001Nine from each comprehensive high school. Over the last two years, CAPS interns have been collecting and reporting baseline data in a number of areas, including electricity, natural gas, food services, and waste. I encourage the board to leverage this great work as a means to both inform the development of the master plan as well as drive implementation. A final thought on addressing the urgency of climate change. The 2021 Global Study on Youth Mental Health and Climate Change asked over 10,000 youth about their mental health. 45% said climate-related stress affected their daily lives. 59% are very or extremely worried about climate change. 75% believe, quote, the future is frightening. 83% said that they think we have failed to take care of the planet. With so much at stake, our opportunity to do the right thing and also
002save money in the long term is undeniable. Thank you. And I leave the comments here as well as a copy of the resolution for you. Thank you very much, Dan. Okay. Wendy Jacobs from Relief. Thank you and greetings committee. I know a few of you, but I've come to introduce Relief and myself to those that I don't know yet. My name is Wendy Jacobs. I'm the chair of Relief. Relief is an urban forestry nonprofit, mostly volunteer organization. We've been around for almost five years now. We spent a year arguing about our logo And then we planted 2,000 trees. And we finished the 2000th tree in December and we've planted several hundred since then, but we're finished planting for the year and looking forward to the new year when we start planting in November. I just
003wanted to stress our interest in partnering with y'all. Amanda and I have spoken many times together we have planted quite a few trees in the past year. Tony was part of a committee along with Matthew two years ago that prepared an ambitious plan for treeing out our four secondary schools because we felt that was a good way to reach every disadvantaged child pretty much in Petaluma and it was a DAC oriented grant. Unfortunately, we didn't get that one. But the plans, which were designed by two of our volunteer landscape architects, did survive. And we've spent some time, including with Amanda. Catching up on some of those shade trees that were in the plans where we could afford to plant them and they could afford to be watered. But there's lots left to go. And excuse
004me. We think there are also many opportunities at the elementary schools, which I'm sure you're aware of. So far, we feel like we've got our feet under us with a lot of experience planting parks and many schools actually. We've done over a dozen parks. And we've done close to a dozen schools. We've done all of the old Adobe union district schools. We've done seven of your district. When relief begins a project, we do like to try to tree out that school and introduce as much shade canopy. As it can take given the constraints of the watering. Just a quick observation about watering, which is one of the wicked little problems that we deal with. Because our funding is limited, we do expect our site owners to cover the watering. Although we have a little bit
005in our budget right now for some hand watering. I wanted to point out that hand watering is sometimes a solution. To a wicked little prompt. Because sometimes where we want the is in the places where we cannot afford or it just doesn't make sense to run irrigation. And we work with a partner called Rebuilding Together Petaluma who pays a job corps of homeless trainees to do the watering and they've been doing very well. So we look forward to working together with the schools to continue to get more trees in the ground and more shade. Thanks. Thank you. That was great. Okay. Deb Fox. It is our next. Hello, everyone. I'm Deb Fox. I'm the city's Climate Action Manager, and I am here tonight To really give a plug for the importance of planning for our
006school campuses to be ready for the future as it relates to climate change. The three biggest things that are going to affect our community are floods. Fires and extreme heat. And there's very simple ways that take pre-planning to get our campuses ready for that. In terms of energy efficiency, heat pumps are essential because currently we don't have a need for air conditioning in Petaluma because it's usually only maybe a week. While it is projected to get longer and longer and longer for our heat days. And so if you're putting in just a regular gas furnace that does not include Air conditioning, heat pumps are the main item that we can most all do, not just schools. It's residents, it's all of our city buildings. We're retrofitting as much as we can as it relates to
007heat pumps because we're going to need heat resiliency is a key and piece of this climate emergency that we are all facing. The other piece is green infrastructure, and this is where we're working as a city to really look at how we can green the streets And then that's where I would ask that you all look at really greening the campuses because The heat on a black top in the middle of the summer, just on a regular 80 degree day is more than most kids can handle. You start adding in the days when we're going up to 90 degrees for multiple days on end. It is not going to be safe for any of us, but in particular our kids, they're one of our most vulnerable populations. Next to seniors. And so really making sure
008that we have that green infrastructure in there and then designing it, you can design it so that when we have more rain coming and therefore we need to capture that rainwater. That can help water in the off seasons. So there's various ways, design principles that can be built in at the beginning, and it is actually more cost effective It's a little more in the first part of the design But long term, the cost savings You can't put a price on that, especially when it comes to the emergencies. And that's where our other big emergency that you all end up, you already know this, you become our mobility or hubs, emergency hubs Because you have the food to feed the kids in an earthquake or in a fire when they have to be sheltering in place.
009And so those types of planning ahead of time is I really want to encourage you to look at doing that. And then the best part of all of it is this is our kids learn. They are early adopters. They're the ones when they learn Why solar panels, how they work, and what the value is for their school and creating energy and the shade that comes from a tree and they learn the water cycle firsthand. They learn the carbon cycle by putting in carbon smart gardens. Those things are priceless. And so I really want to encourage you to build this. Facilities right the first time it's cheaper. It really will be. Thank you. Thank you, Jeff. I'm sorry. I didn't give you much time there. Okay, that was all the little things I had. Does anybody
010else have anything? Did you want to? Okay. That's okay. We can wait. No, it's not a problem. Hi. Bye. Go right ahead. Okay, so I am a parent in the district. I am not part of any sort of organization. My name is Jocelyn Martin and my husband and I live in Petaluma with our three children. We have two students at McNair Elementary School, one in TK and one in first grade. And a baby that will join the Falcons in a few years. We partnered with, we partnered with Amanda Bonavert earlier in the fall to work on the bonds and spread the word We were most excited about the idea because safety measures are so important and imperative to make the best learning to let the best learning take place. The most important issue that my
011family and many, many families specifically at McNeer are most excited to see resolved and improved is getting our schools secure by having a closed campus. By way of gates, fences, and enhanced security systems. We would like to see this be put on the top of the priority list in the facilities master plan And be addressed with the first batch of funds. As of now, as you all know, McNair is a completely open campus. At every point on the property. There's no part that is locked or safe or closed at really any point of the day. And it is for this reason that many of us parents were thrilled when the bond measures were introduced in the fall. As we feel this issue really needs to be addressed to provide a safer campus for all of
012our students, teachers, and staff. While we understand that there is no such thing as a perfect solution that is 100% successful, gates fencing and security systems will assist in keeping all students safe slow down potential external harm, and also simply ensure students stay on campus away from the street. And parks. We would like to see a single point of entry system where the school perimeter is completely fenced and during the school day there's only one gate in the front that remains closed but unlocked while the other gates are locked. The single point of entry gate would be the gate closest to the office. Where the office staff can simply just see who's coming on and off. And all gates would be open and unlocked before and after school so For anyone that has any concerns
013about like, will this change like the culture of McNair because we're such an open and lovely and like just diverse campus and we all the parents know each other. It's so sweet I don't this isn't going to change that. It's just going to make it safer for everybody. We see so many elementary, middle, and high schools all over the Bay Area, the East Bay, the South Bay and the North Bay alike making these changes in transforming their facilities into closed campus. Campuses. So we at pcs are thrilled and excited to join our neighbors in improving all safety. You have 30 seconds to make our learning environments the very best and safest they can be. Thank you for your consideration. Thank you. Thank you, Jocelyn. You did great. You did great. No, you did great. And
014I apologize for not I just totally So anyway, I'm glad that you came. And I'm glad that all of you came. Oh, and then I just need this. Yes. Or whatever color it is. Okay, so now… I believe that our facilities master plan is going to be presented. Yes, thank you. Tonight we will be discussing the implementation of our facilities master plan a big picture look at where school buildings are now and what we'll need over the next 10 to 15 years. To support our students and our programs. While we have recently passed two facilities bonds, the Facilities Master Plan is broader than just bond implementation. It serves as a comprehensive roadmap for facilities planning, incorporating multiple funding sources and guiding long-term decision making across the district. We've been working closely with DTA, our facilities
015planning partner, and they'll be walking us through the process and findings so far. There are several important reasons for a district to develop a facilities master plan. Including aging infrastructure, support for instructional goals, enrollment shifts, equity and access. Safety and security, technology infrastructure, sustainability and energy efficiency, deferred maintenance planning, community engagement and transparency. Supporting for extracurricular and enrichment programs. Alignment with district goals and strategic plans. And funding readiness, having a well-developed plan positions us to pursue additional funding opportunities such as the Proposition 2 matching grants. This will support school facility improvements at the state level. With that, I'll turn it over to DTA to introduce themselves and walk us through the work they've done to date. And we're going to let them sit in comfy seats since it's going to be a long night. Thank
016you, Amanda. So I'm Richard Taronis with DTA principal at our Burlingame office. This is Ted Catlin, one of our senior project managers. We've been working together on the master plan. We're… We thought we'd sit rather than stand and present. We're hoping that this is a little bit less formal as a work session. Hope you guys are okay with that. So just wanted to give a quick introduction and then I'm going to turn this over to Ted, oh. What can we get into? Yep. Okay, so… A quick couple of points on our objectives for tonight. We wanted to give you An update on our progress on the facilities master plan. We're not complete, but we want to show you where we're at and where we're heading. And then we wanted to just give you we wanted
017to start talking about a framework for the master plan to um start putting together an outline of how you as a body can ultimately evaluate projects on behalf of the community, right? Because as Amanda said. The facilities master plan, and as we talked about when we met with you folks before. During the pre-bond planning stage. This is a 10 to 15 year outlook. So you're not at the point of doing a bond measure implementation plan. You might look at that as a subset of your master plan. Because again, we're going to show you a broad spectrum of projects several of which are going to get right at the heart of what some of the community members here were talking about, sustainability and Greening your campuses and energy efficiencies, all electric. Systems, et cetera. So it's
018a broad spectrum of projects that could unfold over 10 to 15 years. Some of them might not, some of the improvements might not even be, for example. Within the timeframe of, let's say a five to seven year bond program. But the master plan has to take that longer term outlook right so We want to give you a snapshot of the broad brush, what we're finding. I also want to give you a quick reminder as to where we were before and where we are now. Ted's going to get into a little bit more detail, but just as sort of a high level look. Recall that we did some pre-bond planning for you That included that included us working to develop a potential project list. But recall at the time that did not include a detailed facilities
019assessment by ourselves and our consultants. Now we've done that. So we're bringing more detailed information to bear on the notions of a master plan. Because we have more technical knowledge. We've done room by room assessment on the architectural side. We've done system assessments by our engineers. So that's where we were before. Now we're moving into the master plan and then ultimately you folks with your bond program managers or construction managers, whoever you hire to do that then you're going to put together an implementation plan specifically for the bond Program, but in order to evaluate these master plan potential improvements and projects. We want to have a framework in the master plan that you can use to help evaluate those projects. So that's a quick introduction. Now Ted's going to get into the details and all.
020Stop talking. Yeah, exactly. And the only thing I'd add to what Richard just said is think of the master plan like the full menu. And we want to make sure that you know the prices and the ingredients and all the different aspects of each of those menu items so that you can make informed decisions as to the future of the facilities, knowing that you won't order everything on the menu this first, you know. Stab at a meal. So… Let's dive right in. So in terms of our timeline, where we've been. We started last late last spring into the summer working on the pre-bond plan. And that led us up through to November when the bond measures passed, right? Around the same time, Amanda worked with you all to decide, okay, yes, we still do need
021a facilities master plan, a full-fledged master plan. That's when we were brought back on board to work with you on the master plan. And so throughout late fall through the winter, we were working on doing our facilities assessments, those detailed technical assessments with ourselves as well as our consulting engineers. We are also doing further community engagement at all of the sites, as well as having another round of digital surveying to get as many people involved with the process, as many community members involved with the process as possible. And that brings us to where we are now, which is synthesizing all of that information that we've gathered into what we call a logical project outline. If you want to stick with the food metaphor, before we were gathering all the different ingredients. And now it's time
022to start synthesizing them into a set of dishes that could be ordered off the menu, so to speak. What we're going to be working on next is our preliminary budgeting for each of those items. Right now we're grouping them together and then we'll be assigning budgets to them based on our experience and the latest trends in construction, which I'm sure many of us are aware are somewhat changing even day to day. And then, so that'll be through the rest of this spring and then late spring, early summer is when the master plan will be finalized. Now, I say finalized. A master plan is somewhat of a living document. In a year, two years, five years. Things will come up. There will be emerging needs that could not or were not contemplated. And that's okay. To
023be expected. You might have a boom in population due to a housing development that wasn't even on anyone's radar. And we have to accommodate those new students that are coming into either one specific school or the district as a whole. And that's okay. But when we say finalize the master plan, you need to be able to have something to be able to To move forward. And another example just real quick. Another example is what Amanda just mentioned. We are familiar with several districts that did facilities master plans, for example You know, seven or eight years ago, but the requirements of Proposition 2 for the state to participate in the state program for example requires that you have an updated master plan That is within the last five years. So let's say some other state legislation
024comes along or another program comes along, you may be revisiting the master plan. Excuse me, so that the proposition two was what was just passed in November on the state, and then they have matching funds. Is that right? Correct. Yeah. So the state's putting together their program It's not finalized yet. So they're going through their whole process of how they're going to fund projects. But one of the requirements very early on said that a school district that wants to participate has to have an updated master plan that dates within the last five years. Yeah. So that's part of what we're working on. And so that's why we separate out as well the facilities master plan timeline from the bond timeline, because while they're very closely related. They're not the same. And so that bond timeline
025November 24, the bonds, I should say, passed. And so kind of late winter into the spring, Amanda and her team have been working on putting out the the request for proposals from program managers for that bond. And I believe that is either out or currently or soon to be out. But anyways, if you want to sit. I'm happy to give a very short bond update, but one of the things that Richard and Ted touched on is that, you know, both of our bonds combined are just about $220 million. Likely the cost of this facilities master plan, if we were able to do every project on it. Would be well over 800 plus million dollars. So that's one of the things to really keep in mind. And one of the reasons why we want to keep
026the facilities master plan and the bond implementation close but separate. But yes, we will be putting out the RFQP this week. For a program manager and coming to our April 22nd board meeting will be a resolution to start the work of selling the first two bond series. Hopefully we will sell in June or July and start our new program. So then I know I want to hear everything, but if I don't ask you now, you know, with my brain. Yeah, maybe we should just say, please, at any point interrupt and ask questions. That is kind of what our, that's our vision for tonight is for you to be able to ask questions. Okay, so then Going along. If the funding, if the bond plan is going to implementation plan is going to be separate from
027The facilities plan. How do we prioritize the funding from the bonds So that, you know, I mean, if we don't have, I mean, I know that it's a guide for that I assume that it's the guide for the funding, but I'm just trying to get a sense of how that funding works because the facilities implementation plan doesn't happen without the bonds. Exactly. Right. Yeah, no, you're exactly right. And Richard, if you have something to add on, feel free. I was just going to say the kind of evaluatory framework that Richard mentioned at the top. That's the how. And that's what we're going to be touching on. It's in the second half of our presentation because we want to give you a full, nice in-depth look at what we've been up to over the past couple
028months but that What we want to do is make sure that the facilities master plan, while separate from a bond implementation plan. Set you up for success so that we don't just give you a whole bunch of excuse me, ideas and then say, okay, go figure it out. We want to be able to set you up where you already have a good idea of, okay. I can start to see how this list, this long list of projects right this upwards of six or $700 million of projects. How we could start to prioritize. However, what we want to make sure that where they do need to be separate is because we don't want to be designing to a budget when it comes to a facilities master plan because we don't The budget is not fixed. We
029don't know how many state grants we're going to be able to get. We don't know what future bond measures the district might decide to to enact and so That's why that 10 to 15 year outlook It sets up the framework for evaluating and beginning to decide, okay, we should implement this project before this other project. But it doesn't set out that exact order or set up that prioritization in the master plan. Anything else to add? All right. Thank you. Excellent. Yeah. Great. So let's great. Let's dive in. So we wanted to give you an overview of what we've been seeing from our technical assessments. So like Richard said, we've been going room by room at every school, every building at every school. We've seen the schools. And back in uh April, May, June of last
030year when we were doing the pre-bond plan. We had done site walks of all of the schools, but we just didn't have the time at that point to be able to go in And do a detailed assessment. So what we're looking at is the finishes, the kind of building systems that we're seeing, you know, how is the flooring? This flooring's in great shape. It must have been replaced in the last couple of years. This one's got a bunch of stains and you can start to see it's getting a bit threadbare. It should really get replaced. And so we're evaluating everything on a poor, fair, good framework. So looking at flooring, finishes, ceilings, lighting. Furniture, cabinetry, all those kinds of things from an architectural level. And just at an overview, what you're seeing here is a
031table of This is first some of the elementaries, right? And as you can see they're been buildings built throughout the late 20th century. A couple schools have had buildings built more recently. Into the 21st. But most of the schools haven't had a a comprehensive modernization And since 2000 to 2005. And so that's kind of a key thing to note there. The district has done a good job of replacing and repairing finishes where we're needed. When I say that, they haven't been comprehensively modernized. It's not to say that there haven't been improvements. There have been cabinets replaced where cabinets were failing. Flooring has been replaced when needed. There have been some lighting retrofits in certain areas. But as a whole, the buildings haven't been looked at comprehensively since 20 plus years ago. And that's around and
032and that's completely normal and to be expected, that's roughly the timeline that we expect to see for schools is a 25 Modernization timeline. And that comes from actually the state facilities program. That's kind of their evaluatory framework for whether a school district and a school specifically is eligible for state funding is, has the classroom been modernized in the last 25 years? If so, then it's probably not up for another modernization. If it hasn't, then it might be time. So similar at the secondary districts, again, excuse me, the secondary schools. Last modernizations included some structural rehabilitations at a couple of the secondary schools. Back in early 2000. So 2001 through to 2004, I think at Petaluma Junior High. The exception here being San Antonio, as that was a newer campus with some additional buildings that were
033added. Later, but it's never been modernized because it hadn't been around long enough to be modernized back in the early 2000s. That was when it was getting put in place. So that hasn't been modernized yet. And again, to be expected, that's quite standard. And then district-wide, there's a little less information just because the state doesn't track all of the improvements that are made to facilities that students, pupils and teachers aren't in for teaching school purposes. So the district office Not entirely sure when it was last modernized. We know that there was a conversion in 1999. When the district staff moved in, right? And there have been various improvements over the last 25 years. But again, a wholesale whole scale modernization, perhaps not. And then we also looked at, of course, the maintenance and operations warehouse
034the transportation yard. And then we just have here as well the Cronella open space. That's that space next to Casa Grande High School, that nice big open field of 14 to 17 acres, depending on who you ask. It's going to take four, sorry, for a better part of a year, we called it the 17 acres next to CASA. And we finally decided to name it. I was just going to say, yeah, we just, we picked the name just because it's on that street and we didn't want to call it Casa Grande's open space. It's Yeah, it's district open space And I think the only thing to note here is that the transportation yard has had Addition of electric vehicle charging quite recently. Now, that didn't improve necessarily the transportation offices. As you'll know if you've
035been in them recently. And so there's definitely a need for some improvements at these district-wide facilities as well. So as we look through, so this is the kind of detail. And here's where I'm showing you this not necessarily to go through each of these items tonight, but simply to show you what you're going to be seeing. What you're seeing here. This is slide five of number five of a total of 567 that we'll be going through tonight. No, no, he's joking. But what you're seeing, what you would be seeing is This is each line of this table here is a room. For example, Grant Elementary School Building E, We've got classroom four, five, and six. And what we're doing, we've got columns for all these different types of finishes. So this is just showing what
036I was explaining before about our architectural assessments. We've got our wall finishes where we're calling out, okay, it's a tack board wall finish and it's in fair condition. Some parts of it are coming apart a bit. It's still holding up. It's not deteriorating to the point that it's failing. But it definitely is starting to show its age. We're calling out where it's sheet carpet and vinyl sheet flooring. We're calling out the ceiling type. And basically going through room by room category by category to evaluate. And so we've done this at all of the schools. So we don't have to go too much into this, but we're not going to go too much into this for everyone. I'm not going to go into this at all. Yeah, no, no. But it's simply to show that's when
037you get the full master plan, that will be one component and And I guess just to go back to it for one moment. It's almost as much for… you as an executive board, but also for future design teams coming in. To use as a resource. We want to make this document as useful as possible for as many types of people as possible. So there's going to be parts that as you're looking through at an executive level, which you're expected to and you should be doing. You won't be reading perhaps every single one of these pages. But someone at um At Kenilworth, for example, on this slide, they might want to go see, oh yeah, what is the condition? What did they say that that room was? Or the design team that comes in to do
038a modernization at one of the schools and says. Oh, we can have a starting point for what are the existing finishes? What should we be looking at in particular? Sometimes we're noting particular issues like, okay, there is a sink in this classroom. But it's not accessible. It doesn't meet ADA code requirements. And so we're just flagging things that can be useful for whoever is coming along to take those projects through to realization. But okay, so enough on the architectural assessments. Next up, we had our engineering assessments. We had a team of consulting engineers, including civil engineers, landscape architects, mechanical engineers, and electrical engineers. Looking at both site-wide infrastructure and then also individual building systems So civil, you know, they're looking at various maintenance issues, trip fall hazards with pavement. Drainage and flood control issues there,
039erosion and landsliding that could be happening. Utility services just generally, fencing and gates throughout the campuses. And that's something that we're looking at from our architectural lens as well. We have a hard time not looking at all of these things, just to be frank. But we're getting also these I'll call it more specialized looks at them. They're also looking at code compliance issues like accessible paths of travel. Stormwater management and treatments that we're not having a bunch of runoff out onto the streets or neighboring properties. Water and sewer service systems, and then also just issues of traffic capacity at the sites. With parking lots and passenger loading areas, which we know is definitely an important issue and something that we heard a lot in the community meetings as well. And then just evaluating pedestrian walkways
040throughout the campuses. And so they're giving us a longer report along with some nice sitemaps identifying some key issues. Here we're looking at McDowell, for example, where they've identified some areas where, okay, yeah, this This pathway isn't actually accessibly compliant with current ADA standards. When a project comes along, that should be improved. That's an area for improvement. And so they're doing this at all the sites, you know, looking at here's Cherry Valley, for example. Where he highlighted one particular area of particular note where there's a little bit of a trip fall hazard out on the play yard. If you've been out at Cherry Valley, there was a new ramp put in. And it's great. It got accessibility up to the play yard, that blacktop back there, but then that ramp has a bit of a
041ledge And so it's it's It's an area that really should get addressed with either some kind of bench so that kids aren't just running straight off or some kind of railing to help prevent those future incidents that could happen. And so here's just some photos of things that they're looking at, blacktops, you know, they're looking at drainage by some mechanical equipment in the center top there at Valley Vista, for example, where the storm drainage is getting clogged because it's surrounded by fencing. Leaf debris gets in there and then you end up with uh a clogged drain. Now, an item like that, I'll take a little aside here. An item like that is really just a maintenance issue. And so what we're going to be doing as well is compiling a list of just maintenance items.
042They're not going to rise to the level of a bond project. You don't need to hire a contractor and put it out publicly to bid. For clearing a drain. But it's also good for us to identify them in the master plan because Okay, let's say this maintenance item keeps coming up and keeps coming up and keeps coming up. Then maybe we should do something about that drainage system and design it differently. So anyways. Oh, on the top right, there's that photo at Cherry Valley where you can see that ledge there with that ramp beyond the stair there. So that's just one of those items that it was great that we got the accessibility up to the play yard but The next step is making sure that we also protect from from trips and falls So
043they're looking at accessible parking, like you can see at the bottom left there at Penn Grove. They're looking at. Luckily, we were able to do some of our walks when it was nice and rainy out. So they're looking at stormwater drainage. You can see there's some some nice drainage happening around the gym at Petaluma Junior High. And some areas where there's some need for some improvement for accessibility again. On the bottom right, we're looking at San Antonio High School, where we've got a great ramp there's no handrails. So it's just one of those things. It's great that we've got the ramp, but we could go one step further to make sure that we're Providing accessible paths at our campuses. Next up was our landscape architects. It's a great team. They were looking at kind of
044all the exterior facilities from their lens. And they're not just looking at plants and irrigation. They're also looking at play yards. So play structures, play equipment, striping, the types of programming that we have on these play yards, athletic fields. Sport courts, outdoor gathering spaces or learning spaces. And then, of course, the landscaping and irrigation systems. And so again, they're doing nice, we've got lots of long reports from them for all of the schools, along with these nice site maps to be able to identify when they've called out, you know, okay. This specific shade structure is providing great shade for this area, but there could be more. They're calling out wear on the site that is so that we'll be able to have that accompany the full master plan. Again, to be able to provide as
045much detail for whoever wants to To go out and seek it. Here's just some photos, you know, typical areas that they're looking at. Across the different sites, gathering spaces, areas where we have ornamental turf lawns, right? Could be replaced with drought tolerant, low maintenance water more resilient native species. So that top center photo is actually just out behind this building where we've got some ornamental turf that We don't really need it. Here especially, there's not too many kids playing out behind Amanda's office. I play in it every day. Oh, yeah. Okay. Okay. So we'll leave that one. So through this process, one thing that we can look at doing as a district, which many districts do, is you can also have a landscape master plan. That really sets, it gives a list of standards of
046types of trees, types of plants, where and when so um the gentleman from Calendar and Associates who worked on this with DTA. I did recently have a meeting with him About what that would look like at our district. And I hope to bring more information to our April meeting. On what a landscape master plan could look like. And yeah, and just to elaborate on that what we're doing for the facilities master plan is a little higher level than identifying like the specific types of plant species that are going to go in at these different sites. And so that's where that difference, that's why they're different plans. Sounds lofty. We're not trying to say that architect… higher level than landscape architects, even though everybody knows they are but No, but the idea is that your landscape
047architect can drill down a little bit more detail like Ted is saying, and start to identify Areas where the maintenance department has difficulty mowing certain areas. We see a lot of schools that have ornamental lawn at the front of the school that's sloped. And so how do you get a lawnmower on there? You don't often. And so that end area ends up becoming clover or dirt or, you know, so how can you replace that with something that is more drought tolerant native species, low maintenance and low water, et cetera. So anyway, so that's also included on a broad brush. And that's what Ted means by higher level on a broad brush level with your master plan. To identify rehabilitating your turf fields, adding more shade canopy, a tree canopy at all of your school sites,
048et cetera. So you're going to see that in the projects. And then they're also looking at synthetic turf fields and running surfaces, running tracks, evaluating the age of those. How are they holding up? When should they probably get replaced? Is that five years? Is that 10 years? Is that next year? Next up, we had our mechanical engineers going through all of the district's facilities. They're looking primarily at our heating, ventilation, and air conditioning systems, the HVAC throughout all the campuses. They're looking at it from every sort of lens that they could. So access compliance, making sure that our thermostats are at a good height that, you know. Someone in a wheelchair, for example, could reach and manipulate. They're looking at fire life safety and making sure that all the ducting has the right and adequate
049smoke detectors and things like that. They're also looking at it from code, health and safety, making sure that CO2 isn't building up in our in our classrooms, making sure that we have high quality air filtration, so MERV 13 filters And if we don't, identifying that so that we know, okay, this is a spot where an improvement could be made. And then definitely asset management from an environmental perspective as well. What is the energy usage of this existing equipment? Making sure that we're identifying where current gas HVAC equipment is and calling for it to be replaced with all electric systems, heat pump systems. One other subtlety there is making sure that identifying where there are classrooms where thermostats have been placed rather than properly or poorly, just because, you know. You don't want thermostat right next
050to the door because then it's measuring the temperature more of the outside or at least where the most energy loss or gain is rather than deeper into the space like it is here. Great. So they're looking at all that. And here, don't worry about looking at this, but they're providing nice tabletized data that they're gathering at all the sites. Including all sorts of things like the manufacturer of each piece of mechanical equipment, the age, all sorts of things like that. And then lastly for our team of consultants, we had our electrical engineers. So they were going through and looking at the existing conditions looking at, I mean, first and foremost, just the electric service capacity You know, do we have enough Current service capacity to adequately serve the school and thinking to the future as
051well with these shifts towards all electric systems. That increases the electric capacity and so what is the future outlook of all of our schools? Do they need to have electric service upgrades? If so, let's get on that quickly. Whatever utility provider we work through, they will take a while. They're also looking at lighting, the switch from fluorescence to LED lights, and also lighting controls. So, you know, occupancy sensors or building time switches so that we're not having lights on we really want it to be gone are the days when you drive past a school at 7 or 8 p.m. And you see all the lights on one of the buildings. I mean, obviously, maybe there's someone from custodial going through and cleaning, but Sometimes they get left on. And so making sure that we have
052energy efficient buildings through the lighting as well. They're looking at the fire alarm systems, making sure that they're up to current standards, or if not, identifying the ways that they need to be improved. Looking at phone and data capacity as well. I mean, that was something that we worked with with Dave and with the innovation and technology department to make sure that we've got the standards for the classrooms. What do we need in terms of data and internet access for our classrooms, not just now, but also Looking 10 to 15 years in the future. And then as well, looking at clock bell speaker systems. How they can be improved. There's a couple aspects there. One is just making sure that they actually work. You'll hear from some teachers and students and the sites that there
053are dead parts of the campus where either the existing clock bell speaker doesn't work or you can't hear it because the speaker is so soft or has become so muffled with age. And then there's also from a security standpoint. You know, making sure that updates that, you know, in the case of an emergency or some other event we want to make sure that all of our campuses can be reached with the important information that they need to hear on a moment-by-moment basis. And so having a good Solid clock bell speaker system is critical for that. And then lastly, they look at as well the security intrusion alarms throughout the campuses, focusing as well, especially on the kind of secondary schools as that's where most of that's focused within PCS. So that's kind of the technical
054side. Now, we also have been meeting with district administration and district staff. We've been meeting with all the principals again. We've been meeting with the sites and having community meetings. So yeah. On top of all of the work and engagement that we did. Last spring, summer, we've kind of gone back out and tried to make sure that we've really turned over every Every leaf, is that the phrase? Making sure that we give everyone the opportunity to contribute and have their input heard. So that included, again, another walkthrough with all the principals We also did specific district administrative staff interviews to get departmental priorities and goals. So a simple one is meeting with folks over at food services. Brian and Johnny and making sure that, okay, with their vision of where food services, where they want
055to take the food services department and taking the provision of breakfast and lunch and all those meals for our students. What does that look like in the next 5, 10, 15 years? And maybe that looks like a central kitchen, right? You know, a new and improved that we're not operating out of um out of the uh out of the out of the kitchen, the existing kitchen at Petaluma Junior High. I'll just leave it at that. I won't describe it too much. And so that's a pretty clear connection. Transportation as well, talking about the EV charging capacity that's needed for not only our buses, but then also just for for the sites in general, for staff. And that was an area where we specifically were looking through the city of Petaluma's blueprint for climate action and
056identifying Key areas where the district's facilities can align um and so providing EV chargers, not just for the buses, but also for staff who might start having or already do have. Electric vehicles at all of the different places. And so that's looking at the district as a workplace, as an employer, how do we make sure that the district is providing for its employees in a way that aligns with the district's Goals. It was also working with Tony over here, talking about ed services and the goals there. What does the classroom look like in the next 10 to 15 years? What are certain programs that we need to make sure that we accommodate? Visual and performing arts, for example, at a lot of sites, it's kind of a ramshackle approach to where they can have those
057classes. One of the projects as you'll see is providing those facilities for all of the elementaries. Just for an example. Meeting with special services. I mean, we've been working um with them at the Petaluma Adult School as well, identifying, I mean, they've got facility they're using the district's facilities throughout the whole district and beyond. But looking at some specific areas um You know, looking both here at the district office key one as well being over at McDowell, you know, looking at those facilities in particular with the adult school. And then also talking to some of the district's other outside consultants, North Bay Security, looking at the approach that and the recommendations that that bill over there had working, you know, chatting with Tara Verde and energy management consultant looking at the existing green energy infrastructure
058that the district already has with the solar structures that were installed. Let's say 2016-ish. Some of those are starting to age and need to be replaced in parts, in some cases upgraded. And also looking at the rollout of the battery microgrid projects that happened at Petaluma Junior High and Casa Grande. What would that look like rolling that out to other schools as well throughout the district? And again, we're identifying all of these goals and desires not because they're all necessarily going to be able to happen right away, but so that we can at least account for what the highest and loftiest goals could be. And then we had more community workshops. So we had one at each site. We were able to have the one at Valley Vista happen as well after the merger had
059been finalized, or at least I believe finalized is the right word. Maybe announced, finalized, whatever insert word there. But so that was really great to be able to hear from some of the community members from Live Oak. About their experience with the Waldorf model, making sure that we got some of those critical input. Incorporated. So I'm going to go through just some of the high level things that we heard. We heard the desire for more additional gender neutral restrooms at the schools. That was kind of across the board, elementaries and secondaries. And that's great to hear. I mean, there's There's code requirements for how many gender neutral restrooms are provided. And there's also what we as a community want to provide. So that was great to hear. We heard about improvements desired for the drop-off
060loops at the elementaries or lack thereof. Yeah, or lack thereof for our earphones. You should… Most of our… Yeah. Yeah. And so that was great to hear. And something that we had heard from our civil engineer and from just our eyes as well walking the sites. But good to hear it from the community as well to make sure that we're not so misaligned in our technical assessment from what the community actually wants. So that was a great one to hear. The desire for wellness centers, really comprehensive wellness centers, especially at Petaluma High and Casa Grande High. You know, that's a great, great, great bit of feedback. And more specific feedback that's maybe not as directly related to a new piece of construction and not a new drop off but knowing that, okay, the lunchtime food
061pickup flow through the MURs Xyz Elementary, you know, it doesn't work very well. I'm thinking specifically of Pengrove. I got some very specific feedback about how it doesn't work well there. That's great to know because if we look at a multi-use room modernization. We'll flag that as an item that should be looked at and designed. We're not necessarily designing it right now, but we want to make sure that whoever comes in to design it knows that that's an important item that they should address. You know, the desire for rubberized tracks at all the elementaries, you know, making sure that our students can be running and and you know running and you know good, healthy environments that only wear out the soles of their shoes a little bit. You know, more shade at the elementary blacktops,
062whether that's with shade structures or more shade trees or maybe a combination of both. That's a great one to kind of, again, a reaffirming thing that we were hearing. So those all were fairly straightforward and great. Some of them are a little more complicated. Just by the nature of getting feedback from a wide group of people. Some of them are going to be more complicated in how to address and incorporate. One was for bigger multi-use rooms at all the elementaries to be able to fit the entire school all at once. Our multi-use rooms were built at a time, designed at a time when the schools were smaller. The schools have grown in capacity. The multi-use rooms haven't. There's not necessarily room to build bigger multi-use rooms. And so that's a tough one. And the schools
063have started to adopt kind of split models where you might not have a full school assembly. All at once, maybe have a split assembly. To accommodate that. But it's a tricky one. And it's definitely not large enough for the whole school to be able to eat lunch indoors in the multi on a rainy day. To be able to do that, it might be doubling or more the size of the multi-use room, which becomes a little unfeasible so it's That's a tricky one to navigate. The desire for a performing arts center. It'd be really great. It's a big budget item. And once we work up those budgets, I mean, you already saw a preview from the pre-bond plan. But that's a big portion of a bond program. You know, second gyms at the high schools as
064well. Again, a great to have and could definitely alleviate some stress, a big a big budget item, but definitely worth considering. Another one we heard was building gyms for all of the TK through eights. So think, you know, excuse me, McKinley, McDowell, Cherry Valley. I guess Valley Vista going forward, the Waldorf That one's a tricky one as well, just with the size constraints at some of those campuses and as well thinking about what What we as a community want those those TK8s to be, do we want them to be the same as a comprehensive junior high? What would the difference in provisions be? We heard desire for more synthetic turf fields, making sure that these fields are all weather, usable throughout the winter, not putting up sandwich boards. Saying the fields are closed. We also
065heard the desire for more natural turf fields. So that's again one where Where do you balance that? How do you balance that? And we'll talk a bit more about that later. We think that there's a graceful way to be able to do both, acknowledging the strengths of synthetic turf and also the weaknesses and the strengths of natural turf and also its weaknesses. So specific use cases for both and trying to listen to everyone's input. We also did, again, like I mentioned, another digital survey. So this time around, we had 263 respondents. This is a pie chart showing the range of all the different schools or sites that people were responding from, the majority being from Petaluma High and Casa Grande. Casa Grande High, which is to be expected. That's not surprising for us. We also,
066you know. Had the survey that went out last spring. So across the two surveys, we had 534 respondents. Again, a similar breakdown. Last spring, we had a lot of respondents from CASA. And so that's where you can see that change in the percentage breakdown. You know, we heard from these folks had a wide range of roles. A lot were parents and guardians. A good number were also PCS staff, which is great to hear from. A lot of people had multiple roles. Most common was either a parent and Guardian and also a PCS staff member, or we also had a category for like neighbor or community member. What we ended up finding is that we didn't end up having anyone responding just as a neighbor or community member. They were usually responding as a neighbor and
067community member, as well as either a parent. Guardian or PCS staff. And then we also had some students responding as well. Almost 10% of the respondents were students. Just, you know, some high level takeaways. One of the questions that we ask for each of the specific school sites is, do you believe that your facilities, the school facilities at your site are supporting. In providing quality education that's aligned with PCS's educational mission. A good portion were saying yes. I'd say a minority were saying no. And another good portion we're seeing somewhat. Typically, those people also had a lot of great ideas of how it could be doing better in supporting that educational mission. So I would view this as a fairly Positive outlook on positive outlook on on the district's facilities in alignment with the educational
068mission and goal of the district, but also some great input and feedback and ideas that people had. So, um. Zooming out, we've gone through a lot of detail in the last 30 minutes. Or more. But we wanted to kind of give some high level takeaways. And this is something that we had actually reviewed with Matthew and Amanda. Couple weeks ago now to bring Matthew into the loop as he's been away. And he's kept a close touch with Amanda throughout the whole process. And this is just kind of our summary of what we've been up to. You know, when we're looking the indoor facilities, our typical classrooms, staff workspaces, restrooms, things like that. The classrooms are in fair, maybe some to good condition, but every school is starting to show its age. The last modernizations, like
069I said, were mostly 20 years ago. And so for a lot of the classrooms, they're due for another modernization. Specifically, there's some aging carpeting and flooring. In some cases, the lighting is fluorescence still. You know, there's some original cabinetry to when the schools were built in the 50s, 60s, 70s. And in some cases, there's still some out-of-date furniture that's not totally aligned with some of the more flexible furniture that we're seeing at some of the other schools or some of the other classrooms. There's also a lot of schools that still have portable classrooms. That's something that we've been working with Amanda and Lisa Davis on. Identifying not only just portable classrooms that are being leased. Which we know is a big money sink for the district. But also, where are portable classrooms that are really
070aging and ought to be replaced? Portable classrooms have a life expectancy. And it's probably somewhere around 30 years. You can make them last longer by modernizing a portable. But at that point, you're modernizing a portable, not a permanent school building. And at that point, we really want to be replacing them with permanent school buildings. There's a few that are in new and good condition just because, you know, due to whatever reason we needed to bring on a portable at XYZ site. But looking long term, we want to be replacing those. Outdoor facilities, there's mixed provisions across the schools. I know we all know that there's some differences between what's provided at Petaluma High versus CASA, you know, thinking about a pool, for example. Some of those are being addressed and remedied with the bleacher project
071that's going on at CASA right now to help bring that field up to kind of the same level that is over at Petaluma High. But some of that still needs to be addressed. The elementaries have, again, mixed conditions of fields and black pops. Some of them have been refreshed more recently than others And in general, there's just room for improvement. One thing that we definitely noted was areas where additional shade could be brought in, both with trees or with shade structures. And there's definitely room for improvement as well with the landscaping and irrigation. That's often the last item in a building program that gets addressed. But as we heard from some folks earlier tonight, unless you have the irrigation, those trees won't make it. I think that's happened at some of the schools where trees
072have been planted. And unfortunately, the irrigation wasn't there and the trees didn't survive or they're not doing well right now. So that's a key area for improvement. Specialty facilities, we're talking about multi-use rooms, libraries, gyms. You know. Spaces like that, not typical classrooms. Again, mixed conditions. Some of the multis have had some finishes replaced, especially at the elementaries, but in other aspects of their facilities, it's aging, it's tired. There's not exactly, there's not a parity across the schools as to what those multi-use rooms provide. Some of them have basketball, some of them don't. So thinking about what do we want those multi-use rooms to be able to do. The gyms are in fair condition, especially looking at the secondaries, but there's just a desire for more gym space. So looking at how do we provide
073that? How do we think about what what number of gyms do we want to have at these schools? And also thinking about how gyms and multi-use rooms at the secondaries in particular start to blend together. I know, especially over at CASA, the multi-use rooms that OMU and NMU, they're heavily used by athletics To the point that people don't really want to eat lunch in them. People don't really want to have a performance in them because it smells like sweaty wrestlers. Did I say that? Sorry. No, but it's. Yeah, it's right there. Yeah. And so thinking, how do we better plan for all the different needs and all the different activities that happen at our schools. Libraries are in similar shape to the classrooms at most of the sites, and that makes sense. A lot of
074times they're modernized or built at the same time as classrooms. And so that's pretty typical that they'll probably be on a similar modernization time scale as a classroom. And then there's also, like we mentioned earlier, the desire for more VAPA classrooms at the elementaries. To be able to provide rooms that have adequate storage space for the instruments and art supplies that happen in those visual and performing arts. Classes, as well as maybe thinking about how they could be acoustically separated from other classrooms so that we don't run into a VAPA class becoming a real problem at a school campus or continuing to be if it already is. And then in terms of access and approach, that's looking at parking lots, drop-offs, pedestrian and bicycle access. Things like that. Again, there's areas for parity across the
075campuses. Especially for drop off and pickup. Some of it comes to constraints of the site. A school like McKinley can't have the same drop-off loop that a school Pengrove can have, right? Pengrove, you're driving fully onto the campus. There's a nice long loop. At McKinley there's just not space for it on the frontage. But they do have a little drop off loop and some of the other sites don't have any. And so looking for ways that we can get the get at least something close to parity across the campuses is something that we were looking at. And then as well, just some basic security improvements. How do we help funnel people towards that single point of entry? Looking at other recommendations from the security consultant, for example, like window film. Making the visual transparency of
076our windows a little bit less to just help keep people from people getting ideas that they shouldn't have, right? Things like that. So that's kind of the high level. So what does that all lead to? This is where we start to synthesize everything together. Into a series of projects. And we're not even fully at the series of projects yet. We're still just grouping scope items together. We're hearing This carpet is old. This projector is aging, or we don't need this projector. We need a TV instead. You know, there's a leak at this corner of this classroom. We're hearing all these disparate items and now we're starting to group it together into a series of projects. So what does a classroom modernization look like? A standard classroom modernization? Across the schools. And as you'll see, we'll
077start to look at some site maps and this Do you think now is the time to power through and go through these sites? Let's take a break. All right. Let's take a little break and then we'll come back and look at the schools themselves. Thank you for taking a… Five, five minute break. Thank you very much. This meeting at 6.56 p.m. Okay, Ken win. Okay, great. So where does that lead us? And just to say, we're going to pick up the pace a little bit. I know that was a lot of detailed information. We've only got 300 more slides. So where does that lead to? That leads to putting together all of these disparate scope items into a set of projects. And so what we've done is looked at all of the schools and start
078to identify what some of those kind of standard projects are across the schools. Based on some of what I'm hearing in the room, I think we'll hit on maybe one of the elementaries just as one example. And then one of the secondaries, CASA as an example. Of course, you'll be able to go through at each of the schools and look at this list of projects. But we just, for the sake of time, want to focus on just a couple. Let me preface this too before Ted goes to the graphics. What you're seeing is going to look like chicken scratch. Which is okay. We're kind of giving you guys this a picture sort of behind the scenes of the sausage making that we're doing for you. So these aren't the clean polished maps that you're going
079to see in the final report. This is us deciphering and synthesizing the information that we've received so far into the types of projects that might occur at the school sites. Okay. So let's dive in. We're going to go to McNair just to look at one example school, I'm skipping past a couple but okay. Here we are at McNair. And I know this is a little, you know. Zoomed out. We can zoom in a little bit if that's possible, Dave. The key thing here, if you can see, you know, there's Sunny Slope ave um we've got kind of a color coding on the right hand side of the screen here. This is identifying the different types of facilities. So like a classroom, a classroom modernization that's that blue um Wash that's over some of our buildings
080here, building C, building E, Building D, et cetera. What's up? Is it your hand doing that or is that Dave? That's me. I'm trying to move the screen a little bit to show the right for you. Yeah, if you could pull over to the legend. It's not responding. Sorry. That's okay. We can stay. So zoomed out. Okay. Okay, that's great. Then we can stay zoomed out there, Dave. Stay like that. Yeah, thank you The key here. The sitemap is a reference point, but the projects here, you know, like a classroom modernization, it's going to have all sorts of things. It's going to capture a lot of those disparate scope items like window replacement or adding window films. You know, looking at interior finishes, looking at lighting and cabinets, looking at New clock val pa systems
081it's it's looking at modernizing the toilet rooms. That gets lumped into a classroom modernization project because the toilets are in the same building as the classrooms, right? Or sometimes they're within the classroom for TK or K. And so it's replacing all of those aging finishes that are in the toilet room, some of which are original finishes. And he skipped over it, but it also includes new HVAC equipment. Wherever you have, wherever you have equipment that is going to age out within a 10 to 15 year life cycle right because that's our that's sort of the view that we're taking with your master plan. So if you have equipment that's Existing gas-fired unit that within the next 10 to 15 years needs to be replaced, it'll be new all electric. Yeah, exactly. That's a great one
082to know. I have a question. I can't really tell. So what about, we heard from McNair families and I've heard from other ones about the safety issue and and is that on here i can't It would be part of a project. And that's where sometimes a specific item like that gets looped into other projects on this list. But like a fencing and gate project would be part of either a, you know, a, I'll call it a landscaping and grounds project. There would be fencing included in that Or as we're showing here, some possible options for how to get a better drop-off flow on the campus, whether it's a drop-off loop If you can see that on sunny slope, you know, that runs across the whole front of the of the campus there or whether it's
083some kind of parking lot because there's some really nice mature trees on the right hand side of the campus there. Maybe we look at instead of a long drop-off loop. We look at instead kind of a deep drop off. So that's that alternate parking that goes almost all the way up to building C there. So as part of that drop-off project. It might include the details for a new single point of entry that's part of that drop off. Yeah. So what this isn't getting into yet is the exact details of each one of these projects. So what we're capturing in your master plan is a broad brush of the types of improvements that would occur as part of The classroom modernizations, the admin alterations, the mu modernization, the drop off in safety and paving projects
084etc And then when the architects and engineers are hired specifically for the project. They would work through in detail, okay, here's where we're going to have new fencing, new gate, et cetera. Now, one of the things that we're going to need to work through with Amanda and bring to you is what is the district standard For fencing and gates that's going to be deployed at all of your sites. Yep, I was just going to add like that's part of this meeting tonight is for us to get a better idea of what these district standards are. Do we want the single point entry in our schools as it's developed through the facilities master plan, then what we're if That's what the board wants. Where does that lie on the list of priorities as we move into
085the implementation? And one other thing we should note as we're identifying these kind of broader projects that will have many scope items listed underneath. And those scope items will cover an item like improved fencing and gates to create a single point of entry if that is a direction that we want to go, right? But it won't design where that single point of entry is. We probably have an idea of where that is, especially as we're thinking about, okay, where's the admin? That's probably where it's going to go. But we're not Yeah, we're not designing the specifics of that. Because a specific project that looks at Something like that would also have even more engagement with the site. What we've engaged with the sites and the community on is that broad brush across all of the
086facilities what are the needs and wants and desires? When each project, when you ultimately decide to implement a project. And I'll give a for instance or a for example. At Cherry Valley, at Mary Collins Cherry Valley, funded from previous bond measures. The district has decided to move ahead with a new classroom building. We happen to be your architects for that project. And so what we're doing is engaging with the site community. Working, you know, we've got a site design committee, which includes principal, teachers, parents, neighbors working through the design for that specific project. The design had a very conceptual level had been, like I said, conceptualized prior to that. But the details of the project. Where is the gate that enters into that new kind of classroom area, where is that going to be located?
087That's stuff that we're working through, of course, with Amanda, but also then with that site design committee. Okay, so finishing off the roster of projects, we have the new drop-off area that we're showing in front. We have the rear parking lot improvements. And playground paving. And that's where our civil consultant identified this paving needs to be replaced. This paving just needs a slurry seal and restriping, etc. Then we have the place structure and play field improvements. That's the single green diagonal hatch. Where you can see replacing existing play structures, rehabilitating the turf. Field and irrigation, new rubberized track, new shade structure adjacent to the hard courts. Then we have roofing scope that was identified with a roofing consultant. We have solar improvements that we talked about previously. And a new VAPA classroom somewhere. And then
088landscaping and grounds, which is the double the diagonal green crosshatch where you can see we're calling for the landscaping and irrigation improvements which would include native drought tolerant and low maintenance, low water use, landscaping improvements, and new shade trees. Throughout the campus. So that's the type of projects that we're starting to identify at all of the elementary schools. And it's similar across the board in all of the schools. And when you look at the map for each one. Slight details vary. Some schools, for example, have some leased portables where we're saying return to sender, right? That kind of thing. Or aging portables that the district owns that should be replaced. Okay, so then maybe go to a secondary. Yeah. Let's go to Costa. This one's even further. Zoomed out even smaller scale but um Some
089keys here. There's typical classroom modernizations like we were talking about at the elementaries that cover a lot of the same scope, but we've also got lab classroom modernizations and the way that we kind of think about lab classrooms That's anything from literally a science lab, but also including culinary classrooms or other CTE Spaces that have kind of specialized needs, you know, art studios. Auto shops, things like that. So lab classrooms looking at Just different types of improvements that would be there versus a typical classroom. And it's so that we can specifically identify some specialty utilities or specialty finishes that are associated with those because we know that those kinds of things are going to move the needle slightly when we start doing the cost estimates For the budgeting for your master plan. Yeah. We're also
090looking at a new athletic pool at CASA, right? Out there towards the kind of athletic wing of the campus or the athletic half of the campus, I'll call it. Showing a new secondary gym that can relieve some pressure from the OMU and NMU. One other thing that we're showing at the secondary, specifically at the high schools, Petaluma High and Casa Grande High. Is looking at how we can create a bit more of a kind of a student part of campus. Student union. And so specifically a student union um So in this case, and Dave. If you could zoom in towards the Casa Grande Road label Yeah, right in there. Yeah, even if one more is possible, that would be super. That's great. So if you can see down at the bottom of this screen, we've
091got our drop off loop, we've got our front parking lot out there. And then in this kind of area, and Richard's going to go up and I'm going to do a little pointing. Yes, Savannah, thank you. We think that there's a real room for improvement to create a front of campus for CASA. And that probably looks like getting rid of the OMU and building a whole new kind of student union area That's looking at making a real gathering space for students that serves as cafeteria. So there's, you know, a new kitchen would be built adjacent to that and kind of part of that building. It'd be rebuilding the admin so that there is an admin space that is large enough to accommodate all of the administrative staff at CASA. But then also create that wellness
092center. That should be a real hub of the campus. And it could have connections out to the quads that stretch out behind, but it kind of accomplishes a couple key things, which is Creating a space that the students can feel That is their own proud of and also create a real center and face of the campus so that it's not someone wanders onto the high school and thinks, where am I going? The idea being that if we're building a new secondary gym. Then ideally that's where wrestling and cheerleading might go. So then now your student union really can become a gathering place, place where kids want to go eat, where the mats aren't literally hanging along the side of the room. So it's sort of creating that new heart of a campus, new wellness center,
093et cetera. And then we would also look at modernizing the NMU, which I guess would be the OMU after this, but who knows? But, you know, making that space function a bit better as a both as a multi-use room, but also specifically as a small performing space, which is how it's kind of being used now, but maybe not to the best effect. Part of why we can do that and not explore a larger performing arts facility at CASA's because one of the projects that you can see here off to the left in that Crenella open space. One of the projects that we're contemplating is a new performing arts center. That would be a district-wide facility It's not specifically for one school site. And this is the area of the district that we have the land
094to be able to build the facility of that size. And we're not saying that the new performing arts center would be a rectangle with curved edges like that. Yeah. Somebody would be more creative than that. I do have a question about the Performing Arts Center. Yeah. So I think about like Roaner Park and how their performing arts center is like where they're um community center is and City Hall and all that. So have you had any experience working with districts where they partner like with the city to share costs or share? Because if it really is not just district wide, but city wide. Have you had experience like leveraging resources and things like that? We've had varying degrees of of conversation and participation. One of the difficulties that you get into with when you have
095a performing arts facility like this. Is that if it's a district center and if you're then partnering with the broader city. Then there's the issue of who has sort of first rights of use and that license. And what we've generally seen is when you have a district performing arts facility like this it's pretty much used most of the time, if not all of the time, for Programming district programs that want to use it, whether it's actual programs that are occurring at seasonal programs or rehearsals that are occurring, it then becomes difficult if let's say a city has partnered and they want to use the facility You get into real some real conflicts where we've seen it. There's been some success. For example, Gunn High School down in Palo Alto. There they have a, it's a
096large theater, but they have a full-time theater manager that's not only managing the facility itself from a technical standpoint, but is also then coordinating for when anybody wants to use it. It becomes pretty intensive in terms of the management. That's the one thing I would say. Continuing on with the roster of projects then, what you see there over on the right hand side is it's very similar to the elementary schools. The paving improvements, the landscaping improvements, the solar renovation. Now here, obviously, you have the specialty cases of the gym and locker rooms, but it's also similar types of improvements, new finishes, new lighting, HVAC replacement. Clock bell speakers, AV upgrades, et cetera. The rest of the projects, you know, the parking area improvements, the athletic fields, et cetera. They're very similar to the elementary school.
097It's just a larger scale. Right. I think the only other thing to note as well, we're showing you CASA at Petaluma High. We also are contemplating a new student union because at Petaluma High, there's also not really a space for that. And so again, what we're looking at we're looking at the individual schools, but also looking across schools for how do we achieve parity And make sure that we either address current inequities or make sure that we don't create new inequities. We're just planning ultimately the implementation will come down to your program manager and you in the future and and so keeping that in mind is something that we'll just have to, it'll be a continual conversation. But we wanted to make sure that from a planning standpoint, we don't create glaring gaps in between
098the schools. So then finishing out what we're showing in the Crenella open space, some of which you're already aware of or know about. Is the new adult transition program that's down there at the lower center, which are the new classrooms where the program would come in that were it's going to be going in this summer. Then we're showing the new Performing Arts Center. We're showing a new school facility off to the side there that maybe has You can see on the left-hand side of that, that dashed arrow that travels through. We're suggesting that maybe when this gets planned, there's an access road there. It might not be there. It might be somewhere through this area, but it raises the question. If we're going to do new workforce housing, how do you get there, right? So
099there might be a new internal street, right? So we're creating a new little neighborhood over there with these uses. And so it has to be thought of as its own sort of little community of spaces in terms of how they operate. So if there is a new school facility that's over in that area in that neighborhood. It could include a new parking and drop-off area, a new playground and play fields behind it. I'm happy to. Yes. I was like, Richard, look at me. They don't know about that. Okay. So first, I'd like to clarify that the transition program is not what you guys would consider part of the open space because there had been previous buildings on there. And then throughout conversations with Matthew I spoke with him earlier today about this and he wanted
100to let everybody know when we talked about this is. The potential, a couple potentials of maybe in the future, a K a charter school because we don't have schools on that side of town or a small… small necessary It's not a small necessary high school anymore, but that thing, 100 students with a specialty. That is when you see a new facility school facility, those are kind of big picture at it now you only get to build on this space one time. Yeah, so like we said, you'll be able to see this across all the different schools and all the different sites. But that leads to the question. There's a large roster of possible projects, right? I have to imagine you're thinking, what are the costs, right? And how do we even start to begin to
101thinking about which ones we implement and which ones we don't? Oh, sorry, Dave. Thank you. Well, as Ted's navigating, the simple answer is, as we keep mentioning the costs are going to be beyond what your current bond program is going to be. We all know that. So then what happens as a board you're likely going to be saying, okay, guys, these are wonderful rosters of projects. All of these things should and ought to happen over time. How do we decide how do we decide to prioritize on behalf of the community to say which projects should happen as part of your forthcoming bond program. So we wanted to offer a framework for how you could then synthesize this information and began to prioritize projects when the time comes. And this is that framework is something that
102we've been workshopping with Matthew and Amanda. To help. Just so you know, we're thinking about a lot of things when we're thinking about what these projects could and should be from a construction standpoint, from a planning standpoint, you know, how do we what projects need community engagement versus which ones can just go ahead and get built you know a roofing Replacement project doesn't need community engagement. We just need to replace the leaky roof. So thinking about the ordering of projects from that perspective, the funding, is it just project? Are there state grants available? So there's lots of other aspects that go into how we're making these maps but And then eventually we'll be giving you budgets as well. But that brings us kind of to that evaluatory framework that you'll be working on during the
103implementation plan. At the outset of your bond program, your bond program manager so With Matthew and Amanda, we came up with, we developed a framework that we want to kind of share with you tonight and see if it makes sense to you. And if you have questions, we'd love to hear them. But one thing is thinking about, okay, how do we come up with assigning levels to projects? One model that we came up with was a level one, two, and three. Level one being a project that preserves existing facilities you know that could look like answering the question of what needs to be done to keep our facilities operational for the next decade. Another way to think about that is warm, safe, dry. How do we keep our schools warm, safe, and dry? So that
104could be maintenance and repair of existing buildings and infrastructure. Paving replacement for trip fall hazards, lifecycle critical needs. So replacing aging HVAC, So on some days it might be cool, safe and dry Cool saving. Yeah, there you go. There you go. That might be what we start calling it. Environmentally friendly. Safe and dry. Yeah. A level two could be improved. What can be done to improve our current facilities as they currently stand? What can we do to increase their functionality and improve their program that they're accomplishing? So replacing communications and PA systems. They're currently functioning, and if they fail, they won't stop the building from being weathertight, but they really could be improved. Modernizing the NURs. Again, something like that. There's really areas for improvement. There. Getting new pickup and drop-offs. It's a new facility,
105or a new aspect of the facility, but it's a real improvement to how pickup and drop off happens currently. Vapa Classrooms is another example. Even if that's a new classroom, it would be an improvement to how it's currently being taught, especially at some of the sites. And then a third level could be create. What can be done to create new opportunities throughout the district to enhance the educational mission? So thinking about a new performing arts center, that would be an enhancement and a new facility that doesn't currently exist. A new centralized kitchen and food service facility. That's another example of creating something new that And maybe that one's a little bit of an improve because there's technically a current central kitchen, but there's some flexibility between these. But modernizing to create Additional multi-use and breakout
106spaces at elementaries. That's a creating a new type of space that a lot of the schools don't have. Student unions at the high school is another example of creating something new that's that's currently not there. Now, when we think about levels like this, it's not as straightforward as, okay, level one is That's the top priority. We do all level one, then we do as much of level two as we can. And then whatever's left over, we do level three. You might think. I was just going to jump in. Let me give you an example of then, okay, guys, what do we do with this information? You might ask. So somebody asked that. Guys, what are you doing? Okay, so I'll tell you. Thank you. Okay, let me give you an example to cut to the
107chase. So you have these levels one, two, and three. Let's take a generic district, district ABC, that has a $100 million bond program. But they have a master plan that's sitting in front of them that identified $300 to $400 million worth of need and want, right? So they can't achieve all of that. So with their $100 million bond program that they're going to implement. They might end up then prioritizing projects in such a way that they're going to achieve Most, if not all, of their level one projects because we have to preserve what we have. We have to keep the buildings up and running. They're going to achieve some of their level two projects because they they want to achieve those improvements in their facilities and these are the ones that we as a board
108have decided to prioritize with our program. And then there might be some level three projects that they're going to say this is a priority for for a reason because it's going to have an impact on our community that makes it even better, not better that makes it a priority Over some other level two projects, let's say. Because somebody might come along and say, well, you did this level three project, but you still had some twos that you didn't achieve yet. Why is that? Well, you as a board can say because that project was going to have a substantial impact on our community in terms of the greater benefit, et cetera. So you're going to look at project levels that you might achieve. And then you're also going to look at impacts. Which we want to
109show you in a second. Yeah. Yeah. And those impacts are a little more I guess they're a little more abstract. It's hard to come up with a grading rubric for the impact a project has. And so that might not necessarily show up as a quantified number. And it's something that we can include to try to to capture some of that question of, yeah, what is the impact of a project? But the primary thing that you want to be able to consider are those levels and then also just thinking about the project types. Simply because there's certain funding and grants available. And that's something that will be helping identify along with Amanda as your bond program goes forward you know what what kind of funding is available for these projects? Certain times there's specific grants available
110for a modernization project. Or new construction. There's different grants available. So each project would be categorized as well into an infrastructure project, a modernization project, or a new construction project. And so when you look at funding possibilities, that's going to be another important framework of how you decide which projects to implement. If you can implement a project that gets matching grants from the state, that's a great way to leverage bond dollars. Even if that project is in maybe other ways a low priority level two or a low priority level three. If you can get matching funds, that's going to have to play into how you decide And so something that we'll be looking at next to each of these projects on the ultimate master plan will be identifying what we Currently know might be possible
111funding options. That's a flexible thing that will change over time. As the state facilities program starts giving out grants as whatever comes next in 10 years. Those things will change, but we'll take a first pass at identifying those for you so that you can see Okay, this might be a higher priority project simply because we can leverage those funds. Because the other funds are going to be from within the district, whether it's bond, whether it's other district resources like deferred maintenance. Developer fees, kitchen funds or technology funds that come available. And so. Once we finalize this master plan, what you'll have are these site maps. Cleaner than what you saw tonight. And a list of projects with budgets assigned with the levels assigned with funding possibilities And with those categorizations of the type of project
112as well. And what we want to ask you is, does that feel adequate? Are there questions that you have about that evaluatory framework as it stands right now. And do you have just questions, I guess, about evaluating and prioritizing? I know a big question. Sorry. I mean, yeah, on face value that framework makes a lot of sense. To my brain and… Definitely will be easier to take into account when we know how much they'll cost and obviously knowing what matching funds might be available or not available or what other you know if deferred maintenance fund can pay for it or if Whatever cafeteria money So I'm… inclined to be on board with this direction. I don't know if either of you have And that is the essence of what we're asking is this framework of
113project levels of preserve, improve, and create. If you saw a roster of projects That he had either one, two, or a three next to it. And you could see that it was going to impact your infrastructure you know you're you're modernize your spaces or create new construction You'll see what type of project it is. And what level it is, is that the kind of thing that you would want to look to to evaluate projects when the time comes? Okay, great. Yeah, whole numbers, none of this like 1.3, 1.7, like one two or three. Right. Understood. Yeah. Yeah, it kind of just, yeah, I mean, just, it kind of jumped off the page when we were talking to Amanda and Matthew and there's different, I'll give you examples. There are some districts that are in a
114different state. In terms of the condition of their facilities. There are some districts that have a $25 million bond program And what they desperately need to achieve 21st century technology for all of their facilities. And so that becomes the level that they're trying to achieve, right? So this seemed to be an appropriate framework for the facilities that You guys are looking at, and it's relatively straightforward. Okay. So that brings us to the end of our presentation. That's what we had. Just under the wire. I know this is a lot of information, so thank you for sticking with us. We could geek out for another couple hours. So let us know if you want that. We'll keep talking until you guys get up. No, and ultimately what you'll get similar to the pre-bond plan is a
115a thicker volume of all this information in as much detail as you want. There will be that executive summary that you'll be able to go through and identify What are the high level takeaways? There will be some more critical pages of the master plan for you to look at where it does have those project levels, where it does have those budgets So that you can really, you know. Sticky note those pages so you can flip back to them. But it will also have all of this other information, again, for the various types of users that the master plan will have over the next 10 to 15 years. And then, as I told Trustee Cloud before she had to step out. You know, this is an update for you to show you where to tell you
116guys where we're at. We highly expect, if not anticipate, that you guys may have your own notes. That you can definitely pass to Amanda and that will get to us to say, hey, have you guys thought about X, Y, or Z improvement And then we, you know, obviously there's some things that, you know, some of the things that we've heard from the community this evening, we can begin to incorporate and synthesize further. And maybe I should just add, we have read through the blueprint for climate action and identified all of the areas where the district is either in collaboration or kind of directly mentioned in that plan as having an item that could be addressed. A facility improvement that could address the The climate plan that the city has. So we've been able to go
117through that with a nice fine tooth comb some of it is pedagogical. The facilities can only support the pedagogy so much. Some of that will have to come from other departments. But that's something that we've been, it was an enjoyable read. I just wanted to add, I wish that Deb was still here. I've had recently a couple meetings with her where she's introduced myself and Lisa to the county there's a few grants that are coming out that in previous years were not for school districts, but there's funding less So we're looking at like electric water heater replacements at no cost to us. So we're definitely using all of the information we've been receiving through the facilities master plan planning. The blueprint to move forward with matching funds in any way that we can give them.
118And just a quick update on Proposition 2. I will be attending a meeting on propitis. Proposition two that the state school facility TEAS meeting. I cannot talk. The allocation board meeting on Wednesday where we're expecting to get additional information on the implementation. Oh my goodness. So you don't feel bad. Like I do this all the time and I can never talk. Yes. But one of the components that we now know is we know you need a facilities master plan within five years, we know that you need a community workforce agreement, which we have. Yes. And the other thing, which is really going to align well with the work that Richard and Ted have been doing is that you also have to have a deferred maintenance plan Which is either part of your facility's master plan
119or a separate plan. So we will also use this information to that, but that's going to Once we have the facility master plan in place with kind of an implementation guide that will really work to help guide all of the decisions we make as funds become available. Great. Well, thank you all for being there. I think Amanda closed us out nicely. So with that, I'll adjourn this meeting at 7.31 p.m.