Nov 10, 2023 Special Board Meetings

[00:00:03]

GOOD MORNING. IT IS FRIDAY, NOVEMBER THE 10TH, 2023.

[I. Call to Order and Determination of a Quorum]

I CERTIFY THAT THE THAT THE MEETING WAS POSTED AS REQUIRED BY LAW.

AS WE BEGIN, I CALL THIS MEETING TO ORDER.

WE DO HAVE A QUORUM PRESENT.

NUMBER TWO MS. HOGAN, DO WE HAVE ANY CARDS FOR PUBLIC FORUM? OUR NEXT ITEM IS NUMBER THREE, OUR BOND 2023 ELEMENTARY TOUR.

[III. Information Items A. Bond 2023 Elementary Tour (times are approximate)]

GOOD MORNING, BOARD OF TRUSTEES DR.

LOPEZ. I APPRECIATE Y'ALL.

JOINING ME TODAY ON THE BONDS 2023 TOUR OF ELEMENTARIES.

OUR FIRST STOP THIS MORNING WILL BE AT HIGHLAND PARK ISD.

WE ARE WE ARE TOURING BRADFIELD ELEMENTARY SCHOOL.

THE REASON WHY BRADFIELD ELEMENTARY SCHOOL WAS CHOSEN WAS BECAUSE OF THE CHALLENGES THEY HAVE WITH LAND LOT AND THE AMOUNT OF SPACE THEY HAVE TO BUILD. SO STANTEC, WHO IS THE DESIGNER AND ARCHITECT OF THAT PARTICULAR SCHOOL, IS BEEN AWARDED AS PART OF OUR 2023 BOND PROGRAM FOR THE DESIGN OF OUR NEW HILLSIDE COMING HERE, COMING HERE SOON.

SO WE'RE GOING TO VISIT BRADFIELD ELEMENTARY.

AND THEN AFTER WE FINISH BRADFIELD ELEMENTARY AT HIGHLAND PARK, WE'RE MOVING OVER TO FRISCO ISD, AND WE'RE GOING TO TOUR MINETT ELEMENTARY IN FRISCO. AND THE REASON WHY THAT PARTICULAR CAMPUS WAS CHOSEN IS IT'S A TWO STORY DESIGN, WHICH WE'VE BEEN DISCUSSING AGAIN, BECAUSE OF THE SMALL FOOTPRINT THAT WE HAVE HERE AT GARLAND ISD AND THE BOARD.

HAVE ANY QUESTIONS FOR ME? BOARD MEMBERS, ANY QUESTIONS AT THIS TIME, MR. GLICK? THANK YOU.

WILL THE ARCHITECT BE MEETING US ON PREMISES? ABSOLUTELY. [INAUDIBLE] THANK YOU.

SEEING NONE.

DO I NEED A MOTION FOR RECESS? IT IS NOW 8:07 AND WE ARE IN RECESS.

TRUSTEES, THANK YOU FOR BEING PRESENT.

WE HAVE A GREAT DAY PLANNED.

THANKS. OH, IT IS 8:53.

IT IS 8:53 AND WE ARE RECONVENING FROM RECESS.

WE ARE AT.

WE ARE AT JOHN S BRADFIELD PUBLIC SCHOOL.

TAKE A BRIEF RECESS AND WE CAN GET SET UP.

WHAT TIME IS IT? WHAT TIME? THANK YOU. 8:54.

IT IS NOW 8:54.

AND WE ARE IN RECESS.

THANK YOU. WES TIME 8:56.

8:56 AND WE RECONVENED FROM RECESS.

OKAY. SO WELCOME.

I'M BRETT [INAUDIBLE] WITH STANTEC ARCHITECTS.

WE'VE GOT OSWALDO RIVERA, EDDIE [INAUDIBLE] BACK THERE, AND RENEE FURMAN.

AND THEN ROBERTO ZUNIGA IS INSIDE GETTING YOU YOUR LOVELY STICKERS SO WE DON'T HAVE TO WASTE TIME STANDING THERE EXCHANGING [INAUDIBLE].

SO THIS IS BRADFIELD ELEMENTARY SCHOOL.

SO A LITTLE CONTEXT.

WE DID THE BOND PLANNING FOR HIGHLAND PARK ISD STARTING IN EARLY 2012.

THEY PASSED THEIR BOND IN 2015 AND AS A RESULT OF THAT BOND, WE TORE DOWN.

[00:05:02]

THE CHURCH SOLD THEM THE LAND THAT WAS ESSENTIALLY THE SCHOOL THAT ALLOWED [INAUDIBLE].

WE MOVED THE KIDS OFF CAMPUS TO THAT LOCATION A LITTLE BIT MORE COMPLICATED THAN THAT, BUT I'LL SPARE YOU THE DETAILS.

MOVE THEM OFF CAMPUS SO THAT WE COULD TEAR THESE SCHOOLS DOWN AND REBUILD THEM.

DURING THAT SCHOOL YEAR, DURING THE INTERVENING SCHOOL YEAR.

SO A PRETTY COMPLICATED PROCESS.

THIS SITE IN PARTICULAR REALLY INTERESTING.

SO THE ORIGINAL BUILDING, BUILT IN THE 20S AND ORIGINALLY SITED ALL THE WAY DOWN ON THE OTHER SIDE OF THE SITE, CLOSER TO THE SHOPS OF HIGHLAND VILLAGE.

SO WHAT WAS INTERESTING ABOUT THE PROCESS OF GOING THROUGH THE SITE? YOU KNOW, THESE ARE ESSENTIALLY PROTOTYPES WHEN YOU LOOK AT MICHAEL AND BOONE, WHICH WAS THE FIRST ELEMENTARY SCHOOL IN THE SERIES, WAS DONE OUT BY THE CHURCH AND THEN UNIVERSITY PARK ELEMENTARY SCHOOL, WHICH IS A LITTLE BIT CLOSER TO SMU'S CAMPUS ON LOVER'S LANE.

THEN WE DID THIS SCHOOL, AND THEN WE DID [INAUDIBLE] ELEMENTARY SCHOOL, WHICH IS KIND OF ON THE NORTH END OF THE DISTRICT, CLOSE TO HIGHWAY 12 AND PRESTON, THE SHOPS AT PRESTON VILLAGE. SO THIS BUILDING, ORIGINALLY SITED CLOSER TO THE SHOPS OF HIGHLAND VILLAGE, WHICH IS THE OLDEST OUTDOOR MALL IN AMERICA, THAT'S THE WHOLE THING.

AND WHEN WE LOOKED AT THE DEMOLITION AND RECONSTRUCTION WITH THIS AND WE STARTED TO ENGAGE THE COMMUNITY BECAUSE WE KNEW HOW BIG THE BUILDING WAS GOING TO BE, IT WAS GOING TO BE THREE STORIES BECAUSE THE SITES ARE REALLY, REALLY SMALL, ESPECIALLY UP AND BRADFIELD ARE PROBABLY THE MOST SIMILAR IN STYLE AND LOOK AND SIZE.

WE STARTED WITH THE COMMUNITY AND SAID, HEY, WE COULD PUT IT OVER THERE AND THAT'S AN INTERESTING IDEA.

AND LOOK, WE HAD A THE DISTRICT HAD A BOND ADVISORY COMMITTEE, KIND OF A SMALL GROUP THAT THEY USE TO SORT OF LET US BOUNCE IDEAS OFF OF THEM FROM AN ARCHITECTURAL PERSPECTIVE AND FROM A DESIGN PERSPECTIVE.

AND WE LOOKED AT MASSING THE BUILDING OUT ON THAT SIDE OF THE SITE WHERE IT WAS ORIGINALLY.

WE LOOKED AT MASSING IT HERE.

WE LOOKED AT MASSING IT IN THE CENTER.

ONE OF THE TENANTS OF THE BOND WAS ABOUT RECAPTURING GREEN SPACE FOR THE PARK CITY SITES, AND WE'VE BEEN DOING THEIR WORK FOR 20 PLUS YEARS.

I'VE BEEN OUT HERE FOR 12 YEARS NOW.

ALL THESE ELEMENTARY SCHOOLS JUST KEPT GETTING ADDITIONS BECAUSE EVERYBODY THOUGHT THERE'S NO MORE GROWTH.

THEY CAN'T POSSIBLY BE ANY MORE GROWTH, RIGHT? IT'S A LANDLOCKED CITY.

THERE'S THERE'S NOWHERE TO BUILD.

BUT THEY WERE TEARING HOUSES DOWN AND BUILDING REALLY NICE, EFFICIENT CONDOMINIUM COMPLEXES THAT YOUNGER FAMILIES WERE WANTING TO MOVE INTO.

AND STRANGELY ENOUGH, THERE'S A GENERATIONAL SORT OF GROWTH PATTERN HERE.

RIGHT? SO GRANDMA, GREAT GRANDMA WENT TO SCHOOL HERE.

GRANDMA WENT TO SCHOOL HERE.

MAMA WENT TO SCHOOL HERE.

YOU KNOW, MAMA GOES TO COLLEGE, MAYBE DOES SOMETHING FOR A LITTLE WHILE, STARTS TO HAVE KIDS.

THEY COME BACK AND THEN THEIR KIDS GO TO SCHOOL HERE.

AND SO YOU HAVE THIS, THIS CYCLING OF PEOPLE, DESPITE DESPITE THE FACT THAT YOU LIVE IN WHAT YOU WOULD THINK IS AN AGING OUT COMMUNITY.

RIGHT. SO ANYWAY, SO WHEN WE LOOKED AT THE MASSING ON THAT SIDE OF THE SITE WITH THE COMMUNITY AND THE THEATER THAT'S OVER THERE, YOU REALLY GET THIS CANYON EFFECT DOWN DOUGLAS, WHICH IS THE STREET THAT RUNS NORTH SOUTH DOWN THAT WAY.

AND IT WAS HARD FOR THE COMMUNITY TO UNDERSTAND.

WHY ARE YOU TAKING AWAY MY FIELD ON THIS SIDE OF THE SITE AND PUTTING THE BUILDING OVER HERE? BIG BUILDING HOUSES, ALL OF THAT.

RIGHT? AND WE KIND OF WENT, WELL, THIS IS THE WIDER END OF THE SITE.

THIS SIDE ACTUALLY TAPERS.

AND IF YOU LOOK, THERE'S A SITE PLAN IN THERE, YOU CAN KIND OF SEE WHAT I'M TALKING ABOUT, BUT IT TAPERS JUST A LITTLE BIT.

THE NARROW END IS RIGHT THERE.

SO MOVING THE BIG PART OF THE BUILDING HERE, OUR CONVERSATION WITH THE NEIGHBORS WAS WE CAN GET THE BUILDING FURTHER OFF THE STREET THAN IT WOULD BE OTHERWISE IF IT WAS DOWN THERE. AND WE'LL GET AWAY FROM WHERE ALL OF THE TRAFFIC PROBLEMS ARE ON DOUGLAS.

GET THAT DROP OFF POINT AS FAR AWAY FROM THERE AS POSSIBLE SO THAT YOU DON'T HAVE PARENTS QUEUING UP DOWN THERE, DOWN DOUGLAS AND BLOCKING THE INTERSECTION AT MOCKINGBIRD AND DOUGLAS. IF YOU'RE ON MOCKINGBIRD, YOU REALIZE WHY THAT'S A GOOD IDEA.

THAT STREET IS TERRIBLE.

SO MOVING THE BUILDING DOWN HERE, WE WERE ABLE TO HAVE THOSE CONVERSATIONS WITH NEIGHBORS, THE COMMUNITY GROUP.

THEY HAVE A LEGACY COMMITTEE THAT HELPED US ESTABLISH THE THINGS THAT ARE IMPORTANT ABOUT BRADFIELD ELEMENTARY SCHOOL.

WHAT MAKES BRADFIELD BRADFIELD.

RIGHT. SO THAT WE CAN CARRY THOSE TRADITIONAL ELEMENTS INTO THE BUILDING.

A GOOD EXAMPLE IS THAT OF THAT.

SO YOU SEE THAT ENTRY PORTAL, THAT STONE ENTRY PORTAL THERE THAT LOOKS OLDER THAN DIRT.

[INAUDIBLE] THAT WAS PART OF THE ORIGINAL BUILDING.

SO WE AS PART OF THE DEMOLITION OF THIS BUILDING, WE DECONSTRUCTED THAT ELEMENT.

AND ON THE OTHER SIDE, THE SIMILAR POD.

THE POD ARRANGEMENT IS KIND OF LIKE THIS, RIGHT.

SO YOU'VE GOT A POD HERE AND A POD THAT FACES DEAD WEST.

WE TOOK THOSE PARTS OFF THE BUILDING AND THEN AND THEN INCORPORATED THEM INTO THE DESIGN OF THOSE, SO THAT WE COULD ADD THAT, THAT CULTURAL CONTEXT BACK TO THE BUILDING.

SO THE BUILDING PART IS BROKEN UP INTO KIND OF A SIMPLE PLAN.

SO THERE'S THE ACADEMIC PORTION OF IT.

THERE'S THE SECURE ADMIN ENTRY AND SPECIALS, THE FIRST PART OF THE SPECIALS ROTATION AND THEN CAFETERIA AND OR GYMNASIUM AND CAFETERIA.

SO AND THEN OBVIOUSLY FEEDS OUT INTO PE.

SO ALL OF THE, ALL OF THE CIRCULATION THROUGHOUT THE DAY HAPPENS IN CHUNKS.

[00:10:01]

AND THEN YOU GO THROUGH YOUR SPECIALS ROTATION AND LUNCH.

AND SO YOU'RE MOVING FLUIDLY THROUGHOUT THE BUILDING, WHICH MAKES THE THREE STORY PART, WHICH A LOT OF PEOPLE WERE CONCERNED ABOUT.

NOT THAT BIG OF AN ISSUE, BECAUSE ONCE THEY'RE DOWN OUT OF THEIR POD AND AWAY FROM THEIR GRADE LEVEL CLASSROOMS, THEY'RE IN THAT SPECIAL ROTATION FOR THREE HOURS ALMOST.

YOU DO SEE A PLAYGROUND OVER THERE.

WHY IS THERE A PLAYGROUND OVER THERE? KINDER [INAUDIBLE] AND PRE-K ARE ON THE FIRST FLOOR.

SO GETTING THE LOWER GRADE LEVEL KINDERGARTEN OR PLAYGROUND ACCESS RIGHT AS CLOSE TO THEIR POD AS WE CAN WAS SOMETHING THEY WERE REALLY INTERESTED IN DOING.

SO THOSE COULD GO OUT A LITTLE BIT MORE FREQUENTLY.

ALL RIGHT. WITH THAT, I'M GOING TO WE'RE GOING TO BACK AWAY SLOWLY AND HOPE THAT THOSE BADGES ARE ALREADY DONE.

AND SO PART OF THIS ENTRY SEQUENCE IS VERY INTENTIONAL.

SO THE ORIGINAL BUILDING DIDN'T HAVE ANYTHING LIKE THIS.

IT DIDN'T HAVE A COLONNADE THAT WASN'T A PART OF THE PLAN OF THAT BUILDING.

BUT WHEN WE TALK TO COMMUNITY MEMBERS AND PARENTS, THEY KEPT TALKING ABOUT THE COMMUNITY SPACE, YOU KNOW, AND YOU THINK COMMUNITY SPACE FOR YOUR PARENTS AND TEACHERS AND YOUR KIDS, YOU KIND OF THINK MAYBE THE CAFETERIA, THESE BUILDINGS ALL HAD OLD AUDITORIUMS, IF YOU CAN BELIEVE THAT.

THEY WERE ON THE SECOND FLOOR OF THE OLD BUILDINGS.

VERY STRANGE.

SO THEIR COMMUNITY SPACE WAS REALLY THE SPACE THAT WHEN PARENTS DROPPED OFF THEIR KIDS, THERE WAS A LOT OF THEM WALK UP AND DROP OFF WAS A PLACE FOR THE PARENTS TO HANG OUT.

AND SO THAT SPACE FOR THEM WAS THE FRONT LAWN AND THE FRONT ENTRY OF THE BUILDING.

SO PART OF CREATING THIS, OTHER THAN ARCHITECTURALLY IT MAKES SENSE STYLISTICALLY, WAS TO CREATE A SPACE THAT COULD BE A COMMUNITY SPACE THAT WASN'T INSIDE THE BUILDING.

SO THE PRINCIPAL AND THE TEACHERS COULD GET THE PARENTS OUT AFTER THEY DROP OFF THEIR KIDS AND STILL GIVE THEM A PLACE TO CALL THEIR OWN.

AND I WOULD HAVE SWORN TO YOU THESE TREES WOULDN'T HAVE DONE AS WELL AS THEY DID, BUT THE TREE GRATES ARE DOING.

OKAY. WE'LL GO IN AND GO TO THE RIGHT.

THIS SIDE IS TWO STORY.

CORRECT? CORRECT.

THIS IS ON THE SAME FLOOR PLAN AS, LET'S SAY, A DORMITORY.

WITH ABOUT THE SAME CAPACITY.

SO WHILE WE'RE IN HERE, JUST FOR THE SAKE OF TALKING ABOUT IT, OBVIOUSLY, ONE OF THE VERY, VERY NORMAL DESIGN GOALS FOR ANY PROJECT IS SECURE ENTRY, SECURE VESTIBULE. YOU WILL NOTICE THAT THE GLASS HAS A LITTLE BIT OF A HAZE TO IT.

THAT'S BECAUSE WE DID DO AN INTRUSION RESISTANT FILM IN THE SECURE VESTIBULE AREAS, AND AT ANY OF THE MAIN POINTS OF ENTRY.

THIS IS BEFORE THE NEW TO STANDARDS THAT HAVE A LITTLE BIT MORE OF A ROBUST REQUIREMENT FOR FILM SPECIFICALLY.

AND SO EVERYBODY ENTERS INTO THE OFFICE, THEY'RE BUZZED IN, THEY'RE BUZZED IN HERE, ONCE YOU'RE IN THE OFFICE, YOU'RE BUZZED IN AGAIN TO GET INTO THE MAIN CORRIDOR.

SO THERE IS A CLOSED LOOP SYSTEM.

EXCUSE ME. SORRY.

GOOD MORNING.

I'LL GO AHEAD AND WE CAN.

AS WE WALK IN, YOU'LL GET TO SEE SOME OF IT, BUT.

SO THAT STAIR RIGHT THERE, THIS IS THE THREE STORY PORTION OF THE BUILDING THAT CONNECTS [INAUDIBLE].

WE SPENT $26,000 IN LABOR HOURS IN ONE MEETING TRYING TO FIGURE OUT HOW TO DESIGN THAT STAIR JUST AT THE BEGINNING.

IT'S PROBABLY ONE OF THE ONE OF THE HARDEST STAIRS WE'VE EVER DESIGNED, BECAUSE IT DOES CONNECT THREE FLOORS AND WITH THE OPENINGS TO CONNECT, BECAUSE YOU REALLY WANT TO FEEL THAT CONNECTION AS YOU WALK THROUGH THE BUILDING, AS THOSE KIDS TRANSITION FROM ONE SIDE TO THE NEXT, WHETHER THEY'RE ON THE THIRD FLOOR, SECOND FLOOR OR THE FIRST FLOOR, YOU WANT THEM TO EXPERIENCE THAT CONNECTIVITY VERTICALLY.

IS THAT THE END? [INAUDIBLE]

[00:16:01]

THE KINDERGARTEN CLASSROOM POD AND WE'LL PASS BY.

SO THE PODS ARE THE SAME FROM FLOOR LEVEL TO FLOOR LEVEL ESSENTIALLY, KINDERGARTEN CLASSROOMS ARE BIGGER.

THEY'RE REQUIRED TO BE BIGGER.

AND THEN WE HAVE ON THIS SIDE THE SPECIAL THE SPECIAL NEEDS POD.

SO ONE OF THE BIG ONE OF THEIR BIG CONCERNS WHEN WE STARTED THE REDESIGN WITH THIS PROCESS IS THAT THEY ALWAYS HAD SPECIAL NEEDS KIDS, BUT THEY HAD VERY, VERY POOR SPECIAL NEEDS SPACES. SO THERE WAS A LOT OF ATTENTION PAID TO SPECIAL NEEDS SPACES IN ALL OF THE ELEMENTARY SCHOOLS, THE MIDDLE SCHOOL AND THE HIGH SCHOOL REWORK.

SO GIFTED AND TALENTED PROGRAMS WRITE PROGRAMS THAT ARE SHARED PROGRAMS OFF OF THIS MAIN CORRIDOR.

THE SPECIAL NEEDS PODS.

EACH POD IS DESIGNED WITH A SHARED SPACE IN THE MIDDLE, SO THAT KIDS AND TEACHERS CAN FLEX OUT OF THEIR CLASSROOM.

THIS IS SORT OF A TRADITIONAL EDUCATIONAL MODEL SCHOOL WITH A LITTLE BIT OF FLEXIBILITY AND ADAPTABILITY BUILT INTO IT.

RIGHT? AND IT'S REALLY INTENTIONAL.

IT'S NOT ABOUT TAKING A DOUBLE RECORD OR TAKING A CLASSROOM OUT AND STICKING A COLLABORATION SPACE THAT DOESN'T WORK.

YOU HAVE TO HAVE PEOPLE THAT CAN THAT CAN LOOK INTO THOSE SPACES.

KINDER. FIRST.

SECOND. THIRD FOURTH.

FOURTH AND FIFTH. NO.

FIFTH. SO I'M SORRY THIS IS PRE K THROUGH FOUR.

SO THEIR MIDDLE SCHOOL IS 5, 6, 7, 8, I THINK I INCORRECTLY SAID K THROUGH FIVE EARLIER.

SO WE'LL STAY OUT HERE AND YOU CAN JUST KIND OF ENJOY THE PARADE OF COSTUMES.

BUT THE SIZE OF THIS POD, THEY'RE ALL THE SAME SIZE SQUARE FOOTAGE WISE, THE THE SHARED, THE FLEXIBLE SPACE IN THE CENTER IS A LITTLE BIT SMALLER IN KINDERGARTEN.

YOU JUST HAVE LESS OPPORTUNITY TO SEND KINDERGARTEN KIDS OUT ON THEIR OWN.

RIGHT? SO WHILE YOU CAN PULL OUT, A TEACHER CAN PULL OUT A SMALL GROUP.

IT'S NOT BIG ENOUGH TO REALLY PULL OUT LARGE GROUPS OF STUDENTS.

AND THAT'S BY DESIGN AND FUNCTIONALLY, THE KINDER CLASSROOMS THE SQUARE FOOTAGE IS BETTER SPENT INSIDE THAN OUTSIDE.

AND WHEN WE GO SEE MINETTE LATER, COMPLETELY DIFFERENT EDUCATIONAL MODEL, COMPLETELY DIFFERENT DELIVERY METHOD.

AND SO WE'LL TALK ABOUT THE DIFFERENCES BETWEEN THIS AND THAT.

AND IT'S JUST SOMETHING YOU MIGHT WANT TO CONSIDER AS YOU GO AS WE GO THROUGH THE HILLSIDE PROCESS.

SO I THINK WE WILL WALK STRAIGHT THROUGH HERE AND THEN GO UP THOSE STAIRS.

DOES ANYBODY WANT TO TAKE OR NEED TO TAKE THE ELEVATOR? HOW MANY CLASSROOMS FOR SEVEN CLASSROOMS. EACH POD HAS SEVEN CLASSROOMS. OKAY. AND IS THAT NORMAL SQUARE FOOTAGE FOR THE SHARED SPACE.

SO FOR KINDERGARTEN, IT IS SMALLER.

YOU'LL SEE WHEN WE GO UPSTAIRS, IT IS A LOT LARGER.

AND IT IS BECAUSE THAT FLEXIBILITY THAT YOU NEED AT A KINDER LEVEL.

[INAUDIBLE] YEAH. SO THESE BUILDINGS WERE ALL DESIGNED.

WHY DON'T WE GO UP TO THE THIRD FLOOR?

[00:20:11]

NO, NOT EVEN THAT PART.

[INAUDIBLE] MIC] OKAY, SO GREEN INITIATIVE QUESTIONS.

SO IT'S A GREAT QUESTION. SO GENERALLY, YES, I MEAN SUSTAINABILITY IS ONE OF THE FIRST TENETS OF OUR PROCESS.

BUT FOR THESE BUILDINGS, THE FOCUS WAS REALLY ABOUT THAT COMPACT FLOOR PLAN, WHICH IS IN ITSELF A SUSTAINABLE DESIGN PRINCIPLE.

RIGHT? THE MORE COMPACT YOU CAN MAKE IT, THE MORE VERTICAL YOU CAN MAKE IT, THE LESS SITE YOU TAKE UP.

THESE BUILDINGS ARE OUTFITTED FOR SOLAR.

WE DIDN'T HAVE MONEY IN THE BOND TO DO THAT.

AND IT'S A IT'S AN INTERESTING STORY.

THE ROI FOR SOLAR HERE IS INCREDIBLE BECAUSE THE RECAPTURE RATE IS 69 TO 72 OR 73%, JUST DEPENDING ON THE YEAR.

SO THE PAYOFF PERIOD FOR SOLAR HERE IS LIKE SEVEN AND A HALF YEARS, WHICH WE'RE PLANNING, WE'RE DOING WE'RE DOING ANOTHER BOND PLAN RIGHT NOW FOR THEM TO OBVIOUSLY MUCH SMALLER.

THIS WAS PART OF A $350 MILLION BOND FOR THEM, WHICH WAS THE LARGEST BOND THEY'D EVER DONE.

AND AND SO IN THIS FUTURE BOND WE'RE LOOKING AT SOLAR ON ALL THE ELEMENTARY SCHOOLS INCLUDING HERE.

ABSOLUTELY. IS THIS A LEED CERTIFIED LEED BUILDING? [INAUDIBLE].

ABSOLUTELY THE FIRST LEED BUILDING IN TEXAS.

YEAH. SO RICHARD J.

LEE ELEMENTARY SCHOOL IN COPPELL WAS ONE OF THE FIRST.

ROY LEE WALKER WAS A BUILDING BEFORE LEED WAS LEED.

WE DESIGNED THAT IN MCKINNEY.

IT WAS BEAUTIFUL BACK IN ITS DAY.

IT WAS BEAUTIFUL. IT'S YOU KNOW, THEY GET OLD.

SO THIS IS A REGULAR CLASSROOM POD.

SO FIRST, SECOND, THIRD AND FOURTH ALL HAVE THE SAME KIND OF POD LAYOUT.

SO AGAIN THE SEVEN CLASSROOMS AND THIS FLEXIBLE SPACE IN THE MIDDLE.

SO ONE OF THE THINGS THAT ALWAYS SHOWS UP WITH WITH TEACHERS IS STORAGE.

RIGHT. SO WHEN WE HAD THIS POD SPACE WE WEREN'T TAKING ANYTHING OUT OF THE CLASSROOMS. BUT IF YOU'RE GOING TO HAVE A POD SPACE, YOU BETTER HAVE SOMEWHERE TO PUT THE STUFF THAT THEY'RE GOING TO WANT TO LEAVE OUT HERE.

AND SO I WAS LOOKING AT THIS EARLIER.

SO OTHER THAN THE SLIDING MARKER BOARDS, WHICH THEY DO DECORATE THROUGHOUT THE YEAR, YOU KNOW, WE DO HAVE STUFF TO STORE IN HERE, WHICH IS GREAT BECAUSE IN THAT POD DOWN THERE I WAS LOOKING IN AND ALL THE STUFF YOU WOULD NORMALLY SEE KIND OF OUT IN THE MIDDLE OF A POD STUFFED INTO A CORNER WAS IN THAT ROOM AND I WAS GOING, GREAT.

IT'S DOING ITS JOB.

SO THE RESTROOM, RESTROOM LAYOUTS OBVIOUSLY JUST OUTSIDE OF THE PODS.

SO THEY'RE NOT AN INCONVENIENCE TO THE STUDENTS WHILE THEY'RE IN THE PODS, BUT ARE EASILY ACCESSIBLE FROM ALL GRADE LEVELS.

AND EACH FLOOR HAS TWO STAFF RESTROOMS IN THE MIDDLE OF THE ACADEMIC CLUSTER, WHICH TEACHERS LOVE.

GO AHEAD, GO AHEAD. I'M SORRY.

SO YOU SEE A LOT OF TACK ABLE SURFACE THROUGHOUT THE CORRIDORS.

THE THE PARENTS REALLY THE PARENTS FUNDED A LITTLE BIT.

WE HAD THE VALUE ENGINEER A LITTLE BIT TOWARDS THE END OF THE PROJECT AS, AS WITH MOST PROJECTS.

SO THE PARENTS DID RAISE MONEY TO TO TO DONATE BACK TO PAY FOR SOME THINGS.

SO A LOT OF IT WAS ADDITIONAL TECH WALLS, THESE LITTLE FAUX WOOD WRAP BEAMS WERE ALL PART OF IT.

YOU CAN OBVIOUSLY TELL THIS IS SORT OF A SPANISH COLONIAL INFLUENCE DESIGN ESTHETIC, RIGHT? WHICH IS BASED ON THE VILLAGE, THE HIGHLAND PARK VILLAGE, THE LOMA LINDA GATES, WHICH ARE ACROSS THE STREET ON MOCKINGBIRD.

THAT'S ALL THAT ALL GOES INTO THE FLAVOR OF THIS SCHOOL.

AND SO WE REPRESENTED THAT IN VERY SIMPLE WAYS.

RIGHT. SO THE VERY MONOTONE FORMAT FOR THE WALLS, IT'S ALL WHITE.

AND THEN YOU GET THE NICE EARTHY TONE FLOORS.

AND THEN IN THE PODS YOU SEE THE CRAZY CARPET TILES.

THAT WAS REALLY ABOUT THAT, THAT REALLY VIBRANT TEXTILE FABRIC, WOVEN FABRIC LOOK THAT YOU GET FOR RUGS AND FLOORING IN HOUSES AND, AND TRADITIONAL SPANISH COLONIAL BUILDINGS.

PAJAMA DAY.

PAJAMA DAY. THANK YOU.

[INAUDIBLE] SO YOU KNOW TRADITIONALLY YOU SEE A LOT OF CINDERBLOCK OR [INAUDIBLE] BOARD.

TELL ME A LITTLE BIT ABOUT THIS PRODUCT.

SO THIS IS JUST TILE. IT'S JUST TILE.

YEAH. SO WE JUST AGAIN TRYING TO CREATE THAT UNIFORM WHITE LOOK RIGHT.

WE KNEW WE CAN'T JUST DO DRYWALL DOWN TO THE FLOOR.

[00:25:01]

I THOUGHT IT WAS A LAMINATE.

YEAH. AND SO IN AN ELEMENTARY SCHOOL YOU CAN GET AWAY WITH A LITTLE BIT WITH OBVIOUSLY A LITTLE [INAUDIBLE] BECAUSE GENERALLY FOR ELEMENTARY SCHOOL KIDS [INAUDIBLE].

YEAH. OKAY. BUT I LOVE THE WAY IT LOOKS.

IT TIES IN NICELY.

IT'S REAL CLEAN.

SO WHAT WAS AWESOME ABOUT THIS BUILDING IS THAT THE ESTHETIC WAS VERY CLEAR, VERY DEFINED, AND PEOPLE COULD UNDERSTAND IT AND BUY INTO IT.

RIGHT. AND SO WHEN YOU START TO SHOW THEM THESE VERY SIMPLE DETAILS, THEY GO, I GET IT.

YOU DON'T HAVE TO WALK THEM THROUGH IT.

REALLY. IT'S NOT DIFFICULT.

NOW I'LL TELL YOU THAT THE CARPET, THE CARPET IN THE PODS.

AND WHEN WE GO TO THE LIBRARY, THAT WAS A STRUGGLE.

I MEAN, THAT AMOUNT OF COLOR AND CRAZINESS FOR THIS COMMUNITY WAS REALLY DIFFICULT TO SORT OF ACCEPT AND UNDERSTAND.

IS THAT IS THAT A CARPET TILE OR IS THAT A CARPET TILE? YEAH. THE OTHER QUESTION IS, SO IT TRANSITIONED FROM THE CERAMIC INTO THE CLASSROOM TO A TO A LVT OR A VCT FLOOR TILE IN THE CLASSROOM, IN THE CLASSROOM, OR DOING CARPET.

THEY WANT TO DO CARPET IN THEIR CLASSROOM.

OKAY. BECAUSE I SAW SOME DOWNSTAIRS THAT WAS SO THE SO IN THE THE SPED AND IN KINDERGARTEN I THINK WE HAD THE BLOCK OUT FOR THE SINKS.

OKAY. YEAH OKAY.

BUT WE DID I LOVE THE SPANISH ARCHITECTURE.

THIS ARCHITECTURE REMINDS ME OF MY HIGH SCHOOL [INAUDIBLE].

RIGHT. AND JUST THE ARCHES, JUST EVERYTHING.

[INAUDIBLE].

IT LOOKS MORE EXPENSIVE FROM THE BOTTOM THAN WHEN YOU COME UP.

. SO WHEN YOU DO A THREE STORY BUILDING YOU DO HAVE TO SEPARATE YOUR STAIRS.

THEY HAVE TO BE FIRE STAIRS.

SO THESE ARE FIRE DOORS.

SO THEY'RE ON EVERY SINGLE LEVEL.

THEY ARE EGRESS ABLE.

SO WHEN THEY CLOSE THERE'S A LITTLE BUTTON AND YOU PUSH THE BUTTON AND YOU CAN GO OUT.

SO THERE'S ALSO A GIANT FIRE DOOR SLIDE THAT SLIDES FROM UNDERNEATH US OUT INTO THE OUT INTO THAT OPENING TO SEAL OFF THAT OPENING [INAUDIBLE].

[INAUDIBLE].

COULD BOTH FIRE DOORS ALSO BE USED FOR LOCKDOWN PURPOSES? THEY ABSOLUTELY ARE USED FOR LOCKDOWN PURPOSES.

SO WHEN WE STARTED ORIGINALLY AND EACH POD LAYOUT IS A LITTLE BIT DIFFERENT, BUT FOR THIS BUILDING, THESE ARE DESIGNED TO CLOSE WHEN THEY HIT THEIR PANIC BUTTON.

OKAY, SO EVERYTHING LOCKS DOWN.

AND WE ALSO HAVE SECURITY GATES THAT COME DOWN IN THE INTERVENING HALLWAYS RIGHT THERE.

SO I MENTIONED. I MENTIONED THE COST FOR US TO DESIGN THE STAIR, RIGHT? THE STAIR WASN'T INHERENTLY EXPENSIVE, BUT IT WAS A PLACE WHERE WE WANTED TO SPEND THE MONEY.

BECAUSE IT IS THE PRIMARY CIRCULATION STAIR FOR ALL THE KIDS THROUGHOUT THE DAY.

THE SECRET STAIRS ARE REALLY JUST THERE FOR FIRE, FOR FIRE SAFETY REASONS.

SO THIS WAS WHERE A LOT OF THIS ONE, AND THEN THE SECONDARY STAIR DOWN THERE THAT TAKES EVERYBODY FROM THIS LEVEL DOWN TO THE CAFETERIA GYM.

THIS IS WHERE WE WE SPENT THE MONEY THAT WE WANTED TO SPEND ON THIS PROJECT.

OKAY. SO YOU CAN START TO SEE THAT TRACK FOR THAT COILING FIRE DOOR.

THAT THING IS HEAVIER THAN ALL GET OUT.

INSANE. INSANE.

AND YOU CAN USE IT? WELL, WE HAD TO TEST IT, BUT THERE'S NEVER BEEN A NEED TO USE IT.

YOU KNOW WHAT I MEAN?

[00:30:05]

RIGHT. SO WE'VE GOT TWO MUSIC ROOMS AND TWO ART ROOMS. SO THEY WANTED TO DOUBLE DOWN ON THEIR SPECIALS.

YOU KNOW NORMALLY AT A 770 STUDENT CAMPUS, ONE ART, ONE MUSIC IS FINE.

AND THEN MAYBE A RESOURCE ROOM TO KIND OF FLEX IF YOU HAVE MORE, MORE OR LESS IN A PROGRAM.

BUT THEY REALLY WANTED TO MAKE SURE THEY COMMITTED TO MUSIC AND ART THERE COME STAFFING CHALLENGES WITH THAT, WHICH IS A COST CHALLENGE FOR THE DISTRICT.

SO RIGHT NOW, ONE OF THEM, ONE OF THE MUSIC ROOMS, IS USED AS A RESOURCE ROOM.

AND THEN THE OTHER ONE IS MUSIC AND ART.

WHAT WE ACTUALLY DECIDED TO DO INSTEAD OF DOING TWO SEPARATE ROOMS, WE TOOK THE WALL OUT BETWEEN THE TWO AND MADE THEM ONE BIG ART ROOM WITH THE ABILITY TO COME IN AND PUT THAT WALL IN LATER IF THEY WANTED TO HAVE SEPARATE ART CLASSES, BUT NOW IT JUST MAKES IT THE BEST, THE BEST DANG ART ROOM YOU'VE EVER SEEN.

AND THEN OBVIOUSLY THE LIBRARY.

SO AGAIN, THAT SPECIAL ROTATION IS REALLY IMPORTANT TO MAKE, TO MAKE YOUR WAY THROUGH THE CAFETERIA AND GYMNASIUM AND THE PE.

IT'S ALL PART OF THE WALK DOWN.

WHERE'S THE TORNADO SHELTER? SO THE TORNADO SHELTER IS IN THE GARAGE.

SO AS A PART OF A SMALL SITE, THERE'S AN UNDERGROUND PARKING GARAGE AT EACH ONE OF THE THREE ELEMENTARY REPLACEMENTS.

SO WE'LL GO INTO THE LIBRARY.

[INAUDIBLE] SO, LIBRARY.

I MEAN, OBVIOUSLY, YOU CAN SEE SOME OF THE SPANISH INFLUENCE STILL COMING THROUGHOUT THIS, RIGHT? THE PORTAL WINDOWS THAT LOOK OUT INTO THE CORRIDOR DOUBLES OR DOUBLES, THE SEATING LEDGES FOR STUDENTS.

RIGHT. SO YOU'VE GOT THAT INDIVIDUAL LEARNING.

YOU'VE GOT GROUP LEARNING BACK THERE IN THAT SECTION WHERE THE LIGHTS ARE OFF FOR SOME REASON RIGHT NOW I JUST TURNED THEM ON.

OUR IS SORT OF A QUIET, FOCUSED AREA.

SO THIS SPACE IS DESIGNED TO HAVE LARGE GROUPS.

SO YOU COULD BRING A WHOLE GRADE LEVEL DOWN TO THE LIBRARY OR SMALL GROUP, AND YOU COULD DO A PULLOUT INTO THE SMALLER SPACE CONNECTED TO THE LIBRARY'S PROGRAMMATIC FUNCTION IS BROADCAST AND THEIR INNOVATION LAB, WHICH IS THEIR FOCUSED PLACE FOR DOING STEM AND STEAM.

RIGHT. SO IT'S PART OF THE IT'S PART OF THE LIBRARIANS ROTATION WITH STUDENTS SO SHE CAN PULL THEM OUT INTO THERE AND DO STEM ACTIVITIES OR PULL THEM BACK OUT HERE.

SO LET'S TALK ABOUT NATURAL LIGHT.

IS THAT PART OF THE MAJOR PLANNING YOU DO? NATURAL LIGHT IS PART OF EVERY PROJECT THAT WE DO.

YEAH. WE'RE ARCHITECTS.

WE BELIEVE IN NATURAL LIGHT GOOD QUALITY NATURAL LIGHT.

RIGHT? RIGHT. YEAH, THAT'S AN IMPORTANT THING.

AND SO THIS BUILDING IS ORIENTED NORTH SOUTH.

RIGHT. SO YOU SEE ALL THE PRIMARY WINDOWS FOR THE EXTERIOR FACING NORTH AND SOUTH.

SO YOU GET GREAT LIGHT THROUGHOUT THE DAY.

OKAY MEP SYSTEM.

WHAT TYPE OF SO MECHANICAL.

THEY'RE THEY'RE THEY'RE A LITTLE OLD SCHOOL.

THEY LIKE THEIR USE.

SO WHEN I MENTIONED THAT BACK TO GOING BACK TO SUSTAINABILITY, THE CONVERSATION ABOUT SOLAR IN THE FUTURE FOR THIS BUILDING LED US TO A VERY SPECIFIC MECHANICAL, VERY SPECIFIC MECHANICAL SYSTEM WHILE STILL [INAUDIBLE].

WE DID PACKAGED ROOFTOP UNITS, WHICH ARE DIFFICULT.

I MEAN, THEY COME WITH THEIR OWN SERIES OF CHALLENGES, BUT IT REALLY ALLOWED US TO LEAVE THE ROOF PRIMARILY OPEN SO THAT WHEN THEY GO BACK IN AND DO SOLAR, YOU'RE MAXIMIZING YOUR YOUR RETURN ON INVESTMENT.

DO YOU WORK WITH [INAUDIBLE] STATE ENERGY CONSERVATION? WE HAVEN'T WE HAVEN'T SPECIFICALLY.

NO. OKAY. [INAUDIBLE] SO BROADCAST ROOM IS ACTUALLY IN HERE.

THIS ONE'S KIND OF NEAT. IT WAS REALLY NARROW FOR A BROADCAST ROOM.

NORMALLY I LIKE TO MAKE THEM A LITTLE BIT MORE SHOE BOX [INAUDIBLE] BUT THEY LOVE THIS.

AND MY FAVORITE PART TO TELL EVERYBODY IS YOU SEE THE LITTLE BLACK STREAK DOWN THERE.

THOSE ARE THE LITTLE HANDS RUBBING ALONG, RUBBING ALONG THE THE GREEN SCREEN WALL [INAUDIBLE].

I'VE GOT IT TURNED ON.

AND THEY, THEY DO ANNOUNCEMENTS IN HERE EVERY MORNING LIVE.

[INAUDIBLE].

RIGHT OUTSIDE THIS WALL.

WE DID TAKE ADVANTAGE OF OF JUST SORT OF THE SHAPE OF THE BUILDING TO PUT A LITTLE TERRACE OUTSIDE.

SO THERE IS A NICE LITTLE SPOT TO A COUPLE KIDS CAN GET PULLED OUT INTO THAT SPACE AND JUST BE OUTSIDE WHILE IN THE LIBRARY.

RIGHT. WE CAN KIND OF WANDER AROUND THERE AND KIND OF TAKE A LOOK AT IT IF YOU'D LIKE TO SEE IT.

[00:35:34]

I'LL BE LESS GRUMPY IF I HAD A TERRACE [INAUDIBLE].

IT, AND IT WAS NICE HERE.

IF YOU DRIVE BY UNIVERSAL PARK ELEMENTARY SCHOOL, THERE'S A LOT MORE, A LOT MORE OF THE SPANISH TILE ON ALL THE CORNICING AROUND THE BUILDING, WHICH THIS BUILDING ALSO HAD.

[INAUDIBLE] AND BRADFIELD WERE BOTH BUILT WITHIN TWO YEARS OF EACH OTHER, DESIGNED BY THE SAME ARCHITECT.

THEY WERE EXACTLY THE SAME, ALMOST.

SO THE STYLES ARE THE SAME, BUT WHEN YOU GO TO THEM TODAY, ONE IS [INAUDIBLE] AND ONE IS BRADFIELD.

NOW THEY LOOK SEPARATE, THEY LOOK DISTINCT.

IT'S IMPORTANT. [INAUDIBLE]

[00:40:32]

ELEVATE THEIR FOOD A LITTLE BIT.

BECAUSE OF WHAT? THEY DON'T TAKE MONEY FROM THE STATE FOR FOOD.

SO THAT'S PART OF THEIR FUNDRAISING CAMPAIGN? ALL RIGHT. SO THE CAFETERIA.

SO THIS IS THE CAFETERIA.

SHOCK AND AWE. RIGHT.

NOBODY THOUGHT THIS WAS THE CAFETERIA.

SO IT IS TECHNICALLY A CAFETERIA.

IT IS DESIGNED TO BE THE CAFETERIA AND THE PERFORMANCE SPACE FOR AFTER HOURS EVENTS.

SO THIS OPERABLE PARTITION SEPARATES.

ONE OF THE INTERESTING THINGS ABOUT THESE ELEMENTARY SCHOOLS, THE OLD ELEMENTARY SCHOOLS.

THEY HAD THAT AUDITORIUM, A DEDICATED AUDITORIUM, WHICH IS A CRAZY THING TO HAVE IN AN ELEMENTARY SCHOOL.

IT'S JUST AN INEFFICIENT USE OF SPACE.

IT SITS EMPTY MOST OF THE DAY.

BUT THEY DID HAVE A ROBUST AND ENGAGED PTA DADS CLUB GROUP.

I MEAN LIKE EVERY WEEK.

AND SO GIVING THEM A SPACE WHERE THEY COULD USE DURING THE DAY THAT ALSO IS FUNCTIONAL FOR SCHOOL ACTIVITIES WAS ABOUT THIS SPACE.

SO PUTTING IN THIS OPERABLE PARTITION GAVE US A PLACE TO SECTION OFF.

WHAT YOU SEE IS THE THE STAGE SMALL, VERY, VERY EDUCATIONALLY APPROPRIATE STAGE FOR AN ELEMENTARY SCHOOL, A TRADITIONAL ELEMENTARY SCHOOL.

BUT IT ALSO GIVES THEM A MEETING PLACE FOR THROUGHOUT THE DAY, WHETHER IT'S FOR PARENT GROUPS OR TEACHERS GROUPS.

I MEAN, I ASSUME THE TEACHERS GATHER HERE A LOT TOO.

THIS IS WHERE WE DO OUR PROFESSIONAL DEVELOPMENT, OUR STAFF DEVELOPMENT.

AND HERE NOTICE WE HAVE THE SCREENS AND TWO PROJECTORS AND THEN THE PROJECTOR IN HERE WITH A BIG SCREEN.

AND THEY CAN ALL WE'RE DOING IF WE OPEN UP THE PARTITION AND WE'RE DOING A PLAY OR A MUSICAL, THEN PEOPLE IN THE BACK CAN SEE UP THERE, WE HAVE A CAMERA AND THEY CAN SEE THE STAGE.

SO NORMALLY IN A NICE PRESENTATION SPACE OR PERFORMANCE SPACE, YOU FAN OUT, GET THE AUDIENCE AS CLOSE TO THE STAGE AS POSSIBLE.

FUNDAMENTALLY, THIS NEEDS TO BE A CAFETORIUM AND THEN A PERFORMANCE SPACE.

SO USING TECHNOLOGY TO MAKE SURE THAT WE CAN ACCOMMODATE PERFORMANCE AS BEST WE CAN IS JUST GOOD PRACTICE.

AND SO THIS AND I MAY GET MYSELF IN TROUBLE, BUT THIS IS TECHNICALLY DESIGNED TO SERVE A THREE SECTION THREE THREE LUNCH PERIODS AT 770 TECHNICALLY. RIGHT. HOW DO YOU WANT IT TO BE.

DO YOU WANT TO HAVE THE FOURTH TO MAKE SURE THERE'S MORE ROOM UP TO THEM? BUT IT COULD FIT THAT MANY STUDENTS.

SO THE KITCHEN, THERE'S NOTHING REALLY FUNDAMENTALLY INTERESTING ABOUT THE KITCHEN OTHER THAN IT'S JUST A WELL-DESIGNED KITCHEN.

BUT THAT VISIBILITY INTO THE SERVING LINE IS IMPORTANT BECAUSE [INAUDIBLE] DO A LOT OF SERVING.

AND SO ALL THE SERVING.

YEAH. SORRY. SO, YOU KNOW, MAMA WANTS TO SEE LITTLE TIMMY AFTER HE COMES AND GRABS HIS GRABS HIS FOOD, EATING AT HIS TABLE WITH HIS FRIENDS.

AND SO WE REALLY WANTED TO BE INTENTIONAL ABOUT THAT VIEW OUT.

[INAUDIBLE] AND THEN OBVIOUSLY CAFETERIA, LUNCH, GYMNASIUM ALL ABOUT THE ROTATIONS TO SPECIALS.

SO YOU'RE RIGHT ACROSS FROM THE GYM.

YOU GO TO THE GYM OR YOU FEED RIGHT OUT INTO THE INTO THE OUTDOOR PE.

IF THAT'S PART OF DEPENDING ON WHERE YOUR GRADE LEVEL IS GOING, VERY INTENTIONALLY DESIGNED, YOU KNOW, THERE'S THERE'S SERVING AND PICKUP AND THEN THE THE FOOD FOOD DROP IS OVER IS OVER THERE.

SO AS KIDS GET GET UP AND LEAVE, THEY LEAVE OUT THAT DOOR.

THE NEXT GROUP COMES IN THAT WAY.

SO THERE'S A VERY CLOCKWISE, CLOCKWISE FLOW THROUGHOUT THE CAFETERIA TO MAKE SURE THAT THERE'S NO PINCH POINTS AS KIDS COME IN OR COME OUT, AND THEY DO HAVE A STOP BECAUSE THEY DON'T TAKE MONEY. THEY DO HAVE A SOFT SERVE ICE CREAM STATION OVER THERE, WHICH IS AWESOME.

YEAH, I KNOW RIGHT? HAVE IT ALL.

[00:45:11]

BUT WE WERE ABLE TO GET CLEAR STORY UP ON THERE.

SO THERE'S A LITTLE BIT MORE NATURAL LIGHT IN THE CAFETERIA [INAUDIBLE]. AND, YOU KNOW, TALKING ABOUT NATURAL LIGHT AND DAYLIGHT, YOU KNOW, IT'S REALLY IMPORTANT IN THOSE SPACES THAT KIDS ARE MOST OFTEN AND MOST FREQUENTLY, IT'S OKAY TO GO INTO A SPACE THAT DOESN'T HAVE A LOT OF NATURAL LIGHT, ESPECIALLY IF IT'S INTENTIONALLY DESIGNED THAT WAY.

LIKE YOU SAW THE STEAM LAB THAT DOESN'T HAVE A LOT OF NATURAL LIGHT, BUT THEY'RE NOT IN THERE FOR MORE THAN 20 MINUTES, A HALF HOUR.

SO THEY'RE ALWAYS CIRCULATING THROUGHOUT THE SCHOOL WITH VIEWS TO NATURAL LIGHT AND IN THEIR CORE SPACES, THEIR CLASSROOMS, THE GYM, THE GYM HAS GOT AWESOME NATURAL LIGHT THERE.

IN THOSE SPACES, THEY SPEND A LOT OF TIME.

THEY DO HAVE ACCESS TO THE NATURAL WORLD.

YEAH. OKAY.

WE CAN GO ACROSS TO THE GYM.

ABSOLUTELY. WE'LL DO THE GYM AND WE'LL GO PLAY AROUND.

OKAY. WHERE'S YOUR STORM SHELTER? IT'S IN THE PARKING GARAGE UNDERGROUND.

[INAUDIBLE] . IT'S HARD TO HEAR IN THERE. SO THE GYM IS ESSENTIALLY TWO SMALL GYMS IN ONE.

THERE IS A CENTER PARTITION THAT THEY CAN DIVIDE THE GYM INTO TWO SEPARATE GYMS IF THEY NEED TO AND THE AUDIO SYSTEM, THE VISUAL SYSTEMS ARE ALL MADE TO WORK IN CONCERT, SO IT'S OPEN OR CLOSED. THEY CAN PROJECT EACH INDIVIDUALLY OR THEY CAN KEEP THEM OPEN TOGETHER.

SO AGAIN, HISTORICALLY SPEAKING, IN THE DISTRICT, THE GYM HAD BEAUTIFUL WOOD FLOORS FOR THEIR GYMS. THEY WERE ALMOST NOT FULL SIZE GYMS, BUT THEY WERE REALLY CLOSE.

THE YMCA IS A HEAVY USER OF THEIR GYMS ACROSS THE DISTRICT, AND SO THEY REALLY WANTED TO MAKE SURE THAT THAT WAS A SPECIAL PART OF THEIR COMMUNITY THAT THEY WANTED TO GET BACK.

AND WE WE TRIED TO CONVINCE THEM THAT IF GIANT GYM WITH WOOD FLOORS IS JUST A LITTLE BIT TOO MUCH IN AN ELEMENTARY SCHOOL, BUT THAT'S WHAT THEIR COMMUNITY WANTED AND NEEDED, AND IT WAS PART OF THEIR CULTURE.

THAT'S. THAT'S WHY YOU HAVE THE HARDWOOD.

THAT'S RIGHT. WE HAD A LOT OF CONVERSATIONS ABOUT THAT IN PLANNING.

SYNTHETIC WAS AN OPTION.

YEAH, ABSOLUTELY. YOU KNOW A GOOD ROLE.

BUT THEY WANT THEY WANT THE THEY HAVE THE HISTORY AND THE CULTURE OF THE WOOD FLOORS, THE HARDWOOD.

WELL, I DON'T KNOW. IT COULD BE THE KIDS IN THE GYM.

MIND YOUR BUSINESS LINDA.

THE BASKETBALL COURTS.

PLAYGROUNDS.

PARKING GARAGE. THIS IS THE LINE OF THE PARKING GARAGE UNDERGROUND.

SO THIS IS ALL THIS IS ALL SUSPENDED SLAB, ESSENTIALLY.

[INAUDIBLE] A LOT OF CONVERSATIONS ABOUT THE SECURITY RELATED TO DO WE ALLOW THE COMMUNITY TO PARK IN THE PARKING GARAGE WHETHER THEY'RE AFTER HOURS EVENTS, YOU KNOW, DO WE NOT? IT IS AN EVER EVOLVING CONVERSATION THAT I DON'T WANT TO GET IN THE MIDDLE OF AT THIS POINT, BUT THEY DO HAVE THE FLEXIBILITY TO PARK IN THE PARKING GARAGE, NOT GO INTO THE BUILDING, BUT COME OUT TO THE PLAYFIELDS.

[00:50:01]

SO THEY DID HAVE A THEY HAD A PLASTIC PILE SPORTS COURT THAT THEY THOUGHT THEY WANTED TO REUSE FOR THIS COURT.

WE SAID, YOU KNOW, THAT STUFF IS REALLY HARD.

[INAUDIBLE] WHY DON'T WE JUST DO, YOU KNOW, A NICE TENNIS COURT, SURFACE MATERIAL.

AND THAT WAY YOU CAN RECODE IT IF YOU WANT TO, AND IT HOLDS UP AND IT GIVES YOU THAT NICE LITTLE POP OF COLOR.

[INAUDIBLE] SO THE PLAYGROUNDS WE DID A VARIETY OF THEM AT UNIVERSITY PARK ELEMENTARY SCHOOL AND BOONE WE DID TURF.

THEY WANTED TURF AT THIS SCHOOL.

HISTORICALLY, THEY HAD THE POURED RUBBER OKAY.

AND SO THEY WANTED TO GO BACK WITH THE POURED RUBBER.

AND SO IT WAS ALL ABOUT AT THIS SCHOOL, THIS IS WHAT OUR HISTORY IS [INAUDIBLE].

THE PLAYGROUNDS LOOK INCREDIBLE.

THEY WERE NOT REALLY PART OF THE BOND SCOPE.

WE HAD SOME MONEY SET ASIDE FOR PLAYGROUNDS.

THE PTA DID UP FUND AND UPSCALE THE PLAYGROUNDS.

[INAUDIBLE] YOU WANT TO GO ON THE SLIDE? I'M GOING TO GO ON THE SLIDE. [INAUDIBLE] I GOT UP THERE ONCE WITH MY DAUGHTER.

[INAUDIBLE] WHEN WE GET READY TO RECESS, I WILL GO DOWN THE SLIDE.

OKAY? IT'S A LITTLE WET.

I WILL GO DOWN THE SLIDE. SO CONTROLLED ACCESS TO THE PLAYGROUNDS IS KIND OF AN INTERESTING THING FOR THEM.

YOU KNOW, AGAIN, THERE'S NOT A LOT OF PARK SPACE THAT'S THAT'S DESIGNED FOR ATHLETICS OR SPORTS IN THE PARK CITIES.

AND SO ANY, ANY TIME AFTER 5:00 YOU WILL FIND A KID AND HIS DAD PLAYING, PLAYING SOCCER, PLAYING WHATEVER OUT THERE.

AND SO THEY WANTED TO PUT THESE FENCES UP SO THAT OVER THE SUMMER [INAUDIBLE].

SO DO THEY GIVE ACCESS TO THE PUBLIC AFTER HOURS TO THE PLAYGROUND? [INAUDIBLE] . YOU'LL NOTICE THE FLAGPOLE OVER THERE INSTEAD OF BY THE FRONT DOOR.

THAT'S ALSO A HISTORICAL THING.

SO THEY WANTED A PLACE.

THEIR FLAGPOLE IS A PLACE WHERE THEY GATHER ALL THE STUDENT BODY.

AND, YOU KNOW, THEY'LL SAY THE PLEDGE OF ALLEGIANCE ONCE A YEAR [INAUDIBLE] BY A CLASS OUTSIDE BY THE FLAGPOLE.

AND SO THEY WANTED THAT TO BE PART OF THE STUDENT EXPERIENCE, NOT PART OF THE ENTRY EXPERIENCE.

SO MOVING THE FLAG BACK OUT HERE WAS IMPORTANT TO THEM.

YOU'LL ALSO SEE A LITTLE AREA OVER THERE WITH SOME SMALL POTS AND SOME SYMBOLS.

SO THERE WAS A MEMORIAL TO STUDENT THAT HAD PASSED AWAY PROBABLY 25 YEARS AGO NOW.

AND SO THAT'S JOHNNY'S MEMORIAL.

THAT'S JOHNNY'S PLACE. AND SO THEY WANTED THAT INSTEAD OF BEING A QUIET, CONTEMPLATIVE SPACE SOMEWHERE KIND OF OFF TO THE SIDE, THEY WANTED STUDENTS TO EXPERIENCE IT ALL THE TIME.[INAUDIBLE] IS THIS WHAT IT'S GOING TO LOOK LIKE? YOU CAN'T SEE IT ON [INAUDIBLE].

OR WHAT IS THE FRONT GOING TO LOOK LIKE? IS IT GOING TO LOOK LIKE THIS WITH PILLARS? SO WE'RE GOING TO BRING YOU THREE OPTIONS.

WE'RE WORKING WITH THE ARCHITECTURAL FIRM RIGHT NOW TO COME UP WITH THREE OPTIONS ON HOW THE FENCE IS GOING TO LOOK ON BOTH THE FRONT, THE BACK AND THE SIDES.

SO WE'LL BE ABLE TO BRING THAT TO YOU, TO GIVE YOU THE THE UNDERSTANDING OF WHAT WE'RE WORKING WITH.

SO WE'RE WORKING THROUGH THAT RIGHT NOW WITH DR.

LOPEZ YEAH.

SO BUT YES, THERE'S GOING TO BE FENCING THOUGH.

YES. AND IT'S NOT AS BAD AS PEOPLE THINK, RIGHT? I'M JUST CURIOUS. WE'RE DONE.

WE'RE KIND OF READY TO WRAP UP HERE.

UNLESS YOU WANT TO GO SEE WHAT A PARKING GARAGE LOOKS LIKE UNDERGROUND.

IT LOOKS LIKE A PARKING GARAGE.

SO THEY CAN TRANSITION INTO THE STORM SHELTER THROUGH THERE? RIGHT. THE STORM SHELTER IS ALL OF THE PARKING GARAGE OFF OF THE MAIN LOBBY.

THERE IS A DOOR AND A STAIR THAT TAKES YOU DOWN INTO THE PARKING GARAGE.

SO THERE ARE TWO PRIMARY POINTS OF ENTRY.

THERE IS AN OUTDOOR ONE TOO, BUT THAT'S REALLY NOT PART OF THE THE THE EMERGENCY PREPARED ROUTE.

SO THE DOOR THAT'S IN INTERIOR TO THE BUILDING FROM THE PARKING GARAGE WHERE THE STUDENTS GO FOR THE STORM SHELTER, IS THAT THE SAME DOOR THE TEACHERS COME IN WHEN THEY PARK? IS THAT CORRECT? DUAL USE DOOR.

WELL, SO THE STORM SHELTER DOOR WE HAVE ON HOLD OPEN AND THEN THE EVERYDAY USE DOOR IS JUST A REGULAR DOOR SO YOU DON'T HAVE TO DO THE THE THE REPEAT MOTIONS ON THE STORM.

OKAY. RIGHT.

BUT TYPICALLY SPEAKING, IF WE DON'T HAVE A PARKING GARAGE, WHICH IS PRETTY RARE, I WOULD SAY, FOR AN ELEMENTARY SCHOOL.

I'VE ONLY SEEN IT ONCE. USUALLY THE GYM TENDS TO SERVE AS THE STORM SHELTER.

RIGHT. EXACTLY. AND THE NICE THING ABOUT THAT IS, YOU KNOW, NOWADAYS STORM WINDOWS, YOU KNOW, YOU CAN'T MAKE THEM HUGE, BUT THEY'RE NOT NEARLY AS EXPENSIVE AS THEY USED TO BE.

[00:55:02]

I COULD SHOW YOU PHOTOS OF THAT STORM SHELTER ON BOTTOM, REGULAR BUILDING ON TOP.

YOU WOULD NEVER KNOW THAT IT'S THE STORM SHELTER FROM THE OUTSIDE OR THE INSIDE REALLY W ITHOUT SEEING THE DOORS.

OKAY, WE CAN WALK BACK THAT WAY. I'LL SHOW YOU THE THE FAIRLY SMALL DOOR THAT'S ON THE WAY THERE.

SO ART ROOM.

ART ROOM INTENTIONALLY DESIGNED ON THIS SIDE.

THERE IS A NICE BIG ART PATIO BACK THERE.

PHENOMENAL. NORTH FACING LIGHT IS KEY TO A GREAT ART ROOM BECAUSE YOU NEVER HAVE DIRECT SUNLIGHT COMING INTO THAT ART ROOM.

IT IS ALWAYS THE BEST LIGHT.

AND SO AGAIN, RIGHT DOWN THE MIDDLE BETWEEN THOSE TWO WINDOWS IS WHERE THAT WALL GOES.

IF THEY WANT TO SPLIT IT INTO TWO SEPARATE ROOMS IN THE FUTURE.

THEY FUND PROBABLY 30% OF TEACHER SALARIES THROUGH THROUGH FUNDING DONATIONS.

MIC] MISS GRIFFIN, I NEED YOU TO COME AND PUT US IN RECESS.

WE'RE GOING TO COLLECT BADGES.

WE'RE DONE AT THIS SITE. MR. JOHNSON, WHAT TIME IS IT, MR. JOHNSON? IT IS NOW 10:37 AND WE ARE RECONVENING FROM RECESS.

WE ARE AT BUDDY AND JOHNNY MINETT ELEMENTARY SCHOOL.

BUDDY AND MINETT OF IT HURT ME.

LET'S GO. ALL RIGHT OKAY, I FORGOT IT'S OKAY.

I GOT YOU.

OKAY. [INAUDIBLE] SO I'LL GIVE HIM A LITTLE BRIEF, AND THEN WHILE THE BADGING IS GETTING DONE [INAUDIBLE] . THAT WOULD BE COOL IF WE CAN.

YEAH. OKAY. SO WE'LL TAKE.

YEAH. WE'LL LET YOU DO AN OVERVIEW OKAY.

SO SO THIS IS MINETT.

SO I DON'T KNOW IF YOU GUYS GOT A CHANCE TO BUT AS YOU TURNED ON TO TEAL YOU COULD SEE THE ELEMENTARY SCHOOL THAT SORT OF WE HAD DONE TWO PROTOTYPES BEFORE.

THEY WERE KIND OF REALLY TRADITIONAL ELEMENTARY SCHOOLS.

AND THEN AS WE GOT INTO THE PROCESS OF DESIGNING THIS, WE HAD ACTUALLY TALKED ABOUT USING THAT SAME PROTOTYPE, BUT JUST CREATING AN ESTHETIC THAT MADE IT LOOK MORE LIKE THE PGA.

THIS IS THE PGA NEIGHBORHOOD, THE HOLLY HOCK NEIGHBORHOOD OF FRISCO.

[01:00:04]

WALDRIP REALLY KIND OF WANTED EDUCATION TO TAKE A BIGGER STEP WITH THIS, WITH THIS PARTICULAR PROJECT.

AND SO WE PAUSED.

WE TOOK A BIG STEP BACK, HUGE STEP BACK, AND STARTED A VISIONING PROCESS.

THIS IS DESIGNER DAN FOR EVERYBODY.

DAN COULDN'T JOIN US THIS MORNING BUT HE'S HERE NOW.

THIS IS ONE OF DAN'S BABIES.

AND SO AND SO WE WANT TO START THIS BUILDING REALLY TAKING THAT GIANT STEP BACK AND RETHINKING THE EDUCATIONAL PROCESS AND HOW THEY'RE GOING TO DELIVER EDUCATION AT THE ELEMENTARY LEVEL, WHICH THEY'VE SINCE FOLLOWED UP NOW WITH THE JUNIOR HIGH THAT THEY OPENED KIND OF DOWN THE WAY, WHICH IS ANOTHER INTERESTING PROJECT.

SO, DAN, DO YOU WANT TO KIND OF LEAD THEM THROUGH A LITTLE BIT OF A DISCUSSION ABOUT VISIONING? SURE. YEAH.

THIS REALLY BEGAN WITH THE SUPERINTENDENT, DR.

WALDRIP, AND THE DISTRICT SAYING, HOW CAN WE CHANGE ELEMENTARY EDUCATION, THE DELIVERY OF THAT EDUCATION GOING FORWARD WITHIN THE DISTRICT? THEY'VE BEEN FAST GROWTH DISTRICT FOR SEVERAL YEARS AS THINGS KIND OF SLOWED DOWN A LITTLE BIT.

THIS THEY TOOK A PAUSE AND SAID, WHERE DO WE WANT TO GO? YOU KNOW, AS AS TEACHERS, ADMINISTRATORS, WHAT'S THE FUTURE OF FRISCO ISD GOING TO LOOK LIKE? AND SO OVER A TWO MONTH PROCESS, WE WORKED WITH A GROUP OF ABOUT 50 PEOPLE FROM THE DISTRICT.

SO THAT INCLUDED ADMINISTRATORS, PRINCIPALS, TEACHERS, COMMUNITY MEMBERS, AND KIND OF WORKING WITH THE HOST GROUP OF STANTEC FOR ABOUT EIGHT PEOPLE AND REALLY JUST KIND OF ASKING THOSE QUESTIONS.

AND SO, YOU KNOW, AT THE END OF THAT PROCESS, WE ESTABLISHED TEN GOALS FOR THE PROJECT, AND MOST OF THOSE WERE GEARED ON COLLABORATION, YOU KNOW, THE ABILITY FOR STUDENTS TO USE TECHNOLOGY, WORK TOGETHER, MENTORSHIP FROM ONE STUDENT TO THE OTHER, A WHOLE A WHOLE SERIES OF GOALS HERE THAT REALLY KIND OF SHAPED WHAT WE'RE DOING HERE.

I THINK ONE OF THE BIG THINGS THAT CAME OUT OF THAT, TOO, WAS NOT ONLY STUDENT COLLABORATION, BUT ALSO TEACHER COLLABORATION.

AND SO THIS IS ONE OF THE FIRST SCHOOLS THAT I'VE EVER WORKED ON, HONESTLY, THAT HAS TEAM TEACHING THAT INCLUDES THREE CLASSROOMS WORTH OF STUDENTS AND THREE TEACHERS TOGETHER WITHIN A LARGE KIND OF SPACE.

SO TO DO THAT, YOU KIND OF HAVE TO BE ABLE TO BREAK DOWN THE SPACE IN THE SCHOOL AND HAVE A VARIETY OF SPACES FROM EXTRA LARGE, LARGE, MEDIUM AND SMALL FOR ALL OF THAT TO BE FACILITATED.

SO YOU CAN SEE THAT ONCE WE ENTER THE SCHOOL.

SO INTERESTING NOTE BRADFIELD ELEMENTARY SCHOOL.

108,000FT², 770 KIDS FOR THIS SCHOOL.

83,000FT² 750 KIDS.

RIGHT. SO 30,000FT² MORE FOR BRADFIELD.

SAME STUDENT POPULATION.

SO THAT REALLY STARTS TO TALK ABOUT SPECIAL PROGRAMS, THE KINDS OF EXTRA SPACES THAT YOU WANT TO MAKE PART OF YOUR FACILITY AS OPPOSED TO.

SO THAT'S THAT'S AN IMPORTANT THING ABOUT BUILDING SIZE.

A QUICK THING AS WE WALK IN.

A PEDAGOGY CHANGES HERE BIG TIME, LIKE THE MINDSET OF HOW TO TEACH HOW STUDENTS INTERACT.

THANK YOU VERY MUCH. IS IS DIFFERENT AND AT LEAST FOR ME AS A FORMER TEACHER, THAT'S SUPER EXCITING BECAUSE IT'S NOT NORMAL.

IT'S NOT OFTEN WHEN YOU SEE THE DISTRICT TRYING TO MOVE TOWARDS A MORE PROGRESSIVE IDEA WHILE KEEPING LIKE THEIR IDENTITY.

SO THIS ULTIMATELY THE SCHOOL HAS BECOME THE INCUBATOR FOR THE DISTRICT.

AND SO HERE THEY'RE TESTING DIFFERENT LEARNING MODALITIES, DIFFERENT IDEAS OF TEACHING GROUPS TOGETHER.

AND THIS IS THE TEST BED THAT IS INFORMING ALL THE FUTURE RENOVATIONS FOR ALL THE ELEMENTARY SCHOOLS IN THE DISTRICT THAT HAVE 43 CURRENTLY.

ALL OF THOSE WILL BE RENOVATED IN THE FUTURE.

AND THIS IS THE MODEL FOR HOW THAT WILL COME TO PLACE.

WHAT'S THE STUDENT TO TEACHER RATIO AT THIS FACILITY? DO YOU ALL KNOW WHAT RATIO IT SHOULD BE? IT SHOULD BE THE SAME. IT'S THE SAME 24.

YEAH. ELEMENTARIES ARE USUALLY 22 TO 1 TO START OFF WITH BECAUSE THAT'S THE LAW.

I GET THAT. BUT ARE THEY ABLE TO MAINTAIN THAT AS OPPOSED TO THE HIGHER.

BECAUSE WHEN YOU START TALKING ABOUT THREE CLASSES TOGETHER, IF YOU START GETTING THOSE 24, 26, 27 PER CLASS, THAT BECOMES, YEAH, THAT'S A PRETTY LARGE GROUP.

[01:05:08]

YOU'RE GOING TO SEE IT IN THE.

SO THAT'S THE ONLY THING THAT KIND OF CAUSES IF YOU CAN KEEP TO THOSE RATIOS.

FABULOUS. AND THAT'S WHAT IT IS CURRENTLY IT'S 22 TO 1.

[INAUDIBLE] MIC] MECHELLE I'LL BE RECORDING.

OKAY. OUR STUDENTS, ARE THEY GOING TO LEAD THE TOUR FOR US? YES. OKAY, SO IF THEY'LL STAY CLOSE TO ME OR I'LL TRY MY BEST TO KEEP UP WITH THEM.

Y NAME IS MEGAN REYNOLDS.

I JUST HAVE A HEART IN MY PLACE FOR GARLAND.

MY DAD USED TO WORK FOR GARLAND ISD COMMUNICATION COMMUNICATIONS FOR THEM.

DIRECTOR OF COMMUNICATIONS FOR GARLAND ISD.

YES, THEY WERE BOTH DIRECTORS OF COMMUNICATIONS.

SO THEY GOT THAT MARKETING SIDE OF ME, WHICH I LOVE TOO.

SO THESE ARE OUR STUDENT AMBASSADORS.

MY HIGH SCHOOL COUNSELOR, BY THE WAY.

SO I'M NOT REALLY ANYBODY THAT IMPORTANT, BUT I HELPED LEAD THEM.

SO THEY ARE GOING TO LEAVE YOU GUYS IN A TOUR.

IF YOU HAVE ANY QUESTIONS, JUST ASK AWAY.

THEY'RE HAPPY TO HELP YOU.

YOU WANT TO INTRODUCE YOURSELVES REAL QUICKLY? SURE. MY NAME IS ANI.

I'M IN FIFTH GRADE AND YEAH, MY NAME IS [INAUDIBLE] AND I'M ALSO IN FIFTH GRADE.

MY NAME IS [INAUDIBLE] AND I'M IN FIFTH GRADE.

MY NAME IS [INAUDIBLE]. ALSO IN FIFTH GRADE.

ALL RIGHT, ANI WILL YOU LEAD THE WAY FOR US.

KIND OF TELL US WHERE WE ARE.

SO, LIKE, THIS IS LIKE THE ENTRANCE TO OUR SCHOOL.

LIKE OUR OUR TEACHER, MISS DEMPSEY.

SHE SHE HANGS ART HERE ON THE WALLS.

AND LIKE, THERE IS LIKE THIS THE NURSE.

THAT'S WHERE MRS. LAWSON, LIKE, TAKES CARE OF ANY KIDS THAT ARE HURT.

YEAH. AND THEN YOU CAN SEE THE LIBRARY FROM HERE.

OH, AND THE IGNITE, WHICH IS BASICALLY LIKE A, LIKE A DIFFERENT SPECIALS WHERE YOU JUST LIKE, BUILD AND LIKE, DO DIFFERENT THINGS.

OKAY. ALL RIGHT.

WE'LL START WALKING THIS WAY FIRST.

NOW TRUSTEES SINCE WE HAVE STUDENT AMBASSADORS, IF THERE ARE TECHNICAL QUESTIONS, PLEASE DO DIRECT THEM TO OUR ADULTS.

THIS IS OUR COACH'S CORNER, SO ALL OF OUR INSTRUCTIONAL COACHES ARE IN THERE [INAUDIBLE] FACILITATOR, LANGUAGE COACH, DIGITAL LEARNING COACH, AND INSTRUCTIONAL COACH. THAT'S WHERE THEIR HOME BASE IS MIC].

CAN WE GET MORE OF AN ARCHITECTURAL INSIGHT AS TO HOW THIS DESIGN SPACE CAME ABOUT AND HOW FUNCTIONAL IT IS? SURE. SO THE IDEA OF CO-TEACHING REALLY CREATED THESE MODULES THAT YOU SEE OVER HERE.

SO THIS IS MEANT TO CONTAIN 66 STUDENTS AND THREE TEACHERS WITHIN THAT EXTRA LARGE SPACE THAT YOU SEE IN THERE THAT YOU CAN SEPARATE WITH THIS FOLDING GLASS PARTITION.

THEN THERE'S AN OPEN MEDIUM SPACE THAT YOU SEE HERE UNDERNEATH THESE ACOUSTIC BAFFLES.

AND THEN THERE'S AN ENCLOSED MEDIUM SPACE THAT YOU CAN SEE ON EITHER SIDE OF THAT.

THEN THERE'S A STRONG CONNECTION TO THE COMMONS HERE WHERE ALL KINDS OF FLEXIBLE LEARNING CAN TAKE PLACE.

SO THERE'S, YOU KNOW, FLEXIBLE FURNITURE THAT CAN HOST STUDENTS.

[01:10:04]

BUT YEAH, THE IDEA IS THAT THIS BECOMES, YOU KNOW, THIS INCUBATOR FOR LEARNING.

SO AS A DISTRICT THAT THEY CHOOSE TO HAVE INSTRUCTIONAL COACHES LOCATED AT THE CAMPUS AS OPPOSED TO LIKE AN ADMINISTRATIVE BUILDING, IS THAT A DIFFERENT APPROACH OR.

NO.

AND YOU CAN JUST TO GET KIND OF YOUR BEARINGS.

SO THERE'S THESE THESE MODULES, THESE LEARNING MODULES ON EITHER SIDE OF THE COMMONS.

BUT AT THE END WE HAVE A TEACHER PLANNING SPACE THAT'S HERE DOWN BELOW.

AND THEN A TEACHER PLANNING SPACE THAT'S UP THERE ON THE SECOND LEVEL.

SO THERE'S THIS THIS IDEA OF PASSIVE SUPERVISION OF THIS SPACE AS WELL.

DOWN BELOW THERE WE ALSO HAVE THE ART ROOM.

AND THEN THE MAKER SPACE IS UP ON THE SECOND LEVEL.

AND YOU CAN SEE THE SLIDE OVER HERE THAT'S MEANT TO INJECT THIS IDEA OF PLAY THROUGHOUT THE DAY AND BECOMES A REWARD FOR STUDENTS THROUGHOUT THE YEAR.

OKAY. WITH THE TWO STORY DESIGN, IS THERE AN INTENTIONAL SEPARATION OF EDUCATIONAL LEARNING? KINDERGARTEN FIRST PRE-K ON THE FIRST LEVEL, HOW IS IT DESIGNED? YOU KNOW, WE HAD SET IT UP INITIALLY AS THESE TWO HOUSES ON EITHER SIDE.

THIS WAS LIKE IN THE IN THE INITIAL STAGES OF PLANNING.

AND SO YOU CAN KIND OF SEE HOW IT'S BEEN DESIGNATED WITH LIKE THE BLUE COLOR ON THE LEFT AND THE YELLOW COLOR ON THE RIGHT.

BUT THE SCHOOL ITSELF WORKED THROUGH THEIR OWN HOUSE SYSTEM.

SO THERE'S A SERIES OF SIX HOUSES THAT ARE LOCATED WITHIN THE SCHOOL.

AND THEN THEY'VE KIND OF ORGANIZED IT IN THEIR OWN WAY, WHICH YOU MIGHT SPEAK TO.

YEAH, ABSOLUTELY. SO WE CHOSE THE FIRST AND SECOND GRADE, LIKE STARTING WITH THE HEART.

AND OUR MISSION IS TO RISE WITH THE MIND.

SO WE HAVE FOURTH GRADE SIDE BY SIDE MORE FOR FLEXIBILITY.

AND THIRD RIGHT HERE, RIGHT NEXT TO EACH OTHER BECAUSE THEY DO A LOT OF FLEXIBLE GROUPING A LOT.

SO IT'S LIKE ALL THE TEACHERS TEACH, ALL THE KIDS THEY KNOW ALL OF THEM, SO FORTH RIGHT NEXT TO EACH OTHER KINDER.

SAME THING. IT JUST MAKES IT REALLY EASY AND ACCESSIBLE TO GO RIGHT ACROSS THE WAY FROM EACH OTHER JUST TO FOSTER THAT COMMUNITY.

WE HAVE, LIKE RON CLARK IN ATLANTA, THE HOUSE SYSTEM, WE DO IT A LITTLE DIFFERENTLY.

WE DO IT OUR OWN WAY, AND WE HAVE OUR HOUSES THAT REPRESENT DIFFERENT CULTURES, COLORS, AND THEY ALL SPIN A WHEEL AND LAND IN A DIFFERENT HOUSE.

SO I'M UBUNTU, I PICKED IT, THEY ALL SPUN THE WHEEL.

WHAT ARE Y'ALL IN? UBUNTU? [INAUDIBLE] YEAH.

SO THEY ALL SPIN THE WHEEL AND THEN THAT'S THEIR HOUSE FOR LIFE.

SO THEY'RE IN THAT HOUSE AS LONG AS THEY'RE HARRY POTTER AND THE CHOOSING HAT.

YEAH, IT'S EXACTLY LIKE CHOOSING A HAT.

YEP. WE DO IT JUST LIKE THAT.

SO NO MATTER WHERE THEY ARE OR WHAT CLASS THEY'RE IN, THEY'RE ALWAYS IN THAT HOUSE.

YEP. GUYS, IF YOU WANT TO KEEP US GOING, I'M SORRY WE DELAYED YOU.

WE HAD TO GET A FEW TECHNICAL.

YOU'RE GOOD. MY LITTLE AMBASSADORS.

WE KIND OF TOLD THEM SO.

WE'VE GOT KINDERGARTEN.

KINDERGARTEN? DO YOU ALL WANT TO KIND OF EXPLAIN THE MAKEUP OF THE CLASSROOMS AND THEN THE MEDIA ROOMS TO THEM? SO THERE'S THIS THING CALLED WINDOW SEATS WHERE WE CAN JUST LIKE, SIT AROUND AND HAVE FUN OR LIKE YOU GET TO CHOOSE LIKE FLEXIBLE SEATING.

YOU CAN SEE LIKE THE NATURE FROM LIKE THE WINDOWS, LIKE YOU CAN JUST SIT THERE LIKE AND WORK THERE.

THAT'S LIKE THAT'S ONE OF THE SEATS WHERE YOU CAN SIT DURING THE SCHOOL DAY.

AND THEN LIKE SOME PEOPLE LOVE TO SIT THERE BECAUSE YOU CAN JUST SEE, LIKE NATURE, YOU CAN JUST SEE LIKE LIKE OUTSIDE.

YEAH. SO THAT IS THE MEDIA ROOM.

IT'S LIKE A PLACE WHERE YOU COULD, YOU COULD ASK YOUR TEACHERS TO STUDY OR SOMETIMES THEY PULL YOU UP [INAUDIBLE] SEPARATE [INAUDIBLE].

AND EACH LARGE ROOM HAS A MEDIUM ROOM ATTACHED TO IT.

CAN WE ENTER ONE? YEAH. OF COURSE RIGHT NOW THEY'RE THEY'RE NOT IN THERE.

SO OF COURSE LET'S COME IN HERE AND WE CAN EVEN GO I THINK ACTUALLY ALL OF KINDER THROUGH SECOND IS NOT IN THE ROOM RIGHT NOW.

SO THAT'S JUST HOW IT IS.

THIS IS ACTUALLY OCCUPIED BY TWO HOMEROOM CLASSROOMS. THIS ONE, THE ONE ACROSS THE HALL HAS WHAT IT WILL EVENTUALLY ALL BE FREE.

SO WE CAN KIND OF SEE THAT YEAH, YEAH, YEAH.

SO YOU COME EVERY MORNING HERE.

[01:15:15]

MERAKI IS YELLOW WHICH REPRESENTS WOLVES.

INGO IS BLUE WHICH REPRESENTS DOLPHINS.

AND ALOHA'S GREEN WHICH REPRESENTS THE HORSES.

AND THIS IS ALSO THE BOARD BECAUSE WE HAVE HOUSE POINTS.

AND IF SOMEBODY IN A CERTAIN HOUSE DOES SOMETHING GOOD, THEY CAN GET HOUSE POINTS.

AND CURRENTLY I THINK [INAUDIBLE].

HE WAS THE HOUSE OF BRAVERY [INAUDIBLE].

HOUSE OF ADVENTURE.

MERAKI IS THE HOUSE OF CREATIVITY.

INGA IS THE HOUSE OF GENEROSITY AND ALOHA IS THE HOUSE OF HARMONY.

THANK YOU.

DO Y'ALL WANT TO [INAUDIBLE].

FOR THIS NEW CONCEPT OF ALL OF THE EXCHANGES, HOW WERE TEACHERS PREPARED FOR THAT OR HOW ARE TEACHERS REACTING TO THAT? SO THERE HAS BEEN FROM THE GET GO.

SO LAST YEAR BEFORE WE OPENED THE SCHOOL, THERE WAS JUST ALL THE PROFESSIONAL DEVELOPMENT WAS A LOT OF DEDICATED TO THIS CO-TEACHING.

AND OUR INSTRUCTIONAL COACH HAS FOUND LIKE EIGHT DIFFERENT MODELS OF CO-TEACHING, THAT SORT OF THING.

AND OUR PRINCIPAL, WHEN SHE WAS HIRING, REALLY DID A GOOD JOB OF SPECIFICALLY LOOKING AT PERSONALITY TRAITS AND THOSE THINGS, BECAUSE IT'S LIKE A MARRIAGE, YOU KNOW, YOU'RE IN THERE WITH YOUR CO TEACHER A LOT.

YOU'VE GOT TO LIKE THEM GET ALONG.

SO THAT HIRING PROCESS WAS A LOT OF LIKE, WHAT ARE YOUR STRENGTHS THAT WE CAN PULL FROM.

WHAT ARE YOUR PERSONALITY TRAITS? HOW CAN WE BLEND YOU TOGETHER AND PUT THEM TOGETHER IN A CERTAIN WAY.

SO THERE WAS THAT PIECE OF JUST THE COHESIVENESS TO MAKE SURE THAT THE TEACHERS ARE ABLE TO FUNCTION.

AND AS FAR AS JUST OTHER THINGS, IT WAS KIND OF LIKE JUST LEARN, YOU KNOW, LIKE ONE OF THOSE THINGS WHERE THEY'RE SUCH GOOD TEACHERS IN AND OF ITSELF, THEY'RE JUST SO ADAPTABLE.

AND THAT'S KIND OF WHAT'S HAPPENED.

THEY'VE JUST LEARNED. ONE OTHER QUESTION.

WHAT ABOUT THE PARENTS? HOW WERE THE THE COMMUNITY SKEPTICAL FOR SURE AT THE BEGINNING, SAFETY CONCERNS WITH THE GLASS.

AND NOW KYLA, OUR PRINCIPAL, DOES PARENT TOURS SO THAT THEY CAN ACTUALLY SEE IT ALL IN ACTION WHEN KIDS ARE IN HERE.

SO JUST LIKE WE'RE DOING RIGHT NOW, EVERY WEEK SHE'S DOING PARENT TOURS FOR TEACHERS THAT SIGN UP SO THAT THEY CAN SEE THE FUNCTIONALITY OF IT AND WHAT IT ACTUALLY LOOKS LIKE, BECAUSE JUST PEOPLE DON'T GET IT AND DON'T KNOW UNTIL YOU SEE IT, YOU KNOW? ABSOLUTELY. IN ACTION.

OKAY. THANK YOU. AND THE KIDS OF COURSE, I SAY KIDS ALL THE TIME ARE THE MOST RESILIENT PEOPLE.

SO THEY ADAPT WITHIN A WEEK.

SO YEAH, THIS CLASSROOM IS ONE OF OUR TWO THAT HAS THE INTENDED STRUCTURE OF THREE TEACHERS, THREE SETS OF KIDS.

SO THERE'S NO KIDS IN THERE RIGHT NOW BUT.

ARCHITECTURALLY WHAT IS THIS CALLED? OPEN [INAUDIBLE]. ARCHITECTURALLY WHAT IS THIS CALLED? WE WERE JUST AT A TRADITIONAL BUILD.

WHAT DO YOU CALL THIS DESIGN WISE? I SHOULD SAY.

I THINK IT'S REALLY WHAT I WOULD SAY THIS IS BASED ON IS A COLLABORATIVE KIND OF A THREE TEACHER COLLABORATIVE MODEL.

SO I THINK THAT'S KIND OF THE BIGGEST THING.

THIS COULD WORK IN DIFFERENT WAYS, BUT THESE LARGER SPACES ARE REALLY MEANT TO HOST A LARGE GROUP WITH MULTIPLE FACULTY MEMBERS KIND OF TEACHING AND ASSISTING.

. SO EVERY TUESDAY WE COME HERE AND DURING AND HELP OUT OKAY.

YEAH. SO THERE ARE OTHER STUDENT AMBASSADORS WHICH THEY COME ON WEDNESDAY.

SO IT'S LIKE YOU HAVE A BUDDY.

SO THEY GO TO THAT CLASS AND THEY GO HERE.

[01:20:03]

SO EACH KID GETS LIKE THEIR OWN CUBBY SPACE.

SO AS FAR AS LIKE BACKPACKS, THOSE ARE BACK THERE.

THAT IS ONE THING THAT I'LL JUST BE HONEST.

I WISH THERE WAS MORE. YEAH.

CUBBY SPACE A LITTLE BIT MORE OF THAT.

JUST THEY'RE BULKY, ESPECIALLY IN WINTER SEASONS WHEN IT'S LIKE ALL THE JACKETS [INAUDIBLE].

SO THAT WAS ONE THING THAT, YOU KNOW, FEEDBACK WOULD PROBABLY DO SOMETHING A LITTLE BIT DIFFERENT WITH MAYBE EVEN WITHIN THE MEDIUM ROOMS JUST HAVING THAT.

BUT THAT'S LIKE IT GOT THEIR BOOK BOXES DOWN THERE ON THE BOTTOM BECAUSE EACH STUDENT GETS A BOOK BOX FOR THEMSELVES.

AND THEY OBVIOUSLY THEY HAVE LIKE ALL THEIR IPADS BACK THERE IN THE TOP FLOOR.

AND SECOND GRADE GETS CHROMEBOOKS, SMART BOARDS IN EACH CLASSROOM.

THEY'RE NOT LIKE TRUE SMART BOARDS.

IT'S JUST THAT'S THE COMPUTER.

IT'S A PROJECTOR, THE WHITEBOARD.

AND SEE, LIKE MR. LOWRY HAS HIS LITTLE TABLE RIGHT THERE.

HE'S GOT HIS PERSONAL TEACHER COMPUTER.

BUT THEN THERE'S ALSO THE KEYBOARD WITH THE MOUSE AND IT'S CONNECTED TO THE COMPUTER.

SO IT'S JUST A COMPUTER THAT IS BASICALLY JUST THE MONITOR.

IT'S 100% A MONITOR.

YEP, YEP. ALSO WORTH POINTING OUT ARE THESE SMALL NOOKS THAT YOU SEE AGAINST THE WALL.

SO THOSE ARE GREAT SPOTS FOR INDIVIDUAL STUDENTS TO KIND OF HANG OUT OR SMALL GROUPS WHEN THEY'RE DOING COLLABORATIVE LEARNING WITH THE CLASS.

IS IT TEMPERED IN SOME WAY? I KNOW. HOW DO YOU HANDLE LIKE ACTIVE SHOOTING SITUATIONS OR THEY JUST THEY JUST DID IT THIS YEAR ACTUALLY.

YEAH. SO LAST YEAR IT WAS ALL COMPLETELY BARE, JUST LIKE THESE.

SO YOU COULD SEE THROUGH THIS SUMMER THEY JUST PUT IN THIS FILM AND THEN THEY ALSO HAVE ADDED A LAYER OF [INAUDIBLE]. SO FOR VISIBILITY IN IN THAT KIND OF SCENARIO. THESE THESE ARE CLOSED DOWN.

SO VISIBILITY IS LIMITED IN THE CLASSROOM.

YEAH.

SO EVERY MONTH WE REGENERATE THE POINTS AND THEY HAVE A HOUSE WINNER.

MERAKI'S WON TWICE.

[INAUDIBLE]. SO WE THAT'S OUR WAY IN AT THE END OF THE YEAR BECAUSE I'M A FANTASY PERSON AND I WAS LIKE, WELL, WE NEED TO DO AN OVERALL POINT WINNER, NOT JUST WHO'S HAD THE MOST WINS. SO WE HAVE AN OVERALL POINT WINNER.

THAT'S OUR HOUSE OF THE YEAR.

AND LAST YEAR, HOUSE OF THE YEAR WAS [INAUDIBLE].

AND WE HAVE THIS THING CALLED HOUSE GAMES.

AND LAST YEAR HOUSE GAMES WINNER WAS [INAUDIBLE].

REAL QUICK BEFORE WE GO.

YES, YES I WANT TO INTRODUCE SOME SOMEBODY.

THIS IS THE NAMESAKE OF THE SCHOOL.

THIS IS BUDDY GOOD FRIENDS WITH JAMIE MILLER.

JAMIE MILLER IS GOING TO BE JOINING US RIGHT NOW, AND HE'S GOING TO JOIN US FOR THE TOUR.

SO THIS IS WHO THE SCHOOL WAS NAMED AFTER.

AND IT'S JUST AN HONOR TO HAVE HIM HERE.

THANK YOU FOR JOINING US.

THANK YOU ALL FOR COMING [APPLAUSE].

BEAUTIFUL CONCEPT.

YEAH. THERE'S ONE THING THAT YOU COULD SAY YOU ARE SUPER EXCITED ABOUT THIS PLACE.

[01:25:05]

YOU KNOW, YOU'VE GOT A LOT OF FLEX SPACE OUT HERE, MORE LIKE YOU'D HAVE EVEN IN A HIGH SCHOOL.

YOU KNOW, WE JUST OPENED A NEW HIGH SCHOOL THIS LAST YEAR, SAME TIME WE OPENED THIS ONE LAST YEAR RIGHT AROUND THE CORNER.

SAME KIND OF CONCEPT, VERY OPEN, A LOT OF FREEDOM FOR THE KIDS.

SO THEY GOT SOME RESPONSIBILITY.

BUT I JUST LOVE THE OPENNESS OF IT.

IT'S SO DIFFERENT. I MEAN, WHEN I WAS ON THE BOARD, EVERY SCHOOL WE OPENED, IT WAS EXACTLY THE SAME PROTOTYPE, YOU KNOW, STANDARD, STANDARD, ONE STORY, YOU KNOW, AND NOW WE'RE GRADUALLY GOING TO START TAKING THOSE SCHOOLS AND DOING AS MUCH AS YOU CAN TO KIND OF OPEN THEM UP LIKE THIS.

IT'S NOT POSSIBLE TO REPLICATE EVERYTHING WE'VE GOT HERE.

BUT YEAH, IT'S BEEN THE OPENNESS OF IT AND THE FREEDOM THAT YOU GIVE WITH THE KIDS.

AND THEN THE MULTIPLE CLASSROOMS IN EACH PHYSICAL SPACE HAS BEEN PROBABLY THE BIGGEST SURPRISE FOR ME.

IT WAS VERY NEW WHEN I FIRST SAW THE CONCEPT.

I HAD NEVER I'D NEVER SEEN ANYTHING LIKE IT BECAUSE I, YOU KNOW, WE PROBABLY OPENED PROBABLY 20 SCHOOLS, 20 ELEMENTARY SCHOOLS WHEN I WAS ON THE BOARD, AND EVERY ONE OF THEM WAS THE SAME. AND THEN YOU COME ALONG WITH THIS AND IT'S LIKE, HOW IS THAT GOING TO WORK? SO, SO FAR IT'S BEEN AWESOME.

WHERE DID YOU ALL EVALUATE THIS CONCEPT? YOU KNOW, I WASN'T INVOLVED IN THE IN THE EVALUATION OF IT.

I'M NOT. THEY WENT TRAVELED EVEN I THINK EVEN TO CANADA MAYBE.

I KNOW THEY DID QUITE A BIT OF, YOU KNOW, NATIONWIDE SEARCH AND GOT INVOLVED WITH WITH THE STANTEC WAS THE ARCHITECT [INAUDIBLE]. BUT WE, THROUGH THE VISIONING PROCESS, ACTUALLY TOOK THEM ON VIRTUAL TOURS ACROSS THE UNITED STATES ON REALLY INNOVATIVE SCHOOLS.

AND SO WHAT'S NICE ABOUT THAT IS WITHOUT LEAVING THE COMFORT OF YOUR HOME AND FLYING UNGODLY AMOUNT OF HOURS, YOU CAN VISIT THOSE SCHOOLS.

AND IT WAS REALLY IMPORTANT TO THAT VISIONING GROUP TO LOOK AT THOSE PROCESS, THE THINGS THAT THEY LIKED AND DIDN'T LIKE ABOUT THOSE SO THAT THEY COULD BRING THEM BACK TO THE TO THE GROUP MEETINGS, AND WE COULD DISCUSS THOSE THINGS TO REALLY START TO UNDERSTAND, WELL, WHY NOT? WHAT ABOUT THAT BOTHERS YOU? WHAT DOESN'T? OKAY, WELL, WHAT IF WHAT IF WE STARTED TO THINK ABOUT THINGS LIKE THIS, OR YOU GET TEACHERS AND PRINCIPALS INVOLVED? HOW DO WE MANAGE THAT FROM A STUDENT EXPERIENCE PERSPECTIVE, RIGHT? SO THAT ALL BECOMES PART OF THAT CONVERSATION THAT REALLY DEFINES WHAT THE VISION OF A PROJECT IS, THAT ALLOWS IT TO TURN INTO SOMETHING LIKE THIS.

NOW, A LOT OF THE PLANNING WAS FRAMED ON THE, ON THE PANDEMIC.

AND THIS A LOT HAD TO DO WITH THE HOPE OF GETTING OUT OF THE PANDEMIC.

SO I THINK THAT THE VISIONING WAS VERY INFLUENCED ON ON THAT IDEA OF BEING ENCLOSED AND ALL OF THOSE THINGS THAT WE WERE EXPERIENCING.

SO THIS IS A RESULT OF A VERY UNIQUE MOMENT IN TIME THAT I ALWAYS HAVE FELT INSPIRED, BECAUSE ALL OF THE IDEAS CAME WITHIN THAT SET OF MIND, THIS MINDSET.

YEAH, I THINK IN THE ORIGINAL DESIGN, THIS WAS OUTDOORS.

THIS WAS AN OUTDOOR ATRIUM.

AND THEN ONCE THEY STARTED KIND OF MEETING ON THAT, THEY SAID, YOU KNOW, OF COURSE IT'S TEXAS.

AND JIM, HOW ARE YOU DOING, MAN? YEAH, HE'S RIGHT.

IT WAS ESSENTIALLY A SQUARE A SQUARE SHAPED PLAN.

AND SO YOU CAN IMAGINE SPLIT THIS SPACE, DIVIDE IT OUT.

AND IT HAD A VERY ROBUST OUTDOOR SPACE.

IT WAS VERY INTEGRATED TO THE IDEA OF HOW THE KIDS MOVE THROUGHOUT THE SPACE.

BUT BUDGETS BUDGETS, RIGHT.

AND SO AT SOME POINT IT MADE A LOT MORE SENSE TO GET THAT TO CLOSE UP THE LOOP ON THAT AND CREATE THIS SHARED SPACE.

THAT'S A LOT MORE SHARED ACROSS THOSE GRADE LEVELS.

I THINK THE RESULT IS REALLY CREATED, THIS, THIS GREATER SENSE OF COMMUNITY WITHIN THE SCHOOL, WHERE I THINK BEFORE IT MIGHT HAVE BEEN MORE DIVIDED.

SO HERE I THINK EVERYONE REALLY FEELS LIKE ONE SCHOOL THAT'S COMING TOGETHER.

SO I THINK THAT WAS KIND OF IMPORTANT.

AND THE OUTDOOR LEARNING THAT WAS TAKING PLACE IN THAT COURTYARD HAS BEEN RELOCATED ADJACENT TO THE DINING SPACE.

SO YEAH, YOU CAN SEE THAT.

AS WE WAIT FOR THE KIDS TO TRANSITION.

ARE THERE ANY OTHER QUESTIONS FROM TRUSTEES? WHERE'S THE PRINCIPAL? WE DON'T HAVE THE PRINCIPAL.

[01:30:08]

FIRST GRADE IS DOING LUNCH SO.

NOW IT'S ONE OF OUR SECOND GRADE CLASSROOMS IN ACTION.

AND THEN WE'RE HEADING TO THE GYM AND THE MUSIC SHELTER.

WE'RE ENTERING THE STORM SHELTER.

THANK YOU. THANK YOU.

WE'RE ENTERING THE STORM SHELTER.

THE GENTLEMAN. WHAT'S THAT ONE? MUSIC ROOM. MUSIC ROOM.

OKAY.

SO IN PE, IF YOU DO GOOD, IT'S LIKE ALL STAR BEHAVIOR.

OKAY. AND IF YOU SHOW AT LEAST THREE OF THESE, YOU GET A STAR.

AND AT THE VERY END YOU GET LIKE A REWARD IN PE.

AND SO FAR WE'VE GOTTEN ONE STAR.

OKAY.

OKAY, SO FOR MY ADULT AMBASSADORS, WOULD YOU EXPLAIN THE SPACE AND THE THE CONCEPT? SURE. OKAY.

SO I DON'T KNOW HOW MUCH DAN TALKED ABOUT SORT OF THAT MAIN, THAT MAIN COMMONS AREA.

RIGHT. AND THE FABRIC AND HOW HOW ALL THOSE, THOSE, THOSE FELT PANELS, THE CEILING PANELS, THEY ALL COME UP AND TIE TOGETHER.

TALKING ABOUT THIS BASKET, THIS BASKET WEAVE, THIS WEAVING OF ALL THOSE DIFFERENT HOUSES TOGETHER AND THOSE STUDENTS TOGETHER TO CREATE THIS, SORT OF, THIS, THIS REALLY

[01:35:03]

RIGHT? I MEAN, THAT'S THE CONCEPT OF THIS ENTIRE SCHOOL.

AND SO YOU'LL SEE THAT REPRESENTED THROUGHOUT.

SO HERE IT'S REPRESENTED IN THE ACOUSTICAL WALL PANELS.

OKAY. THIS IS THE STORM SHELTER.

SO THOSE LITTLE WHITE LIGHTS UP [INAUDIBLE] WHITE CIRCULAR OPENINGS ARE ACTUALLY IT'S ACTUALLY NATURAL LIGHT.

SO WE ARE GETTING GOOD QUALITY NATURAL LIGHT IN THIS SPACE THROUGH THESE THESE THESE THINGS CALLED SOLO TUBES.

THEY ARE STORM RATED WHICH IS IMPORTANT WHEN YOU'RE TRYING TO GET NATURAL LIGHT INTO A GYM.

FUNDAMENTALLY THE GYM ALSO A LOT OF THE THE MECHANICAL AND ELECTRICAL SERVICES ARE IN A MEZZANINE UP THERE.

SO IT'S PART OF THE STORM SHELTER.

SO THAT ALLOWS US TO HAVE THE RESTROOMS IN THE STORM SHELTER.

BUT AGAIN, YOU KNOW, DIRECT CONNECTION OUT THROUGH THOSE DOORS TO THE PLAY SPACES OUTSIDE.

AND THEN YOU PASS IN THE CAFETERIA, YOU PASS BY THAT OPENNESS OUT TO THE OUTDOOR LEARNING AREAS THAT ARE VERY CONNECTED TO THE INSIDE OF THE SPACE.

SO WHAT LEVEL OF TORNADO IS THIS BUILT TO WITHSTAND? SO IT'S A IT'S A TORNADO.

SO IT'S A I DON'T REMEMBER WHAT THE BUILDING CODE WITH THE BUILDING CODE 3 OR 4, 3 OR 4.

BUT COULD YOU LET US KNOW? SURE, SURE.

COMING.

SO THIS IS AS DARK AS MY ROOM GETS.

BUT THESE ARE THE SOLAR LIGHTS.

SO THIS IS MY ROOM ACTUALLY, WITHOUT ANY OF THE LIGHTS ON.

THIS IS JUST THE SOLAR LIGHTS BY THEMSELVES.

SO IT'S PRETTY FUNNY BECAUSE WHENEVER A CLOUD PASSES, IT DOES GET DARKER IN HERE.

AND THE KIDS ARE ALL LIKE, WOAH.

SO I USUALLY LEAVE THE OTHER LIGHTS ON A LITTLE BIT AS WELL.

LIGHTS IN THE GYM AS WELL, BUT I DON'T THINK THEY HAVE THE CAPABILITY TO CLOSE IT LIKE IN HERE.

NO, I ASKED FOR IT BECAUSE WE DO LIKE GLOW IN THE DARK ACTIVITIES IN HERE IN THE MUSIC ROOM.

AND SO THEY WERE REALLY GENEROUS TO GIVE THAT TO US.

AND ALSO JUST THE ACOUSTICS IN THIS ROOM ARE SO INCREDIBLE.

I MEAN, I'M SO BLESSED TO BE IN THIS MUSIC ROOM.

WE ALL ARE. SO JUST FLIP THE SWITCH.

IT GOES COMPLETELY DARK.

NO MORE SOLAR.

DO YOU WANT THE REAL LIGHTS ON? I LIKE TO DO IT DIM LIKE A LITTLE BIT OF YELLOW LIGHT.

[01:41:00]

SO THEY JUST GO RIGHT ON LIKE THIS WHEN THEY'RE FLEXIBLY GROUPING.

AND THEN THIRD GRADE SIDE BY SIDE DOWN THERE AND THEN FOURTH GRADE SIDE BY SIDE DOWN HERE.

ONCE THEY KIND OF GET UP HERE [INAUDIBLE].

THIS IS WHERE THIS THE TEACHERS, LIKE, COMMUNICATE AND TO CREATE THINGS.

THIS IS MORE OUR WELLNESS ROOM THOUGH.

WE SOMETIMES HAVE MEETINGS IN HERE, BUT IT'S MORE FOR FELLOWSHIP, HONESTLY.

LUNCH.

THIS ROOM IS TRULY MORE FOR OUR FUN.

SO THE KIDS THINK THAT WE COME IN HERE AND WORK, BUT THEY DON'T I WAS AT ROBERTSON BEFORE THIS, WHICH IS ALSO IN FRISCO ISD.

THERE ISN'T A ROOM LIKE THIS AT ALL.

SO IT WAS LIKE YOU HAD THE TEACHER WORK ROOM, BUT WE HAVE THAT IN THE OFFICE TOO.

IF ANYBODY WANTS TO SEE JUST WHAT OUR OFFICES LOOK LIKE.

AND THAT'S ANOTHER THING THAT I WOULD PROBABLY SUGGEST THAT WE MAKE A MORE OPEN CONCEPT, BECAUSE FOR SUCH AN OPEN SCHOOL, OUR FRONT OFFICES ARE VERY TRADITIONAL AND CLOSED OFF, WHICH MY OFFICE KIND OF NEEDS TO BE ON THE COUNSELOR.

SO IT'S LIKE DR.

BRUCE'S OFFICE. WE NEED THAT CONFIDENTIALITY IN A LOT OF WAYS, BUT IF MAYBE WE COULD STRUCTURE IT WITH MORE GLASS OR SOMETHING FOR EVEN THAT WORK ROOM WHERE THE MAILBOXES IS AND STUFF. THAT'S ONE THING THAT I THINK DR.

PRUSAK AND WHITNEY WELLS ARE AP HAVE TALKED ABOUT, TOO.

WE'D LIKE IT TO BE A LITTLE BIT MORE LIKE CONNECTED.

CONNECTED. YEAH, THAT'S A GOOD WORD.

BUT LIKE AT MY OLD SCHOOL IS WAY MORE TRADITIONAL.

NOTHING. THERE WASN'T A PLACE TO SIT.

THERE WAS JUST THE WORK ROOM WITH, LIKE, A ISLAND AND LIKE, YOU KNOW, WE WOULD HAVE TO MAKE ROOM AND SQUEEZE AROUND.

SO EVERY SCHOOL NEEDS A LITTLE DECOMPRESSION SPACE, I THINK.

SO THIS IS THIS IS A GIFT.

AT THE MOMENT DO YOU FEEL TEACHER RETENTION BUT TEACHER JOY, SATISFACTION WITH THE JOB AND EVERYTHING, IT'S PRETTY HIGH.

IT'S YOU KNOW, BESIDES, THIS IS NOT THE FIRST YEAR.

IT'S ALREADY CHANGING.

WE WORK REALLY HARD JUST FOR OUR CULTURE IN GENERAL.

BUT OBVIOUSLY THERE'S [INAUDIBLE] OF TEACHING NO MATTER WHAT, BECAUSE IT'S JUST A HARD JOB AND YOU DON'T REALLY KNOW.

LIKE WE HAVE A PARENT THAT SHE USED TO BE IN CORPORATE AND SHE JUST DID TEACHING THIS YEAR AND EVEN SHE'S LIKE, WOW.

LIKE I DIDN'T REALIZE JUST THE STAKES ARE SO HIGH.

COMMUNICATING WITH EACH PARENT, ALL THE KIDS, INDIVIDUAL ACADEMIC NEEDS, PARENTS, YOU KNOW, THAT'S HALF THE BATTLE.

THEY'RE LIKE, EVERY PARENT NEEDS DIFFERENT COMMUNICATION STYLES.

PLANNING LIKE TIME WOULD PROBABLY BE THE BIGGEST THING THAT THEY WOULD SAY THAT THEY WOULD LIKE, ESPECIALLY IN ELEMENTARY SECONDARY GETS A WHOLE DIFFERENT REALM OF TIME THAN WE DO. IT'S NOT.

IT'S JUST LIKE GO, GO, GO.

I MEAN, YOU SEE, THERE'S OTHER TEACHERS TRYING TO COVER LUNCHES JUST SO THAT WE CAN HELP GIVE OUR TEACHERS MORE OF THAT BREAK TO PLAN EMAIL, MAKE CALLS, WHEREAS SECONDARY, THEY

[01:45:08]

SO THAT'S SOMETHING WE'VE EVEN COMMUNICATED WITH DR.

WALDROP THAT ELEMENTARY KIND OF GETS BACK HAND FOR THAT LITTLE EXTRA TIME.

AND THAT'S I MEAN BUT WE TRY TO DO RETENTION WISE LIKE I DO REALLY FEEL LIKE IN HERE WE ARE SO CONNECTED BECAUSE WE CAN SEE EACH OTHER SO MUCH MORE.

LIKE EVEN IN THE MORNINGS, IT'S LIKE I CAN JUST GO DOWNSTAIRS AND SHE CAN'T WALK AND SEE EVERYBODY IN THE MORNING.

SHE CAN BE LIKE, GOOD MORNING.

AND EVERYBODY WAS LIKE, GOOD MORNING.

SO THERE'S JUST THERE IS, IT'S A REAL THING THAT OH YEAH, IT'S LIKE WHEN YOU'RE YELLING AT YOUR KIDS FROM UPSTAIRS, COME BRING YOUR LAUNDRY DOWN.

IT'S THE SAME THING HERE.

SO IT HAS THAT HOMEY VIBE.

WE CAN SEE EACH OTHER.

IN A CONVERSATION WITH HER.

SHE TOLD ME THAT THE ONLY THING THAT SHE DOESN'T LIKE ABOUT IS THAT SHE'S OVER THERE AND OUT OF HERE, RIGHT? RIGHT. YEAH, ABSOLUTELY.

BECAUSE EVEN IN THE OFFICE WE FEEL KIND OF LIKE CLOSED OFF.

SO WE COME UP HERE A LOT SO WE CAN LIKE BE IN IT BECAUSE IT REALLY IS A THING.

LIKE THIS MORNING WE HAD A VETERANS DAY THING.

WE WERE DOWNSTAIRS, KYLA WAS TALKING AND ALL THE TEACHERS WERE JUST OUT AT THE TOP TALKING TO US TWO DOWN.

SO THERE IS A MORE CONNECTION PIECE WITH IT BEING OPEN VERSUS WHEN YOU'RE IN PODS.

YOU'RE SO CLOSED OFF YOU DON'T KNOW ANYTHING THAT'S GOING ON.

IT'S EASY TO TRY TO FIND YOUR LITTLE BUBBLE OF PROTECTION, AND THERE'S STILL A LITTLE BIT OF THAT, BUT HAVING THE COMMUNITY THERE LIKE AVOIDS THAT A LOT. YEAH. SO IT FEELS LIKE YOU CAN SEE YOU CAN JUST BE LIKE HEY.

AND IT'S NICE.

[INAUDIBLE] WALK, THIRD GRADES IN THERE AND FOURTH GRADES IN THERE.

SO YOU CAN GO CHOOSE TO GO ON EITHER SIDE AND POP INTO THE CLASSROOMS. THEY'RE VERY DESENSITIZED TO PEOPLE WALKING IN AND OUT.

SO THEY WANT TO GO INTO THE CLASSROOMS, FEEL FEEL FREE TO GO IN THERE AND SEE THEM LEARNING WHATEVER THEY'RE DOING.

I'LL HOLD THE DOOR FOR YOU.

[01:50:23]

RIGHT. BUT IT'S BECAUSE THE LIBRARY ISN'T JUST HERE.

IT'S ALSO PART OF THOSE PODS.

SO AS YOU WALK BY SOME OF THEM, YOU SAW SOME OF THAT FLEXIBLE FURNITURE LOADED UP WITH BOOKS.

SO THEY'RE LOADING THEM UP. THEY'RE MOVING THEM OUT INTO THE PODS, YOU KNOW, AND THEY'RE MOVING THEM OUT SEASONALLY OR INSTRUCTION SO THEY FOR INSTRUCTIONAL PURPOSES.

RIGHT. AND SO THAT FLEXIBILITY TO GET BOOKS, TAKE THEM DOWN TO YOUR POD AND LEAVE THEM THERE FOR A WHILE AND THEY CAN SEND A KID TO THAT POD.

GO GET THAT BOOK IF IT'S BASICALLY OVER THERE.

RIGHT. THAT'S ALL PART OF THE PROCESS OF HOW YOU MAKE THE LIBRARY.

SO THE CONCEPT'S REALLY NEW.

YES AND NO. SO HOW THIS CONCEPT IS PLAYING OUT HERE IS FAIRLY NEW? WE DID RICHARD J.

LEE THAT OPENED IN 2014, PROBABLY IN COPPELL.

AND IT'S A VERY SIMILAR CONCEPT.

THEY'RE MORE VERTICALLY INTEGRATED.

SO YOU'LL HAVE A POD AND THAT POD WILL HAVE OUR LIBRARIAN AND OUR IGNITE TEACHER DO MORNING ANNOUNCEMENTS EVERY DAY.

SO WE'VE GOT THE GREEN SCREEN SITE.

THEY'VE GOT IT ALL HOOKED UP.

THEY STREAM OUR ANNOUNCEMENTS LIKE A NEWS CREW EVERY SINGLE MORNING.

SO THEY'RE ACTUALLY VISITING RIGHT NOW.

MIC] IS THIS OUR LAST COMMON SPACE THAT YOU WANTED TO TOUR? OKAY, SO IF YOU WOULD LIKE TO RECESS.

DOWN THE THIRD GRADE AND SEE HOW THAT BREEZEWAY CLASS IS STRUCTURED AND WHAT THEY'RE DOING IN THERE, WE CAN GO THAT WAY.

IT'S 11:33, AND WE'RE IN RECESS.

OKAY. GOOD AFTERNOON.

WE HAVE RESUMED THE MEETING AT 2:22, AND WE ARE NOW AT OUR BOARD SEATS AT HARRIS HILL.

UM, AND AT THIS TIME, WE HAVE COMPLETED OUR AGENDA.

[01:55:04]

[VI. Adjournment]

THANK YOU, TRUSTEES, FOR GIVING US YOUR DAY AND HOPEFULLY IT WAS ENJOYABLE.

WE HAD SOME TEAM BUILDING AND SOME RELATIONSHIP.

I WILL SEE YOU ALL TONIGHT AT THE PLAYOFF GAMES.

IF NOT, HAVE A GREAT WEEKEND.

THANK YOU ALL.

* This transcript was compiled from uncorrected Closed Captioning.