there's there would be um space there u for that uh reconfiguring of the administration. Um we would be looking at currently the site has their music classroom in the multi-purpose room. So we'd be looking at having a dedicated music space there. uh and what we'd be looking at in terms of the kind of the specialized spaces, additional fifth grade rooms. Uh there would be a new building um if you can see that between the multi-purpose room um and that uh building seven 700 I believe. Um so that would be a space based on the based on right sizing the spaces based on providing you know giving
196back those collaboration spaces back to what the maybe original intent was and then bringing out um those uh sped and additional fifth grade classrooms to um a new building. And then we also have in here uh a kitchen expansion that's through develop you know through the conversations with food service and kind of looking at yeah we're we're you know we're we're definitely accounting for those things as we look at the uh proposed master plan and and and we're going to do work there uh and then what what it actually is will come when those projects happen. What one of the things that I want to point out on the slide too Tony is um you know part of the master plan with any new buildings that we provide per the Cal Green code and the
197Cal in California code right we have to take into consideration and provide solar now and battery backup for any new build >> so um while we're not looking at it as a separate initiative we're combining it in where where we you know where we have to. >> So and then we have proposed um master site but the proposed master plan but really looking at the site holistically some of the um improvements sorry thank you that we will be making there um looking at you know the the facilities um use and providing access to the fields uh from the community. So, we'd be looking at providing fencing that will separate the the site um or the classrooms from the field so that you can have that um you know separation there. Uh improving the courtyard. There
198were some comments that we were on pointia about the roots and the trees and kind of some kind of a difficulty of the kids walking across those areas. And so we'd be looking at making improvements to to mitigate some of that. And then looking at, you know, if if there's potential expansion of the TK uh playground spaces, we'd be able to accommodate that. Um you know, new covered walkways, expanding outdoor kind of dining and providing shade um in that. And then um there was one particular item about a manhole repair that we wanted to make sure that we include in there because it was something that was an item that was mentioned several times. So, we've included that piece in there as well. So, the plan for Cala Vera Hills Elementary and the middle school,
199it's next. So, um the TK through 5th, uh we'll start with the elementary school. So, current enrollment at 443 students and then the projected enrollment at 429 students. And again, the projections we're looking at is the 3031 projections. Um site priorities for the site, separate drop off, um safety and security, uh TK expansion, dedicated program spaces, first bed and support, um and then infrastructure upgrades. So again, facilities, uh existing facilities, inventory, um kind of highlighting all the spaces that are currently there. So this is a good good way to kind of see what what is existing and taking that and then just a note on you know the the existing uh capacity is 500 um current enrollment is 443 so it's piece and then we're looking at um Cala Hills Middle School current enrollment of
200640 students and then projected enrollment of 624. I think this was one where the projections um certainly went up and we were anticipating previously having additional spaces in the existing building and so we we made an adjustment and um we're looking at you know adding a couple spaces and you'll see that so so priorities again for the middle school uh separate drop off safety and security dedicated program spaces a lot of the same things and then infrastructure and the facil existing facilities inventory here voted for the middle school. So, our condition assessment kind of encompasses Calaver Hills elementary and middle schools and we're showing uh heavier modernization as this being one of the sites that you know is in need and hasn't had an update in quite some time. Um so you know the steam
201lab being the newest uh item on the campus you see that in green and then really all the other buildings would would need good amount of improvement there. So for the elementary school again we'd be looking at this uh to incorporate a separate music building. um we would be able to reconfigure some of the spaces in the existing buildings um in order to provide for you know wellness center and I just want to kind of highlight the wellness center in terms of what we're what we're envisioning and what we're looking at is um the spaces where the current support um uh the current support staff that is already there would have a dedicated space where they would be and they would have um additional spaces within there to to provide for wellness for students. So
202you have you'd have a office for um the psychologist or uh the the health of the the nurse but you know kind of different facilities like that and then outside of that we would have support spaces that would be kind of an in between um and then reconfiguring reconfiguration of existing spaces for sped suite so including um the learning resources centers and then reconfiguration of administration. That's one thing that you know in in speaking to the site kind of looking at what are what are the improvements in that space whether it's separating whether it's keeping it together and um you know that's something that will be addressed certainly down the road and then reconfiguration of of the TK classrooms that don't have um toilets within them. So making sure we can um in include those
203improvements as part of what we're doing there. And then, you know, kids care is another piece that we'd be um having. We're we're working on, you know, luckily here within the existing buildings, we can accommodate for a kids care if you're looking up on the north side, but really looking at making sure we have access to drop off and kind of uh easier access that way. So, and then again, just to note the kitchen expansion piece that we show here as well. Um, you know, understanding that there'll be some more need there. And so here we have looking at the middle school buildings. Um, you know, again, we with the updated projections, we're looking at adding a building, uh, we know that the need for a steam lab is there. And so, we're looking at
204including flex space. Um, and then as well as a broadcast studio, which is something that was kind of a program element that they were looking to include. Uh, and and then we would be reconfiguring spaces within the existing building. Um, and then full, you know, modernizations of of those buildings. Um, so if you see the hatch, that black hatch that goes across means, you know, really kind of a a full modernization of those spaces and that would be, you know, accessibility finishes um in and any of the improvements. >> Tony, does that mean we're going to lose the carpet on the walls? >> Oh, well, we'll get there. We'll get there. I don't want to steal your thunder. >> Yeah. No, that is >> that was the first thing pointed out when I joined the
205organization. It is on our proposed project. >> When we isolate the proposed projects, that is its own standalone at the top of the list for the middle school. Absolutely. So, um yeah, and then we're looking at looking at the site plan for the Calaveras, reconfiguring the drop off lanes. Um we're we're showing a reconfiguration in here. That is something that um is currently in process in terms of analyzing what that is. there's a um traffic um engineer that will be looking at kind of the ins and outs of what this proposed solution is. But this is you know a solution that we came up and and trying to isolate the different drop offs and um but through analysis and through the traffic engineer will really have data behind whether or not this is the the
206right solution that's in progress. Um and then we have a playground and athletic updates um on the middle school side. And we did know through the facility's um assessment that there were some areas where drainage and upgrades kind of on the outdoor areas of the Calaveras. Um there were some improvements that will need to be made there as well. So now we go to and again current uh enrollment of 2,284 students and then projection enrollment of 2438 students um for Cala and you know as Rob mentioned you know that spike uh that definitely threw us for a loop when we had originally had our master plan and we were so happy with it and we're like okay let's adjust here. Uh we made made some adjustments and we have some alternates I think that we
207will be looking at um as we're showing the proposals. So site priorities, safety and security, um additional parking, athletics upgrades, modernized learning environments, and then infrastructure upgrades. So looking at existing facilities inventory, you know, we're looking at every single one of the spaces where everything is located, making sure that we're carrying that into kind of the planning um that we're going through, more existing facilities on the second floor. And then this is one uh that we were looking at the conditions assessments. Um, you know, I think some of the known, the CAC, the admin library building, the building 3000, the um the old gymnasium. I mean, those are pieces that, you know, through the site assessments, through the conversations with the, you know, with the site um committees, we heard a lot about those and
208kind of the the hopes of what happens with those um spaces. And um I think the other thing to note on on this one is that we included um CVA um as part of this plan. So if you can see in the lower right hand corner, we do show um kind of some improvement needed there. And as we go into the proposed, you'll see um some of the the ideas. So proposed master plan looking at the first floor, I think one of the one of the big components that we're looking at is really replacement of that administration building. We um we worked with our structural engineer. We have structural engineering um in-house at our firm and so we work with them closely. They are they are a uh they're actually a reviewer for DSA and
209so they're very in tune with you know the seismic improvements that need to be made on buildings and how that affects you know potential replacement. and when looking at the admin building um you know and and the potential improvements and the cost that those would be you know really kind of leaning towards replacement might be the best option for that that space. >> Can you go in a little bit more detail about the 50% rule that DSA kind of looks at in terms of where that replacement cost is? >> Yes. And so DSA, uh, when you're looking at modernizing a building, um, let's say we're going to spend $500 a square foot to modernize the building, if the building is $1,000 a square foot new, you know, if you were to build this building and
210it's $1,000 a square foot new, if you're spending $500,000, DSA is going to require you to seismically upgrade to current code that building. So you have a couple of different options. One is you don't invest as much money, right? So, you only do the minimum upgrades so that you don't trigger that that because once you hit that seismication, then you're then you're talking about you're probably going to be spending $1,000 a square foot to modernize a $1,000 square foot building, right? And so, you're looking at the replacement cost. Um DSA has different calculations that you use that kind of guide that threshold. So, it they they want to, you know, they ultimately want to make sure you're replacing buildings if it's kind of tipping that scale. Um, and so that's something that we've looked at.
211Um, you know, and and based on the need and based on what we see, you would trigger seismic improvements. And those seismic improvements are significant for that building um the way it's instructed um in the way it lies. So it it just is kind of like a a little bit of a snowball, right? If you're going to go and invest money in in into the modernization. >> Sorry, just point of information. What what is a DSA? >> Oh, >> division of state architect. Yeah. Yeah. They're they're the body that reviews all of the school projects. So any construction project uh done on a public school campus in California goes through division of state architect. >> They evaluate the fire life uh safety access and structural. >> Yeah. >> So all the the codes and laws
212that we were talking about for accessibility, they're they check all that for us, too. Um, so some of the other items I'll go over here, um, you know, looking at, you know, the the old gymnasium, you know, again, triggering that potential, um, replacement costs on that depending, you know, on what the needs are. So, we'd be looking at potentially having a new practice gymnasium. We know that having a second gymnasium is a is a is an important piece to the campus. So, that would be something that, you know, we'd look to propose. And then one of the biggest things that changed between the older um demographics and the newer demographics was, you know, this building 3000 in terms of maintenance and operations and kind of some of the needs um and the upkeep of that
213building was trending more towards the potential removal because we were showing that there were almost going to be 10 classrooms that weren't needed. Um but based on the projection flipping, you know, that kind of changed the script on what are we going to recommend. Now, it makes more sense to recommend making the improvements to the building 3000 to bring it up to speed because you will need that those many classrooms um you know as part of a future plan. Um and then exterior upgrades of the science building which the interior was improved and upgraded but we do have some areas in the courtyard and in the exterior of that building that can use um some some work. And then expansion of the kitchen. Again, uh another piece that we'd be looking to do. >> We
214we listen. >> Yeah. And so Yeah. Yeah. Yeah. So, um so yeah, so this is the proposed plan for that. Um, and then just really quick on the if we're looking we're looking at 80% utilization and we're looking at um the loading, we counted all of the classrooms, all the specialty spaces and all the sped spaces. And we're looking on this plan there's five flex classrooms that aren't loaded. And you're looking at the projected enrollment being 2,438 and your capacity is 2436. Right? So you you could potentially need one of those flex spaces to make sure you fill the capacity, but that's, you know, that's an area where you've got flexibility to to be able to absorb additional if that were to happen. Second floor plan. Um, you know, the the other conversation of the
215admin space, you know, revolved around kind of the the difficulty in finding kind of the front door and how does that look when you're walking up and right, what does that what does that look like? And so, um, that would definitely Yeah. Yeah. We heard that, too. We It's definitely something that, you know, can be improved upon, especially if you're going to be replacing that building. then you can really look at it from from a fresh perspective of what is the first thing that someone visiting this high school is going to be is going to be seeing, right? And how is that safety and security? Um, you're talking about, you know, the the kind of the pride in in the campus. That's another thing that we always, you know, want to look at and make
216sure we're emphasizing those pieces. So, there's opportunity here with a replace building to to really make a statement. And then looking at the site plan um you know kind of looking at these couple of different prominads that you could develop again that sense of pride was something that came up um in conversations and kind of what can we do there. So having our concept is having kind of an academic prominade which comes along there along the admin along the academic side and then you can have a you know a sports prominade and that could allow access and have maybe different fencing or things that can accommodate weekends um nighttime where it's not you don't have full access to the campus but you have access to all the sports facilities. Um so things that we you
217know kind of conceptually are are looking at. The other thing that was important in the proposed site was, you know, that a new practice field, the potential of including that. We did find that given the existing grass field areas, there's potential to include something like that. Um and then having the additional parking uh provided by the area vacated by CVA and then um Sage Creek High School. So this one um current enrollment of,287 [Music] students and then projected enrollment of,210. Not not a huge fluctuation there on this site. Uh site priorities, you know, this one's a big one, the soil mitigation and repairs. Um go into a little bit more detail on that. Safety and security, accessibility, athletics upgrades, and infrastructure repairs. So again, existing facilities inventory at each of the levels. um the ground
218level flirt first floor ground level and then there's a lot of levels on this one. So um so we we accommodated you know kind of isolated all those areas. We've got everything in the analysis here. And then the conditions assessment um this one is something that is still ongoing. We've been doing a lot of um additional studies on conditions assessment in terms of the soils mitigation potential um along the walkways. Uh we've got some images here along the bottom where you can see that the the ground is shifting. It's either um SL coming down kind of sinking a little bit outside of the classrooms creating spaces where you know you have a step up a little bit to the front doors. You've got um on the left hand side if you see that great running
219down the middle that grate used to be flat and it's now at an angle and this is at uh by the baseball fields. Um so there's there's quite a bit of movement going on. Um, and so on the on the top you'll see there's a a surveying piece. So the district had previously um had a surveyor go out and analyze um uh for a few different years the ground movement at at Sage because it was something that was visibly noted. So they had someone actually go out there and shoot the grades. um they hadn't done that for a few years, but we we did um have them go back out and they provided over kind of this is over a three-year period what the difference in the grades were. Um and there were some fairly
220significant shifts in um in the um ground sinking in certain areas and causing, you know, just really some some accessibility issues and things like that. And so what we're doing as part of the studies is you know what what is causing it trying to figure out what is causing it and and how can we you know what are the mitigation potentials and what are the what what would a future project be for that. So we've done uh utility cameraing. So we've gone through and um one of the things that we think is that there's water getting underground. So we're trying to figure out where's that water coming from. We did have cameras go through all of the um storm drain lines. uh all of the roofs are gum down gutters and all of that goes
221underground and everything, you know, all the rain and everything goes through the storm drain line. So, we did have those camer and there were several areas where those were broken. Um so, we know that's an easy area where when it rains that water is seeping out out of those pipes underwater and that could be a cause for kind of movement and soils um you know shifting and sinking. So definitely something that we would take into account. And then uh there is a geotech uh geotechnical engineer that is currently studying kind of a little deeper dive and will have um some uh studies that will be done that they're going to be recommending in terms of kind of studying the underground water movement and things like that. So those things will come back um at a
222later date and propose that we move forward with again just to try to isolate what can be done um and and put dollars to a potential future projects. Right now we have you know kind of budget ideas but you know really nailing down what the issue is is going to take just a little bit more time. >> Tony, can we would it be safe to say and we've walked the site many of times. We've walked the buildings. We've walked the exterior surfaces. Most of the challenges with this settling really does occur just in the flat work. We don't see any evidence of the building shifting or anything of that. It is primarily the areas surrounding the buildings. Correct. >> Absolutely. Yeah. The the buildings sit on pretty robust foundations and foundations that go down to
223deeper soil than the surface soil. It's really the flat work that you know it's a six inch concrete slab that's sitting on you know just just on top of soil that you know you're not you don't have big footings and things like that which the buildings do have. >> Um >> and to go back to the original construction of this campus you know we've we've seen the data we've had u the original geotech report the original geotech uh engineer and this was mostly a fill site when it was built. Can you elaborate on what that looks like and some of the challenges there? There's two. There's mostly it being a fill site, but also the con the type of soil with it being the expansive soil that also was something that um could have potentially
224led us to this. Correct. >> Yeah, absolutely. And and that's something that you know in in the original um assessments there's you know recommendations and things and and the recommendations typically have different options of the type of fill that you're going to do and then you start to talk about what's the cost of those different types of fills and those different mitigations. So when those decisions were being made inevitably right there's budgets and things that that you're kind of looking at. And so there's there's multiple options that you can go with. And and it seems like the the option that was selected potentially for the fill wasn't, you know, a robust, hey, you take out all of the soil and you bring in brand new soil, right? Which is probably one of the most expensive
225things to be able to do. um you know, not not that that's the only option, but um that's something that potentially could have led to u you know, if there's fortification of the soils, that can be a a potential mitigation, but down the road, it it maybe was something that didn't ultimately work. And when you have underground groundwater that you didn't expect, that probably affects it as well, right? You didn't expect this the the underground storm drain to break. And so when that introduces something different that wasn't engineered in then it you couldn't have right you couldn't have planned that for that you know and so I think that that also plays a big role. >> Yeah. >> But um more to come certainly on this and we really want to we really want to
226get to a point where we iron out you know what the potential mitigation measures are and what those costs are associated with those. more condition assessments, kind of looking at um the the different buildings. Um and and we know in some of those areas, like we're looking, you know, when looking at the gymnasium, we know that um some of the bleachers and things like that would would have been noted that kind of have issues. U but still by and large that space is in good condition. If we're replacing bleachers and kind of doing some improvements like that, it's still it's still a a good condition kind of less than 10% value replacement on a space like that. So, just want to kind of note that one in particular. Um, and then, you know, finish improvements
227um on some of the other spaces for the light renovation. Um, again, kind of going through the different levels and then the theater uh reconfiguration of some of those areas uh of the areas behind the theater uh currently maybe underutilized. So, some reconfiguration for performing arts. um this one in particular like the theater investigate and address underground water intrusion. So again another situation where there's underground water we're trying to figure out you know is it because of the leaks and the breaks is that where it's being introduced or how you know hydraologically how is the water moving underground um and one of the one of the proposals that the current geotech has is is basically having um investigative wells. So you drill down certain depth, you um have a sensor in there and you start
228to see hydraologically, especially kind of going into the winter season when it's raining and when things are going, if you dig a well and you can kind of see, okay, how's the level rising and falling, then you start to see how the hydraology is on the site. So kind of like that geoteex stuff. So gets exciting. Um but uh >> not after nine o'clock at night. >> That's Let's keep going. Let's keep going. Um, yeah. So, looking at the >> looking, >> we're getting there. We're getting there. >> Looking at I think, well, you know, one of the big things on the proposed master plan, first plan building, one of the big things to know is looking at the administrative space. Currently at Sage Creek, when you walk up to the administration, you have to
229go up a flight of stairs. You go to the right, then you see the admin, and you kind of tuck yourself back in. they have um someone kind of a security that's got her own little is it or her tent out there um checking people in kind of and so it's a little bit disjointed right how you're approaching the site and so you know that is something that we would would want to try we'd propose to mitigate um through the potential use of the lower building that just currently we think underutilized um and then uh building on or adding to that to be able to um incorporate the area where the um where a portion of the stairs are and where the elevator is so that you can come into a space where the reception
230is at the lower level and then move into the administrative spaces up above from the interior of that building. Um again just a just a proposed idea to try to mitigate some of the um you know the access things there. Um and then recre reconfiguration of performing arts. Um and then we've got some more, you know, minor steam lab additions, flex, um CTE spaces, uh things where, you know, visual art labs or some of the specialty spaces will be incorporating into that. Um and then looking at just the master plan loading um again all the classroom specialty and sped spaces um we'd be looking at uh an enroll or projected um master plan of 124 students and then the projected enrollment is 1210. So there's a little bit of flexibility there but you have four
231flex spaces that are unloaded and then site plan um parking lot and lighting upgrades. parking lot is also having some issues with that soil movement. So, um certainly something we'd want to address. Uh drainage upgrades. And then for both of the high schools, um I didn't touch on on Caliber, but both of the or CHS Carl, uh for both of the high schools, we be looking at new track and field improvements. Those have reached kind of the end of their life for those uh fire emergency access to the playfields. um replacing that existing pedestrian bridge with something a little more robust where we can get access there and then kind of utilizing some underutilized spaces with new outdoor shade structures, kind of providing more instructional outdoor space that could potentially be used. Um and then
232new admin entry. So discussion of >> what does this mean? So, so, so um all of those proposed master plans are really big elephants, right? We know that we don't have all of the funding for that. So, one of the things that we wanted to engage in the conversation at and we I think it'll be best if we go sight by sight um is looking how we get these last five campuses to the same level of par in certain areas. Right? If we look at um the safety and security initiatives, access control at all the campuses um with being able to utilize the fob, the um lockdown button and all of those things, some of them are meeting district standards in terms of um uh you know potential um Pelican system thermostats, right? which allows
233the district to be able to monitor and see um how the units the mechanical units function and be able to control that more on the sustainability side of things. Um as they also do control some of the lighting. So we we wanted to be able to present to you to you all some of the products that we think we would be able to bite off first um with the remaining HH dollars. Now, we um know that we didn't present budget information because I don't think we want to stay here till one. Um so, we wanted to first kind of gauge what the appetite would be. So, then in October, we could come back and bring back all of the financials and the dollars and cents um at that time to be able to really solidify
234what that project list could look like. Is there anything? No, but I I do think it's an important exercise to to go through the projects without the costs first and to highlight which ones we think dollars not not figuring right which ones we think are the priorities because then when we come back and bring the dollars we know that maybe there's adjustments that need to be made based on those priorities but I I think it's good to get a blush at you know what that is now um ahead of that and then we can reassess. Okay. So, let's go to the first one. >> Yeah. Near-term priorities and long term. >> Can we do questions first before we do discussion? >> Yeah. >> Is it okay? Because I think there's questions. Christian, go ahead. >>
235We had a major break in a water line or something with the air conditioning at Carlsbad High School. Where does that fit in here? this past week, we didn't have air conditioning and so that had to be addressed. Is that where is that all fit in here? >> You know, that was done and repaired through maintenance and operations. >> Okay. And so um it was a water leak that was unforeseen and it take it took a considerable amount of time to cut concrete and identify the leak and that was the water that was supplied to the chiller and without that we couldn't uh you know provide air conditioning classrooms but it was um handled through maintenance. I I think that um in one of the projects that we would recommend it would be some of
236those infrastructure upgrades because there are still challenges with our mechanical systems there. Um the foreseen issues, right? The underground ones are always the ones that always are difficult to identify. But we we did in proposing bringing together this list did look at more of the infrastructure things that we think that we can address with the remaining dollars that we have. >> I think um Gresian brings up a good point though that I think we may come up with projects and then as we're waiting to get to them, we may tick them off in terms of completing them through M because sometimes things will happen and then that will make us shift our dollars. Yeah, we're trying to be proactive, but sometimes we have to be reactive in those solutions. Yeah. Yeah. Looking at other funding
237sources. Um Alison, >> can I just have some clarification on some numbers and some abbreviations? Um mind if I go through all of them? When you're talking about um the 80% utilization? >> Yeah, that that accounts for the prep period. So there periods of a classroom where it's not fun not used by students where the teacher would have be able to be in the classroom to prep. >> And then on slide 37 and I don't see anyone or excuse me 50 57 under flex you have PK. >> What's PK? >> Uh preschool. >> Yeah. >> Oh preschool >> K. >> Oh >> okay. All right. prekinder preinder which is not the same as TK which is not okay just making sure it's late. >> Um and then um on number this is a slightly different
238>> Michelle. So, I just wanted to check and see. You mentioned some of the water issues at Sage Creek and um the seismic stuff at the admin library building, right? Um so, I just want to know is >> everything is safe. >> Okay. Thank you. >> Yeah. No, this is not Yeah, it's not safe. >> Everything Everything is safe. So, all of those things are are triggered by the code, right? it it's everything is habitable, right? Every everything is safe. It's just DSA. So, when those buildings were initially built, there's been gosh only knows how many code cycles that have changed that code. So, that's what we have to get to now is the difference between here and there. And that's all that it means. Those are the seismic upgrades. >> I had a question
239on that, too. Um, could any of these um be um uh could fall under any type of warranty or any type of construction um uh guarantees at all? >> Um the the industry standard would be 10 years latent defect and we're past that point for all of the construction that we have done. Um I don't know that we would have >> Sorry. Is it that just always happens, right? There's always >> Yep. Yep. months out. >> Yeah. Or or six months out. I do know like our district standard now for warranties is at least two years, but industrywide the laws say that there's 10 years for latent defect. Should anything come up, we go from there? Yeah. >> Laura, go ahead. I I think to follow up on that when when you say everything is
240safe are we does that mean that we're not concerned with any of the some of those images I was concerned like trip and fall >> we have cons we have concerns right um >> and did those kind of concerns of like unlevel walkways where we could have potential litigation does that move that project up ahead because of that circumstance. >> I personally feel that it does, but it would be at the direction of the board to help us guide what the next projects would be. Um, I think that there are fixes that we could do now, but it wouldn't solve the problem, right? So, we really need to get to the root because there's been instances where M has come out and replaced concrete panels, but those panels have shifted since they've been fixed. they've
241replaced um the pavers that are in the courtyard area at Sage Creek multiple times. And so it's really I think as using HH funds and uh for the project was for us is really getting to the root and ripping off the band-aid um is is going to be our recommendation. >> Thank you. Yeah. As a followup to that, um, is it possible to get kind of a risk um, a risk or cost risk analysis based on what you talked about on the liability side as well? Is that possible as we're as we're having these conversations when we talk about money? Would that be possible as well? Okay. Okay. I just want to see if that's possible when we're talking about that. Okay. Other questions? Michelle. >> Um, on slide 80, um, I was just curious
242because there's like a grid pattern on there and it says modernized building for the Is that the CAC? So, it are we saying that's a modernized building? >> We would like to modernize that building. Yeah, the the CAC in particular is one of the buildings that skates on that line for the 50% replacement. We've had evaluations done >> um in the probably within the last year of a proposal keeping majority of the building that's there instead of completely removing it and replacing with new because it's it's a $30 million project or it's a 50 to$60 million project, right? So it it I think right now we would recommend going that but if the direction would be to do a new one we could certainly do that too. It's just all about the funding that's available.
243>> Okay. Thank you. >> Um follow up on that in a sense if I guess how much is that facility being used outside that would maybe fall and kind of recoup any funds spent. We based we've had this conversation with Bri um the director of the theaters and it is primarily utilized by the district in all their programs. >> Gretchen >> since I don't have the phases in front of me what phase was the CAC included in >> Prop P. Um it's in all joking side it has been an initiative that has come up in phase um two I believe it was phase two was for us to be able to explore the design of it and we did that with Moer Drew and came up with a a proposal but the funding was really
244where we haven't been able to tackle that project. >> So we do have a design for it. It's just the funding necessary for the build. And to follow up, >> go ahead. You have a follow up on that one because Okay, good. Go ahead. So, >> my understanding is that we have some difficulty accessing like especially when it comes to ADA like there are stairs that go to dressing rooms and things like that, >> right? So can we mitigate any of that be before we hit this seismic number whatever >> we we in the plan that we had created with Moer Drew we were able to re to address all of that and the solution that we came up with was essentially taking all those second floor functions and expanding the footprint on the ground
245level so we wouldn't need an elevator there wouldn't be stairs it would be ADA accessible we reallocated the seating. Um, and we only netted a loss of 15 seats and we included accessibility accessible spaces. So, yes, we could and yes, we did in the plan, but it's just a matter of the funding. Um, and how much is that to do what you just said? $30 million. My followup is um what what did we put into it to do the refresh on the CAC because I know we did we did some upgrades um for four years ago, five years ago. >> Um it those were primarily finish upgrades, >> right? >> Um there was >> you know how much that how much that was? >> I don't. >> Okay. >> I don't. >> Other questions? >>
246Yeah, that was before my time. >> Okay. I just wasn't sure if you knew what it was. No, >> I could I could check. I don't know. But I >> I still remember it was like a couple million dollars. I mean, just for like carpet and paint and whatever we did, it was still a couple million dollars. I thought it was very minimal. >> Okay. Yeah. >> Um Alison, >> uh quick question sticking with the uh Cal Cala Hills Middle in the new plan. I don't see um a space for choir. They're currently practicing on the stage right now. Um I'm wondering if that is in the change and just not shown. >> I think what we did is when we did the expansion for the steam lab, we incorporated a a classroom into there
247and reallocated the choir within the multi-purpose room building. >> Okay. >> So if >> so that they have a I know people in the gym right now. >> Yeah, we do have >> Yeah, we took broadcasting out. We created a flex space and a steam lab right to the left of the um basketball courts and we did reallocate >> and then we have a drama space and the music and >> I think if you see the the gym area in green that >> yeah music would be the space that accounts for it that's not there. >> That's awesome. >> It's within >> Yeah, it was it's currently on the stage. Yeah. other question. I I had one um going back to where 55 and when we're talking about CVA is that capacity for the new
248building. >> It says where the utilization is 21%. >> That was with what that was in their existing structure. >> Do we know what it would be in the new structure? what their utilization would be. >> We I don't know that we've analyzed that yet. >> We we have it for site. >> Yeah, because the what we have here is for the current campus. Correct. Got it. Okay. >> And then um are there different ratios as far as um uh teacher to student ratios um at CVA versus um like high school? Is it required? They're um they're a little different because we have to offer uh subjects core subject areas. So regardless of how big they are or how small they are, you have to have an English teacher, have to have a math teacher,
249social studies teacher. So um their ratios aren't really relevant. You you have one English teacher that teaches all the kids English. you have one math teacher that teaches all the kids math until they got to a level where you need a ratio. >> So, because the proposed project is is a much larger campus, I'm assuming it would be less utilization. So, are is there a plan to kind of maybe use that campus um or have more utilization with that campus even though the the student population doesn't necessarily support it? There have been conversations about uh moving over some specific programs. Um I think you know in passing one day there was a need for the district nurse. Right. Is that something that we can house in there? Absolutely. I think right now just based on,
250you know, the current enrollment and just seeing how that program flexes so much, we want to be able to make sure that we have those spaces accounted for first before we fill them with other things. >> So, just to be clear that there would there would be some possibilities of looking at because I'm thinking like some CTE stuff. I went I went to a >> a thing today for electricians. I went, you know, so would there be the possibility of utilizing those classrooms as, you know, maybe some trade stuff in there? >> There are flex pieces. >> Okay, that's that was my question. >> Other questions? I had some more too, but okay. Um, on Calibera Hills Elementary and Middle, you talked about drop off several times and >> you said that this is what
251we think would be a good solution, and I did not see that in the center at all. So, >> I didn't see a solution in there. >> Tony, go back uh right here. >> No, nope. Go back one more. >> But let's show the exist. Let's look at can we look at the existing if you don't want. So, this is the existing configuration. And so, what it does is let's so let's look at the U, right? And then there's some handicap SP parking spaces just above the midpoint of the U. Um, and some island spaces. So, that's the current layout. And so if we go to a future slide, what we did is we reworked the parking lot in such a way that now there's too many U's. So what what the thought would be,
252and we're still working with the traffic consultant on this, is that potentially the elementary school would come through off of this side of Tamarack, the middle school would come off the other side of Tamarak, and they would work independently of each others. >> And in ex So we change. So yeah, and those are all things we on the back side. Yeah, we these are things that we're still working through with our consultant. Um but this is >> for for right now. Yeah. Yeah. >> Yeah. Big U little U. Two little U's. And and that's and this is really the cost effective solution because that's not a lot of changes. Uh >> W >> double. Yeah. Yeah. Um and and so um >> so so we are still working through with a traffic consultant on this.
253Um but this is our our coste effective solution that we think could work. Okay. Um I have two more unless you have one. Okay. Um so moving on to Sage Creek. Um with the soil mitigation um piece. I'm assuming that was not in the phase three plan before now. >> No. Um and so and how much money do we have left at total in um in uh measure HH? >> Those are the numbers that we're still combing through. We um at last meeting we we awarded you know a contract. We have this proposal for uh CBA. So in October we'll have that that number. I'm just saying like from today, don't we have um I thought it was like we sold like 87 million in bonds and I thought that was the end of it.
254>> That was the last one. >> That was the last authorization. Yes. >> Okay. Okay. Um and then you're going to go over costs here in a minute. Oh, and then with Sage Creek, um when we're talking about this soil mitigation piece, um have have there been discussions with the city with their traffic plan based on this soil mitigation because they're talking about running um running paths through the through the canyon over there. um >> um >> and to to mitigate the traffic around um >> through the college expansion. I think we have not um it's most likely that these soil issues are a um isolated issue and not and most likely don't extend past our site. And that's mostly based on the infrastructure of the storm drain as well as the soil condition when
255it was originally built. >> Okay. So, you don't think that that would have an impact with that that pathway? Okay. And then my last question is um with both high schools you have um the athletic turf replacement and we've had a discussion that >> that you would bring back um the cost and the overall piece for um natural turf as well. in October. >> Perfect. Okay. I just want And you'll have the cost as well as the right replacement, what it costs to replace and maintenance and all that other stuff. Okay, great. I wanted to verify that. Any other questions? >> Yes. >> You mentioned the storm water drain broke. Is that correct? >> Uh, yes. That's that was one of the lines that we had came at Sage Creek and saw that it was
256in repair. Need in repair. >> It needs repair. >> Yes. >> So, that's pretty immediate, right? Um I mean it's something that you're going to break up the concrete coming. Yeah. Right. And and so that's something that I don't know if M looks at that or >> we shift where we get the funds from >> it. I I I I still think that we need to do some exploratory work because if we fix the storm drain line which is we have identified as being broken. If we don't correct the soil that we put back on top of that, it's still going to continue to be an issue. So, while it could impact the subsurface, everything below what we see, there needs to be a bigger plan than just replacing the line, if that makes sense.
257>> It does. And um do storm drain do they have any kind of warranty? Like is this something that typically breaks? Is this something that the contractor is responsible for? >> Not in the amount of time that Sage Creek has been around. Is generally not when we see failures in storm drain lines. Uh we tend to see them in aging in older facilities um because of how the materials that they put underground. >> I mean it's made out of cement, right? >> It is. But if the ground is shifting, it's still going to break. >> It's the It's just the pressure that most likely that happened that if this is being impacted, this is going up. That's most likely what caused the break. That's a bummer. >> Okay. Any additional questions? Go ahead. >> So,
258is the potential when you're looking at repairs, is it pulling up, recompacting, doing all new storm drains, putting back down new flat? >> Yes. >> Very expensive. >> Very significant. I think uh our initial estimate for the repairs because it's not just in that one area. The storm drain may be in isolated areas, but the so because there's there's technically two issues. There's a broken storm drain which is an isolated area which could impact the flat work around there, but there's still settling in other areas where the storm drain is not the field um the pathways to the baseball field and that that drain that you saw um the parking lot where the storm drain is not. So there's other issues that would need to other areas that would need to be mitigated in terms
259of the soil as well. So there's there's two different things going on there. >> Last question. Go ahead. >> Follow up on that. >> So is there um different technology now in terms of like the sewage pipe >> the storm drain pipe >> or this? Yeah. I I I feel >> like are there different grades of like in costs? So >> I don't I my personal belief is that the storm drain system itself was not the cause of the problem. I think what happened was the two things. The fact that this site was a fill most mostly fill site and there's already expansive soil. When you put those two together, they're already problematic when the soil isn't treated right before you put the sidewalks down. And what most likely happened back in the development of
260this is it became a cost impact, a substantial cost impact at the time that the district most likely wasn't willing to take on. >> It also is uncertain what guidance was provided at that time by the architect or the engineers. um or the the firm that was, you know, responsible for building it. And it might have just been a cost savings impact, a cost savings things because it was already tied on budget to de to develop and build that campus thinking that somewhere down the line the district would take care of it and we're that line now. We're at the front of it. Okay. Um no more questions. Okay. Now we can go into discussion. Go ahead on the discussion slides. And if you could stop a few minutes before 10 because we need to
261do a motion to extend the meeting. Um I'd appreciate that. Go ahead. >> Okay. >> Unless Can we do that now? Parliament parliamentarian. Can we do that now? >> Make a motion to extend the meeting. Okay. >> I have a motion to extend the meeting past 10 o'clock. >> So moved. >> Motion by um Trustee Emory. >> Second by Trusty Grabb. Uh, Miss Garcia, please call for vote. >> Trusty COC, >> yes. >> Trusty Verbbeth, >> yes. >> Trusty Emmery, >> yes. >> Trusty Ward, >> yes. >> Trusty Rley, >> yes. Motion passes five to zero. Thank you. Okay, go ahead. >> It's all you, bud. >> Okay, back to me. Thank you. Um, so here's a list of the projects and are we going to discuss the projects >> on this list each campus?
262>> I let's each campus at a time. Perfect. I think it'll be better for us to >> Yeah. And so the projects that we've highlighted here um in terms of measure HH potential administration reconfiguration access control um intercom systems um part of the facilities infrastructure things that we've highlighted roofing flooring and site improvements in including security um fencing beautifification and parking lot blacktop improvements. So these are different projects or pieces of projects that we've highlighted for a potential inclusion of measure HH plan. >> Can we Yeah, let's Okay. Um, how come this this list is different than what you presented a little while ago? >> So the that was that was the needs assessment, the long range facility master plan. So, we're biting these ones off a little bit smaller. We presented the schools that
263we already touched for the the condition assessment. Now, we have the condition assessment and we're looking at them from a master stand master plan standpoint and trying to figure out what projects we can include in measure HH. >> Oh, okay. So, then that's my next question. So, what um so why did you take out some things from what you had on Pointia Elementary? Based on what >> we based on the remaining funding available. If we go back and look at poinsettia um with the master plan, let's ballpark how much are how much do we think the master plan would cost? Oh, come on. Let's do it. Come on. It's 10 o'clock at night. No one's going to hold us to it. >> We're talking about with the new building and with >> the new building,
264I mean, it's probably >> 25 million. Yeah, I would say >> if we were if we were to complete the master plan, the way that it's designed or the way that it's laid out and proposed, the way that it was presented would be$25 to $30 million. >> And because I Okay, then I'm confused because we had talked about you had said if money is no object, we're just going to do all these things and then we'll come back with what that looks like and we'll narrow it down from there. So, we not doing that. >> I just want to try to get the process. What process are we going with right now? So the init so we wanted to present the master plan to make sure that we were in alignment with what we thought
265the campuses would look like in the future. We don't have all of the funding available for that. So, we wanted to be able to take a smaller part of the overall master plan and and include that and propose those initiatives for that campus utilizing HH dollars, making sure that if we go down the cost exercise of the next projects that these are the projects that we plan on pricing out. Is this what you guys want to see or is there something else that we need to another way that we need to be looking at? >> So, if you don't want to look at access control, they'll take it off. They won't spend the time to cost that out. Or if you want something else on that list, then that's what'll be cost. >> Knowing that
266the master plan is our end goal. >> Yes. the the the challenge with master plans is that the possibilities are endless. >> And I would say this, we're we're going to bring you back um costs for um each of the items that you ask us to in October. What we presented here is paired down on what staff's recommending um knowing what we potentially know about existing dollars in measure HH and what is our recommendation. But certainly if you see something on that other list that you said >> you know what >> well then then throw that on there. we'll cost it out and then in October we're going to have to go through each one of those where we'll know exactly how much money we have remaining in HH and we're going to have to
267prioritize and make decisions in October and some things we'll not be able to do and other things we may be able to do >> and it'll make its way into the long-term master plan. The the other thing too is, you know, being able to look at this lens and looking at the other funding sources and maybe getting it on the maintenance rotation, right? But we really wanted to be strategic in getting these last five sites some of the parody that we've already put out at the other districts or sorry other sites. Sorry. So the question, >> who was first? >> Go ahead, Gretch. >> Can you address what your conversations have been like with each site principal as you go through these and what they are also asking for or what they're also recommending? >>
268Yeah, we actually showed them this presentation and made sure that they were in alignment with it. No, alignment with the direction that we were going knowing that funding is limited. So this is part of their list. Michelle, >> yeah, that was part of my question, too. And um and if you talked to teachers and staff members at the time as well, >> the the the way that we gathered the site feedback aside from the sorry um the survey was we had an initial meeting on campus. We asked the principal to coordinate the key personnel that they think would need that they would want to have included in the process. at the high school it was the APS the principal the athletic director um and someone there's like five or six people at the high school
269level and then uh the middle at the elementary school level um primarily at poinsettia there was only a few people that were present. Cala had the biggest showing of staff from both elementary and middle school and it was our last I remember it was our last meeting and there was probably 30 people. If we had kicked off the meetings like that with the sites with 30 people that would have been our expectation moving forward. Uh but it was a pleasant way to round out the survey. So we did we gather that initial feedback and then as we were putting together the presentation we did want to make sure that the principles were in alignment with what we had presented to you guys tonight. So, we fed it back to them. Once we get the board's
270feedback, then we'll go back out to the sites and say, "This is the path that we're going down. We heard you guys. We got information from the state the M stakeholders, from the board, and this is the path that we're going down. We're just not there yet to tell them what projects we're doing." >> Okay? because my my initial feeling is I would want it to be safety and to touch students >> first and hit those pieces um before you hit this other stuff like administrationally configuration for poinsettia I would have lower on the list. However, if this is the input that you got from the staff at these sites and they're like, "Oh, yeah. These are the ones I want you to hit first," >> then I trust them that, you know, they're comfortable
271with this decision. >> Um, but my initial feeling is safety and making sure that where whatever can benefit students is is the direction I would go. >> Yeah. And when you know one of the things that we've rolled out in these administration reconfigurations where we've had that opportunity, it it does become about safety. So in this one, it really is a minimal reconfiguration. It's a matter of changing some of the existing um countertops and casework. If you recall, Point City kind of has that long round L for uh lack of better reference. Um, and it would be reconfiguring that for like um being able to check in at the reception area, stay in front of the reception uh counter and minimizing the access uh for people coming into the office into campus. So, that's one
272of the reconfigurations that we talk about. So, we do look at it through the safety lens. It's not we're going to tear out all the walls and build everyone new offices. It's it's not that. It's it's more from a safety standpoint. >> Yeah. So if it falls under safety then >> great. I just want to make sure that you know those are the two those are my two like focus areas and then >> um just making sure that staff and admin have input in those sites. >> Yeah. >> Um I would agree with that as well. Um I I do think anything that has to do with administration, your taxpayers are going to come at you for that. Um so I do think that um I think you need to I think it should be
273even rewarded to be safety reconfiguration you know something like that >> office that be yeah if you have administration >> secure one way in and out of the office of entry that's a good one yeah that's a good noted >> and then even like the site improvements for instance I think you know security fencing beautifification I don't think is going to cut it when you're talking about when you're talking about pitching pennies um and and parking lot. I don't think parking lot is another thing that that um again your your taxpayers are saying this is how you're going to spend my money. You know, when there's limited funds, um I think they're they're not going to be >> um potholes or >> Well, but we're spend but that's not you're not spending money on students,
274you're spending it on cars, you know, so and so that's where >> there there is some infrastructure challenges in this parking lot in a couple areas. if you can link it to safety, but again, if it's a car, I mean, you know that you can have the street, you can have those, but again, that's >> that's what taxpayers will come after you for. So, >> so, so what I so what I'm hearing is you obviously safety and students, but also looking at some of the more immediate infrastructure needs. And then um I would also suggest that um that uh either Rob or Andy identify potential um other sources of funding that you know maybe you know if there's a potential for matching funds or if there's other you know grant funding that we could get
275>> for those things that maybe aren't even on this list you know um I think that that would be important to identify that to potentially bring those that are on the the master plan that we like. >> Yeah. >> But um but we might be able to get funding from other sources to make those things happen. >> Yeah, we're we're going to look at that twofold. Um we'll look at it for these short-term um five sites, but also when we come back in spring for the completed long-range facility master plan for districtwide, it would definitely be baked into that. But any supplemental funding that we can have for any of these projects, we'll take that into consideration >> because like you say, if you're going to be there in construction, you want to do it
276as you know at the same time. So if we have the >> Yep. If we have those funds to do it, then we can make those things happen. >> Any other comments on Okay. >> Okay. Next one. >> So Cala Hills um elementary middle for the measure HH priorities. We have drop off improvements. Um again administration administration reconfiguration with the u the you know guide of safety and security and then access controls steam lab at the middle school. Um and then remove carpet on walls at the middle school. Probably should have been the first on the list. Drop offs also a close second. >> Okay. >> Go ahead Alison. um with the um the drop off and the pickup. I know some of the community members are you know feel very strongly one way or
277another. Have they also been >> Not yet. So we would we >> before we commit the funds will we make sure that we also are speaking to Okay. >> Yeah. Our our goal would be um to continue to work with our traffic consultant be able to based on that plan get an estimate for what the cost would be once we have the okay to move forward with this project that that's when we really gain stakeholder uh feedback and do the community outreach. It's it's challenging it's just challenging to do that without having the plan. we would feel that um the dollars Go ahead. >> A follow up on that. Have other things been considered like the staggered start times to alleviate the traffic? I'm sure they have, but just fill me in. >> Um I
278would say we're always looking at start and end times as a potential solution to help mitigate traffic. So yes, we're always >> no per site. So that you know >> they they are but >> they're staggering. They are, but sometimes they're not be there was the initiative where middle schools had to start at a certain time and that shortened the gap. I know for AVR in particular because we've been looking at that for quite some time. It used to be like a 40m minute gap and now it's like 20. So that impacts the traffic flow but it's still staggered just not enough sometimes. So does that look this look good? Um the only thing I um uh the administration reconfiguration can you uh relate that more to safety for me because I >> Yes. Single
279point of entry. >> Well, they don't they currently have a single point of entry? >> They do, but it's not as controlled. >> You can walk right through. But this one um is a little different than I think poinsettia because um from what we talked about, they might want to cut down the middle. >> Currently, right now, the elementary school and the middle school are accessible through either entry point. So part of the safety component may be walling separating them physically. I it's we're still exploring the options only because of the safety component. >> Okay. And again I I was what I was hearing that was more of a >> um more of a want than a need when when you were first presenting it. So that's why I need to hear it as part
280of the safety piece because of course. Okay, Alison. >> Yeah, along with that, I I don't know. I think the drop off definitely needs improvement if it I don't know because I don't know if it fits is clear under safety or touching students as >> I mean that's what I don't I know that we have we've had issues in the past with the cars backing up on to um college college and some other you know so it is definitely within that safety purview. There have been parents that almost got run down in that parking lot. I've seen it happen. So, yes. Yes. Yeah. Children, too, for sure. Um, yeah. No, it's the way it's configured that it's really kind of strange. Um, and then I guess with the drop off as well, will there be
281discussion with the city with the back um section as well, that that alleyway in the back and and being able to improve that as well or incorporate that into the whole system? Yeah, we um actually yesterday had a quarterly meeting with uh city traffic as well as our safe routes to school folks. They they're aware of the options that we're looking at and so on the coattails of the work that we would do. They would also look to implement the safe routes to school uh program. So we we are in conversation with them. Okay. So every everyone good with that? Okay. Next one. So Carl's bed high school for measure HH we would be looking at stadium improvements track field lighting sound scoreboard and flagpole fire alarm replacement for the campus access controls and then
282chiller pump number two >> wasn't the chiller pump the one that we just place this is a different chiller pump >> there there's two chiller pumps the work that was just done in the last couple days was an underwater ground water pipe leak, not the pump itself. So, we did the cooling tower. Um, we wrapped that up right when I got here, so probably three years ago. Um, but we were able to, um, revitalize pump number one, but pump number two needs some attention. I personally am struggling with the lighting, sound, scoreboard, flagpole. That doesn't sound about that doesn't sound around safety to me and and it's not technically students. I mean, obviously athletic, but I mean, we're still functioning. It's still working. So, that's why >> the lighting is a major problem at the
283at the games. It's been a safety major safety problem. >> The sound system cuts in and out. The scoreboard is malfunctioning. >> I like from my perspective, I just don't see that. I think that's a want, not a need. Um, so I I would struggle with with what when we're talking about pinching pennies. I would struggle with that. Well, what what we can do is we can provide the pricing and see what how much it is. I really think that the driver of this is going to be um Sage Creek and we'll talk about that in a minute. But we can price all these options and then continue to engage in the conversation um in October. We just wanted to make sure that again looking at the big elephant, these are things that we can
284do with the remaining funds that we have that do go a long way for the campus in general. >> Do we have a um the joint use with Carl'sb High School field? The field >> uh the joint use at Carlsbad High School is only the tennis courts. Would they be interested in it? Because they might pay for the lights. >> Um, in the joint use agreement for the tennis courts where there are lights, it looks like it's our lights to me. Okay. >> So, um, we can continue to engage with them. We do have quarterly meetings with parks as well. Um, but that would just need to be a modification to the existing agreement, but we can continue to explore those options. Michelle, >> yeah, I was just gonna say thank you for following up
285with the cost of that because >> absolutely >> my heart is really focused on the CAC. I I really want that to get some improvement. So, probably even before the stadium, but but I do see value in this too, but like >> yeah, >> undoubtedly the CAC needs desperate infusion of funds. The existing scoreboard at Carl'sbad High School was actually paid for not by the district but by Carl'sbad Pop Warner. Um that was provided by the community. There was an arrangement at the time that that um Carl'sbad Pop Warner was supposed to have access to those practice fields. Our district actually reigged on that agreement and so they do not um have games or practices at our high school field. I wonder if that is one of these different kind of ways that we can
286look for outside funding because Carl'sbad Pop Warner would love to be back um with our youth players playing in the facility that will one day be their high school and um having those dollars be part of that would help to mitigate some of these other expenses. And I would be totally in favor of that. I mean, and again, I'm not suggesting that they don't need a scoreboard. I'm just saying that when we're talking about, you know, when we're talking about pinching pennies as much as we are, I Right. I mean, again, taxpayers will look at us and go, "Wait, you spent money on a on a scoreboard when we really need, you know, the safety thing or whatever." So, um then speaking of that, um so I'm not seeing anything with the um with the
287current uh CVA campus. So, does that just sit there until we get money? And I mean is there any use for that at all once that's vacated? >> Um my initial instincts would be no not at this time. Um because they are the Carlb High already fits within the footprint that they have. Um we could look at some of the alternatives uh items that were brought forward this earlier in the presentation with the sand volleyball courts and some of the other uh practice field things to fill that space. But I think with the remaining funding um it would most likely we were trying to centralize it within the campus proper but we can look at that for sure. No, and I I agree just and again it's optics. I mean people are going to be
288looking at you you know you just spent all this money for these students to move over here which I think you know I think welld deserved >> but again I think optics people are going to look at us and say well wait a minute and you're you're just going to have this space empty. So that's I I I have concerns about that. So if there's something that could be brought back with that as far as um as far as the optics go at least from my perspective. Alison >> um couple of things on that. I I think more it's it's a better space for the kids. So regardless of what happens, you know, to the space that they're vacating, I think it's a much better space for the kids. Um, as far as the stadium
289improvements, I fully understand, you know, track and field, the lighting, all of that. But again, you know, when we're talking about touching the majority of the students and what I I worry about like with the ADA compliance and some of the other things that are legal, um, you know, kind of what we have to do with that. So you know if we can also get some kind of priority on uh you know not the what is it the risk assessment but you know what are we what are we kind of playing with that is maybe needs to be coded or you know that we can push off even within those priorities um might be helpful um you know because I want to do all the things on there >> me too that sounds fantastic but
290you know we have what we have. I want to make sure that safety is first and then, you know, following code and all legal expectations and then whatever else we can get to. >> Mo most likely if we make upgrades to the field, we would most likely have to have ADA compliance to get to the field. So there's upgrades that it wouldn't be simply just the field, >> but maybe the flag, you know, >> yeah, part of part of that is um there's no flag in the area of the stadium. So when they go to do the pledge of allegiance, it's who knows where. Um so that that was like the why for the >> the the flag pole and having it in a more prominent location. You know, for a flag pole, it's a
291slim dunk, you know, $70,000. >> That's how much a flag pole is. >> Flag poles are expensive because it's not the pole itself. Most of it most of it is actually the stuff underground to hold up the flag pole. >> Good. Good. Did everyone Gretchian go ahead sir? >> How many PE students use the track and field area? >> I don't know those numbers. >> All of the PE students would use utilize at some point in time the track and field area. I'm sure it it gets >> gets a lot >> gets a ton of use. Absolutely. >> Thank you. >> Okay, next one. Okay. Now, looking at Sage Creek, uh, for measure HH, we have soil mitigation and repairs, um, stadium improvements, track field, lighting, baseball, softball field access and fencing improvements, HVAC controls,
292and access controls. >> I mean, I have the same concerns with the with the lighting piece. I I get that the track and you know the um I do know that the artificial turf in both areas are outdated. There are it is a you know that is a safety thing. >> Um but for me the lighting again I think is more of a want than need. So >> I think part of the the lighting too especially at Carl'sbad High is the old Musco lighting is so inefficient. Um the new LED lighting provides for more direct and not as much uh light pollution. And so that's that's part of the recommendations why why we recommended that. Just to give you a little bit more about the why behind it. >> Just a follow up on that.
293Does um the new the new lighting then come with a cost savings? >> I believe that they're more energy efficient than the old Musco lighting. >> That might be helpful. I mean, yeah, you know, I mean because like I say, if you could do a return on investment piece, you know, over time it pays for itself. You know, you know, I could flex on that. >> Work towards our green resolution. >> Well, yeah. I mean, again, >> you know, if you can do that and then the, you know, over time it pays for itself. Yeah. Onetime dollars for ongoing savings. I'm in. >> Any other >> I just I'm just looking >> to see the cost break down for all of this. >> It's kind It really is kind of hard. make that decision. >>
294Absolutely. >> Without knowing how much it is, but like if you're sharing that the flag pole is $70,000, I'm like, well, >> could that >> Well, we'll have a more detailed I think, you know, for us trying to get a feel for where the board is wants to go, right? And having these be um conversation starters, right, really helps us inform how we're going to price it because the >> the menu options are endless. I mean you could have combo number one with alocart side number two like it's it's a lot of parts and pieces to put together >> and and you know when you start isolating the projects it it gets to you know there's a lot of bits and pieces that you need to pull in for you know a a stadium replacement
295including aa and all that. So when we're looking at it we're looking at it holistically but we have to isolate those numbers and so having a list to start with helps us a lot and then we can obviously expand on that. Andy, >> um both um Michelle and Laura brought up the CAC. Is that something we are going to bring back cost on or not? >> Yeah, we'll bring it back. >> Yeah, we'll bring back the Moer Drew estimates and and share how we approached the design at that time and update it with current dollars. >> Sorry, going back to the stadium, any consideration for sponsorship on those stadiums ever >> like Nike or something? Sure. We've got VIAT here. We've got all kinds of, you know, >> we are an under arour school. >>
296Oh, okay. >> I have had success in negotiating joint use agreements where we get some funding help from the city, but so that might be an avenue we could explore. I know it's not something we've done in the past here, >> um, but it might be something we look at if it benefits city groups. Yeah, I think part part of the challenge especially at the high schools is they're so overutilized by the activities that we have for all of our sports and at Sage Creek we continue to add new sports and now there's girls football and all these things. So, um I think it's definitely something that we can look at but knowing that our utilization is already really high having those fields in particular be joint use is is is challenging but we can
297definitely explore it. But the Carl's Bad Pop Warner games are Saturdays, so it's not in conflict. And we used to do it. We did it for years and years and years. >> But I believe there's also a noise ordinance of some kind. >> There is at Sage Creek >> at Carl's at at both, >> but Sage Creek as well. >> Alison, >> I have one more. Um, up here you have the list on the right, but then the picture on the bottom left isn't on that list. Is that >> uh also things that we will that we can bring back? >> Okay. Suggestions for bringing back but not on the list. So great. Or is that the access controls? >> Um the image the upper left image is something that we would price. The lower
298we can we can price it but most likely would be future bond measure. >> Okay. I was just wondering why >> we can we can update that sheet. Yeah, >> I see what you're saying. >> And um there was one thing that and again as we're talking about pricing, bringing back um CAC pricing, um >> there was some discussion or you know pondering, I'll say pondering with um to potentially use the CVA site as just build a new building for the theater. Is that even a consideration? Um it it could be um the >> CAC since sits now. You would actually you would actually just do a new building instead of having to try to continue to piece together the CAC >> where CBA currently is on the corner. So >> you just like get
299rid of all those buildings and then put a brand new building on it. >> Yeah. I know it's going to be expensive but we did it at Sage Creek. It it it it is it it becomes just so the the first thought is uh great challenges access to parking um visibility um you know the the prominence of it right and it being on that corner um it's something that we can def I mean we we can exp explore it but >> it was just being pondered about a year ago it was something that was being pondered as I thought. >> Yeah. I think the biggest um I think the best use of that is would be of that area would be to expand the current um playfields and other after hours. But yeah, sorry. I
300mean, I do know that when we when we did the theater at Sage, it was I mean, obviously, we built that from ground up. And that was I mean, it sounds like it's similar pricing as the 60 million you're talking about anyway to just build a new building instead of trying to continue to piece together an old building. >> Yeah. >> You know, Yeah. >> Now, we just need 60 million. >> Pardon me. you would >> I know well and again if we're but if as a long as a long range master plan you know because we've been pondering this CAC since Prop P and it just seems like every time we want to try to do something that building there's five other things that we have to do to it just to get it
301in compliance before we can even think about all the upgrades. So I'm kind of like you know what maybe we just to build a new building you know instead of >> we'd have to move your chiller plant. Oh, okay. Okay. Forget it. >> No, no, but but all joking aside, it it definitely is something that we can explore to see if because we when we went through the exercise with Moer Drew, we had reusing the existing footprint, right? Um, but we did have other solutions that we could test fit to see if it fits there. We just worry about the other infrastructure that's already there to to gain access to that. um you know the things that we would have to replace 800 building the chiller plants there there's there are other things that are
302there um but yes we can we can propose that or look at that for the next one >> okay any other discussion you need from us any other direction you need from us >> can we please make sure that we get to the okay >> here next steps uh so October 2022 uh board of trustees meeting will give a full-blown budget update take a look at all the stuff that we have um discussed this evening and then in spring um at the next facility study session um looking at measure HH phase three where we're at at that point in time with the development of plans and then beyond. So all the other parts of the elephant and what that pricing would look like identifying the the needs districtwide and then um we are going to
303bring back some information in October for the solar and uh electrification part of it but really I think that a majority of that would come out in um spring. So that is where we are at. Please tell me that the next slide. Yes. Thank you guys so much for sticking with us and engaging in this conversation. It really we always need to inform the why, right? And a lot of that starts with the work that Rob presented and I I've been here for three and a half years and we haven't engaged in this conversation to be able to see the numbers and it really is important and necessary for us to be able to figure out what we're planning for. So, um, I graciously appreciate all your comments and the feedback and discussion. Um, we
304have some more work to do and we're excited to continue to keep doing that. >> Thank you very much. >> Okay, everyone good? Okay. Um, then it is 10:26 and the special meeting is now adjourned. Our next regular meeting will be held on October 22, 2020.