001[Music] Oh, [Music] hey. [Music] Heat. Heat. [Applause] [Music] Heat. Heat. [Music] [Applause] Heat. Heat. [Music] Heat. Heat. Heat. [Music] Heat. Heat. N. [Music] [Applause] [Music] Heat. Heat. [Music] Heat. [Applause] Heat. Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] Well, good to have everyone here on this very wet day. um maybe make some modifications um in what we do today, but we do need to have a motion to approve the agenda. >> So move. All in favor say yes. >> Yeah. >> Any opposed? Same sign or say no. And we're missing um Jeff and Rebecca 5. We appreciate that. We're going to get right into our board work session. >> Yeah. Who who we going to bring? >> We'd like to Dwayne like to invite Dwayne and
002Ashley and Aaron to come up and I'm going to presentation here while you're doing >> here. Reinforcements. That's good. for you. [Music] Awesome. >> Did you send that to me? >> Yeah, it should be in your email came from Google. We don't need any. [Music] Uh, anybody that can not be able to hear just fine be fine. You're welcome to eat. I'll see if we need if we need a little and I have never been accused of being quiet. >> You can adjust your teeth on the thigh. Oh my >> object. This will just ensure everyone behind you can hear you just as loud. >> All right. Um, thank you for having us. I know we got some other topics to get to tonight. A little bit more pressing today. So, we'll get to those.
003Um, were you going to be able to bring up or did you get the link? I guess presentation. All right. >> All right. So, we have uh been doing some work. I guess we'll introduce ourselves for those. I'm Aaron Harding, principal of Insight Design Studio. >> Dwayne Cash, studio leader. >> Ashley Markley, project manager. And um all of us have had some level of involvement in the process so far. Um I'm more of the data person. I like to just put data together and see what it's saying and and where we need to be going. So we'll be sharing some of that tonight. Uh Dwayne has walked all the buildings with administrators multiple times looking at the adequacy of spaces and evaluating it more of that aspect. And Ashley's walked most of the buildings and
004if not her we had another architect walk them all. And that was from the perspective of working with the engineers and architects and analyzing buildings from the perspective of how do the buildings work as a building. He's looking at things. How does this building work for education? And you'll see how all that folds together as we go through this presentation. Um there we go. All right. So we always show this slide at the beginning. Uh we are early in the process. We're not here to say that we have solved all the problems. We probably don't even know all the problems yet. We're still in that uncovering phase. We're just at the point now where we want to start to give some context to everything that we found so we can start to understand this. I
005think of it as like writing a book. We just have the data and the research done now and now we kind of have to figure out what that story is going to tell us and where it's going to go. So, uh, this is the first step in that process and tonight it's about conversation. We're going to download you on some of the information we found. we can see uh from what you think aligns with what you know, if there's any surprises, if there's anything that doesn't align, we'd love to hear that so we can calibrate things and better understand the feedback. But we're at the very top line of this process. And you can see there's a mixture of board engagement throughout the process, staff engagement, community engagement, and we'll start to walk ourselves through
006a process where, you know, tonight you'll see this is a very aspirational piece. You know, what are the hopes and dreams? And we'll start there with the other groups as well. And then we'll start to kind of fine-tune things. At some point, we'll burst everybody's bubble. We'll talk about financing and money. And then we'll have to really have some hard conversations cuz but we want to be aspirational first. We want to understand what are all the hopes and dreams cuz we want to know where we might have to get in the long-term future, not just the first step. So if we know where we're going to go in the end, we know how to make that first step and not get in our way in the first step to stop us from doing something in
007the future. So we walk our way through that process. Um, I like to say it's going to be a nice long process. It's going to feel like it's going really fast and you know cuz we need to be ready to if we want to make action for next spring uh by December. So that's the that's the schedule we're on. Um we may add meetings to this if we feel like we're not getting to a point of consensus, we can add things in. It is completely pliable. Uh but this was the first wave that we wanted to put out and get set in stone. Uh so running through a summary level there was a I think we shared this on Friday and it was all mixed together. We we've broken this up so it's more of
008a summary view as a presentation then we have a lot of the detail in the background. So if we want to go to specific buildings or talk about specific things we can. So we'll keep this a little bit more top level. So we mentioned the facility assessment. So we'll all those teams came through u and they all share one one grade card. It's about 150 line items. It goes from, you know, do I have enough parking lot lights up to can I troll the control the thermostat in my classroom? You know, is my furniture flexible up to what's the life expectancy of the HVAC units? Um, not to be too soon on this, but does the site control drainage and push it away from buildings? There's those aspects that all fold into it. You know,
009parking safety. And then we take those and we break them into three different categories. So, we're looking at the facility, we're looking at adequacy, and then there's a section for um safety and security. and all those work together as a total core, but then we also keep them broken up so we can deep dive things if there's a specific area of concern in a specific building. We can address that. We do have a grading scale. All of our stuff's done numerically. Um, but I grade on like awesome curve if you're a student, right? Like you can get a 50 and be a C student in my book. Um, it's built around my educational background, so I wanted to be as flexible as possible. But in reality, um, we used to show like this is a
01068% and people like that's a terrible grade. I'm like, it's actually not that bad. It's it's so we took the that out of it and now it's just A, B, C, D. So it's much more digestible. I like to think of it as if I'm looking at my students grade card, would I be satisfied with that and what would I do with it? And that's kind of my perspective. We also take it and convert it into a way to estimate what the deferred maintenance would be on that building. It's a highle estimate and what that means is what would it cost to just put back what's there now bring it back to new like if you took a rooftop off put a new one on what's that cost doesn't factor in making anything better per
011se like changing it the HVAC system but we can compare that to the cost of replacement and an FCI score is like a golf score so the lower is the better cuz it means if it's 1% it's only the deferred maintenance is only 1% of replacement cost which would be an excellent score when we get into the 30%s and the 40 and 50% those are not really good scores. Uh there is really no marker in here that says it's an automatic candidate for taking offline and building new. Um but I will say when you approach, you know, into the 40s, there's a lot of conversation. Uh the government uses this in a lot of their aspects too. I've heard that anything over 30% in their books is a it's it's out of commission. Moving on.
012Um but I'll show you how some of your facilities align with that. So again, these are top level summary views. We have more detailed views later in the presentation that we can go to, but I'll let Dwayne talk about the various buildings. We have it broken up educational buildings and the next slide is non-educational buildings or support buildings. >> I think the the interesting thing to take away from this and what Aaron talked about a little bit is the grades are, you know, it's this is data driven, right? That we're taking the emotion out of the grading uh process. When Ashley and I sat down and went through the grades of each building, we looked at it just for what we saw. Uh and we we tried not to put any emotion into it. What
013thoughts were what our personal thoughts about the building or and they're all different. U each building even though there you know there several C's up there. They're C's for different reasons. Um, you know, Roosevelt is a C more because of uh the feel of, you know, the building's uh ability to have light in classrooms or the center of the building or how it works acoustically. Uh, you know, not having partitions that work properly. Uh, carpet that is really bad shape. There's those things that drive dry down. Plenty of classrooms, nice size classrooms. Uh, the site constraints. Uh those sites are tough uh for parking, safe uh bus pickup, parent pickup, really drive that building down. Uh but McFersonen High School, for instance, has got a great PAC. It's got a lot of great qualities about
014it. It's got a huge media center. Uh it's got big classrooms, but the circulation is really challenging. the structure of the building is is got a lot of structural issues on the uh west side of the building with a lot of settlement and a lot of open gaps in the walls um that are really concerning and then you have the concerns about you know side access on that one that you know the the side issues we're dealing with today. So there you have to kind of look at what is at that building is affecting that building and it's not the same everywhere. Uh all the almost all the elementary schools need to address uh some flooring issues. Um you know some are better than others. Uh the middle school is just a it's just an
015older building. That one the challenges there is educational accuracy. You know the the how kids operate in the building. ADA accessibility. The gymnasium's got some challenges with ADA seating. Uh you know so those are the scores that we look at when we look at that and that's what really driving that conversation. uh you when we look at the non-educational building. So now we're not now we're taking on really just looking at the facility you know like what is the the issues of this facility the central office is probably just too small. It's not set up very well for that purpose. It's it's certain you know this boardroom is not ideal. Um things like that and there's a lot some issues on the exterior of this building too. There's some cracking, some what we call diagonal
016cracking, which is concerning in any building. Uh when you see that, uh the parks facility building is is really rough. There's a lot of issues in that building. The gymnasium is not that bad, still being used. And of course, the warehouse building that was built on the back is pretty good. But if you took those two pieces off, it would really be a lot worse. Um in our opinion, uh the bus barn, we didn't get to look at the whole bus barn. We didn't get to tour the whole thing, but from the exterior mostly uh you know, we've got some issues with some of the uh lower wall that needs to be addressed or didn't seem like there was anything that was too uh concerning there, but there's side issues. You know, it's not drains
017well. There's some rock where the buses are parking. There's natural water that just kind of sits in those troughs. Um you know, it needs some love. U but you know, there's a lot of potential there, too. But so that's why that building the way it did. So, my my take away from this is it's um not like the end of the world. You know, some of these there's a lot of opportunities in there, but you know, when I see this, it it doesn't look like it's going to be a store. It's like a one kind of an investment in one property and go big on something. This tells me there's probably a lot of needs spread out across the campus at all the campuses that would be beneficial when we start to look at a
018long range plan like how do we make sure that everybody's getting some sort of improvement because somebody might feel like they're getting left out if we say everything's going to go here and you're getting passed over. Everything might need to go here but maybe that's a a phase two or some you know let's let's get everything else button up first. Um we also look at capacity. Um I know this this was also part of um Rob's report RSP that did the demographic study. Um we have the same background and the same training so they're calculated very similarly. Um I dive into some areas a little bit deeper on things but uh most of that is irrelevant because of story I think still going to be very similar. Um so you know at the elementary level
019we're looking at really just home rooms grade level classrooms uh cuz they move as a co they move as a group so there's co cocc occupancy that uh we don't capture. uh once we get to the secondary levels and you have rotations, then we're starting to look at a different way of calculating. So, it's it's kind of another level. It's algebra versus calculus. You know, there's a little bit more that goes into it. Um we have we do have an educational capacity, which would be the like absolute maximum number of students that you could put in that facility when when schedule's included. But we focus on functional capacity. I know Rob's report references that as well, and it is correct. Um that gives you a little bit of buffer. So that's the number we want
020to focus on and that'll be the number you see. So if we go over functional capacity, it doesn't mean the building's over capacity, but it means we're in a point where we probably need to start planning for something or implementing something. There's a window in there that if usually when I say when we cross that and if the mographer says capacity or enrollment is going to continue to increase like we're already past the point of planning we need to be implementing. So that's where we take the utilization rate is what that's called. uh when we when we calculate those two together and then we overlay the demographic information to see what the current and future uh pos or situation will be. Um I already covered most of this kind of what's included. Um it's at
021the secondary it's everything except a lot of the resource rooms. We we tend to factor those out um as well as intervention spaces but at the high school and uh middle school level every room has some kind of calculation that goes into it on how it supports students. And then at the elementary the grade level breaks. Um so I look at two different metrics to see how things are in balance. Um I'm looking at square foot per student and I'm seeing I want to look at that as what's the maximum capacity. What would that square foot per student be? And then also what is it on enrollment and also we look at utilization rates. Utilization rate is really just telling us number of kids per student and are we going to are we able to
022maintain district goals or are we not? Um if it gets too high, if utilization gets over a certain threshold, then we're we become ineffective in learning, meaning that we have too many students per classes or we're limiting programming opportunities uh for those students. If we go too low, then we become highly effective. But that's that's where the square foot per student comes in because if you have not enough square foot per student, again, things feel tight. You're limited opportunities. But if you have a lot of space for all the for students, then it becomes inefficient. So there's a balance that we want to try to target and that's what we're looking at. So at the elementary level 90% is an excellent utilization rate for elementary schools on the functional level functional capacity level. High school
023that drifts all the way down to 80% and in middle schools kind of just right in the middle. And then you can see the square foot ranges. Those are pretty conservative. I like to be more than that. I like even at every level I like to be a little bit more than that. Um cuz I I do think you start to feel a little bit pressed in some of those uh square foot ranges uh even though we still use them as our standard. So at the current level you can see that every school is a little bit at least a little bit underutilized in that building in those buildings. Um Washington and Roosevelt are pretty close. I'd say those the way the buildings are being used now again I have to preface that if somebody's
024using a full-size classroom as a resource room right now and speak you know teaching speech to one one or two students in there that's how it's captured. So it's not providing capacity. So it's the way the buildings are being used now. You can see that building's kind of right size for itself. It doesn't mean that it couldn't be couldn't have a higher capacity. And then you can see they kind of go down from their Lincoln and 73% and then Eisenhower is drifting into that slightly inefficient range. Uh just slightly um under that number and then you have their square foot per students which are al they're all in really good places uh from my perspective. Uh the middle school 78% not a bad spot for for middle school and the high school's at 63% which
025is a little bit low uh when we count that in. I am counting those ancillary buildings as well like the or not the ancillary but the trades and CT all that's captured in here as well. The only thing that's excluded is any alternative classes. So we didn't we didn't capture that in our capacity but overall the district it's 68.8%. Um so this is where we just it looks a little bit different but this is RSP's data. Uh we have a dashboard that we build everything into. These are screenshots, so it's going to look a little bit different, but we're going to start by looking to the past. So, from the data that we were given from Rob and the last nine years of enrollment data, you can see that it's averaged 1.5% of decline. Most
026of that's happened in the last 5 years. Uh the first several years of that were relatively uh flat. Uh so that that's the past, you know, so that's that's what has happened. And then you can see when we break it down at the elementary level, the elementary has declined at a slightly higher level than the secondary level. So 1.9% at primary. So it's a little bit of um steeper decline than uh the average. And then when we go it's the flip when we go to the secondary level. So just that's where it's at. It makes sense that um the students that were already in those grades are working their way through the system and it's just less students that are backfilling them. So that's usually the process. But in Rob's data you can see it's
027it's a little bit of the opposite flips when it goes back. So you can see he's projecting maintained a decrease in enrollment over the next 5 years but only about 1% rate. So it's a little it's better. It's still going down but it's better than what it had been in those nine previous years. And then when we look at the uh break it up elementary slight decline is what he's projected over the next 5 years. Uh but relative kind of flat it the story will be where it's happening and then um this at the secondary level you can see it's it's continued decline. So these are just projections. These are best case scenarios. These are just scenarios. Sorry, not best case. But what what we want to look at is say, okay, so some of
028those buildings were feeling full. Are we going to have an issue in a few years? So if we if we don't address capacity at a building that's close to those numbers, well, we'll be in trouble in 5 years. You know, we look at this and say, you know, let's just say, let's be optimistic and say it holds flat. Like that's okay. You know, maybe there's a little bit of decrease. But now we can also say those buildings that are inefficient, we better look at those buildings because it's if it's going to continue to decline, then it's just going to become more inefficient. And I kind of uh messed up because I I I'll I'll just I'm going to skip a bunch of slides ahead and then I'll come back to this. So the this is
029the the purple line on there is the that functional or the functional capacity line. That's our target line. So you can see now we've just grouped all the elementarymentaries together to show how those kind of float out there. Overall goes from 78% at the elementary level down to about 75% in the next 5 years. So a minor decrease. And then you can see at the high school, middle school level, it's a similar similar amount. So, um, when we put that all back together, so this is the same screen as before, but these are the future numbers, the forecasted numbers. So, now you can see Roosevelt actually goes up, and it's we're talking about decrease, but it show Rob's forecast showing Roosevelt actually going up to 93%. So, something to think about like we might be
030thinking like, well, we're almost declining, but if we would, we might want to pay attention over there. Is there something we can change in the building? if if we don't do anything at all, kids are in classrooms that could be opened up and freed up. You know, is there something that can occur? You know, this is something we want to look at. But you can see Lincoln and Eisenhower continue to to drift into the inefficient range. So, something we want to consider as we uh look to the future. And then uh the middle the high school and middle school are pretty much in a similar similar place. I've talked enough. Uh it's part of this, but I'll keep talking. Um, so a part of this we did do a survey out to staff and building
031administrators and I think some board members took those surveys as well. It's a little bit of a self assessment. Those are some of those questions in there are things that we can't really quantify ourselves. It's hard for us to say is this a good classroom? Is it functioning right? So we asked the teachers, we asked the staff and um kind of see what that aggregate looks like and how we would evaluate those spaces as well and overlay those two. But at the end there was some open-ended questions and one and one was what do you love? the other ones, what would you improve? And um Dwayne's going to talk through some of the feedback by school. >> Yeah, we'll start with the the central office. The central office, we had a a pretty decent um
032amount of um survey responders and the strengths are um you know, the parking and traffic. Um opportunities is mostly the space and classrooms. I think with the classrooms they were talking about uh professional development you know where can we train where can we meet how do we engage in and our staff and that's kind of what we've heard safety and security is also an issue here in this building and there's some technology uh concerns as well but you know I think you're going to find out in most of these survey responses and I sent you kind of a summary a lot of people really are very positive about the culture in the buildings and we heard that a lot from the staff that the culture is great, the people are great, uh the families and
033and kids are great. They really just struggle with the physical space. Um so let me go down to those educational buildings like Lincoln Elementary and classrooms where uh five people thought that was a strength and eight people thought that was an opportunity. Same exact thing. uh building layout and design was a a concern uh an opportunity at Lincoln. Uh safety and security. Uh there's uh they've made a kind of a makeshift secure entry this year at that building, but it's not uh the most optimal uh secure entry of that building. So, I think there's some concerns there. And then the parking and traffic we talked about at that building and as as same with most schools except for Eisenhower. >> Yep. Can you get those up? I cannot I don't think >> well not the
034poll but even the summary's up there don't >> Oh yes I do have them here don't I uh sorry good call me out there Perry thanks let's go back so Washington elementary uh we had 13 mentions about uh spaces and classrooms u newness and modern 13 mentions about that so some of the highlighted needs were new carpet updated furniture accessibility more small groupoup space. You know, these teachers and kids really want to work in small group self-directed learning, peer-based learning, and it's hard to do that when you're everybody's confined to a classroom space, and they don't have that ability to kind of break out into different groups. Uh they there were some shade concerns. Uh there's a lot of a concern that we found in uh the loading dock area of that building. There's a
035lot of drainage issues and and it's a it's a it's a pretty big concern. Water getting in the building back there and there's water we saw in some other places in that building. Uh really a big issue here I think is the parking and the traffic pickup drop off bus circulation at this building was pretty tough. So there's some opportunities definitely there. Uh you're going to see the like at Roosevelt uh we have 15 mentions of space in classrooms. Uh safety and security is a hot topic. HBAC and climate. You're going to see HBAC and climate a lot. Teacher really um you know we see this is a pretty typical uh kind of thing. Everybody wants control of the thermostat. Some people are hot, some people are cold. So we we try to do the
036best we possibly can. But I think some of these concerns are founded in the reality that some of these systems have their life. Uh Washington just had a whole bunch of work done to it. And I think we saw that in Washington's uh responses. HVAC is way down at two mentions. But in this building, it flips way up at the top of the top third uh in mentions. Uh some of the things that here were the soundproofing, right? The the movable partitions between the classroom is a real big concern. We heard that from everybody. uh a safe entry uh a library that had privacy had some walls in it so they could feel like they could have a little privacy less distractions in the library was a big concern. We heard that a lot. Um
037and then again the the old safe secure entry and um having good pickup parent pickup drop off child early childhood uh was something we heard a lot about we saw here as a challenge parent pickup and drop off early childhood and how they have to do that in this building. It's a securitous route. Uh Lincoln Elementary kind of talked about it a little again, but again there's this secure entry, the movable walls, the library, a lot of similar kind of conversations we saw at Roosevelt. Uh in the library again was that you know library needs permanent walls, updated furniture, carpet of course they some of the good things about these two buildings, they love the cubbies out out of the classrooms in the hallway space. They really love that. They love that there's that kind
038of the pod system. It just doesn't work really well for on a day-to-day basis, but they really like the intent of it. Um, and they they really like that part of the building. Um, Eisenhower Elementary uh flooring carpet was the number one concern u with the bullet and that's probably the biggest concern we saw as well too. There is a little bit of acoustic uh issues there, but most of it's carpet and then there's spaces in the classrooms. There's plenty of space. Last rooms are not full. They don't feel we can see that in enrollment numbers of course. Um HBAC is always a control there a concern there, but it was quite a bit down on the list in the middle of the pack. Uh the middle school, you know, the middle school's a challenging
039building because the how the building lays out with everybody different floors. Some of the spaces are really nice and some of the spaces are really tough. Um so there was, you know, depends what teacher responded. You know, they I love my classroom because it's one of the better classrooms, but if I'm in one of the best, you know, it's like I'm at the far end of the building. It's hard for kids to get to me in time. Uh you know, that was a big concern of theirs. So when you spacing classrooms, you see that 18 mentions, that's a big concern. Uh positive and the negative. We saw a lot about that. Um there's HVAC controls there. When the day we were touring it, half the building was down. You know, that the district's doing a
040great job of kind of keeping it running the best they can. Uh but it's, you know, it's something they have to always work on uh to keep the building running. Uh the auditorium has a lot of struggles. uh the gym are two of the big uh really outdated spaces uh in that building. Um furniture and carpet again is is something that they had a lot of concerns with and that we uh saw as well. One of the big challenges at the middle school is outdoor spaces. Uh you know they would love to have a track. They would love to have some, you know, a real play field of some kind for outdoor activities and that the site just doesn't allow it. There's no place to put a track on that. It would be a act
041a sports track. You could put a walking track or some kind of a thing, but not a real uh track. There's just not enough space. Uh so that was something have to walk to the park to do some things, but they still want to have an opportunity for a back there. So they're walking through the neighborhood to the park to use some of that outdoor space. Uh no secure entry at this building either. Um, so you know, it's the only buildings that really have that secure entry is, uh, Washington, and that's a big concern. Uh, the high school, uh, like I said, there's, you know, 34 mentions of space of classrooms. A lot of people love their classrooms because they're big. They're odd shaped. Uh, you know, that's a a little bit of a challenge
042for some people, but mostly they think they have a lot of space. They like to have the teacher workroom in the central space of the pods. Uh they like that, you know, that's um you know, they like the general sense of their spaces. Uh but then there's the parts of that's run down. You know, there's there's the carpets in bad shape or HVAC is not working well. The lighting is not up to par. Uh HVANC and climate got a huge uh 27 mentions. And then the newness and modern got a lot of uh mentions as well. It's just not it's not what you would typically see as a what we would typically see as a newer modern high school environment. So that that challenges uh the staff a lot. Uh but staff and culture was
043huge. Uh a lot of positivity about staff and culture at that building. So that was really good. Uh so some of the things they'd like to see is redesign for collaboration, project based learning, seal hubs, sustainable design, global connections, you know, all those types of things. Uh it's, you know, there's great parking, but it's not enough of it, especially for events. And again, we have a lot of issues with uh buses and parents fighting for the same space or students fighting for the same areas. And that's a safety concern for sure. The front entry not being secure is a a big concern. Um, you know, they do a good job with the system they do have in place, but once you're through those front doors, you do not have to go in the office. You
044can go anywhere you want to in that building uh pretty easily. Uh, getting to specials is a challenge cuz you've got to go through the roundhouse to get to a lot of things or you got to go all the way past the main office to get to the fine arts department. So, the path is a little bit securous to to get to those spaces they want to be in. Um, what else about the high school? There's, you know, the high school, um, you know, we we know about the water drainage issues, but there's a lot of concerns about, you know, where do we grow, how do we grow the building, and I think there's opportunities there and also challenges there that we would definitely love to dive into. And, you know, there's, you know, I
045I think I've mentioned this group before, there's some challenges with some of the other um performance spaces like the gym having a low ceiling. That's a challenge for volleyball and that's a challenge for basketball. There's not enough wrestling space. Uh so there's a lot of great spaces, a lot of, you know, great space, but it's not in the right spaces. The band room's not big enough. So it's it's a little it's a little off. It's a little um when it just comes with an overall facilities grade of C, it's a little deceiving because it has a lot of space, but maybe not the right kind of space. in that that that building and I know that it's also a building that uh they're constantly working on. Bill and his staff are working on it almost
046every day to keep that building running and he says by far it's his building with the most challenges from his point of view. Uh central office he talked about that space and PD meeting space they really would like that more than that just the boardroom space and then just uh office space in general. We have people uh throughout the district in different places. The uh early childhood departments at the high school. We got Strive. We've got um the kids. They're all in different places. And that that's hard for collaboration and and working efficiently. Plus, then you have all those spaces you have to maintain and take care of. That didn't come up in in this survey, but stuff that we we u notice for sure. Uh the parks facility didn't have a lot of comments
047on it, but we we definitely saw the condition of the building. As you can see, the exterior condition of the building was really, really bad. Uh there's a lot of exterior issues on that building. There's a lot of um the old classroom spaces have just been used for storage that are really, really, really poor. Just don't see a lot of benefit in that building. The mechanical system is not too horribly bad, but u the rest of the building just struggles. Uh the bus barn uh again it's a it functions as a pretty good bus barn. Yes, you see the building functions a B+ uh but the site access the site uh parking area is not great. There's not enough of it. Um the part that you have access to anyway. Um and the general building
048just needs some love. It's just a little worn out. >> That's it. That's it. So that was the summary view of it. Um, I know we've been pretty quick through things. So, we can, like I said, we've got more information on on buildings if we want to go deeper into a specific building. We're happy to talk about that. Um, or we can open it up and have a conversation. I'm kind of curious what your thoughts are. Um, you're in a good spot cuz you're first I think the first first group to hear the information uh and the first to give us some sort of context of what it means. And if there's something else that we that you would like us to dive into a little bit deeper or maybe something we didn't mention that
049we can answer, uh, love to hear some conversation. Now open up to your thoughts, questions, anything surprise you? No. I'm surprised the faculty rated the high school classrooms that well. >> It's tough. >> I thought that they were terrible. >> You know, you get a C and it means, you know, half the people, like you said, half the people that are are newer rooms, you know, like it and the other half, so it's kind of in the middle. It's a tale of two, you know, you have to go in and really try to determine where >> that brings up one question I have. What about those newer rooms to the south of the hex's? >> Are they in better shape? Yeah, they're in great shape and they >> So, we should keep them >> if
050we can. Yeah. Yeah. I mean, that's a good It's hard to throw a space away like that because it just is good shape and it's it's um I don't want to get too far ahead of the car here, but if you know, if somebody said, "Hey, what do we do with this?" Because it's connected to a part of the building that's maybe not performing very well. I think that's where we're creative, right? What I hate to throw away something that's functioning. And it's a good good space and I'm sure there's a use for it. It's just how do we do that? That's the bigger question. >> Well, I got a good idea for that. >> I I do too. We don't have time for that. Um yeah, but you know, I think that and that
051that part of the building scored well. If you look through the surveys, you can tell people say I'm in I'm in building B and it's great. The only part, you know, I don't like about it is I'm disconnected. I feel like I'm kind of on an island. They don't like that part. But the the rooms are nice and some of them have exterior windows, some of them don't. That's a challenge and you hear that a lot. So if you're on the perimeter of the building on the hexagon, you might have exterior windows, but if you're in the center, you don't. Uh so you're going to hear those teachers who are going to not be happy, but you know, they might have a brand new science room. So that makes them feel like, well, I got
052a nice inner science room, even though today's standards, it's a smaller than it should be classroom. It should be probably 500 square feet bigger really, but it's been upgraded best we can and so they're they're generally happy. But I also think uh Bill, it goes back to the culture thing. You know, I think there's a good culture in your buildings. We heard that a lot and the participation in the survey, it was it's almost half. >> It was really good. >> It's almost half of all the staff members who took the time because they they're passionate about the buildings and the community. So that's a really good sign. >> So did your analysis include the Roundowski? I did. Did I do it? >> How do you take that out from your general score? >> How
053do I How would I score as a standalone piece that you're saying? >> Um I don't know. I would have to actually break that down. I didn't look at it that way. Um you know, there's a lot of good qualities about the it's but then there's a lot of challenges too. You know, it's it's 3 ft below the flood plan as we all know. That's a challenge. Uh but it's solid space. It's it's a you know it's it's iconic. It's loved. It's all those things. Uh but we didn't look at it from that point of view. We looked at it for functional space. And there's a lot of space, a lot of square footage in that building. Uh the roundhouse. Um but it's not the ideal space. Locker rooms are not ideal. That's not those
054aren't very good. It is uh you know it the bleachers uh being round shaped pie shaped bleachers that's a challenge. You're having to always maintain those because they're always going to want to walk on you a little bit and get a little bit out of shape uh in the roundhouse. U but it's it's it's still pretty good space. The wrestling room and the Gazilla gym and that weight room. Those are those I would consider those spaces parts of them good. Um the auxiliary gym I would not rate very high because of the low ceiling. Uh I think the mechanical systems in that part of the building are not the best mechanical systems uh for what you would typically build new. Uh the weight room is or resting room is undersized for the resting program you
055have. The weight room has been expanded. It's kind of disjointed. Uh there's challenges there for sure. And then we have educational spaces in that building too that don't really fit >> not there >> in that space. They don't want to be there. They want to be with all the other uh educational spaces. The whole locker room is undersized. >> Yeah. >> I understand you to say that we spent more time maintaining the high school building than any other. >> Mhm. >> Yep. >> Over the middle school. >> Yep. I asked that question twice. That's the answer I got. >> Hands down. That's your statement. >> I think he's confirming it back there. >> I said hands down that snackard statement back bill there, but >> I spend daily getting phone calls about the mix high
056school. You know, it's it's a it's a two pipe system. Um it's that's not the best system in the world. There's part of the building that's on that system, part of the building's on rooftop units. It's it's a kind of a Frankenstein in the systems. Uh electrical systems got a lot of challenges. um janitorial and support spaces are not ideal. So, you know, it's it's all those little things. It's like a it's like death by a thousand cuts with that building. But like I said, there are some good spots, too. The PAC wing, it's a it's a pretty good building. It's just the banners are too small. The the performance spaces are too small. The PAC is great. The hour wrench are great. Uh the weight's okay. The ears go okay. Yeah. Okay. Could use
057a little technology upgrades. Maybe some lighting and some audio video uh upgrades there. When I was in the business in Iowa, I had architects tell me we never build a building that lasts more than 50 years. Is that true? We always say we're looking for a 50-year solution, but we know it better last longer because there's school districts can't. It's tough to keep. Maybe Shauny Mission or somebody like that, they can start to tear down buildings in 50 years, but we get we know that they're going to have to stretch out longer. But when we come into these and you're like, "This one's 100 years old." There's a sense of pride, but there's also a sense of is it going to you know, how much time does it really have left? >> I think we
058have middle school, right? And then the you know conversation then is you know we see this a lot where there is a sentimental attachment to a school that's really old and you spend a lot of money investing in it and if you don't really dig in and do it right and fix the infrastructure and the mechanical systems and the learning spaces and bring them up to current then you're just going to spend a lot of money on an old building and still have a like an old building with some functioning parts. So there's there's another conversation that has to happen and that's where I was talking about that FCI score where there's no kind of cut and dry tear down and replace cuz what's what the government doesn't have a lot more money but what
059they don't have that we have is that sentimental and that personal attachment to facilities. So I can come in here and say 100% I would tear that building down and I might get run out of that town even though it's probably the right thing to do but you just can't. there's like non-touchables and that that's part of this process to really try to understand you know if something has to stay then we need to figure out the correct solution and what's going to be the best for it or if it's something that you know there's a conversation that can be had to go a different direction then help facilitate that and see how far it goes and what's tolerable from the community so I just kind of talking both ways >> yeah but I think
060the the really interesting thing to think about is from the students perspective educational perspective when you think about a building a building does a lot of things, right? It it it it shelters us. It makes us uh you know, gives us a place to work, makes us place to be, but when you're talking about an educational facility, it has to be a really purpose-built facility for the task of teaching kids and learning. And that's where you really the rub comes is is we are not teaching kids the same way we were 50 years ago, 30 years ago. And the buildings have got to adapt. If you're building like a middle school, it's hard to adapt, right? We could adapt Eisenhower probably quite a bit. We probably adapt Lincoln and Roosevelt and those buildings, adapt them
061to kind of those trends. Uh, but high schools have changed a lot and especially what the kids want to do and the what they how they've learned today, especially with, you know, the engagement outside of the building. you know, going out on externships and and spending time out of the building, they're looking at, you know, am I am I a collegebound student, you I need a certain set of skills, but I'm more like I want to go into the trades, I need a different set of skills. So, it really is a broader spectrum of spaces and opportunities. And when you have an old building or a building with those challenges, it's hard for them. Do they do it? Yeah, they probably do. And I'm sure you've got great kids who, you know, besides the buildings
062do great things. Um, but, you know, it's an obstacle to it for sure. And that's where that, you know, a 50-year building is is, you know, it's a great starting point um to think about. But if it's, you know, 70 and 80, you know, then you're really like, are you just holding on to it because of the sentimental issues or is it because it's still functioning really well? That's the question. You got to weigh against it. >> Well, and teachers are really good at making do with what they have and just utilizing the space they have or the resources they have. And a lot of times that doesn't meet current needs for education. They're just making do. >> I think that we we hear a lot from when we some issue or we, you know,
063we're called in to do some work for we go into teachers and we say, "All right, what do you need?" I don't know. I don't know what I need. I've just always just done what I had to do. I said, "Well, give me an opportunity. Tell me what you need a brand new space." And they're just like, "I don't know. What does that mean to me? got it. I want to So it's it's cuz they're so used to uh working in an environment where they just make it work. That's where they're great. So it's always interesting to hear those conversations. >> I assume with the um internet now being accessible without the wires that makes it a new needs here, doesn't it? In a lot of ways it does. Yeah, it does. But you know,
064it's just that's part of the Yeah, it's you know, it's it's you know, don't want to talk specifically like um you know medical program you want to you're interested in going to the medical program but you want to be exposed to that. Um but you don't get the opportunity to be exposed. Well, it's hard to know that there's an opportunity there. You can't get exposed to it. So, it's more about those types of spaces that we really see kids are um desiring. What can I get exposed to in high school? And I have that same story from my background. I if I didn't take a drafting class and photography class, I wouldn't have been exposed to the things I'm doing today because the the class, you know, I could have been in a high school
065that didn't have those programs. I couldn't get into that program because it was not offered enough. Didn't fit my schedule. Um, and I think that's, you know, what we're really trying to do is give opportunities to kids to find that passion that's going to take them through life. So well one of my sons graduated a number of years ago but you know he his son one of his sons and one nephews went into engineering and Eric said I thought engineering was running trains down if I because I like engineering too But I didn't know that at the time I wasn't exposed to a small school. >> She didn't want to drive a train. >> We don't know. Well, we don't know. >> We have We have done ladies. What's your question? >> Well, I think
066again I'm always interested in the money part. my background. You know where we are and where we've been and how much money we have to really operate with. While a new high school would be nice, I don't think we've got the valuation and the protocol to build a new high school right now unless there was a change in attitude in the community. Well, >> I think that our community meetings, our next steps hopefully will give us some more tangible feedback would be my hope. >> Um, and so I'm hopeful that we have a lot of engaged conversations again with that. Not that we haven't had those because we have, but continue in this new lens maybe. Um, I have a a question that maybe I missed. Um, what does um when we're looking at the
067spaces um what does the sped or the special education space look like? Did we hear that in those conversation like within our buildings um for that flexible learning or and maybe that was all rolled into that? But could you speak to that? >> I looked at it from capacity perspective but you probably had more firsthand knowledge with you and staff. We met with all the different leadership in the in the district at that level and you know um they've taken a lot of the spaces you know that are available to use but they've also used spaces they're not adequate right they've just taken the spaces that's available and they've tried to make do the best they can um and I think they've they've done a pretty good job of it but it's not what we
068would expect or what we would design new for those that population of kids. Uh, you know, we really want to have them connected to the student body, but we also need specific space that is purposely built for them. Um, you know, that needs for their different needs because there's a broad range of needs. Um, and so that takes space and we're trying to do that in an 800 foot classroom that used to teach third grade and it's just not purposefully built. So, we did hear a lot about that. Yeah. So, it's something that would needs to be addressed. >> How do you think the utilization would change if we did a collaborative space verse like neighborhood school systems? Cuz right now you're in pods where you live and what if we went to a different
069style? How would that affect the utilization? >> Um, you mean instead of having neighborhood schools going >> like you went to a K15? Um, I don't know if it would change the utilization all that much because it's still you would you would have less utilizer utilization rate at the primary grades just by the way our numbers work cuz we have less kids in a class. Um, and then you know like a three through five building would have a higher capacity but um it's it's still the same number of classrooms and the same number of students. So I think it's it's kind of nets the same. You might have one building that feels better than the other one. you'd be a lot more prone to bubble classes and that if you know if all of a
070sudden you have a gigantic third grade and it's rolling out of primary and going into the next building that princip I don't have room for them where if they're diversified you know you kind of have you kind of weather that a little bit more you know generally we see the transition to go from the primary and sec um intermediate school to neighborhood schools and not very often we see it go back um just in the districts we've worked in it doesn't mean it doesn't Um but it does help you with efficiencies because now you you know you once you have boundaries set it kind of helps you manage like just in in particular boundaries and work on particular schools and manage uh enrollment utilization in those areas. Um you know what's interesting though is you
071have what's looks like in 5 years potentially some real big disparency bids between the two. So again does that mean change the buildings? Does that mean change the boundaries? Does that mean something else? um also as well. >> But in terms of again economics and uh efficiency, grade level centers are much better cuz number one, your teachers can all collaborate. >> Yeah. >> And you can distribute to students more evenly instead of at >> one school you got five >> or 10 15 and then the other school got 25. >> Yeah. And in, you know, I'm not a school operations expert. I'll kind of refer to the superintendent, but what I generally find in here is that four to five section school is the most optimized in terms of efficiencies. And right now we're we're
072working in a lot of two section schools. So if you would bring them into like grade centers, grade level centers, you may improve the efficiency in that aspect in terms of the collaboration and teams and teaming and things like that. So that might actually be a benefit in that aspect. Um, but we're still probably left with the same number of kids. So it's still a small building with a lot of operational needs, but you might have better performance and or just kind of teaming aspects. >> Can I ask a question associated with that? Uh, it's kind of irrelevant a little bit related to this because looks like our capacities are all look like Eisenhower was about the highest at 300 and something. >> The lowest lowest utilization. It's lowest utilization but I think it also
073had the highest in terms of >> yes um one caveat there at Eisenhower is that the building that's the building that has the two >> I have c captured that as capacity um because although they're not functional now they could be >> um I think I'm going the wrong direction. If you were going to build, I guess a new elementary to to that point, Aaron, would you have a 450 student, would that be some >> I think it was Rob who talked about there's not a lot of buildings from an elementary perspective that are being that you want to target to something like a 300 student population. It's usually targeting a 450 student population. Is that true? >> Like 24 classrooms is is like the spot, right? So, um, that would be around 500, 400,
07450, 500, assuming you're, you know, 20 to 22 kids in a classroom is your target number. Uh, so that that's kind of the range that we see. Like when we work with districts at multiple elementaryaries, like we need to build a new elementary, that's usually where we're starting with them as a starting point and we flex up and down a little bit to to make it right. >> And I think that goes back to efficiency, right, Barry? I mean that when you're teaching three sections or four sections of kids, it's just a lot more efficient because you don't have as much overhead for staff and maintenance and all those things. >> The point about bubbles is then if a bubble is the opposite of a bubble, which is it >> now you can absorb and
075make decisions and then if that bubble comes back you can expand. But and that's what we're >> I think there's opportunities across the district for efficiencies and looking at different options and one of them would be the the grade centers but there's also opportunities and you know other ways that we look at you know how can the buildings be used more efficiently or what buildings being used for what uh there's opportunities to have those conversations as well. It's kind of exciting. Yeah, this is Eisenhower 235, I guess. Middle school. And these are last year old numbers. They're not current year. We're updating those. We just got some data today for that. Um Lincoln's 216 261 at Roosevelt and what's Washington 25. Let me just for my own understanding also to a little bit of what
076Dr. Vanderhood post that's taking out any classrooms that are currently being used as a resource classroom. >> Yeah. >> So anything specifically special education related you've pulled that out of the capacity. >> Yeah. So these building capacities could potentially be higher >> with a repurposing of just a space. >> Yeah. Okay. >> We don't like to come in and I don't want to be the person that walks away going well that should be a classroom. Those people don't know what they're I mean that's not our job. But it's probably a conversation to have if if you know that there's some spaces available that we could go back and kind of reanalyze things and say this is what it could be. We would want to make sure we find homes and maybe again those are the
077opportunities where we say maybe those spaces weren't right to begin with. They were just big. Well, maybe we do a building edition and and dedicate some rooms and make those right sized and and right equipped for the purposes that they are. Then you capture back those rooms and your capacities are bigger. Um same thing with like early childhood. I know every building has some early childhood, but you know, there's some specialties that go with that and some support spaces that go with that. You know, maybe there's an aspect there too to look at as well. Not saying that they need them, but probably a conversation to have. >> Yeah, there's nine um early childhood pro classrooms in the district right now spread out all over. So, you know, that's that's a couple buildings in each
078couple classrooms in each building that play into that conversation as well. Well, that will have a big conversation about what we decide to do in our envisioned new whatever. Doesn't mean it will change, but that would impact >> where those classrooms are potentially. >> Yeah. There there's a lot of things that, you know, we come in talking about the buildings, but you can see there's a lot of things that there's a lot of committees that usually spawn off of these and to try to determine things. We have one district where where is is early childhood going to be in the buildings or going to be in uh a centralized space? And I think we've gone through two bond rounds with them right now and the committee's still working on it cuz it's like it's a
079tough one to try to decide because there's pros and cons both ways. So it's a tough one to answer. Um so >> my feeling right now is that we have one too many buildings. >> So which one should be closed? That's the building from a >> sustainability for the next 30 years. >> I can tell you this was just high level where I called Dwayne over behind my computer and I was in my dashboard where I click all these different things on and off and stuff. I said I'm going to pick one to take offline elementary wise and we just picked Rosevelt. Right. >> No, we picked Lincoln. >> We picked Lincoln. Um just kind of that's the one we just picked it. Um, no, for no reason. Don't don't apply anything. >> The public
080should not take that as a building. >> I had a one and four choice and I said, "Let's do that." Um, and what I did then is took the early childhood out of the other three buildings and just said, "Perfect world. Now we can all go to three." Just again said, "Now, can that capacity fit?" And when I did that, we're at 80% utilization across all three schools. So there's space there to do that, but it involves either adding on to those other three schools or um you know relocating early childhood. So it's kind of one or the other. Um now does that mean the other one comes offline? Like so if we say early childhood's moving then maybe that's a opportunity to make an early childhood center in one of those buildings and some
081other these admin to those buildings those facility buildings and all that stuff that weren't scoring very well is a opportunity to get away from some of those and consolidate into that. But you know that building and all those elementarymentaries, you know, some were better than the others, but none of them, you know, screamed tear down and move on to me. >> Good to know. >> Yeah, they some said, like I said, if I if my kid brought home that report card, I'm like, well, we you know, we're going to do something. We got to do something about this, right? You know what's And that's kind of where I'm at. Like if we're going to if we're going to do an investment in that building because it's kind of justifying that it has some sort of
082investment. It gives us an opportunity if we're going to make some change. Well, let's do that investment and make make it for that and then we can do this other piece over there. What I would hate to do is to say that building got a bunch of C's and we need to go spend some money on it to to make it better and prolong its life and we do that and in a few years we're having a conversation saying what should we do with you we may want to repurpose that building. So that's that's kind of why we keep backing way up on what do we want to do big big big picture and then we'll come in and we'll sell that. Now, if we wanted to go back to the scoring of the schools
083and you want to take one offline, were you limiting it just elementary or was it all six of the >> I am curious about your perception of the middle school and high school as well. >> Well, you know, we're not going to close the high school, right? High school. There's no other building that serves the high school. So, what does that mean? Does that mean that throw the whole building away, you know, and start over? Or we do what they did a long time ago when they built that high school and just moved the middle school up to it. Well, now you still have the same building, right? They just move the middle school kids into it. You still have the same challenges. Uh so you have to look at it that way. It's like,
084are you just reshuffling the deck or are you trying to improve uh what you have? And to Aaron's point, none of the buildings are screaming, I got to be torn down, but there's a lot of room for improvement on all the buildings, including the middle school and put in high school. And that might be where the, you know, the when we're going to go through these committee meetings, we show them and they cuz they they know the building. Some of them know the building. Some of these people in there probably haven't been the building since they went to high school there. Um, but that's the the point, right? Is to start to brainstorm. Well, what do you think? where where would you spend your investment? How would you do it? What does that look like?
085But I think there's things at the high school that are worth keeping for sure if there's part of the building there or not. >> So, another way to look at this, one thing I haven't we didn't go through but is on the backup slides was that FCI deferred maintenance information. Um the middle school just based on what the scores we assigned dollar values what it would cost to fix those. So, it's it is high high level. Um, I got guy sitting behind me that's probably going to tell me I'm crazy and he's going to estimate it differently. But, uh, 13.8 million would say just to kind of fix what's broken there, not improve it, just fix what's broken >> In the middle school, 14 million. The high school number is 15 million. >> How many?
086>> 15 >> with today's market. >> In today's market now, it's not, you know, you're not buying properties and developing sites on that. That's just going in and fixing things. So, I see that like they're very similar numbers. They're a million dollars apart. and we hear that the high school is a big challenge and we have a lot of work going on and it's a big struggle. Well, middle school's value is half the size and it's almost the same price tag. So, it shows you that replacement cost. The middle school would be the biggest candidate in terms of the highest um FCI score, meaning that it's probably the closest to being a candidate for tear down a replacement just because of the amount of money that's invested versus what it would cost to build something
087new. >> So, with that thought, I've had numerous people Yeah. stop me and say they would not support movement unless we have an entire new middle school high school campus on a different >> location like I am anticipating we'll hear that in the at the community meetings >> and so that information what we hear how do we >> what are the next steps if that comes out as a high >> you know this we hear that and that's something I I don't even know Got it. >> Yeah. And that's where it's you start coming into the money conversation, right? Cuz I look at this and I'm just big picture number like if I'm going to build a new middle school, I might be at $75 million, you know, on that site and if I'm off
088that site, it and I have to build tracks and fields and stuff like that, which sounds like that's one of the big issues we have. We could be north of that. Um, and >> for a middle school, >> yeah, for that for a middle school. Um, >> so you look at that bonding capacity and what it would take for community support. Now you can ask the community will only support it but you know sometimes you get to a point where half the community says I won't vote for it unless it has that and then the other half turns out saying well I'm not voting for it because it does have that and so that's where I think where we go next and try to what's really important what is the real priority and that's what
089those next meetings will be we'll start to take some of these improvements and all these comments that we got put them in kind of big buckets and ask people like if you were to rank these like what's most important to you and we'll start to rally around that and see what that is and now help define that what has to be in that. Then you put the money in and now you say now reevaluate it. You now that here's how much it costs. >> And that's where the real, you know, that's where they like we all want, we all want something, right? But when you put a dollar amount to it, yeah, it changes your perspective on that thing you want. >> So I have a question hypothetically. Think about it this way. You talk
090about the high school site isn't adequate enough for high school. the auxiliary gym ceiling's too short. You know, the locker rooms aren't big enough for varsity. >> How does that play into the middle school level? If you would the same amount of money to fix the middle school, the high school, do you put that money into the high school and make it a middle school? Then is it would it be adequate to support a middle school size, maybe seventh and eighth grade only, or six, seventh, and eighth, however you want to configure that? >> Well, would you would you say that it would be supportive at that point? I I let you answer that, but there's a lot more sp so you could handle more middle school students in the current square footage of the
091high school, but that so sometimes addition by subtraction is the answer. You know, something's really bad, you just say, let's just tear that down and move on and make the building smaller. And then you could start looking at fitting middle school into that and it does have the site development already there. But the cost of building a new high school is substantially more than the cost I just gave you. Now again, that could be what is the dream and maybe that's a 15-ear plan and we're like, we're going to build up to that. So before we do that, we're going to do this at the elementary and we're going to do this here and we're going to, you know, it's just part of the plan. So it is scenario. We see it a lot a
092lot of a lot of districts move their old their middle school into the old high school cuz it's usually bigger. It's bigger spaces and it gives them some flexibility to bring build programming. >> Yeah. And I think you're correct. I mean, I think those probably do work better as middle school spaces. Uh so those, like I said, I think there's some good spaces in that building for sure. Um, but if that's, you know, you got to do something for the high school, right? Yeah. So, what's that look like? And to Aaron's point, I think, you know, we're looking at new high schools, 100 million plus, you know, they're very expensive, especially when we start thinking about athletics and parking and infrastructure, all the things you have to do on a brand new site to make
093it happen. >> And those are the choices I think that we'll have those conversations. So, did I hear you saying that it's going to cost more to fix up the middle school than any of our elementaryaries? >> I think so. Just on Oh, yeah. Yeah. Yeah. Now, we could spend as much. You know, you could definitely go all in at an elementary and do a lot of things, but I think just on the maintenance side and the flooring and the carpeting without >> the FCI for each of the >> just because I do find that a curious question. >> I mean, the elementary schools are 50,000t buildings. So they just don't have as much space to maintain. So you don't spend as much money on those. But the high the middle school has just, you
094know, the ADA challenges and the the just the physical challenges. It's hard to overcome those without spending a lot of money. >> I think you have about 3 million. >> 3 million. And Washington's probably, I think, the best. You mean the lowest? Actually, Roosevelt, they're pretty close. Three. It's just a smaller building, so it doesn't quite have as much. Uh, so three. Three. and Washington and Lincoln or excuse me, Roosevelt and Lincoln are probably going to be similar because they're similar and 3. >> So you're at 9 million. >> Yep. And then um sorry I was wrong Eisenhower. So it's 10 to12 million you know if you wanted to say like you know that's probably gets you paint carpet some mechanical upgrades some lighting upgrades you know not tearing down a bunch of interior walls
095and building back. that starts to add to that cost, but it really just be like a facelift in infrastructure upgrades. >> And you took into account on Eisenhower the new HVAC system that we just put in >> that's been factored in. >> That is factored into Hannibal. It did seem really low. >> It is. It is slow. We'd have to go back and look at that. Um actually >> Eisenhower and Washington both just got their way to the AC. >> Washington actually. Do you know anything about that? >> Why would no be? Yeah, it just got done. >> I wonder. We'll check with our engineers that that could impact that. >> Yeah, we'll deep dive and see why they scored so low. >> We have a chiller that's going to eventually need to be replaced.
096I don't know. Score to see why they scored so long. Let me just compare. So, 400,000. We'll double check on that cuz there's other things that go into the mech. It's not just is this a system old or working. Um, so we have everything's kind of asked two ways again. how much life do I have in the equipment? Then the next question I'll say is does the equipment allow the teacher to control the temperature in the classroom is you know so there's could be other things drawing it down but if it's new shouldn't be drawn up that much. So we'll make sure we kind of make sure that's updated if if it needs to be adjusted but just for a rough figure to Mr. gross point around 10 or 12 between 10 and 12 million
097is needed to update all. >> Yeah. >> From a deferred maintenance perspective would bring your cost up at all four of your elementaryaries and you have about 13 at the middle school and about 15 >> give or take. Yeah. >> I want to say total up it was close to 50 but I think that included some of those other buildings. And when we start talking about those numbers, are we talking about the partitions and the privacy in the libraries or >> what is for >> it's just just so those types of concerns are not >> are not included in that. >> You're just talking about bringing it back almost like what a new building would be >> or what it you know what it was not improvement. So >> yeah, it's kind of a it
098can be misleading, but we like to use it also just to gauge kind of understand like but you know how much of an investment this these scores are saying there's a big amount of money that's these scores are saying needs to be invested in this facility and that's when that's when the soft skills come back in too and somebody might come back and walk and be like man you know that building needs some love and then you you start to see all the scores making sense and you're like that that makes sense. Um, but I think that's the elementary would be fair to say it this way and I'll use the middle school as an example to to you'd invest 13 million and then our ele or our middle school kids would still go into
099an old an auditorium that looks >> new wouldn't change the shape of wouldn't change or the you know performance of it wouldn't change. It would just be newer updated new ceiling so it wouldn't fall on >> Yeah. Right. It'd have a new brick. It' have brand brick would all be taken care of. The HBA system would be brand new. Lighting would be brand new. HVAC, the PA system would light all that, but the function was still the same function. >> So, foundationally these cracks you mentioned in several of our buildings. >> Mhm. >> I am not an engineer of any type. So tell me how we just repair that knowing that we have so many issues that that continues to lead to other issues. Um can you help us? >> I think we already do
100that at the high school one time. Right. So >> they're building. >> Yeah, there's several building that have diagonal cracks going on. Um, you know, it depends on, you know, when we really dig into it. But I think that's something. It's like if you you were driving your car and one of your wheels was kind of weird, you know, was making you drive down the weird road, you'd get it fixed because it's just going to start to spread through the whole building the whole car if it just keeps doing what it's doing. It's going to start breaking my U-jint. It's going to start messing my transmission up and it's going to mess up my engine. you know, it's going to travel through the local. And so, I think when you start talking about structure, you
101want to, you know, nip that in the bud. It's like you're building an envelope. If you're getting water intrusion of the building, it's the quickest way to run a building is water intrusion. So, you want to make sure you're watertight, your windows operate properly, and your roof operates properly, your brick is watertight. So, when we see those foundation cracks, we think that, well, there's something else going on that we need to address. And it could be drainage. could be because we don't have good range away from the site and the water's getting underneath the foundation and the building's moving up and down and leading the cracks. Well, that's just going to keep happening every winter, you know, if that's the issue. And maybe it's just bad soils. We have bad soils. We need to underpin
102it, you know. Uh so there's a lot of things there, but it's yeah, it's something you want to address, right? Because that's the investment you've made in the community to that building. And if you don't take care of that, it's just going to get worse and worse and worse. So that's why when we see things like that, we it really grabs our attention. Again, coming back, you know, I think it'll be interesting to see what the community says are their wants and wishes, but then you have to throw in affordability and what's it going to cost you and all of that. And historically, you can see that the person doesn't pass up a bond issue very often. So if you pass one, you better do it right. And then again, we hired you guys to
103help us develop longer range plans that we can do this now and maybe 10 years do this. But the fact is anything that passes now could be two years before you even begin to move into it. >> And I think that's the that's what's going to be the interesting part of this process is really hearing people's thoughts cuz they're people going to bring emotion to it. They're going to bring a lot of just passion or ideas or whatever. They're going to bring all those things and we're going to listen to every one of them and and then we're going to, you know, rank it. We're going to see how many other people support that issue or that idea and put dollar value to it and have them rank it again and see where they come
104up with the plan. But I think that is the goal, right? Is we can all make a plan, but if we can't implement it and make it happen, then that's the point. So, we got to come up with a plan that will be successful. And I think that's where the community will tell us what that is. >> One of the things you said too in interviews was you don't just forget about the no voters. You try to turn the no voters. >> I just want to hear why. I want to hear why they said no. Because there's a reason. What is it? It's valid and there's a reason. Uh what is it? Um because I don't want to just ignore everybody out there. I think that it's that's cherrypicking. We need to know why. uh
105and if it was something that we can address in a plan, let's do that because there's that that's a real thing. You know, people have real thoughts there. >> And I know you said again interviews that one blonde issue had gone down in a community to 30. >> Mhm. >> You went in there turned a few of those no vote key novo people and it passed 70 to 30. it was simply by engaging them and making sure they're part of the process and they felt like they had, you know, some value in the process and that uh there was more transparency in it and and that's part of it. I mean, there's a lot of different reasons people vote no. You would hate to just say we don't need to they're just going to vote
106no regardless. But more often than not, they'll say I want the schools to be better. I just didn't want my taxes to go up or I had no problem with the taxes. I just didn't like what was being proposed because I thought it should be this. So there's value in all that feedback and just because a no vote doesn't it doesn't mean they're just pushing them over here. Um we want to understand they can come in and just say I'm no mount no matter what. Good to know also but uh it's just you don't want to discount that. Yeah, there's a there's a there's a reason. You just want to hear what it is because you know maybe it's something we can answer pretty easily. You know that it's going to be interesting to hear
107what the community thinks >> and they're voting because they care. They're voting because they care. >> Yes or no? >> So, you use an analogy about cars. Um, talking about cracks. My first vehicle was a 74 Dodge Dart with a bent frame. That car ate through a pair of frontend tires every two weeks. >> Right. And and I tell you that to say I tell you that to say that bent frame that wasn't something that number one was financial fees financially feasible for me to repair and number two like it's not an easy thing to fix which meant that I had to accept that them front end tires were going to be due about every 2 weeks no matter the weather. My question is, what are we looking at longterm if we're talking about repairing
108these diagonal cracks, things of that nature? Are there any points at which like you know I think I hope this isn't true but many people have been in car wrecks where their vehicle has been hey it's not worth the cost or even in this particular area the cost that you're going to spend just to do a facelift go get a new car I mean >> where do you see any of that in what we're looking at >> and and are we looking replacing tires over two weeks. >> Well, I think that's what you're doing now. >> Okay. >> I think you're chasing, you're always, you know, like we're trying to maintain, maintain, maintain, maintain. And with a bond issue is an opportunity for you to reset everything, fix those things. You're always chasing your tail.
109Now, you can focus on now improvement or uh you know, preventative maintenance instead of reactive maintenance, >> right? You know, I I think that I heard a lot from Shiloh and Bill and other people in the district that, you know, we're planning to spend our money to fix this thing and then all of a sudden this happens over >> and I got I can't do this thing now, so I got to go do this thing cuz I'm renting. It's hard to get a plan of maintenance to do and the way that you're you're financed is, you know, it's hard to do those capital projects because you just you're always chasing your tail a little bit and it's just like your tires. You know, you buy a lot of tires. Those add up too, right? >>
110Eventually, you'll run out of money for tires. And that's where what we'd see in a lot of these buildings that and then you hit a point in these scores and stuff to start falling off a cliff because there's just not enough money to to repair things the way they should be. And now we're in a really tough spot. >> I know that was one of the big things in the previous bonds was they didn't want to pass it because it was giving a reset to the district and they were fine. They could do whatever they want. But how could they maintain it? They've watched it over the years in their opinions not be maintained. If we give you this free pass and now you get new buildings and you get all this, how do we
111know it's not going to be this way in 10 years, how can you guarantee we're going to stay the course and the preventative maintenance is going to be done and it's going to stay as as it is? And that was something that could never be answered. And so that's one big thing we have to make sure when we're long range planning is how can we guarantee we are staying the course and it's going to stay and we're not just going to oh I got 5 years I don't have to worry about it and then that money is spent on something else and then we're in a position like right now where we can't fix it. >> Yeah. Well I think to that it's political. I mean of course how did we get to where we
112were on the deferred maintenance? It came when there's some mirrors of our politics at the legislative and governor level that all we got was what we got didn't go up for a period of time. So you had to make do a lot of that. Then that's when it forced us to start putting capital outlay money into paying salaries and all those other parts really are not capital outlay that was a necessity. We're still stuck there, >> right? But as a district, we have to make sure that we're mindful that if we happen to go that way again, we don't get back in this situation. Like what can we do to prevent repeating this process again? That is the main thing we have to ensure our community. >> One thing I was going to though this
113one thing I was going to interject a little bit is that that I think I heard you say that it was the answer was never given. The reality is none of us ever liked the answer that was given or the answer that we had to give which is that the conditions of our facilities are in such a negative in some cases in such disrepair that each of the times we turn around the monies that we do have that we start to plan for are going towards issues that are breaking down. And you've been a part of some of those. But in my first 5 years as the superintendent, every single project that we did, and this of course we've got a sizable one that's taking place right now, that were completely unexpected every single year.
114And so that point is how do we make sure that reassurance for once we get to where we need to be can also be accompanied with now that we know this we have a longer range facility plan that continues to keep us on target and keep our community on target so that that the community is not facing these I I just to me it was sadly the answer was given it's just that no one likes the answer nor does the person giving the answer which is that at the juncture that we're in we're caught chasing so many emergencies, water bubbling up through the concrete my first year, uh chasing plumbing issues left and right all over the course of previous years. It's water flooding around house now multiple times. It's always run into that. This
115is a great opportunity to get reset, but also say now we know we've prevented I like how you framed it. the uh we've gotten rid of driving around a a framement span. So now we can actually we don't have to budget for car tires getting replaced every >> Well, and it's hard to it's hard to buy a new car when you're buying tires every two weeks. >> It's hard to get even save up for down payment. >> Yeah. And you know, we we see a lot of bond issues and things that go out where it might be a no tax increase or or even a small tax increase, but for the bond it's staying the same. But the real question is I'm we need to raise our you know capital outlay fund. So we you
116know we're going to we're going to move and dedicate money into this because that's part of that like you're adding more buildings but I haven't seen you add your to your capital funds project funds. How are you going to maintain that? Sometimes that's the ask and you know sometimes it's you lower your you take a less bond you ask for the same thing you can transfer into the other one. So >> I I think something else that we're really successful in doing in long range plan is taking that into consideration. Right. Is this a bond issue item or is this something that we can take care of capital because we've freed up all the money that's being drained out of capital because we issue. So, it's like balancing that out. What's capital dollars and what's
117bond issue dollars uh to help get us back on track. Uh but as you you've seen, if you take all the issues in all the buildings, it adds up to quite a bit of money and that just sets you, you know, that doesn't improve you. It just kind of resets. So that's that's something to consider as well. >> As Bill has said several times, we've got to get salaries out of capital outlay. >> What are we paying out of capital salaries? 2 million. >> It's like 1.78 what it was. >> Yeah. 1.7 I'd say. >> So if that money could stay in capital, then you'd be adding to capital. Yeah. in essence. >> And I guess the other big thing for for me is just making sure we're prioritizing our needs over our wants. Um
118there's going to have to be some sacrifices made. We're not going to get everything that we that we want, but making sure that our kids get what they need is a top priority and it needs to remain that way. I don't see that it's always been that, but it needs to be a high priority. >> We we had one district that was their ninth grade was part of their high school, but it was in another building across town, the junior high. It was kind of this bad thing. So they were going to do an addition and to bring ninth grade to the high school and it made total sense but there was some it been that way and we're getting all this push back and it seems strange cuz they're high school students but you
119you got one side it was parents who would say like you know it's my kids I don't want them with the older kids and then the teachers they liked where they're at and they had all this mixed information I went to a board like this we're showing the data we did all these surveys and finally the board goes you know what what did they did you survey the kids said yeah we did they said what were their response it was like split down the middle and I go to isolate their numbers 100% of the kids said we want to be at the high school and the board goes I think that's our answer we'll make a motion that's all it took and I was like kudos they all these other people had the agendas and
120I think that's why it's so valuable to get their feedback and you know we'll take some opportunities we'll go into the high school we'll go into the middle school you know what would you you know how do you learn now like what would you like to do differently in here like what you know we don't go in there and ask him if we go to elementary school we'll get you know um zip lines and you know all kinds of like pools and things like that, you know, but it's still here. It be fun to see what their creativity can do on how they think they want to be able to use these spaces and what's holding them back. >> A question um these grade card that language, >> how is that going to be not
121misunderstood um for how a building is performing academically? Um what how do we do how do you do that? How do we do that? Because there I I know I'm going to get questions about things. >> Um haven't thought of it that way. >> It was an administrator that that came up with this idea. >> The way we used to do it is we would give percentages. We would say this building's performance 67% or 73%. And we found the community had a hard time understanding that. And so that's why we went to the grades because that's a little easier that everybody understands the grade scale. Uh so we went to it. So, but they still it's all about the facility. It's not about performance of the building educationally. So, I think that that's what the
122answer is is say this is a grade on the facility and just a complete just non-passionate look at the building. Uh that's what that really is that and and I think that goes back to the surveys that we got, the responses we got is there's there's a lot of passion for the building culture and the kids and the performance and the great things they're doing with the facilities they have, but man, what would what would they do if they had really good facilities? What what opportunities would open the doors they don't know that they could have? So, I think that's there's two different sides of that coin. I think what we're looking at is just the facility, not the kids and the teachers and the administration in the building, >> right? I I just >>
123anticipate trying to prevent a miscommunication >> and as soon as you said it, I'm like, "Oh, yeah. I totally looked up a school online and there's you can get a grade form, you know, or the or the state has the report card." So, >> lots of disclaimers. I think we'll have to figure it out. Oh, and I mean, we don't have to do this this way. we can figure out another way to to portray the information to um just color code it or something. But again, it's this is really about how is this building operating, not performing um academically. So, we'll come up with some solution on that. >> I'd appreciate I just think the more we can do to prevent any >> misunderstanding. Um >> yeah, I think it's very important they understand this
124is not this is not on how the kids are performing, the teachers performing. It's not that >> I would I would really hate for the staff to have a takeaway of like they don't think we're doing good. You know, that's like the last thing we want, >> right? >> They're doing great. >> It's their buildings. It's not helping them do great, >> right? >> So, thank you. >> Didn't we have time? You're going to give a final report later. >> Okay. >> We've had a good discussion tonight. Maybe it's time to draw to close and get on with our next topic. >> Okay. Yeah. Unless you have more questions. >> We spent an hour and a half on it. Good >> and we will be back next week. Um and then first committee meets the
125week that the next night after that. So next week we come. >> There's one of those meetings. >> The next agenda item uh if you if you're interested in moving forward to it is to set those special meetings. You guys can sit tight for a minute. Um, a couple of just things to note for the board's sake. It so part of it is about initially establishing some guard rails and also you'll note on the timeline that part of that is establishing project priorities this accurate. >> Yeah. >> So we already have you coming back next month to help with that dialogue. So the board would be needing to be prepared to have dialogue around specifically helping to make uh establish some general guard rails >> for going into the the community. >> Yeah. Some priorities
126>> and what that looks like, you know, that's totally for you to decide. >> Just give you a couple examples. Um, we're going to hear things from comm people in the community community that they're going to say, "I need this thing. I want this thing." And it's good to have, well, we're not talking. And that's where the, you know, elected officials can say, "We're not going to talk about those things today. We're gonna we want to stay in this boundary here, reality boundary or whatever that is on dollars, buildings, any kind of topic, right? And that way we can just say the board has decided that that is not part of this conversation at this time. And that just helps focus them a little bit and keeps us on track too. And I think that's
127the conversation we'd like to have next week is whether what are you your just don't go there world or this is something I think we really should promote talking about just gives us a kind of a baseline to to start the conversation and we're not going to say hey we're not talking about that we're going to say the board has established that they don't want to go down that path at this time but if we hear an overwhelming like no no we we're going to talk about it we're going to bring that back and report it to They might come back and surprise us. You never know when they're going to come back. >> So really, as board members, be prepared after receiving this information for next week to be able to have that conversation
128here. what what are some of those items to um be able to communicate so that when these facilitated community sessions happen we have some guard rails as you're saying but some maybe and it I don't know if boundaries is the right word but some kind of uh we're walking that line of getting information but also setting where we're going to go >> and also maybe some you know some targeted goals feedback too if there's like you know we really want to better understand what the community thinks about this versus this and we can make sure that that's part of the conversation at least to get that feedback. Um, as you can tell, there's a lot of things to talk about. So, more um district level leadership decisions helps us kind of focus in on what
129we really want to talk about. >> Yeah, we need to look at the uh dates then. You want me to give a brief? >> Yeah, give a bet. So, there's a date on here that I'm going to offer that we change. I've already talked with Dwayne about this and it's the first one. So let me do this time update timeline. So as a reminder to the board, I've shared this with you. The only date that I've updated is moving the 24th from the 25th. So I have you check your calendars on that. Um but just as a reminder that this first conversations occurred today on the 8th. We have a couple of these items. This is a prime example that'll now occur at our next meeting. So that's just kind of it's always fluid. Um
130but the next items that need to be established for this group is for uh instead of it being September 24th, that's a Wednesday. We always like to try to avoid Wednesdays. proposed that we hit make that just set that for the 25th which is a Thursday and checked availability that was good for them to be able to be with us. Um the other dates that would need to be said um I've included already in the board document or I'm sorry in the board agenda and it falls in alignment with these. A couple of our meetings are already standing meetings so you don't need to call those as a special meeting. So the three that we would need to set would be for Thursday September 25th 2025 that would occur here at this all of these
131would occur at the central office. These are for board sessions for this kind of a conversation update dialogue with the architectural team uh October 13th and December 8th. So assuming those would work, you could just >> October 13th was regular. >> It's already an existing one, right? >> So let's do December 8th. That's quite correct. So actually you only have two that aren't current. >> That's that's an existing meeting. You are correct. So actually we just need a motion to set September 25th uh as a special meeting and December 8th as a special meeting. Everybody look at their calendars, >> sir. >> So, any other discussion? >> So, we have September 25th at 6:00 p.m. as a special meeting, just to reiterate what we're voting. >> He's going to fix it at the same time.
132and then December 8th as the second special meeting at this point um that we are voting on. All in favor say I. >> I. >> Any oppose? No. Carries 5. And did you get who? >> Thank you. Appreciate that. appreciate the presentation of the information and it gives us a lot um to review and plan for our next meeting. >> Can I ask one little question that Shalo was talking about the agenda items uh for next time we're we're pushing the guard rails and the I can't remember what the second thing was on there that you had >> priorities. >> We had priorities but we had also on that meeting we were talking about potential projects. Do you want us to come prepared for a list of potential projects each building to start that kind
133of a conversation or do you kind of want to set your guard or else and have that conversation first and push that down the list a little bit? >> Just a little bit more. >> Would it be beneficial to have projects then we can be like this is in scope this isn't out of scope and it kind of would help set our guards. might you know that that's what I was thinking it's like or get out of >> it's going to be very broad right it's going to be broad I'm going to take that data that we heard back in the survey and what we saw as the top priorities we see in the maintenance uh facility uh people see as the maintenance issues and start to say at Eisenhower we suggest you do this
134this this >> can you can you if you do that can we have how does that then translate to get us to the B >> or the A or like something that shows, okay, this is where that is, but when we make this improvement or change. >> Yep. We do that a lot. We take the scorecard and kind of have a column next to it and say, okay, if we did these things, this is what it would do >> cuz I think that might be really helpful um for tracking. >> Yeah. And I will say a a solid B is a good target. Like a building opens and it's like an A minus cuz some things contradict each other. So like an old building that's been redone like a B would be an excellent score.
135A lot of times we shoot that target right down the middle of B and see how close we can get. Sometimes you might realize this project cost this much money and the score didn't move. Yeah. Like because you spend money on stuff that didn't impact much, >> but then this little bit of money did a lot. So yeah, we can absolutely do that. >> Okay. Is this going to be a list of suggested project >> big buckets of stuff >> just like you know this is what we heard and this is the that would this would address what we heard right so let's say like at Washington one of the top things we heard was so you know here's a flooring project at Washington here's another project in Washington here's another one that addressed the
136the top five concerns we were or we saw or we were U and that way you could start to say I guess my preference would be you ought to do that in the community meetings. We will before you do it with us. If we'd make that discussion then they can say well you're not going to listen to us. >> Sure. It's probably worth noting that the September 16th date to that point Bill is also shows project list of priorities. So it would seem that your intent is to run both groups through it. >> Yeah. And I think the the intent would be the presentation is very similar. It's just two different forms for conversation. >> The point I'm trying to make >> we need to get the community involved in making a compromised decision. >>
137Yeah. >> And anything we do as a board ahead of that. So you already got your mind made up. >> Yeah, I can see what where that's coming from. So >> that's where I'm coming from. >> Yeah, I get it. >> Except that if I if we're continuing our conversation, I want to rely on our educators that give us the primary feedback on how and what we need in in our spaces. Um, >> and maybe it would make more sense if we saw the survey results and we could read them >> for my own knowledge and like and that way you're not coming in with suggested products by like oh five teacher said carpet. Okay, so I know that this needs to be removed whatever and then it's not putting it out there for the
138public that these are the five things we're doing. >> Wasn't that the other data that was in that we had it's a it's a it's a long document and a little a little condensed. >> I didn't give every comment. I gave a >> I can convince. Yeah. >> And how many people said it? >> Yep. >> Um, >> and just to be clear, the intent for that is you get this information out, you have an opportunity to now give it a week to see it so that that can really have all of that information. You have a week now to to reflect on it and then have the dialogue. >> Y Okay. >> Yeah. Uh, will we prepare uh either way because we're going to have the meeting the next night. But, you know, it's
139it's however you want to do it. And I definitely, Bill, I see your point completely because I think that that's what's really got to happen here is this has got to be the community's plan. They are the ones that got to support it. So, I can see where that would be a benefit of going that direction cuz you'll still have an opportunity to do it yourself. It's just maybe they go first. >> That's what I'm suggesting. >> Dr. Vincent, can you highlight those community meeting dates again? just I know they've been pushed out on social and through emails and but >> so our community committee meeting uh which uh that'll be the 16th and then the 23rd and then you'll convene on the 25th and the 13th and then we'll have meet again them on
140the 20th and then we'll have a communitywide open to anyone and everyone to come participate in and and have that information and chew through what our community committee has developed ultimately to bring something back into the 27th. This will be shared far and wide once now that we have these dates set. And there's one thing that we have not pinpointed a date on cuz we're we want to get a pulse first. But there's probably a point here we're going to say that we want to do a poll to the whole community. You know, let's let's hear what they say. And does that mean we want to give them three options to this is what the committees are kind of starting to boil down to option A, B, and C. And maybe we send a poll
141then, maybe we send it out earlier. Uh so there's there's that that step's got to happen here. So >> how are you going to go about that? >> We'll get everybody within the community. There's a lot of people. >> Yeah, we'll hire a third party um company that does that and they they call call. They do other ways. I can't remember what excellence one of the ones are good, >> but that's what they're they're experts at is getting that data that's completely broad >> and they're pretty dang accurate. They're within 5%. >> I think that's right. 5%. >> Yeah, they they usually are there, too. It's not like we worked with them a lot, but I would say like I don't it's sometime I don't know how they get there, but they get there and
142it's interesting how they can do it. But it's it's just another check in to make sure that we're getting a broader spectrum of input from just the people not showing up or the committee meetings are still sitting at home following along but not getting their input. [Applause] >> Okay. Thank you. Sorry. I'm sorry I derailed you there for a second. >> Yeah. No, no, it's helpful and appreciate all the information for us to review. So, uh, come back prepared and continue the dialogue and if there's other questions and we can get that. >> How's everybody doing? >> Do we need a break? >> Yes. >> Okay. Uh, five minutes. Yeah. >> For five minutes round. >> Okay. Thank you. >> We're I'll be here for the roundhouse conversation. I think I don't have to. So
143you do go back in. [Music] [Applause] [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Applause] [Music] [Applause] Heat. Heat. [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. N. [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] Heat. Heat. [Music] [Applause] Heat. Heat. N. [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Hey, Heat. [Music] Okay, I think we're ready to move on to 2.3, which is we're going to get an update on the roundhouse. like to invite Dwayne Cash back up and Kobe >> Pro Toby Petro. My apologies. I've lost your name for a minute. So, thank you for being here. >> Yeah, sure. No. Um, I have a couple of different documents. What would you like me? How would we Well, let
144let me start with uh Kobe's with Colorado Valley. He's civil engineer. Uh we brought him on a project to help us kind of understand one, what's going on? Why what's why are we having these issues and then number two, what is the ultimate solution? Uh he's worked on some documents. They they did a survey. They surveyed the area, understood the contours. They looked at the storm water. uh and then they've come up with a proposed solution that uh he's been working on and actually he's about 80% on the documents uh of what that solution is and I think I'll turn it over to you at that point if you want to look through that what you've seen and observed and what you're recommending. Let me can I do one thing? Let me interject real quick
145cuz I I forgot that I put this up there. I think it's important any time that we're doing this that we kind of remind people where we're at and what kind of what the timelines meant. So, I apologize that I sent that right over to you and then I pulled this up. That's right. >> Um, but just as a reminder for everybody, not that you don't remember this, but just for your knowledge, June 1819, we have uh a historic flood in the area and the roundhouse gets an inch and a half of water over it. Okay. July 14, the board took action to approve the replacement of that uh gymnasium floor after the initial water. Eight days later, we have a second round of severe storms and it floods again. So, at the August 11
146meeting, it's the board votes to pause that and say, "Hey, we need to engage with the civil engineer. We need to work with our architect to to identify what are some some flood mitigation strategies that are going to be able to actually be sustainable and help help with us." And and then that ultimately is what brings Kobe and the team here today is now we're going to look at how do we keep water out of the roundhouse? How can a board invest $300,000 in the floor? And also know that that's not going to get water in it again every single time it rains and that we're not going to have our team out there filling up sandbags and throwing them up against the building, which is what it's been every single time that we've had
147rain events, including today's. So, just a couple of key findings throughout this process that I do like to make sure I know. This is I'm not stating it to the people who already know this, but this is for anyone also listening who might not know it. These were all extraordinary rain events. The first one was a 200-year flood. That's using language from civil engineers. Okay. We also then had a a in July we had a 100year flood and then shortly thereafter we had another 50-year flood. So, we've had a tremendous amount of kind of unexpected flood events. But if today is an example of what's to be expected, perhaps we're just living in a time where 200-year floods happen every other Tuesday. I don't know. We're in unprecedented times, my friends. There's some suggestions here
148that they're going to go over. That's the detention pond and we'll walk through that. And we're also looking at shortterm safety guards um to help make sure that some things are in place. Obviously, we've been sandbagging and things like that. So our discussion tonight will be oriented around what the recommendations are that we're going to see from from Mr. Pietro and Mr. Cash. Do you want me to pull up the site plan and the drainage improvement 80% you shared? >> You want to pull up the drainage improvement? Uh then you just go to sheet believe it's four on that. >> It'll pull up the permit. >> Uh no, that 80% >> 80%. Okay. Thank you. Yeah, I got >> that's what I have too. >> Yeah. >> Okay, hold up. It probably saved all that
149mic. >> Thank you. >> I pull it up in a different location. the change. Start the second page. Um so what you're looking at here is basically the existing conditions of the site. Um so we went out did field survey of kind of the entire area up there at the northeast corner of the campus. Um kind of in that small area is the pond kind of right there in the middle of the screen just to the north of the weld shop. Um what we found is that this pond is pretty small um in size. is I think in total of usable. Um, and I'm going to kind of use that usable area because there's a certain point where the pond could go higher, but we're going to be flooding the gym floor. Um, so it's
150really we can't use that area. Um, the reason it's there is because the base flood elevation there to the north is basically 1487. Um, so we have to be able to block that water but still be able to drain from the building. The issue is that the building right now, the roundhouse is sitting about 84. I think 29 was one of the lowest doors. Um, so we're right around 3 feet lower than the flood um base flood elevation. So if I was going to restate that for just my lands, your flood plane has capacity for up to 1487. >> Yep. >> And this place right over here sits at 1484. >> 18. Yep. >> Okay. Um, so basically >> that's what this system does is it helps prevent that before it's supposed to. >> Yeah.
151So basically it's it's a burm there that's in place to keep the flood plane out and then be able to drain the site out. Um, how it does that is basically you're relying on a pump. That's really the only way. There's no way to gravity feed this out into um the flood plane without the flood plane coming into the the site. Um so what we believe is kind of going on is there's basically two outlets to this pond. Um there's a pump system in place and then there's a 24-in pipe that's also kind of a a secondary outlet. Um we believe because of these events, what we've seen is basically we've had large storms happen in a small period of time. I mean 2 months we've had significant rainfall here. So the ground's not able
152to soak this up. So what we're seeing is that the flood plate is backing up very quickly. Um especially when these storms happen from the north. Um, so there's there's a lot of pressure up against that flap gate on that 24 in C or RCP. >> Is that is this is that what this is showing? >> Uh, just to the bottom of that. There's the pipe. Um, with 10 is where the flap gate is. >> So 10 is the flap gate for the RCP. Um, basically that is not able to operate because of the water that's from the flood plane because it's higher than what's in the pond. Basically it's not able to open. So, we're solely relying on this pond to discharge all of the water from the site. Um, so what we're what
153we've kind of came to the conclusion on is we have entirely too much water feeding to a spawn that's too small and has a small outlet to it. Um, so that's where we kind of come to the solutions. Um, if you want to go to the next page here, what we're proposing and some of this >> zoom in actually go one more. >> Yeah. So, this is kind of the proposed solution um or a kind of a to help the problem is you can see right where the proposed pond in is is kind of where that existing berm was. Um, we're basically going to look at relocating all of the structures, all of the outlets, the pumps, um, the same pipes. We're going to look at keeping everything in place and just shifting it to
154the north. Um, this will in turn, I think it takes our usable storage from about 8,000 cubic feet to around 30,000 cubic feet. So, it's almost four times the size of usable storage. Um, so what this is going to do is it's going to help. The goal is to be able to hold a 100-year storm and assume everything's going to fail. So, if the pumps fail, if there's no outlet pipe, we would like to be able to contain that 100-year storm without getting into the building. Um, then basically your pumps are just in place to discharge that water over a period of time. Uh, go ahead. >> It might be worth explaining how the 200year flood technically worked because that's where that could be >> reasonable to understand. >> So, where it could get tricky
155is if we have a larger event or we have these events that are back to back. Um, basically no pump within reason is going to pump out this pond. Um, you're just looking at some massive pumps that are hard to maintain. They're expensive. It's just not feasible. So, these pumps are going to take time, probably 42 or 48 hours um to kind of drain this pond. So, if you get these storms back to back, and I know um the one in June, it was basically 9 in of rain over 2 days. when we see these storms that extend two, three days or even we have storms back to back. Um there are going to be that's where it gets risky in the fact that if the pond's already full and you get all this water,
156you're going to have flooding again. Um there's not really a good way to avoid that in this situation without having larger pumps, more pumps or some kind of other temporary system up closer to the gym. um like a dam or flood um uh I think they're called aqua gates kind of in place to help prevent in these kind of more freak scenarios. We consider these as 200ear storms and they're supposed to be a very low chance of happening. What we're finding and what you're seeing is they're becoming more and more common. Um so these storms aren't as big as they used to be. They don't cover large areas anymore. They're very small, compact storms that hit an area hard and they dump a lot of rain really fast. Um, so when you have a situation
157like this where you're relying on a pump, a pump can only pump so much water out. When you have all this water coming in this quickly, um, we we need to look at ways to kind of temporarily hold that water, give those pumps enough time to kind of keep up, get rid of that water um, before it starts flooding. >> And this proposed solution would allow a 100-year event to be stored in that proposed pond. >> Yep. So, that's where I don't want to get into the technical stuff too much. Um, there's a couple different ways we model storms. So, this here is basically using the city's recommended way of modeling a storm. It's a it's a certain method called the rational method. Um, it's commonly used in a lot of municipalities everywhere. Um, so
158this allows us to handle that 100-year storm plus a little extra. Um, so we're trying to include about double the amount is what we're hoping to handle. Uh when you look into other methods, another one's called the SCS method. Um it's a little bit newer. Um basically rational looks at a peak discharge. So in a small duration, basically it says the water's going to hit and it's going to go away really quick. Whereas the SCS is a much longer. It's a 24-hour period. It really builds for 24 hours and then it goes out. So you really need a lot more storage. That's where we start getting where we can't quite hold a 100-year storm with no outflow. we need to consider some sort of outflow here um without making this pawn maybe 10fold bigger instead
159of just four times as big. Um where we're going to run into limitations on that is um because we're in a flood plane here, we can't really take away from their storage kind of balance that out, which we're doing by lowering that kind of high area there to the northeast. Um so we really can't go further north with it. Um, so it's finding ways to get a little more volume for this pond to give you guys the comfort um to say flooding is not going to happen. And we can look at that by today. I noticed out in the parking lot there. Um, it's really not staging out super far. There's a lot of areas there that we could utilize as kind of emergency storage. On a normal event, we obviously we don't ever want
160to see water in there. Um, but there is some opportunity over there to maybe lower some of these areas and give some of that give give a little bit more volume. We do have these kind of freak rainfall events. Um, so this was kind of solving the initial problem looking at the pond. After kind of today's event, we've noticed two other possible areas, possible scenarios that may be pushing water into a certain door. Um, so that's something we need to look at. Um, I believe there's some pipes that might be undersized. Uh, that's kind of backing up and pushing water into I think it was door 17. Um, so we noticed they were saying the pond was maybe 25% full and it was already starting to back up and push water to that door. So,
161um, there's there are some other areas we need to start looking into. U, we've kind of broadly looked at the site. Now, we can need to dive into some of these small areas and really fine-tune um, some other possible solutions to kind of help with all of it. Um, it's not necessarily there is a larger drainage issue of it just the pond not being big enough, but there are some smaller things going on as well that we'll need to kind of address. Kobe is a 200-year storm twice the amount of water. Not necessarily. Um, it's it's not twice the amount of water. It's just basically the year storm is how frequently it should occur, right? >> So there's a 200 year storm really. It's a I think it's like a 0.02% chance of that storm
162ever occurring. Um, so I think a 100redyear storm is or 100 year is I think it's like 7.8 in of rain. A 200-year storm is like 8.8 in of rain. So really it's only another inch of rain to classify it as a 200-year storm. It's just less likely to occur. >> But you're saying if we mitigate the pond, it's only going to save us up to 100 years. So we've already had a 200year. So fixing the pond isn't necessarily going to fix our problem because we still have a 200y year we need to plan for. >> Yep. So some of those numbers we're looking at right now are the pond itself. So we do need to start considering some other areas, especially if we're going to use these more conservative methods of calculating this. Um
163we're going to need all the volume we can get. So we're going have to start looking into that. Um the paved area, there's some little burm stuff on the northwest side of the weld shop that eventually stages up too. um as we start considering all of the areas um you may be able to handle 200 year and that and that's the goal is to get to that point um but it's not very commonly designed for around here yet your most common is a 100redyear storm >> pushing north pushing the dam moving far north is not an option because we don't have the ability to balance out the flood plane >> we need to find some way to get more flood plane storage if you kind of go down just a little bit um you can
164see the dark lines there where we're going Basically, we're going to hold there's a there's a road out there. We're going to hold that road and we're going to look at kind of dropping that off um right away. Right now, it kind of burpms up. There's a hill there. There's some stock piles, things like that. So, we're going to gain that volume by kind of digging that area out, making it a flatter. Um it's not going to improve the flood plane system at all. It's really just to balance things out so we're not taking away from the flood plane. >> How does that impact the neighbor? Yeah. And that water is not going to move. It's just going to sit there. >> Uh, no. It's all going to drain towards the actual floodway. Um, it's
165just going to be fairly flat. So, when it does storm and there's a lot of worry, as you can see today, it stages up quite a bit. Um, we just need to make sure the amount of volume of storage that it has now, we don't take away from in the future. Um, so it's not going to make anything worse, but it's also not going to improve the flood plane system. Um, which in this site there's just there's not enough area that you can make the overall flood flood plane drainage any better. Um, you need a large amount of storage. How close does that push up to the cedars maintenance area, the assisted living? Um the >> I see where the limb pile is. >> Cuz the worst thing that we don't want to do is
166move this dirt, flood that, and then flood the cedars because we're trying to not flood ourselves. >> No. So we're not messing their property. Everything stays within the the school's property. Um and everything's going to stay. So the drives there, which kind of split the two properties, are going to remain the same. So that the elevation of those aren't going to change at all. It's just everything to the kind of the northwest of those. >> So, does that mean you're taking the trees out? >> There's highly encourage everybody to go back there, but that was one of the things >> reading what it says. >> Yeah. early on there's a clump of trees back there and stuff where even early on it was like me knowing nothing about it was it was like hey that
167would at least be able to help some of that water not be pushing up so hard against ours I mean that probably in its own right would be create some amount of >> Yep opportunity for water to stay off our property >> y >> or it's I guess technically that's already our property so come not stay on that part of the property as opposed to the other >> yeah what we want to do is it is a concern is we want to make sure the flood plane's not getting into the site. Um, so I know with the I think it was the first storm event, I think they said it got to within a halft of coming over the top of that burm. Um, if we relocate it, everything we can't really raise that. Um,
168and there's some more complications with if it does get that high, there's a lot more flooding going on than just you guys. um if it ever gets above that 87 mark. Um not to say it can't happen, but we're looking at keeping everything the same elevation currently. We're just kind of shifting things around is all we're looking at doing with this. Um you could look at raising that BM, but with that you're going to have to redesign your pump. Um not the pumps themselves, but the actual the well the manhole that they sit in would need redesigned. Um, and didn't you say that really raising it, this is not necessarily that you said it, but they presented a facility really any amount of raising that doesn't do anything to raise your plane. So, you're raising
169it. It still is going to hit that same level and then it's you're still at that point. >> Yeah. It can't flow water below it after 1487, right? Yeah. So, all we're looking at doing is just kind of keeping that space. Um, and then we would keep I know there's some maintenance vehicles and a fence out there. We're kind of looking at keeping that area the same. Um, for the most part, we're not changing that grading too much. Um, there's actually an asphalt pad. We're going to tie in at that asphalt pad is where we're looking at tying in. Um, it does appear there may be some settling of that asphalt um that may be having some negative drainage towards the auto shop. Um, but it has no major effect to improving the overall site.
170>> I guess my big concern is you said that that pond we had flooding up to the doors today's and it wasn't really that big of a storm. It was a lot. Don't I'm not downplaying it. But you said the pond was only 25% full. So now I've got a major concern that if we dig out this pond, we're going to put more water storage in it, but the water's not getting there and it's still backing up into the school. So, how is digging out this pond going to help prevent that water from getting into this pool if it's not full and it's backing up? >> Yeah. So, if you look at the zoom out a little bit. So, imagine zoom in. Imagine that. Zoom out. Zoom out. Imagine that all this concrete where that
171water is today, that's all storage. That's storing water there. Right? So, what we're trying to do is instead of storing water here, we're going to store it here. here. So that's the that's the strategy is we're just taking all that storage of water and then when it gets so high it stores it in the building. So we're just trying to shift all that storage to here. >> So that's as big as we can make the pond and get as much water as we can off that site. >> I guess I don't understand cuz you said the the pond was 25% full and we were backing up. So the water is not even getting into the pond. Digging out the pond isn't going to fix the >> What he was talking about is there's a pipe
172over here on the other side of the weld shop that was backing up at 25%. >> Y >> not the pond, the the pipe was around the weld shop that was backing up at 25. >> So after today's event, we think that's a a separate issue of that leads into a a system there around the weld shop that has some roof drains and some inlets. Um basically captures a portion of kind of the south side of that field. >> It's this pipe right here. >> Yeah. was bubbling up today and that's at 1484 basically. So that's that was water backing up all the way through this pipe and coming up there >> at 25%. So there's something we got to address there too. Where that water come from >> all over I think it some
173of it's coming off that hill right there. >> Yeah. Why isn't there a burn right there? There is >> it's not deep. It's not good enough. Yeah. >> So that that is I walked that the other day and it's at least 4T lower than that entrance into the auxiliary chin. >> So that inlet was probably put in place to drain that door. That's probably what it was designed for. Um while the actual inlet itself is quite a bit lower than the rest of the system, the pipe that feeds into it is still lower. So it should be feeding to the pond. Um what's probably happening is the pipes downstream of that are under size. So as those get to capac capacity, your high-end is starting to back up. Um that's what we believe and this
174was more information that we just discovered from today's stuff. So this is stuff we need to kind of investigate more, look a little more into. Um uh looking at initially, I believe that grade inlet was put in place to drain for door 17 to give it some kind of drainage somewhere for that to go. Um and it turns out it's probably having an adverse effect. >> Do we know when that was put in? when the bookshelf was built. >> Yeah. >> So when you walk that whole area there behind the roundhouse, it slopes pretty good towards the present pond. There was a big old tunnel there or pipe, whatever you want to call it. >> Today when I was there, it was running backwards. >> Yep. >> So why why didn't it go through there
175into the pond? Uh what happens is eventually it's going to equalize. So your pond only has a small amount of storage. So once that pond's hit a certain point, it's going to start going to your other side. And really that pipe instead of being a drain draining into the pond, it's really just an equalizer. It's going to equalize the level on both sides. >> So by increasing the pond side, we're going to we're going to decrease what's on the parking lot side. It's not going to say we're not taking away the parking lot side. It's still going to be there. We're just increasing the size on this side to keep it from going on that um in your normal raintorm events. If you have these freak events, we may have to utilize that parking area.
176Um and there's that's where there's some opportunity where we may be able to add more area there as well to give you even more storage, which will then protect your building. >> I think that's the that's the conversation at hand, right? is what you know do we want to just do what we think will work or do we want to build something that we know will work that means that we're now we're expanding even farther right we're probably going even farther south into that concrete area or you know what Kobe and I talked about the other day the ideal thing is the the auto shop goes away and the pond just gets bigger uh east west but you know that's a big ass right to take down a building >> without losing DTE program right?
177You know, so that's that's really, you know, not a very good choice. But so the only other choice really to have is to minimize all this concrete space back here. So if if you know we now that pond, proposed pond starts to push up, get bigger. So what we can kind of look at is basically the top of our pond is going to be 1484 is kind of what we're considering our top, which you can kind of see in the parking area. It's actually a pretty narrow little area for your for 14 84. Um there's a an area that looks like it's storage for sand and stuff in there. Now, um if we can look at here, >> yeah, if we can look at lowering that whole area, that's going to add a little bit
178more volume for um these kind of large flood events. Um and what we're kind of finding with the numbers is to to hold a 200-year storm, we're going to need that space. Um, but when you start doing that, you're looking at, you know, demoing concrete, reworking areas, um, little more than just moving some dirt around like we're doing with the pond. >> So, the extreme is this 200 year event? >> Yes. >> Is there something greater than that? Because we continue to have these saturating day after day like I was there today and I got people sending me videos and pictures today again. Um, and when I was out there, the pump was shooting water straight up like, yeah, a whale or something. Um, and so, so two questions there. Um, is there something an
179even worse scenario we really should be planning for? Um, because we don't want to continue to have these issues because now we have issues with education. we have issues um with we can't put a new floor in if we're going to not care for this. >> Yeah. So, there are larger storms. There's 500 year and even a thousand-year storm. Um they're not commonly designed for around here. That's mainly due to cost. The cost to design for these storms is far outweighs the potential of it ever failing or we ever see that amount of rain. Um >> the core of engineers when they do the levies on the Missouri River Kansas River designed to the what your camera >> I think it's a 500. >> It's the 500 I think. So >> yeah that's you know
180those are really tallies. So >> but you talked about again facilities committee or some place about that o tube or something that you instead of raising the doors. >> Yeah there's a there's two solutions that we've had priced. There's lots of other solutions out there. And that the idea is there that that would be the last mechanism. There's one that's a tube. It fills up with water. You need a fire hydrant to fill it up cuz it takes that much volume of water. It lays flat. You It's kind like a big garden hose basically. You would lay that out 7 ft away from your building, fill it up with water, and water would go to it and stop sandbags. Bunch of them. The problem with that is you got to strap it down so it
181doesn't float away or while you're filling it up and also you have to go out there and manually do it and you have to say, "Well, is this one going to be a bigger one for me to go fill that up?" No, you don't want to do that. Um, that's always an issue. There's other ones that that's $20,000 what we estimate price. There's another one's $25,000. It's more of a modular system. takes a little bit less water to do. That one's a a thing. But then there's other ones as well. There's these more like passing ones that like a a flat one that's in the concrete and then when the water comes it raises up automatically and acts like a but those are more expensive. We didn't price that at this point yet cuz we
182didn't know what this would process would go to. >> How do you prevent the water on the other side of it? Cuz >> we'd have to pump that back over that dam. >> Yep. So then we're just creating a whole another >> It'd be a lot smaller pump if we used to. >> Yeah. Without and we would also look at rerouting the water that's coming off the roof. Those roof drains that are coming off there now. That would be the main water that would happen behind that. We could we were talking about how we could reroute those pipes uh so they're not draining into that space. So, talk about the pond since it appears to me, again, not an engineer, that it's very full of overgrowth. My words, um, they're hot that hasn't been cleaned
183out during any of our storms yet this summer. Is that contributing? Um, I mean, what's the best practice for this pond? >> So, was probably designed to hold a little bit of water. Um, we do that for mainly water quality reasons. We want that water to settle and let some of the bacteria and stuff sit into there. Um, and basically you maintain a little bit of water at all times. Um, it's not really a wet pond. It's not a piece there. Um, so that's what it appears happened with that. You're going to get mosquito pet pits, a lot of vegetation, a lot of overgrowth. Um those things can actually help a lot of times especially when you have more spread out storms because that vegetation will soak up a lot of water. Um where you
184get into problems is when we have frequent rain like we have now. Um and really there is no solution to that. Um once the ground is full of water, it's got to run off somewhere and that's where you drive around and and on the way into town almost every field on the way in is full of water. There's just nowhere else for this water to go. Um, so we have to find a way to either store this water or put in bigger pumps to pump the water out faster. Um, is there is there Kobe, is there a way to go deeper with underground detention? Is that also something we could look at instead of tearing all the concrete up, but just put some detention basins underground, which we do quite a bit. >> I mean,
185we can definitely look at going underground with it. The more volume when you have pumps, we have a pump system. Um, usually that's the big limiting factor is people don't want to go underground because they don't want to put in pumps. In this case, we can't avoid the pump. Um, so we can always dig deeper. We can dig the pond deeper. Um, we have room there that we can keep going down. When you do that though, you're going to have to redesign your system. Um, these pumps are designed to handle a certain amount of head pressure um to pump that water out. And so if we make if we increase that by making it deeper, then we're going to have to put different pumps in. uh not to say it it's a it's a good
186option but it comes with its complications. >> So you're telling us the solution is to build that new retention pond pump. >> Right now we're just looking at making the detention pond bigger and keeping the same system in place. Um so we're not redesigning the pumps. We're just going to relocate what's there. Um it's in good working condition. We're just trying to give it more volume currently. >> But that only protects us to a 100redyear flood, not a 200-year flood that we've had. So, we need to figure out something to get us another 100 years. >> As we start going there, that's where we need to look at either more volume in other places, whether it's make the pond deeper, rework the pavement areas, or we need to look at different bigger pumps >> Or
187both. It could be a combination of both. So yeah, that's kind of the decision that needs to be made is, you know, what what storm do we want to shoot for? And you know, uh we can always design for these 500 year storms, but it's going to come at a cost. Um so it's where does that cost versus the risk, you know. Well, I think we got to make some decisions. We've got season basketball seasons coming up. We all these activities that take place in the roundhouse. Mhm. I think we got to at least do something temporarily that would allow us to do that then go for what you're talking about and maybe that can all be same. >> Yeah. The the two the two things I had a price the $20,000 one and the
188$27,000 one were those those temporary measures to give you some security that you could have that protected while you put the floor in and this got fixed. It would not be designed as a long-term solution. So I, you know, I think this the decision really is is do we just size it bigger, spend more money to size it bigger, or do we size it this way and then try to find a permanent flood solution issue, >> which is something you probably have to maintain and work on all the time. >> Our community is not going to support us doing it part of the way. It's going to have to be a 100% solution to guarantee that this floor is never going to flood. Not even one drop of rain can get into there. if we
189do it halfway. >> Again, we haven't even started on what a bond is facility plan might do for the high school. Anything you put in there might be temporary because you may build away from that roundhouse. So, it doesn't even ever drain down there. building structures behind it to the east and north and some of those things. But I still don't think that we still have to put something in to get us to where we could get the floor in now. >> You can't. >> It's too big of a gamble. >> No, it's not. >> You're saying that's $47,000 the temporary? No. It's either a 20,000 or 27,000. One or the other, not both. >> Which would transfer into whatever the long-term >> No, a temporary a temporary dam basically to protect the roundhouse. >>
190Can I name what I would say is what I'm hearing is just to try to clarify, >> this is going to cost, this hasn't been said, but I'd clarify it to move that resize that pond. That's a 25 to $25,000 to $50,000 cost. We don't actually have because we got to we would have to get into the equipment relocation. If something isn't actually working, there's additional cost. So, that's a window. That's that's a price for resizing it and doing this to ensure that we have a temporary dam should in the process of doing that and any a rain event like today, we could have a temporary dam out there that would cost us 20. There's one option that's 20 grand and one option is 27 grand. >> Correct. And we'd still need to have a
191sub pump on the building side of it to pump it up and upper. >> Correct. >> Okay. >> But we can't even guarantee that's going to prevent water from getting in on the floor. >> As I'm saying, we cannot >> temporary measure is what he's saying. Would >> we got the water on the other side? Yeah, there's there's I would never I'd be really crazy if I said there's no you know it's a guarantee. Can't say that for a fact, but it would definitely be a you know they use these in areas that you know protect major buildings with them. So there's a high leveling of it but I don't I can't say there the one thing I'd sayly is there's there's one of two things that end up happening currently. It's a really difficult
192position for the our whole team to be in constantly which is the only current solution to try to mitigate water getting in there is sandbagging of the doors. We these rain event today's a prime example. The rain was supposed to stop at 11:00 this morning. Then it was supposed to stop at 3:00 this morning. Then at 5:30 it's still raining. So we're having fortunately that's happening today. So we're able to get people out there activated and start to put that particular flood prevention in place and that's just to keep it out of classrooms and the hallways and then hopefully the water dies down and then tomorrow we'll have to remove some of those not tomorrow at some point now that it's dry we'll move those out so that we can have traffic flow because we
193have students walk into outline buildings and so a permanent solution on our that permanent solutions not actually even being discussed. One of these temporary solutions would essentially take the place of the sandbre but it'd be more consistently in place while this work is occurring. That was the thought because you know the thing that right now I mean you don't have many kids in the in the building but those are exits and they're sandbag. That's not, you know, the ideal thing to be doing, but this would give you enough buffer to where you could operate through the doors and use it and stuff, but you'd have to build a little bridge to walk over that thing, you know, to keep that flow of people going. But that would be the replacement of the sandbags. Yes. Protect
194the roundhouse while this is being done. Whatever this is. So again, if that's a $25,000 cost or 27,000, that's minor in terms of 60 to $70 million bond issue, right? >> I mean, you may have to give that up depending on what you do. But to me, that seems the most reasonable way to go at this point. >> Then the second question then is what we design into. Are we designing a permanent solution to this solution or to every >> I completely disagree? >> You can do that. >> Yeah. I I typically don't pipe up like that, but like no. A$25 to $27,000 temporary solution >> is not is not being good stewards of of what we're here to do. >> What are you going to do? >> Fix the solution before we put a
195flooring in to make sure that it doesn't happen. can't do that if we're going to >> We have to. >> No, you don't have to. >> I'm sorry. You don't have to do that. You only have to do that you're going to destroy programs that are going on in the facility and you have to do get that floor in there sooner rather than later. I'm sorry. I just I can't gamble the money. We don't have it right now and it's just to me it's not worth it. We've got to find the solution before we can do anything. And that's where these experts come in to help us find the solution. >> We have to do financially solution. >> It's temporary non-g guaranteed. That's that's not something I can honestly go back a solution as well.
196>> Can I question as it relates to this? This creates a 100redyear solution. >> Mhm. >> Um and that cost is between 25 and 50. >> Correct. >> There is a lot of conversation about what I would call the authentically temporary solution which is 20 to 27. Uh but this would substantially improve the site. >> Yes. So all you can kind of look at it as basically phasing in. Um what you guys feel more comfortable as permanent. It's a 200 even 500 storm to get to that is it's going to take a lot of small pieces that come together on this. It's going to take the pond. It's may even take temporary stuff. It may take reworking that parking area. Um it's going to take a lot of different pieces to get to that end
197goal. Um what each of these kind of do is they're just there to give a little piece of mind for each part so that what we're calling the temporary the fence. Um it's going to protect against what we've had the last few months. Um I think on the small end those would basically you're raising you're preventing it from getting into the the building by raising it about a foot foot and a half whatever height that may be. Um and while these are temporary they have to be deployed um these are used all over the place. So look look at Florida hurricane grown areas. They use these fences um almost yearly now because these hurricanes are getting worse and worse. Um so they use these in places where you can't have failure at Tampa Hospital right
198there. They use the fence. These are more expensive, more permanent fences that they kind of designed for much greater storms. Um but there is a piece of mind of it will prevent the flooding from happening. Um not to say it's 100% guaranteed. There's no way to really give it 100%. But you can get a high satisfaction that that's going to help. We'll do the pawn. It's going to help even more. We can look at stuff down the road. It's going to help even more. And in the long term, we we can hopefully achieve that as close to 100% guarantee as we can. >> Can I just get my mind around all the conversation? Um, wherever we are in Avond or structures of the high school facility, that's what it is called right now. Um, we
199still have that um because any rebuild or remodel or whatever we do um is a couple years down the road. So this we need something today and for the near future. Then my other part of my brain is saying, say we take the building offline for some reason. Um, there's a resale value eventually. Uh, if we were going, I'm just going with, we don't know what we're doing. So, I'm just thinking out loud what that all looks like. This would still be something that a real estate agent would need that information because we would have a hard time. Um, I'm not a real estate agent again, so I'm going in all sorts of directions. I have no ability to really speak to uh but that would be needed anyways had someone give me some kind
200of um >> yeah I mean at the end of the day the system that's there is could be looked at as a flaw whether it's you guys owning it selling it whatever the case may be it it needs fixed at some point um it's not able to adequately handle what's there now um there's a lot of things if you continue to expand on this site you can look you know, future buildings wrapping around the roundhouse. As you do that, you're basically eliminating the the possibility of it ever getting in there. That that's your 100% guarantee. Um, but with where we're at now with the floor where it is and the flood plane, there's just no way to get that water to go anywhere else. We'll do everything we can to store and hold as much
201water. Um, and some of this may come in phases and doing a lot of different pieces to, you know, get us as close to 100% as we can. >> That building that's 60 years old, 60 plus. Have we had a flood before like this affected the floor? >> Well, I asked you about the flood of 21, how that was different from this flood. And did you ever find anything out on that? >> No, I couldn't quite get enough information to really tell. Well, we didn't replace the floor then, >> right? We didn't have water in there at all, but we also didn't have a field there. So, I was asking if there was any correlation as the flood plane changed. That's why I asked if you could get access to the the previous site to
202see what the flood plane looked like prior to that. Now, is that a contributing factor? Like, these are all questions we need answered. >> Yeah. So, we in simplest it's we were tasked with kind of finding a solution here. We weren't really looked at what the cause was. Um, I can tell you from looking at stuff, I don't appear any major flaws that was done with the field that would have caused significant things with this. Um, could there be little pieces here and there that contributes to it in a larger scale? Possibly. Um, but I I don't have all the information. I don't have all the answers for that currently. >> So, that new football field and tracks built, where does that water go? Most of it drains into a system underneath the field and
203then actually just outlets directly into the flood plane to the north. Um so most of that doesn't feed into this pond. There's a little bit on the south side beyond the track that does feed into the system. Um but they've from what it looks like they've actually decrease the area that feeds to the pond by doing the track and field. Um they've yeah there's a little bit more that goes into it but >> so the people who tell me that's what caused the flooding I don't think they're talking about >> uh not necessarily there's a lot of factors at play here and I think it's more a case of how these storms occurred I think it's more of a um I think it goes back to the basis of if the if the flood plane
204builds up first and you're not able to use that larger pipe to drain I mean, the previous flood, it could have been it hit you guys first and the flood plane was empty and you're able to use that larger pipe, get rid of that water faster. Um, those are the answers. I I don't have I I don't know what happened then. I don't know if the flood plane was full at the time. Um, it's hard to tell. Um, so do you have an estimate to try to fix that so we can have guarantee but reasonable assurance that a 100year event will not? Yes. >> What's that cost? >> That was the 2550. >> This is the solution to hold a 100redyear is by expending extending this pond making it bigger. >> 25 50,000. >> That's
205what we think. Yeah. >> And does that include the 25,000 or 27,000 we need for the temporary BM? >> It does not. >> So it could be upwards of 75,000. >> The total solution. kind of time frame would it look like to do the longer term 100year digging out the pond? >> This one, this designer, so he's at 80% construction documents, which means we're getting close for what we saw today on site, which was really great to actually see it in person. You get a lot more understanding when you see it. Uh there's going to be some tweaks. So we're going to have to back up a little bit, make some more changes, but we're close to getting this on the street for bidding. Um probably middle of the month or, you know, somewhere that
206period to get it on the street to bid bid for a couple weeks. Uh approval first of October, contract signed, start moving dirt middle of October, something like that. >> So what if we did it to a 200y year to guarantee that? How much would time would that add since you're a literal and concrete parking lot at that point? >> But it guarantees us >> spend some time redesigning. >> It would be a significant increase to the the scope of redesigning stuff. So there's quite a bit of time there. And then when you're looking at a contractor standpoint, you're going to over double maybe triple the timeline when you're starting to demo all that concrete work. That's what >> it guarantees us. >> And then the cost is going to go up significantly from there.
207If you don't want to put the mitigating things in like the things that come up, >> can you go in there and put a 10ft high sandbags from here to Kingdom Come and it out temporarily? >> That's basically what this is. That's what this flood infection is. >> So, we're at risk of flooding until that's complete. >> I believe you are. >> Yeah. And that will continue and we're not looking at even breaking ground until midocctober >> and that's why you're bringing us temporary solutions. Correct. >> I'm Yeah, because I cuz I would Yeah. The only like when can we start putting the gym floor in. No, we didn't want to do that until this is done. This the construction I'm going to start middle October. You got basketball season coming. >> And it's not
208like the temporary solutions ever going to go away. It can always be deployed at any point. Um, if you do have some substantial amount of rain, even with the ponds and the other things, it could still be put in place and greater protect. >> Can you do this work when the ground's so saturated right now? Some got to dry out first before you can do all this. >> You dry it a little bit, but it's not after today. It's going to be a muddy mess for sure until they >> Yeah, but they can do it. It's just going to be harder. Yeah, the work's going to have to be phased appropriately. They're going have to build the new BM. They demo with the old last be halfway through construction. You have nothing protecting flood plane.
209So, um, the first part will be building the stuff and then you have to relocate stuff and there's going to be some overlap where you may need pumps to dry out the keep things dry and temporary pump things over, but it can all be done. >> Earlier, we were told that you had suggested raising the seal on the doors 14 in or something. Is that gone by the wayside now? >> I think it has. It's it's when we start talking about investing in you know that those dollars it's a significant investment and you know we explored it u it's it's it's it's insane amount of money and something we don't know what the future of the building is. >> Well when I went over there and walked that a lot of those doors are only
2108t tall. >> They are. >> You take a foot and a half off that. >> Does that meet safety requirements? >> No. I'd have to raise the top of those doors. Do >> you see that house? That's solid cement. That's why it would cost a lot of money. >> Well, I thought that being an engineer, I said that's that's out of the question. You can't do that. >> Yeah. That uh we we chased it we chased it as far as we could and it just came back as not a possible solution. >> Thank you. Yeah. >> Could you outline if we're moved to this plan, how long does it take from once the work starts to be at a spot where we kind of I mean weather permitting, I understand that, but how long does
211this take? >> So, with the pawn and everything, um I've had some conversation with the city. Um in the last meeting we had, there were some talks about whether it has to go through planning and zoning. Um, in the case of this, we're not making any changes to the site necessarily. We're not adding any structures. We're not doing landscape, so it doesn't have to go through them. It does have to go through the city's public works team. They want to review it, make sure we're meeting permits. Um, there are a couple permits we have to pull. Um, one of them being the flood plane. Um, there is a permit process that goes into that and that's something I've been working with them. Um, been working with Eric over at the city, try and get a
212little better timeline. I don't quite have that timeline yet. Um, but when you're looking at plans, bid, um, and then ultimately construction, it's going to be a couple month process from start to finish. Um, so that's where we're looking at kind of that temporary solution where in the meantime before we get to that, you can have the that something in place during these couple months um to have some protection there. >> What's that called? >> It's a tube of some kind. the actual name. I shared it with hold. >> And you say this is standard procedure in Florida and places like that now. >> And they did that last year at the Tampa hospital because of the fear of Tampa Bay being backed up. >> This one's called a flexible tube flood barrier. You can
213see it. They put it around these houses. But it's just a basically a tube. You fill it up with water. It gets heavy. Strap it down so it doesn't move. So people live behind that in their houses. >> Yep. But they only did it when that, you know, the flood season, the hurricane season, I imagine. >> This the one you pulled up. >> Yep. That's the one. Yep. That's one. That's the $20,000 one. It's the cheaper of the two. >> So yeah, the tubes are a little more practical when you look at the larger scale like the hospital. Um it's a much larger, more expensive system. Um, but when you're, you know, protecting a hospital, you need to >> the uh then the other reason about this is because it's round, you know, it's more
214flexible to fit the shape of the round. That's another reason. >> So, you can't put that right up against the building. Then, >> no, you you'd want to have it six or so feet from the building cuz you still want to be able to exit the building with people. >> Sure. Once out of the building, then we can build some little bridges over the top of it, but you won't over. >> Is that part of the high school pattern? Those doors are used between classes. >> Yes. >> Can't reroute that. >> Being rerouted now. Supposed it been currently been rerouted, but um no, you can't. The only other real route that you could send them around would be Well, there's two technically. You could technically open a gate that we keep locked. It's only a
215maintenance one just to get to the weld shop, but they'd have to out through the auxiliary gym, go down to the through the through the field area and enter the be this north of that theater down. >> They can do that. They could walk out there and down the to the shop to the auto shop and around um safety and security and pathway finding. That's probably not the most advisable, but true kids do. Well, they were out there today during the fire drill. I mean, nobody exits that bottom floor of the roundhouse on the flower fire drill, do they? >> I don't know the answer to that, but on a day on a daily basis, you your classes enter and exit through doors 17 and 19. >> You were having an assembly in there, you
216know, actually like a basketball game, that would be an exit. >> And when you're with shop, that would be their primary exit. in case of an emergency, they'd go out that door right there. >> Yeah. My my bad. I wasn't picking up what you were asking. That's that's a consistent that those are consistent ones that we do have. When we have those areas shut off, we don't allow access into those areas of the building. >> Dr. Vincent, what was there? Maybe, you know, I don't know the talking about all of this. I'm trying to get a timeline floor. >> October is when they right now if you gave a go ahead to get the floor going, it'd be around that same time we start construction if all the permitting and everything else went to to
217the plan. I think they were talking about starting in October, right? >> Yeah, that's correct. Actually, these two things would sync up. So if action was taken, you could initiate work on this and if that's done by midocctober, especially >> started mid-occtober. >> Well, that's true. If we had the temporary flooding components in place, depend on when we could get that into place, which technically we don't know a timeline. >> That could take a couple weeks probably to get those here. >> You could have your floor being finished. I think we're kind of targeting October 20th, end of October. Soon can you get one of those snake types? >> He didn't tell me, but he said it was easy. >> Be there in two weeks. >> Yeah, I think so. >> And those are stored
218fairly easily and you're ready to deploy them. >> Yeah, I don't know how exactly how that all happens. I think we'd have to dig into some more details about that, but they're flat. Just imagine a flat guard house basically. And it's the same thing. So they roll up, they fold up, and you store them somewhere or how that works exactly. I think you'd probably just store them outside cuz they're going to be wet and dirty. You probably just fold them up and store them in a corner with something over top of them so they don't get damage. >> They're UV support protect supposedly. I don't think that's it's like I said, it's not a permanent. You wouldn't keep them up all year. I'm just thinking there's many rain opportunities that may present oursel to us
219since it seems to be pattern um how many times they may if we move in that direction pulled out put away pulled out of you were pretty much sure that the snow was going to fly not the [Music] until we need to shovel instead of >> We don't want them to freeze. >> What? >> We don't want them to freeze. One big ice cube. >> If they're full of water, it freeze on that. >> Is the gym floor dry now? Yes, that building. I mean, if we said go in there and put the floor in, they can do it. >> Was the gym? They got to pour concrete. To be clear, they got to pour concrete. We got some electrical that we're looking into. So, there's still additional components to all of this project. But
220>> yes, >> that'll be a question for Bill. How much water got into the building today? >> So, specifically to the roundhouse or to the building? >> How about the building? >> So, number 17 uh did get water up to approximately 2 in worth. I'm going to say about 7 ft into the hallway. That's through sandbags on the inside and outside of the building that just permeates through and gets as far as it did. So, I had a team of people working with shopbacks as well on the other side of that to keep that water from coming in. But to answer your question, that's where the water came in. There was a little bit of residual water that came in at other doorways, but nothing as threatening as that. So, but to answer the second
221part of the question, to my knowledge, no water got into >> and the wood shop. >> I don't believe any water got into the wood shop. >> To be clear, you have entry level uh to your wood shop and all that back industrial arts area. So, it's not uncommon for some amount of water. My understanding is in the history of the roundhouse to have water in there, but to this extent it's been different. Does anyone need something else answered or information? >> Trying to make a decision tonight. >> Well, that's if you the will of the board. It would be I, as I hear it, beneficial in our scope and time. Do we need the other two to weigh in on that? It is a very large project. I don't feel comfortable making decisions without
222them. >> The one in his letter to us said he favored the temporary. I'll share because I'll share because they asked me to might be a better way to say it is Jeff's would support moving the project forward and Rebecca in her uh comments related to this topic said she would um support the concrete going in but that she'd want some additional time to make sure that these things are in place before hardwood is is is put into place. So, I gathered that to say she supports getting the project moving again, but wants to make sure the board continues to monitor and we're not going to end up putting something in place until we know confidently we have something in place. That was that captured what Rebecca's kind of thoughts were, but they are not
223at the table. They did not hear I mean, I'm just I told them I'd offered the comments in this regard. >> She's okay on the concrete, but not moving forward with the floor. I mean, I mean, you can basically get the floor ordered, I would say with the caveat that if you have to cancel it like we did before, good. >> But we never ordered it before. We just talked to them about it. It wasn't actually on order. >> I'm just of the of the mindset that we need to get the solution fixed prior to moving forward. >> I don't want to take any chances. This is a huge chunk of money that we are going to be investing in this property and I want to make sure that it's covered. I don't want to
224take the risk of there's a potential possible that it could flood again. I just like I can't do it. >> Can you say more to that just so we understand or I understand you want to see >> I want the project done before we put the poring in. Yes. >> I want to make sure that the mitigation is done. It's ready and we know that it's in place and it's protected. before we put that money in because we do not have the money to go back and do it a second time. And had we moved forward with the August project, we would be replacing it again or a very good chance we could be replacing it again. And we just we don't have it. We need to this is our financial responsibility to make sure
225that it's done and it's done right the first time. We don't need to take >> also have an educational responsibility >> which is if we put the concrete in, we can go back to having gym class. We can go back to educational. We just can't have basketball. >> Well, I want to be clear. You're not going to have a flat concrete floor. You're going to have concrete that's poured in that helps support the floor being installed. So, I do want to be clear. You're not going to be if you just pour concrete. I just want to be clear. You're not going to be able to have >> you're not going to have a functional space yet. >> I thought you said if we pour concrete, it was back to level. >> No, that is not
226my understanding of that. Um, my understanding is that brings your concrete to a level install. They're actually going to pour still. So, no, that is not accurate. That it will not be a level. It will not be like grade level. Like, it won't be a level concrete floor. That will allow the runners 2 in below grade to be able to be installed so that the floor surface can be installed over it. Are we still talking about the removable floor? Are we talking about the other floor? >> This would the removable floor, just as a reminder to the board on that became really a nogo option. Number one, it was cost prohibitive when it was all said and done. The temporary ones that you're able to find that would have that we were looking into um
227typic number one, they weren't sized correctly for the fac for the facility. So, you'd have to take the size that they got. we would have had the additional cost associated with with doing some kind of install. So that was ultimately determined not not a direct not an avenue to go. >> Did we get actual bids on that or was that just Google research? >> We had pricing from a variety of different folks on that. >> I never saw anything. That's why I was curious. And the facilities committee we didn't see anything. It was just a >> after Dwayne researched it. That's what he came up with. But nothing official like from different companies. as far as curious >> if the board would like a that if the board has an interest in me getting that
228I'll just tell you uh that's the will of this board that's not going to be time well spent because it's not going to be a solution that's going to be supported u but I'm happy to go and we can get those quotes >> they'll have somebody else's uh it'll be North Dakota states um temporary floor that'll have gap issues and it won't fit but we can get pricing look like that. >> Have a question. >> Yeah. >> For the 100 versus 200 here, >> would would the 200 be would the 100 be perhaps an incremental step towards 200? So we could approve and then ask to look towards what does this next layer of protection look like? >> Y >> and and does that fit well within increments without um building something to to destroy
229it to build something else. >> Yeah. So looking at kind of the future where we see it going. Obviously we don't want to lose any buildings, >> right? That's a long-term maybe that's a possibility for a very long-term solution. Um, closer down the road, the first part would be extending the pond. That would help kind of protect you from that 100-year storm. Moving to the 200 or more, we're going to look at what kind of what kind of changes can we make inside of that parking area, that pavement area. Can we add more storage there? Um, and then would it be enough? And I I don't have the answer of if it would be enough because we haven't ran those numbers. >> So it would be in addition to the already existing 100year solution that
230you're offering us. >> So we wouldn't be reworking what we already did. We would just be doing more work in other places like that. >> So we could easily approve the 100 and then say can we continue the conversation >> and it we wouldn't be losing or creating redundancy in any way. So >> that help? >> No. Helps me. >> I just I want guarantee. That's That's my >> You're not going to get it. You don't see how >> Well, I mean, we're going to protect it. We're going to go for a 200y year. We're going to fix the concrete. We're going to make sure we're we're passing every We don't even know if it's going to work or if the 200 is what we need to do. They haven't even looked at all of
231the solutions yet. And we had more problems today that they found. >> So, what what do we need to look into that here? you like >> might not bring >> I'm okay with that. Farmers might not be, but >> I'm just I'm I'm also thinking about the fact that we were perfectly content immediately approving a $300,000 floor so that we could maintain programs and now we're stuck. >> I didn't approve that. I was not on board with fixing that floor. Okay. So, I'm wondering what price we're willing to put on. >> We hire architects and engineers for >> and they have given us suggestions on how to best mitigate it in a timely fashion so we can get a floor in there and continue with our seasons participation. Oh, >> how many programs are currently
232affected? >> Volleyball. >> And gym clubs. >> Okay. >> Uh fine arts or sorry uh business classroom uh or uh yeah, foreign language, robotics programs have all been displaced by this. earlier in the uh we've now been able to open up at least there to be some traffic, but prior to that, the entire school had to walk out and around over to the ox gym and through a different route in order to get there. So, there was substantial educational disruption uh related to that and we've had to move classrooms as a result of this. So, I just like to remind everybody it is uh it is more than just extracurricular that is impacted. It is a database operation as was pointed out even earlier about the roundhouse kind of creates this where everything's going to
233offshoot from it. So when you take down it then the other things that are shooting off of it don't get are immediately impacted. >> So we we need to take care of this flood issue and the the gym floor. What's the price tag on the of the work of the roundhouse score? >> Your initial estimate was 278,000. I when we estimated it originally placed that at 300,000. So 278 is what came in. It's worth noting that you're doing that through Green Bush. So that's an initial estimate. I still think it's wise to keep there a consideration of some amount more than that because as we've seen, we've gotten into a lot of different things that cost more money. We do have electrical that we have to make sure gets reviewed that uh it's an ongoing
234issue. the facility committee will talk about that because when water did get into the roundhouse, it did get into floor components and so electrical is a it's a potential uh impact. So, I would still personally say 278 was what the the amount was when when we approved the the floor, but I would personally still in the board's mind and others keep that in as a $300,000 price tag. Then of course what you're seeing here is a uh we're going to bank we're going to budget high and say $50,000 uh with the hope that it comes in under that and >> sounded like 75,000. Yeah. >> Well, and I'm saying on the pond solution. Okay. And then you have an additional 25 for your uh >> shortterm short-term flood mitigation. So you're in the neighborhood at
235375,000 to rework your pond. give it some reassurance there. Build in redundant, not redundancy, build in temporary than than sandbagging and making sure there's a more permanent permanent temporary solution. And then your actual >> and the cement can go in while the engineering work is happening outdoors without that causing any type of damage. So we could get everything approved, have the work happening and not have the floor in until this work is completed and still meet our close toward >> I I would tell you our timeline can overlap with an October finish time, we would in order to move forward with the concrete and and to be able to stay on that timeline, you would move forward with the whole flooring projects and we would reinitiate the ordering of the material so they can start
236getting that material ready and the concrete would start occurring as soon as next week or couple of weeks probably. We I mean we'd have to work with Langford on when they could could get that rolling. They told us approval to gym floors plan for six weeks. >> So I I'm going to entertain a motion here and we can go from there. just to get us going here. So, I motion that we um approve up to $300,000 for all of the care of the roundhouse, which includes the cement, electrical, and um new gym floor. There may be some other miscellaneous and up to the $75,000 to care for the temporary measures um for the flooding and the retention of um pond and whatever other work may be associated with that. >> Any other we'll move to
237discussion. discussion and we've spent a lot of time so we don't >> and we get ready and hold on the rest of that until next Monday. >> Say that again. >> I would be in favor of preparing the gym floor so it's ready to go. But I mean our other two board members going to be here Monday night one of this one will not >> one will be. I >> I mean to Chel's earlier point, at least we'd have one more board member to have this discussion before we go spitting 450,000. >> So you're saying you'd want to move forward with the flooring, but not with the >> cement work and all that stuff you were talking about earlier. >> So I'm kind of on the same. I would do the the mitigation work. I'm
238I'm on board going ahead and improving that, getting that work done, and then getting the concrete laid on the floor, but I'm not on board with ordering the flooring yet. So, I kind of want I wish you would have done it in two separate motions, but it's it is what it is. >> My suggestion is try to do something tonight to get something going and then finalize it next Monday. >> I can appreciate that. >> A special meeting yet this week. >> What about a special meeting yet this week? >> If you're worried about the vote, I won't be here. But you can do it without me. That's fine. >> Well, that's what we're doing tonight without two people. >> I know. That's what I'm saying. I had my two cents. That's a tough one.
239No. You know, nobody answered my last question. It's happened before. >> Has what happened before? >> We had the floor flooded and we had a great place. >> To my knowledge, no. We had a 200-year flood. In the 200 years of its existence, I don't know how many times it's flooded. I I know how many times in the last 10 years that it's flooded, but my understanding is in this in McFersonen, we've not had a 200-year flood just impacted that site, but that's all the more I can. >> So, maybe we've had our 200 years. >> It's possible. I don't know the answer. Right. I had an individual that said he's lived here since 1972 and said he hadn't seen a flood of that nature, but that's anecdotal and I don't have any data to
240point to. The data that we have to point to today says we can have as many as three 100-year floods and well the bottom line is even if we spend 4 3 4 500,000 that's a heck of a lot cheaper than having a new gym. We don't have a choice. We got to get this done. And you know, I like the idea of doing some of that preliminary mitigation stuff. I mean, that's a lot less than a gym floor. I'm just saying, isn't that enough for you to support? >> Well, we also haven't even talked about what the future is. >> That's true. >> We We have no discussions of what our bond is going to look like. So now we're going to put $400,000 into a site that we don't know what it's going
241to look like in one or two or three or five years because we have not discussed that. >> If you put 400,000 in that site and it's still usable 5 years, that's not a bad investment. >> I get what you're saying. I'm saying these are just conversations we haven't had. I >> agree. I mean, it's just like I've told people when we have a bond issue, we got to have a 70 vote. It'd be nice if we're 70 on this. I'm just saying can we build a by a week's time for have people to digest. I mean we've spent here a long time tonight talking about stuff and we got one board one board member here next week. That's to me that helps. >> Are you asking for a friendly uh amendment? >> Well, I
242won't support your amendment. I'm just suggesting another way. You asked for discussion and you got it. I guess you can have a vote. >> So, you just want to table it one more week, bring it back for the final. >> I would like to vote on some things tonight. >> Well, that's why I suggested authorizing get on floor prepared. >> Could I just name how could I just name though what that means? because it's hard when you say go ahead and get the floor prepared because if you move forward with the floor project but we don't move forward with the retention project that runs completely contrary to what this board told us you wanted to do. So that's why I struggle with it and that's why Matt keep asking questions about it to move forward
243with the preparation of the floor but to not move forward with the detention pond improvements that doesn't well I able to clarify that we'd finish that discussion Monday. I'm trying to demonstrate to our people our teachers and our coaches and our kids that we're trying to get this thing fixed tonight. We're going to start at the first day and we'll finalize it next Monday night if you by >> I would support voting over the pond tonight just because either way whether we keep the property, ditch the property, anything else like that needs to happen. And um I already asked the clarifying question of if we choose to go towards a 200year is this an increment or redundancy in spending. So knowing those two pieces, I would be comfortable supporting ensuring that we are moving forward
244with the work on the retention bond. And I would also be comfortable saying like sort of the concrete work. My hold up is those that temporary 25k, but I I do feel like we're kind of over a barrel with a lot of it because are we going to let 25k hold up how many different programs when we wouldn't let so much other? So, um and and I really hate spending another $25,000 on any of this, frankly. I don't like it. >> So, do we amend the motion to continue with C Valley and fix the retention pond because we know that needs done. So, we do that and then do we hold on the concrete and the roundhouse flooring until Monday or do you want to go ahead and do a motion for the concrete work
245as well and then Monday we'll talk about >> I'd be comfortable doing it incrementally and just make a motion for each separate piece and what we can get through. Let's do it and what we can't. Let's talk next Monday. >> I'm going to uh modify the sorry >> motion and we're going to separate them out for everyone. >> My intention just so the rest of you understand I see it all as impacted but one another and that was the it was to get us moving um in the discussion to get to making a decision. I will separate out and I'd like to start with our >> What if the second or >> We can vote. Well, that's fine. We'll just go through that. >> You had a motion in a second. >> Yeah. >> So,
246put it to a vote. >> Call I'll call We'll That's That's fine. We'll go that direction. We'll call the vote. Um, all in favor of the Can you read that all back to me? >> Bill. >> So, the motion and the second were to approve up to $300,000 for the roundhouse flooring and up to $75,000 for the temporary measures for flood mitigation and the retention pond work. >> All in favor say I. >> I. Any opposed say no. No. Okay, that did not pass. 42. Thank you. Entertain the next motion and I will start that then just get us going. Um we'll take um the uh retention pond and temporary measures. Hope I'm hearing everybody on this. Um no split. You want it split? I think there I don't that's not the discussion I heard.
247So, I'm I'm very confused because I wrote down the temporary measures really need to happen for all the rest of this work. Am I missing am I missing something? Help me. >> What Bill suggested is probably the best of the alternatives, which is proceed on the gym floor work and then if he thinks >> we're going to do two different motions. >> I know. But that's the gym floor work. The first motion needs to be do we go ahead and start the mitigation work on the pond that let's do that first one. >> That's the first and the pond is right. >> So just looking at it from a more of a time frame. If you're trying to get the floor in at the time that's been discussed, you basically need to have some kind
248of temporary thing because the pollen is not going to be completed in that kind of time frame. we need. >> Um, so while yes, you can split them out, you're going to have some timelines that don't match up without >> That's what I was concerned about. >> Yeah, that's helpful. Thank you. Thank you. >> So, with that piece is critical to I want to see that we have a um without too many breaks in the remediation of this um flood issue that we continue to have. So that was why I was putting that component with the temporary measure and the retention pond. I don't know if those are the right terminologies. Am I close? >> Okay. >> Yes. Okay. Um and >> about 50,000. >> So 75 is what we were calculating up to 75,000.
249Do we need to go higher than that though? Cuz they said it could be 27. What if it comes in? Oh, we don't have You know what I mean? Do you we can amend it with more? >> You say up to 80,000 if you felt like that would be comfort. >> Just gives you that extra coming in. >> We would hope we'd come in under 50 on the removal, but we budgeted high and in this day and age probably not the worst thing to decided at 80. >> Okay, so here's the motion. Um motion to um approve up to $80,000 to cover the installation of temporary measures for the flooding and a and the retention pond and all associated costs up to the 80,000. >> Will that cover it? >> Yes. for the the first
250phase of it of resizing the pond and reook. >> We're talking about the retention bond plus this tube thing. Take a call, right? >> I'll second that. >> Any other discussion? >> Yeah, I can't go through that if we don't have procedure for going ahead with >> that's going to be the next motion. I don't get a 5 or 41 vote or 32 32. >> So if you don't get the floor, then we don't care about mitigation, >> right? >> We have to do the mitigation. >> I said do it the other way around. >> So you want to do the floor before the >> get started. I'm I'm in favor of both. I was in favor of the first motion. Oh, let's vote on it. >> Okay. All in favor say I. >> I'm
251confused on what we're voting. >> We're voting on the retention and >> the temporary measures. >> I will say I to the votes. >> So I'll say that again. All in favor say I. >> I. Any oppose with no? >> Nay. >> No. >> 32 doesn't cut it. >> 32. That motion fails. 32. >> Okay. >> I move we approve preparation of the gym floor, whatever that entails. So, we Monday night we can come back and group the rest. >> You're just going to like open-ended. You're not going to cap it. It's whatever it costs. >> I know. That's what worries me. >> Yeah. Yes, we have. It was built in. I mean, I would I would say, and I'm going to look at Bill uh Trace here in a minute, but I believe in
252the initial two 278 concrete work was in the neighborhood of 68 to uh 68 to 78. So, if the board's intent or the will of the board would be to move that forward tonight so that we could call them and start getting the concrete scheduled, I would think that a concrete um getting that moving, which technically you've already approved what was there. So, you could just initiate through a motion the concrete work as a part of this next phase and that we'll consider the rest of the proposal on Monday. That's how I would see that >> only the concrete work not the in order to do that if >> you want to sum up. So that's there's cave up there. That would be that the electrical has to be laid underneath that concrete and that
253estimate hasn't been discussed in the facility committee but I can give you a ballpark which would be here around 15 grand to to put the electrical underneath the concrete has to be laid before the concrete can be poured. >> So you would need $80,000 cuz the concrete here in Langford is 65 with some asterisks. price may need to be adjusted depending on the grout removal concrete cap >> which you've already had your removal and I would probably estimate I mean without knowing that >> there but there's variables there >> but that amount was included in your 278 or whatever it was >> it was but just as a reminder what I mentioned earlier is that there's always that's that's through the through our I'm calling it green bush is it tips that we used >>
254it's it's depending on what the company but wants to use but I believe they use green bush >> green bush pricing. So, some of that's variable. My suggestion if you're going to utilize a dollar amount in order to establish this plan to move it forward, this would be the dollar amount I would I would say because you said for preparation, I'd say just my recommendation would be to authorize $90,000 for the next phase of concrete and any electrical work that would need to go in electrical and audio uh in as the immediate next step in the process. That's my motion. >> Need a second. >> Second. >> Any other discussion? >> And I'm assuming able to finish this next Monday till we get this project going. >> I just want to express my deep concern
255of the process that we're going through. I'm just going to I just want to say that out loud. Um because it has unintended consequences of how we continue to move forward in our education and on our delivery of that. feel like I need to say that not to sway but just to say that just to name the process the guard rails feel um not coming to a place where we can care for the immediate needs um in a timely fashion that's >> we all can speak to >> what guard ways are we violating We're not violating. It's just that how do we get to the work that we need to have done uh at for our school system, you know, in in the process we're going through there. That's all. That's how we're doing that.
256just it brings some other questions of how we continue the process by moving it a week later and all of those timelines. >> I'll be clear, my biggest challenge with any of it is voting on the portion that is for temporary measures without having input from other members that aren't present. and and I am uncomfortable with that particular piece. Um, as far as making sure that we approve retention, cool. Let's do that. As far as making sure that we get started on the floors, please. Um, I know that there are people that are urgently hoping that we get get moving in some direction. Um, I am less comfortable with 25 grand and I know that's a drop in the bucket compared to everything else we're spending, but I think we can really drop in the
257bucket ourselves to pieces and that that's the one piece and I don't believe that waiting a week on that one piece is going to make or break this conversation in general. Um, so that's that's the reason why I voted the way I voted. That's how I feel about it. And so >> you're suggesting we don't take any further action. I don't wait until Monday. >> No, you've already got a motion on the floor in a second. I'm ready to vote on it and we can keep going. >> Oh, I see. >> But I'm just clarifying like I've I've made statements. I've made votes and this is why. Fair enough. What do you have here? >> I need someone to clarify what the motion is. >> Here's what I heard. >> I heard that the motion
258is to authorize up to $90,000 to ensure concrete installation occurs at the roundhouse to keep that floor project moving. in addition to electrical and audio that needs to be placed in the ground prior to the concrete install. >> Okay. >> Yeah. I struggle to do that kind of money. One is if when this other work isn't cared for and know that there could be still with the amount of rain that we're having um and they start that work and we destroy electrical work if with with water coming in. That's that's my concern with not putting that temporary um that can remove that water um the way it is. So, I'm just being very transparent why I'm concerned and maybe I'm unduly concerned. That's fine. >> How soon did you say we'd have that too? >>
259I don't know. I thought maybe a couple weeks. Couple. I don't know. I don't know for sure. >> Could be longer. Could be sooner. I don't know. Yeah. You have that. >> All in favor say I. >> I. >> All oppose say no. >> No. We're back to 32. >> 32. I move that we start and approve $50,000 of 260 if needed to begin the proposed plan by Cob Valley for the retention pond. >> Can I make a interjection here? >> Yeah, that we are doing the design, >> right? >> That is happening. It's the what you're talking about is there's pass construction which is still a couple weeks away before we're ready to release that for documents. So I just want to make sure you understand what you're voting on. >> Sure. Can you
260say what your motion was cuz I didn't get it >> for us to approve work for the retention pond >> as presented by C Valley. for the flood mitigation in the amount of 50 to $60,000,000 >> and that doesn't include just to clarify your motion the temporary measures. >> It does not. >> What if the temporary measures were inside that 60? >> That's what I was just getting ready to say. if he proposed the the motion to fix the detention pond and do the temporary solution. That's what he's proposing. He's not proposing just do the detention pond. So you're you're now motioning to do what you said you didn't want to do. >> The the temporary isn't part of our plan. So >> yeah, that didn't have anything to do with your >> It was
261not in the plan that he presented. Okay. So then that was Dwayne's plan. >> That is more of a that was just a question. It's more of a a solution to help with the time frame where it's not necessary part of the civil. >> Um it's kind of its own separate piece. >> Um now the the price we gave for the pond varies significantly if we can relocate everything and you're paying for the labor to relocate and to move some dirt around which isn't in the grand scheme of things. It's not a lot. Now, once you get out there, if we find stuff isn't in shape, we need to replace a structure or some pipe, that's where that cost starts to go. So, that's where we gave 50 on the high end of we need
262to replace stuff. We're hoping that we only use 20, half of it, say 25. Um, but we won't know until they start getting out there and start moving stuff. So, any other discussion? We're getting good at this, folks. >> No second. That's what I hope. My goodness. No second yet. We need a second. >> Okay. >> I'll second it. We need the pond. Let's go. Let's get the pond done. >> Any other discussion? Okay, all in favor say yes. >> Yes. >> Oh. Oh, I was opposed with a no. >> No. >> So, we've tabled everything. >> Everything has been tabled. >> We can keep going. If if the board would like some additional questions answered between now and next Monday, I'd be happy to get those. We just to be clear and we would
263have additional board members there. It seems that we're stuck. >> Um so I'd be happy to help work with Bill and we can work with Langford to see what our timeline would look like. We could try to clarify anything here. We can see what a timeline would be for a temporary solution. What other questions you could send me that could help me to clarify for the broader group. I would certainly seek to find those. I think the biggest question for me is might be what's an actual cost for the tubing and what's an actual timeline for getting it here. >> What um >> can you do the scope on the additional concrete in a week? health >> or not to throw that on your plate. No, >> not me. >> But >> I don't know
264if you could just preliminary rough. >> Yes, >> that would take a little more time to get some accurate numbers. >> And I feel like the only other piece of information that we really haven't got, we heard a moment from Bill of like we're moving sandbags, we're vacuuming, and everything else like that. I would like to hear how much time how many people >> are are dedicating their time. How much are we already spending? >> Well, I don't know if you're looking for >> and does that translate? No, I'm not. >> It's not an immediate >> I I think we'd beat that horse just >> informational. I also would say what I'm hearing and it sounds like what I would really like I I'm going to describe this I first off appreciate everybody's work on
265this and it isn't easy. It's the chicken or the egg is what I keep thinking about cuz we have some that are that won't they don't want to move forward with just one aspect and well actually that's not it's it seems like that's what we're wrestling with. So, if there's a way I can help clarify, if there's something we can help uh talk through, uh what I'll try to do then is work with Langford to see what's an updated timeline if approval occurs on the 15th. Um that would allow them this group to um pick this conversation up along with our facility conversation at the next which is one week from today. >> I think it'd be good information. We've already heard about the retention bond, but it's going to take considerable time. We'll go
266outside with putting the floor down. >> Well, I appreciate I Yeah, go ahead. >> I say why can't we just go ahead and Okay, there's there's time in there if you want to stop >> cuz we want to make sure things don't keep going. If we do want to stop and we're not too late, that's fine. I mean, at least that's my opinion as to why. Again, we're keeping it contained. We'll be ready for Monday, you know, and those questions that you may not and you may think about um between now and the next couple days, please get those in. >> Yes, sir. Are we basically all in agreement here that want to proceed with both? >> Both what? >> Mitigation. >> Yes. >> My only source of contention has been the temporary measure which
267mine is the need for. I really think being stewards that that piece with the ring that we continue to have um helps the sandbagging is a limited function in there um and the manpower or people power um and the impact on traffic flow. We've got to be able to start functioning fully um as a building there. So just a different perspective not right wrong here that we're not taking I'm not taking it that way but good discussion we thank you for your extended time um >> so we're waiting to go next Monday to make final decisions here >> that's where we're at right >> thought you all said you were in favor of both accomplishment both. Is that what I heard? You said temporary mitigation. You were I I struggle with making a vote to
268spend more without hearing voices from other board members who are not present. [Music] >> Thanks for being here. >> And I'm concerned about Nicholand diving our district to death. I'll make the motion we go forward. >> I think you need >> basically the motion you made. >> Go ahead and say all of that because we'll need that on record. >> Is that Mr. Rhodess? We read >> you're making the same motion she made an hour ago. >> Mr. RH, could you read that motion? Is that the motion we're making? Motion carries. >> So that motion is to approve up to $300,000 for the roundhouse and up to $75,000 for temporary measures for flood mitigation and the work as presented by C Valley Engineering. >> Second. Any other discussion? Seeing any all in favor say yes.
269>> Yes. >> Those opposed with a no. >> No. >> Wait till next Monday. >> 32. >> Oh, okay. >> I am going to recommend we pause on voting on this topic tonight. You want to make a motion to table it just so that way we can move to. Yes, I make a motion to table all uh discussion related to the roundhouse floor and associated um costs along with the uh flooding mitigation um and associated costs related to that. Need a second. Second. >> Any discussion? >> Okay. Thank you. All in favor say yes. >> Yes. >> Any oppose say no. Any abstain. Did I get >> Okay. I didn't hear 5 Z. Okay. Okay. Take care of that hopefully. Thank you to both of you for your time tonight. >> We'll be need to
270break. We have more. >> Would you guys like me to hear next week as well then? >> Let me see what the questions are. If they're specific to the site, I'll ask you to do that. >> If not, let you I'll call you. >> Okay. Perfect. >> Yes. >> I'm just checking. Do you all need a break? Where do we got left? You go executive session. >> Can we please just rock it out? >> We can. I just want to be sensitive to >> boards. Okay. Um motion you want me to go 20. Uh >> yeah. Three. Sure. Call 10. Okay. I motion go into executive session to discuss proposals being considered in contract negotiations with teachers pursuant to the exception of poor employee employer negotiations under the Kansas meeting opens act and the open
271meeting will resume in the boardroom at 1000 p.m. The executive session will include the board superintendent assistant superintendent and executive director of special education second. >> All in favor say I. I. >> Any opposed say no. It's 5. [Music] [Applause] Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat up here. Heat. Heat. [Music] [Applause] [Music] Heat. Heat. N. [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] [Applause] Heat. Heat. [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Music] Heat. [Music] Hey. Hey. Hey. Heat. Heat. [Music] Heat. Heat. [Music] Hey. Hey. Hey. [Music] are doo. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] They stuck it out for three and a half hours. Thank you for everybody's time tonight and we're at Jur. >>
272Thank you all. [Music]