>> IT IS NOW 4:30, [00:00:02] AND WE'RE CALLING TO ORDER THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES SPECIAL BOND MEETING FOR TUESDAY JUNE 11, 2024. DETERMINE THAT A QUORUM IS PRESENT. MOVING TO ITEM 2 PUBLIC FORUM. MS. HOGAN, ARE THERE ANY PUBLIC FORUM COMMENTS? >> NO. >> THANK YOU. >> ITEM 3, SUPERINTENDENTS MESSAGE, DR. LOPEZ. [III. Superintendent's Message] >> JUST EXCITING TIMES. I HOPE A LOT OF PEOPLE ARE TUNED IN. WE'RE MOVING REALLY EFFICIENTLY WITH THE BOND PROGRAMS. WE TALKED EARLIER ABOUT, WE GOT A LOT OF MAJOR PROJECTS ALREADY STARTED RUNNING. I BELIEVE BY THE END OF THIS MONTH, WE'LL HAVE ALL OUR SECURITY FILM ALREADY UP. WE ALREADY HAVE THREE BASEBALL, THREE SOFTBALL FIELDS UP. WE'RE ALREADY STARTING TO WORK ON THREE OTHER SCHOOLS FOR THOSE BOTH BASEBALL SOFTBALL FIELDS. THE MACS HAVE BEEN DESIGNED. THEY'RE GOING INTO FULL MOTION. BUT IT'S ALWAYS EXCITING WHEN NEW SCHOOLS ARE COMING UP AND NEW ENTRY WAYS AND JUST CHANGING THE FACE AND FEEL OF THE SCHOOL. TODAY, WE'RE REALLY EXCITED TO ANNOUNCE QUITE A FEW OF THESE PROJECTS THAT ARE GOING TO BE KICKING OFF. STAY TUNED. THE KIDS OF GARLAND HAVE WAITED A LONG TIME FOR THESE TYPE OF PROJECTS TO EMERGE, AND THEY DESERVE THE BEST, AND I CAN'T WAIT TO SHARE EXACTLY WHAT WE'RE DOING. LET'S CHARGE ON. THANK YOU, PRESIDENT SELDERS. >> THANK YOU, DR. LOPEZ. [IV.A. Receive Presentation on Bond 2023 Program Summary Update] MOVING TO INFORMATION ITEM, ITEM 4A, RECEIVE PRESENTATION ON BOND 2023 PROGRAM SUMMARY DATE. MR. FERNANDEZ. >> THANK YOU. >> IT WAS ALREADY BROKE. [LAUGHTER] >> HEY GENTLEMAN THE HEAD OF OUR FACILITY BOND PROJECTS RIGHT THERE. >> THANK YOU, SCOTT. [LAUGHTER] WE WILL NOT TOUCH THIS GOING FORWARD. JUST SO, YOU KNOW, WE'VE GOT SOME PRESENTERS TONIGHT, AND SOME ARE GOING TO BE VERY TALL, AND SOME ARE GOING TO BE ABOUT MY HEIGHT, SO WE WILL MAKE SURE THAT THEY DON'T TOUCH THE MIC. WITH ALL THAT BEHIND US. THANK YOU, PRESIDENT SELDERS, MEMBERS OF THE BOARD, DR. LOPEZ. WE'RE HERE TONIGHT TO PRESENT TO YOU A BOND PROGRAM SUMMARY UPDATE FOR THE MONTH OF JUNE. AS DR. LOPEZ ALLUDED TO, WE'VE GOT A LOT OF EXCITING THINGS HAPPENING WITHIN THE DISTRICT. IN ORDER TO ACCOMPLISH ALL THESE EXCITING THINGS, JUST A RECAP OF THE BOND IT IS CONSISTING OF THREE DIFFERENT PROPOSITIONS. THE FIRST PROP. YOU CAN SEE THE DOLLARS THERE. THE SECOND PROP IS THE MULTI-PROGRAM CENTERS, AND THE THIRD PROP IS THE TECHNOLOGY DEVICES. FOR EVERYONE'S EDIFICATION, PROPS A AND B, OUR FIELD HOUSES AND MAX, AND THAT'S THE MULTI-PROGRAM ACTIVITY CENTERS, WHICH WE'VE GIVEN A PRESENTATION TO THE BOARD. OUR SCHEMATIC DESIGN PRESENTATION WAS GIVEN TO THE BOARD PREVIOUSLY. AGAIN, THIS IS A TIMELINE FOR THE BOND PROGRAM. IT SHOWS PHASES 2, 3, 4, 5, WANTED TO SHARE THAT WITH YOU BECAUSE WE ARE IN THE THROES OF PHASE 1. LET YOU KNOW WHEN PHASE 2 AND 3 ARE GOING TO START, AND WHEN PHASE 4S AND 5S ARE GOING TO START. OR PLAN TO START. AN UPDATE FOR THE PHASE 1 BIPAC 1 SOFTBALL/BASEBALL FIELDS AS DR. LOPEZ WAS ELUDING TO NAAMAN FOREST ROWLETT HIGH SCHOOL, SACHSE HIGH SCHOOL. THOSE PROJECTS ARE PRETTY MUCH COMPLETE. WHAT WE'VE DONE IS WE'VE MODIFIED THE SCHEDULE THAT YOU SEE ON TOP. THIS ONE'S A LITTLE DIFFERENT THAN WHAT YOU SAW LAST MONTH IN THE PART 1 PORTION BECAUSE WHILE IT HAS CONSTRUCTION, AND WE OCCUPY, AND THEN WE START AGAIN IN CONSTRUCTION MAY, JUNE AND JULY, [00:05:01] WHAT THAT IS INDICATING IS THE WINDSCREENS AND THE BLEACHER CANOPIES WHICH ARE BEING INSTALLED. THOSE ARE NOT INSTALLED AT THIS TIME FOR THE BASEBALL FIELDS, BUT YES, THEY ARE GETTING THOSE COPIES. THAT WILL BE A DRAMATIC CHANGE TO THOSE THREE FIELDS AS SPECTATORS COME BY AND SEE THAT. WE DIDN'T FORGET THEM. THEY ARE JUST HAD A LITTLE BIT OF DELAY IN MAKING SURE THAT WE HAD THE RIGHT COLORS, THE RIGHT CANOPIES, AND SO THOSE ARE BEING INSTALLED. THEN THAT PROJECT WILL CLOSE. WE ARE COMMENCING THE CONSTRUCTION OF THE PART 2, WHICH IS LAKEVIEW, CENTENNIAL HIGH SCHOOL, NORTH GARLAND HIGH SCHOOL, SOUTH GARLAND HIGH SCHOOL. ALL OF THOSE, THEY WERE HELLAS CONSTRUCTION WAS AWARDED AS A CONTRACTOR FOR THAT WORK. THAT WAS DONE IN MAY, AND THEY'RE MOBILIZING THIS MONTH, AND SO AT LAKEVIEW, WE'LL HAVE LAKEVIEW, NORTH GARLAND AND SOUTH GARLAND. THERE'LL BE QUITE A BIT OF WORK GOING ON ON THOSE BASEBALL AND SOFTBALL FIELDS. NOW, THE WORK, AS YOU CAN SEE FROM THE SCHEDULE THERE, THE WORK IS GOING TO CONTINUE THROUGH THE END OF THE YEAR. FOR THOSE WHO ARE LISTENING, WE DO ANTICIPATE BEING UNDER CONSTRUCTION WHEN THE STUDENTS GET BACK IN AUGUST. OUR TEAMS WILL BE COORDINATING WITH STAFF TO MAKE SURE THAT AS WE ARE CONTINUING OUR CONSTRUCTION, THAT WE COORDINATE WITH CAMPUS STAFF TO MAKE SURE THAT THE STUDENTS ARE SAFE. THE STUDENTS HAVE THEIR REMAINING PARKING THAT THEY NEED TO GO TO, AND STAFF HAS THEIR PARKINGS COME AUGUST. ALL OF THAT IS BEING TAKEN CARE OF WITH OUR GROUP. WE ARE COORDINATING THAT WITH THE CAMPUS STAFF. GARLAND HIGH SCHOOL, WE ANTICIPATE CONSTRUCTION TO COMMENCE THE EARLY FOURTH QUARTER, SO I'LL LET YOU KNOW WHERE THAT STANDS ON THAT PIECE. THE FIELD HOUSES AND THE MACS WHICH IS PHASE 1 BIPAC 2. THAT'S ALL SEVEN HIGH SCHOOLS. THE GEOTECH SERVICES HAVE BEEN COMPLETE AT LAKEVIEW CENTENNIAL, NORTH GARLAND ROWLETT, AND SACHSE, AND WILLIAMS STADIUM. AS A REMINDER, THE GARLAND HIGH SCHOOL FIELDHOUSE AND MAC, IT WILL BE LOCATED AT WILLIAMS STADIUM AS THERE ISN'T ANY A LAND AVAILABLE WHERE GARLAND HIGH SCHOOL SITS TODAY. THAT IS THAT'S BEING CONSISTENT WITH WHERE THE TEAMS PRACTICE TODAY. THERE ARE NO CHANGES FOR THE STUDENTS. THEY WILL CONTINUE TO GO TO THE SAME LOCATION THEY HAVE CONSISTENTLY GONE. YOU SEE THE GMP 1 WAS APPROVED BY THE BOARD OF TRUSTEES ON MAY THE 14TH. ON GMP 2, I WANT TO CALL YOUR ATTENTION TO THAT. THAT IS FOR THE PRE ENGINEERED METAL BUILDING. WE TALKED A LITTLE BIT ABOUT THIS LAST MONTH. I SHARED WITH THE BOARD THAT BECAUSE OF THE CYCLE ON HOW WE ARE AWARDING THE WORK, BECAUSE THIS IS A CMR, MEANING IT'S A CONSTRUCTION MANAGER AT RISK. THEY'RE PERFORMING THE PROCUREMENT PORTION OF THIS. THE WAY IT FELL WITHIN THE PROCUREMENT PIECE, WE'VE RECEIVED BIDS BACK AND WE'RE VETTING THOSE OUT, BUT WE WILL BE ABLE TO PROVIDE A RECOMMENDATION TO THE BOARD IN OUR REGULARLY SCHEDULED JUNE 25TH BOARD MEETING AS OPPOSED TO A BOARD BOND SPECIAL MEETING. THAT'S AN OUT OF CYCLE EVENT THAT WE WANTED TO CALL YOUR ATTENTION TO. WE'RE TRYING TO WORK REALLY HARD TO MAKE SURE THAT ANYTHING THAT'S RELATED TO THE BOND PROGRAM IS PRESENTED AT THE BOND SPECIAL MEETINGS AT THAT TIME. BUT JUST THE WAY THIS ONE THE SEQUENCING FOR THIS GMP, IN ORDER TO GET THIS PRE ENGINEERED METAL BUILDING PROCURED AND BUILT, IT REQUIRES US TO GET OUT OF CYCLE. I WANTED TO CALL THAT TO YOUR ATTENTION. ONGOING COLLABORATIONS WITH NAAMAN FOREST HIGH SCHOOL, LAKEVIEW CENTENNIAL HIGH SCHOOL, MULTI-CAMPUS PROJECTS WITHIN MULTIPLE ARCHITECTURAL TEAMS. JUST SO YOU KNOW THAT WE WILL BE WORKING AT NAAMAN FOREST, THE INTERIORS OF THE WORK THAT'S BEING PLANNED, AND THE BASEBALL/SOFTBALL FIELDS. THE GOAL IS TO HAVE THE MAC GOING, BUT WE WILL ACTUALLY BE HAVING CONSTRUCTION FOR OUR INTERIOR WORK THAT WE'RE DOING AT NAAMAN FOREST. THAT IS SCHEDULED TO HAPPEN. YOU CAN SEE THE DATES THERE FOR THE CONSTRUCTION OF THE FIELD HOUSE PLAN ON STARTING IN AUGUST. THE NAAMAN FOREST AND LAKEVIEW CENTENNIAL PROJECTS, WHICH WILL BE FORTHCOMING IN THE PRESENTATION, [00:10:01] THEY'RE SCHEDULED TO START EARLY NEXT YEAR. YOU CAN SEE FROM THE SCHEDULE THERE, FIRST QUARTER OF 2025, WE'RE GOING TO HAVE TWO DIFFERENT CONTRACTORS DOING WORK AT THOSE TWO DIFFERENT CAMPUSES. THERE'S A LOT OF COORDINATION THAT WILL NEED TO TAKE PLACE, AND WE'RE WORKING THROUGH THAT. THE FREEMAN ELEMENTARY, THE DEMOLITION SOLICITATION THAT'S HAPPENING THIS MONTH, WE WILL BRING YOU A GMP FOR THE DEMOLITION FOR FREEMAN ELEMENTARY, AND JULY. THAT WILL HAPPEN AT THE JULY BOARD MEETING. WE ARE MOVING FIRMS THAT WE'VE HIRED. FREEMAN IS ACTUALLY CLOSED. THEY CLOSED AT THE END OF THE SCHOOL YEAR. A LOT OF THE ITEMS THAT WERE IN FREEMAN, THE TEACHING MATERIALS. ALL OF THOSE ITEMS HAVE BEEN MOVED TO GOLDEN MEADOWS IN PREPARATION FOR AUGUST WHEN OUR STUDENTS RETURN. WE ARE REMOVING ADDITIONAL ITEMS WITHIN FREEMAN SO WE CAN GET READY TO DEMOLISH THE BUILDING. OUR DEMOLITION IS PROJECTED TO START IN SEPTEMBER FOR THAT BUILDING. HILLSIDE ACADEMY FOR EXCELLENCE. THAT BUILDING WAS CLOSED AT THE END OF THE SCHOOL YEAR. WE HAVE A SCHEMATIC DESIGN PRESENTATION THAT WE WILL PRESENT LATER THIS EVENING AS PART OF OUR BOARD MEETING. AGAIN, THE DEMO SOLICITATION, WE'RE COMBINING HILLSIDE AND FREEMAN SOLICITATIONS. IT'S THE SAME CONTRACTOR. WE'RE COMBINING THOSE SOLICITATIONS. WE'LL BRING THAT DEMOLITION BACK TO THE BOARD FOR APPROVAL. THAT GMP WILL BE BROUGHT BACK IN JULY. THE WORK THERE AT HILLSIDE, WE HAVE REMOVED ALL OF THE ITEMS THAT ARE AT HILLSIDE THAT ARE GOING TO BE REUSED. THE ITEMS HAVE BEEN MOVED TO CENTERVILLE ELEMENTARY, AND THE ITEMS AT CENTERVILLE ELEMENTARY ARE MOVING TO HANLEY ELEMENTARY. A LOT OF MOVING PARTS THAT ARE GOING ON RIGHT NOW, WE'VE HIRED MOVING FIRMS THAT ARE MOVING ALL OF THOSE ITEMS, AND ALSO THERE ARE SOME ITEMS THAT NEED TO BE MOVED AS FAR AS SALVAGE. OUR INTERNAL ORGANIZATIONS ARE WORKING VERY CLOSELY WITH US TO MOVE THOSE ITEMS AS WELL. WE WILL BE DEMOLISHING HILLSIDE ACADEMY FOR EXCELLENCE IN SEPTEMBER, AS WELL. NOW, LAKEVIEW CENTENNIAL, PHASE 1, BIPAC 5, LAKEVIEW CENTENNIAL, AND NAAMAN FOREST HIGH SCHOOL. WE WILL BE PRESENTING A SCHEMATIC DESIGN PRESENTATION TO THE BOARD LATER THIS EVENING, GEOTECHNICAL SERVICES ARE COMPLETE, AND WE'RE CONTINUING TO DO CAMPUS AND DEPARTMENT DESIGN REVIEWS. THOSE ARE ONGOING FOR THESE TWO. I MUST TELL YOU THAT THESE ARE TWO VERY COMPLEX PROJECTS. THERE'S A LOT OF DISCUSSION THAT'S GOING ON WITH CAMPUSES AND DIFFERENT DEPARTMENTS, MAKING SURE THAT AS THE DESIGN TEAMS PROVIDE US THE DESIGNS THAT WE'RE LOOKING FOR, THAT WE PROVIDE THE DESIGN TEAMS AND THE INFORMATION THAT THEY'RE LOOKING FOR IN ORDER TO MAKE THIS A SUCCESSFUL PROJECT. PLAYGROUNDS. WE WILL PROVIDE YOU A SCHEMATIC DESIGN PRESENTATION LATER THIS EVENING. THIS IS TO REITERATE THAT WE ARE COMBINING PHASES 1, 2, AND 3 TO EXPEDITE, GETTING THE PLAYGROUND STARTED, HELPS US WITH THE ESCALATION THAT WE'RE SEEING ACROSS THE BOARD, AND SO GIVE YOU AN IDEA OF WHERE WE'RE AT ON THE PLAYGROUNDS. ON THE FENCING, WE HELD A PRESENTATION IN MAY, WHERE WE PRESENTED THE SCHEMATIC DESIGN FOR THAT PROJECT, THAT PHASE 1 CONSISTS OF 42 CAMPUSES. WE'RE WORKING WITH THE ARCHITECT ON THAT PIECE, AND YOU CAN SEE THAT WE'RE STILL WORKING ON A COUPLE OF UNIQUENESSES WHEN IT COMES TO THE PARENT AND BUS DROP OFF PICKUP WITH TRANSPORTATION AND SECURITY. WE'RE VETTING THROUGH THOSE. NOT EVERY CAMPUS HAS THOSE SCENARIOS, BUT THERE'S A COUPLE OF CAMPUSES HAVE SOME CONCERNS WITH THAT PIECE, AND SO WE'RE ADDRESSING THOSE. THE FIRE ALARM SYSTEMS, WE'VE GOT ONGOING DISCOVERY. WE'VE COMPLETED THE WALKS AT ETHERS AND PARSONS. WE ACTUALLY HAVE SOME NUMBERS BACK FOR A COUPLE OF THOSE SCHOOLS NOW, SO WE WILL BE SUBMITTING IN PURCHASE ORDERS FOR A COUPLE OF THESE CAMPUSES SO THAT WE CAN START THE FIRE ALARM REPLACEMENT AT THESE CAMPUSES. TO REITERATE, FOR THOSE WHO ARE WONDERING HOW WE'RE GOING TO DO FIRE ALARM REPLACEMENTS, WHILE STUDENTS ARE IN THE BUILDING, WE WILL DO A FIRE ALARM INSTALLATION. WE WILL HAVE THE NEW SYSTEM BEING INSTALLED WHILE THE OLD SYSTEM IS UP AND OPERATIONAL. WHEN IT'S TIME TO CUT OVER WHAT WE CALL A CUT OVER, [00:15:01] WE WILL CUT OVER INTO THE NEW FIRE ALARM SYSTEM. THAT WILL BE DONE DURING THE TIME WHEN STUDENTS ARE NOT IN THE BUILDING, THAT'S TYPICALLY DONE DURING A HOLIDAY TIME FRAME IS WHEN WE WILL DO THAT, BECAUSE IT DOES BECOME PRETTY LOUD, A LOT OF TESTING THAT GOES ON, AND SO WE'LL TAKE CARE OF THAT. THERE SHOULD BE NO LOSS OF INSTRUCTIONAL TIME OR ANYTHING LIKE THAT FOR THE FIRE ALARM REPLACEMENTS. SECURITY CAMERA REFRESH PROPOSALS ARE DUE IN JUNE. WE'RE STILL WORKING WITH PURCHASING ON THAT. ONCE WE GET THAT INFORMATION BACK, WE'LL BE ABLE TO VET THAT OUT AND PRESENT THAT CONTRACT FOR AWARD CONSIDERATION TO THE BOARD. THE FORCED, [OVERLAPPING] >> QUICK QUESTION. WITH THIS SECURITY CAMERA REFRESH IN CONJUNCTION WITH THE FENCE? I KNOW WE TALKED A LITTLE BIT ABOUT WHAT THAT WOULD LOOK LIKE FOR THE ENTRY POINTS THAT WE'RE GOING TO BE AWAY FROM THE CAMPUS. DOES THIS INCLUDE THOSE CAMERAS OR WHAT THE SURVEILLANCE LOOKS LIKE? >> YES. THIS IS THE PORTION. THIS IS WHAT IS FUNDING THOSE CAMERAS, CARD ACCESS, WHAT THAT BECOMES FOR THOSE POINTS OF ENTRY. THAT'S WHERE THIS IS FUNDED FROM. >> PH1BP13, THE FORCED ENTRY RESISTANT FILM, AS DR. LOPEZ WAS ALLUDING TO. WE ACTUALLY HAVE COMPLETED ALL 76 CAMPUSES, SO THE WORK IS COMPLETE. THEY ARE PERFORMING SOME PUNCH LIST CORRECTION ITEMS FOR THE WINDOW FILM. WE EXPECT THAT TO BE DONE BY THE END OF THE MONTH SO THAT THAT PROJECT IS COMPLETE BY THE END OF THE MONTH. THEN THE CAMPUS CONSOLIDATION, A LOT OF MOVING PARTS FOR THIS. AGAIN, THERE WERE 12 CAMPUSES THAT ARE AFFECTED BY THIS. THE PORTABLE RELOCATIONS TO FREEMAN AT GOLDEN MEADOWS ELEMENTARY. THE PORTABLES ARE DONE, THE AWNINGS AND RAMPS. THOSE ARE ONGOING. WE'RE ADDING THE AWNINGS AND THE RAMPS FOR THAT. THE ELECTRICAL CONNECTIONS. WE'VE GOT PURCHASE ORDERS FOR THAT, AND SO WE'RE PLANNING ON HAVING ALL THAT DONE. THAT LOOKS REALLY WELL AS FAR AS STUDENTS BEING ABLE TO BE PREPARED, FOR THE STUDENTS IN AUGUST. THE PORTABLE RELOCATIONS TO HILLSIDE ACADEMY, AT CENTERVILLE ELEMENTARY, AGAIN, ONE DOUBLE THAT'S COMING FROM COOPER, THREE DOUBLES THAT ARE COMING FROM WEAVER. WE'VE HAD A QUITE A BIT OF RAIN, AND AS A MATTER OF FACT, THE WEATHERMEN TOLD ME THAT I BELIEVE THAT WE WERE 10 INCHES OVER WHAT WE NORMALLY GET AT THIS TIME OF THE YEAR FROM WATER, AND SO HAVING SOME DIFFICULTY MOVING THOSE PORTABLES, I BELIEVE THE ONES AT WEAVER ARE ALREADY ON A TRAILER, READY TO COME OVER TO CENTERVILLE. WE'RE WORKING ON THAT. REALLY EXPECT TO HAVE THOSE PORTABLES MOVE BY THE END OF NEXT WEEK. THOSE WILL BE COMPLETELY AT CENTERVILLE BY NEXT WEEK. THE CENTERVILLE BUS LANE, THE CONTRACTOR IS MOBILIZING ON THAT. THE PERMITTING FOR THAT TOOK A LITTLE BIT LONGER THAN WHAT WAS ANTICIPATED. WE'RE WORKING THROUGH THAT WITH THE CITY. WE'VE GOT SOME HURDLES THAT WE NEED TO JUMP OVER TO COMPLETE THAT PROJECT, AND SO WE'RE WORKING WITH OUR DESIGN TEAM TO MAKE SURE THAT WE ACCOMPLISH THAT ON TIME. FURNITURE FOR WILLIAMS AND HANDLEY, THE DELIVERIES ARE ONGOING FOR THAT. WHEN I SAY WILLIAMS AND HANDLEY, JUST YOU KNOW THAT IS THE NEW WILLIAMS, WHICH IS THE OLD PARK CREST. THE OLD PARK CREST, WILL NOW BE CALLED WILLIAMS. THEN SIGNAGE, WE HAVE PURCHASED REQUISITIONS, ARE SUBMITTED FOR THE SIGNAGE SO THAT WE CAN GET THE NEW SIGNAGE FOR ALL OF THE DIFFERENT CONSOLIDATION SCHOOLS. THE MOVING SCHEDULES. I WANTED TO SHARE WITH YOU A LITTLE BIT ABOUT WHAT THAT CONSOLIDATION LOOKS LIKE. THE FREEMAN ELEMENTARY TO GO TO MEADOWS DISTRICT MATERIALS. WE LOOKED AT JUNE THE 3RD THROUGH JUNE THE 5TH. WE'RE STILL WORKING ON SOME FINAL PIECES TO THAT. THE WILLIAMS ELEMENTARY TO WILLIAMS ELEMENTARY, WHICH IS THE FORMER WILLIAMS ELEMENTARY TO THE NEW WILLIAMS, I CAN'T SAY NEW, BUT IT'S THE NEW IT'S THE FORMER PARK CREST ELEMENTARY. WE'RE LOOKING TO RECEIVE ALL THE NEW FURNITURE IN MID JULY FOR THAT CAMPUS. SAME THING WITH CENTERVILLE ELEMENTARY TO HANDLEY, THAT FURNITURE WILL BE DELIVERED MID JULY. WE HAVE RECEIVED PARTIAL DELIVERIES OF FURNITURE, BUT THE FINAL FURNITURES WILL BE DELIVERED MID JULY. THE HILLSIDE ACADEMY TO CENTERVILLE ELEMENTARY, LOOKING AT BY JUNE 14TH TO BE COMPLETE WITH THE DISTRICT MATERIALS AND THE FURNITURE THAT'S MOVING FROM HILLSIDE TO CENTERVILLE. THESE ARE THE FINANCIAL REPORTS. AGAIN, THIS IS A REPORT THAT COMES STRAIGHT FROM [00:20:02] ORACLE THAT TELLS YOU WHAT OUR BUDGETS ARE FOR EACH DIFFERENT PROJECT, AND THE OVERALL TOTAL DOLLARS THAT WE HAVE ENCUMBERED AND HAVE SPENT. BEFORE WE TAKE ANY QUESTIONS, I WANT TO JUST REITERATE TO EVERYONE THAT WHAT YOU SEE BEHIND THE PRESENTATION ARE INDIVIDUAL PROJECT REPORTS FOR EACH SPECIFIC PROJECT. IT GIVES YOU MORE DETAIL, THE DOLLARS FOR EACH PROJECT, WHO THE ARCHITECT IS, WHO THE CONTRACTOR IS, WHO'S BEEN ASSIGNED TO THE WORK, AND MORE DETAILED SCHEDULE OF THE ITEMS THAT ARE BEING TRACKED FOR EACH PROJECT. WITH THAT, I'LL TAKE ANY QUESTIONS THAT THE BOARD MAY HAVE. >> THANK YOU FOR THAT PRESENTATION AND UPDATE, HAVIER. TRUSTEES, ARE THERE ANY QUESTIONS REGARDING THIS UPDATE? MR. BEACH. >> I'M JUST CURIOUS ON THE CONSOLIDATION AND THE MOVING SCHEDULE THAT YOU'VE SHOWN US IN THIS PROJECT OR PROJECTS. WITH THE WEATHER THAT WE'VE HAD AND THE MAINTENANCE IS ALL GATHERED AND DOING TREE, CLEANUP, AND THAT TYPE OF THING. THE AMOUNT OF PEOPLE THAT WE HAVE TO WORK THESE PROJECTS, TO ALSO HELP MOVE THE FURNITURE AND GET EVERYTHING MOVED LIKE WE NEED TO. WHAT TIMELINE OR FRAME ARE WE ON THERE AS FAR AS TRYING TO GET EVERYTHING COORDINATED BECAUSE IN THE BLINK OF AN EYE, SCHOOL IS GOING TO START IN AUGUST, AND WE'RE GOING TO HAVE A LOT OF THINGS ON OUR PLATE. I'M AFRAID THAT IT'S GOING TO BE A LOT OF PRESSURE ON OUR MAINTENANCE DEPARTMENT. ARE WE OUTSOURCING ANYTHING THERE? ARE WE DOING IT ALL OURSELF IN-HOUSE? CAN YOU GIVE US AN IDEA OF WHERE WE STAND AS FAR AS BEING ABLE TO MEET THE PROJECTS AND WHAT YOU'RE TALKING ABOUT HERE COMPARED TO WHAT, DOES THE OVERALL NEEDS OF WHAT THE WEATHER HAS DONE TO US? >> WE'RE ACTUALLY IN VERY GOOD SHAPE. THANK YOU FOR THAT QUESTION, TRUSTEE BEACH, IS A VERY GOOD QUESTION. WE FEEL WE'RE IN VERY GOOD SHAPE THERE. WE ACTUALLY HIRED MOVING FIRMS TO ASSIST US WITH THE MOVING OF THE DISTRICT MATERIALS, THE TEACHING MATERIALS THAT NEEDED TO BE MOVED FROM ONE CAMPUS TO THE OTHER. THAT IS ONGOING TODAY. WE'RE MOVING ALL OF THOSE ITEMS. THEY'RE ALSO MOVING THE FURNITURE THAT IS DESIGNATED TO BE MOVED FROM ONE CAMPUS TO THE OTHER. WE FEEL WE'RE IN A VERY GOOD POSITION. OUR MOVING ORGANIZATION, WHICH IS UNDER THE AUSPICES OF OUR PURCHASING GROUP HAS BEEN TREMENDOUS AND IS WORKING WITH US VERY CLOSELY TO MOVE ANYTHING THAT NEEDS TO BE MOVED FROM ONE CAMPUS TO THE OTHER THAT ISN'T NECESSARILY PART OF THIS. I'LL GIVE YOU AN EXAMPLE OF THAT. YES, WE'RE MOVING ALL OF THE STAFF FROM FREEMAN TO GOLDEN MEADOWS. NOW, SOME OF THE STAFF AT GOLDEN MEADOWS, THERE MAY BE A TEACHER OR TWO THAT GOES FROM GOLDEN MEADOWS TO ANOTHER CAMPUS. THAT'S VERY NORMAL, VERY TRADITIONAL. ALWAYS HAPPENS AT SUMMERTIME WHERE A STAFF MEMBER MAY DECIDE TO GO FROM ONE CAMPUS TO ANOTHER CAMPUS. THAT'S WHERE OUR INTERNAL MOVING ORGANIZATION IS MOVING THAT PRODUCT TO THE OTHER CAMPUS, FROM GOLDEN MEADOWS TO THE OTHER CAMPUS. WE'RE WORKING REALLY CLOSELY WITH THEM. WE HAVEN'T HAD ANY HICCUPS. WE DON'T FORESEE ANY HICCUPS. I THINK THAT WE HAVE SPENT A LOT OF TIME TRYING TO MAKE SURE THAT WE CAPTURE EVERYTHING THAT WE NEED TO HERE. WE THINK WE FEEL LIKE WE'RE IN A GOOD POSITION FOR THIS PIECE. WE ARE ASKING FOR MAINTENANCE ASSISTANCE WHEN IT COMES TO THE MOVING OF THE PORTABLES. WE ARE ASKING MAINTENANCE ASSISTANCE WHEN IT COMES TO THE REMOVAL OF THE PERIMETER FENCE OF THE PROPERTY. WE'VE GOT A LOT OF FENCES AROUND, AND SO WE DON'T WANT THE MOVING FIRMS MOVING OUR CYCLONE FENCE, THE POSE, AND EVERYTHING LIKE THAT. OUR MAINTENANCE DEPARTMENT IS ASSISTING US WITH THAT. WE UNDERSTAND THAT THEY'RE DOING A LOT OF EFFORTS RIGHT NOW, REMOVING A LOT OF DEBRIS THAT WE'VE ACCUMULATED AT OUR CAMPUSES. WE'RE WORKING WITH THEM ON THAT. BUT SO FAR WE'VE NOT HAD ANY HICCUPS, AND WE FEEL VERY CONFIDENT WITH THE SCHEDULE THAT WE'RE SHOWING. >> MS. GRIFFIN. >> THANK YOU, PRESIDENT SELDERS. THANK YOU FOR THE REPORT. I'VE HAD SOME QUESTIONS FROM THE COMMUNITY CONCERNING THE DEMOLITION OF THE BUILDINGS THAT ARE KEEPSAKES AND TOUCHES A LOT OF PEOPLE IN THE GARLAND AREA. THE QUESTION WAS, ARE THERE ANY THINGS THAT CAN BE SAVED FROM SOME OF THESE BUILDINGS AS KEEPSAKES? I DON'T KNOW IF YOU ALL HAVE EVER DONE THAT BEFORE, [00:25:01] BUT IN SOME OF THE DEMOLITIONS YOU KEEP A BRICK OR SOMETHING. SOME OF OUR COMMUNITY MEMBERS ARE JUST WANTING TO KNOW FOR ALL OF THOSE THAT ARE BEING CONSOLIDATED. HAS IT BEEN ANY THOUGHT TO THAT, OR IS ANY OF THAT POSSIBLE? >> WE ARE WORKING ON KEEPSAKES INTERNAL TO THE BUILDING. THERE ARE SOME ITEMS THAT ARE INTERNAL TO THE BUILDING THAT WE'RE WORKING WITH OUR CAMPUS PRINCIPALS THAT HAVE IDENTIFIED ITEMS THAT THEY WANT TO KEEP, AND WE'RE WORKING WITH THEM ON THAT. >> I USED THE WRONG WORD. KEEPSAKE WAS THE WRONG WORD. A SOUVENIR FROM THE BUILDING THAT IS USUALLY A BRICK OR A MOMENTUM OR A TILE OR SOMETHING LIKE THAT. I USED THE WRONG. >> ABSOLUTELY. THERE HASN'T BEEN A DISCUSSION RELATING TO THAT AT THIS TIME. DIFFERENT DISTRICTS DO IT DIFFERENT WAYS. THERE ARE OPPORTUNITIES ABOUND ON HOWEVER WE CAN DO THIS. >> I'M JUST ASKING THE QUESTIONS THAT HAVE BEEN ASKED OF ME. >> GO AHEAD. >> I'M NOT PROPOSING ANYTHING. I AM ASKING A QUESTION ON BEHALF OF SOME OF OUR CITIZENS. >> IT'S COME TO SOME OF OUR ATTENTION TOO THAT LIKE KEEPING THE BRICK AND SELLING IT TO PEOPLE WHO WENT TO ONE OF THESE ELEMENTARY SCHOOLS OR SOMETHING, THAT TYPE OF THING. BUT WE'RE LOOKING AT DO A COST ANALYSIS AND A TIME ANALYSIS ON HOW LONG IT WOULD TAKE TO DO SOMETHING LIKE THAT FOR THESE PROJECTS. RIGHT NOW, WE WANT TO MOVE EFFICIENTLY, AND WE WANT TO MAKE SURE IT'S WITHIN THE TIME ALLOTTED, SOME PEOPLE MIGHT SAY, OH, YOU'LL MAKE YOUR MONEY BACK ON THE BRICK, BUT THEN THERE'S A WHOLE PROCESS FOR HAVING THAT BRICK THERE AND SELLING IT AND MAKING SURE IT'S AUTHENTIC. WHEN THAT CAME UP FOR THESE ELEMENTARY SCHOOLS, THAT WAS NOT TRUTHFULLY SPEAKING PART OF OUR PLANS AND CONSIDERATION. OUR FEAR RIGHT NOW IS IT MAY DELAY THE PROGRESS WE HAVE. BUT WE HAVE BEEN AWARE OF IT FOR THE PAST FEW WEEKS, AND WE'RE LOOKING INTO IT. BUT IF A DECISION IS MADE TO DO THAT, WE'LL LET YOU KNOW. >> DO YOU REMEMBER IF THAT CAME UP IN ANY OF THE CONSOLIDATION BECAUSE I KNOW ALL OF THESE CLOSING MEETINGS HAD GREAT TURNOUTS. I GUESS THAT NONE OF IT CAME UP THEN IN ANY OF THOSE MEETINGS. >> NOT FOR THESE SCHOOLS. I THINK IT WAS MORE FOR IF WE WERE GOING TO DO IT TO A HIGH SCHOOL [OVERLAPPING] >> NOW THESE ARE ABOUT ELEMENTARIES. ALL RIGHT. THANKS. >> MR. GLICK. >> THANK YOU, SIR. IF YOU LOOK AT THE NUMBERS ON PAGE 6. >> THE PRESENTATION PAGE 6? OR THE PAGE 6? >> YOUR PAGE 2, I GUESS. >> OKAY. YES, SIR. >> THEN LOOK AT THE NUMBERS ON YOUR PRESENTATION PAGE 19. YOU'LL SEE THE NUMBERS, AND THEY SHOULD BE EXACTLY THE SAME, 1279645. THAT'S THE SAME NUMBER THAT THE VOTERS APPROVED IN THREE SEPARATE PROPOSITIONS. TONIGHT, FOR THE FIRST TIME, WE'RE GOING TO START LOOKING AT SOME SIGNIFICANT PROJECTS AND ARCHITECTURAL ESTIMATES OF CONSTRUCTION COSTS. I THINK WE HAVE TO BE VERY AWARE. THIS IS GOING BACK FROM MY EXPERIENCE WITH THE 2014 BOND, WE HAVE TO BE ABLE TO EXTRAPOLATE FROM A CONSTRUCTION COST, AND YOU'RE GOING TO HAVE TO HELP US, SIR, AS WE SAY WHAT CONSTRUCTION COST AND ALL THE SOFT COSTS AND WHAT MIGHT BE THE TOTAL COST, AND DO THEY MEET UP WITH WHAT WE'VE PROJECTED HERE. AS WE START TO LOOK AT THAT, WE HAVE TO SEE, ARE WE OVER AND UNDER BUDGET? SOMETIMES IT GETS CONFUSING BECAUSE YOU'LL SEE A CONSTRUCTION COST AND YOU'LL SAY, OKAY, THAT'S MUCH LOWER THAN THE NUMBER HERE, BUT THAT'S NOT THE REAL NUMBER. THE NUMBER HERE IS INCLUDING ALL THOSE EXTRA COSTS. IF YOU WILL HELP US AS WE GO ALONG, I THINK THAT'LL MAKE SURE WE STAY AT BUDGET OR MAYBE UNDER BUDGET AS WE PROCEED. >> ABSOLUTELY. >> THANK YOU, SIR. >> ABSOLUTELY. >> THANK YOU. ANY OTHER QUESTIONS? BEFORE WE GO INTO THE NEXT PIECES WHERE WE TALK ABOUT THESE PROJECTS, I'M GOING TO ASK DR. LOPEZ TO COME UP TO THE [INAUDIBLE] TO JUST GIVE AN OVERVIEW OF COMING ATTRACTIONS OR PREVIEW OF COMING ATTRACTIONS OF THESE FACILITIES THAT WE'RE GOING TO BE DISCUSSING IN THESE PRESENTATIONS [00:30:04] THAT WE'LL CONTINUE TO SUPPORT OUR STUDENTS EDUCATIONAL EXPERIENCE AND ENHANCE OUR DISTRICT. DR. LOPEZ. >> WELL, THANK YOU, PRESIDENT SELDERS, BOARD OF TRUSTEES. SOMETIMES THERE'S THINGS THAT KEEP US UP AT NIGHT BECAUSE WE'RE WORRYING ABOUT THINGS. BUT DO YOU REMEMBER WHEN YOU WERE A KID AND YOU ANTICIPATED THINGS AND YOU COULDN'T SLEEP, WHETHER IT'S THE FIRST DAY OF SCHOOL OR YOUR PARENTS ARE GOING TO TAKE YOU SOMEWHERE OR YOU'RE GOING TO HAVE THIS EXPERIENCE, WHATEVER IT WAS, YOU JUST COULDN'T SLEEP. THAT'S HOW I FELT ABOUT THIS PRESENTATION. I WAS JUST SO EXCITED ABOUT WHAT'S COMING. THE REASON WHY IS BECAUSE EVERYTHING WE'RE DOING IS GOING TO REALLY REDEFINE, NOT JUST THE DISTRICT, BUT THE TRI-CITY AREA. IT'S BEEN A LONG TIME COMING, AND IT'S SOMETHING THAT WE DESERVE. WHEN WE START LOOKING AT THESE PROJECTS AND THESE LANDSCAPES AND EVERYTHING THAT THESE BRILLIANT ARCHITECTS PUT TOGETHER, I WANT YOU TO THINK, YES, WE DO DESERVE THAT. YES, IT'S ABOUT TIME. YEAH, WHY NOT US. IT'S GOING TO BE REALLY SOMETHING OF A MARVEL, AND IT'S GOING TO TAKE OUR MIND INTO DIFFERENT PLACES THAT WE DIDN'T EXPECT. TODAY, WE'RE GOING TO START OFF WITH THE KIMBERLIN ACADEMY OF EXCELLENCE. THAT'S GOING TO BE A CONSOLIDATION BETWEEN THE STUDENTS OF KIMBERLIN AND HILLSIDE ACADEMY. IT IS GOING TO BE LOCATED ON THE HILLSIDE SIDE. REMEMBER, THIS IS AN ACADEMY. WE DO HAVE NEIGHBORHOOD STRANDS IN THIS SCHOOL, BUT IT'S AN ACADEMY, AND SO BEFORE WHAT WE DID IS WE SHOEHORNED ACADEMY INTO A TRADITIONAL SCHOOL. NOW WE'RE ACTUALLY BUILDING AN ACADEMY. YOU'RE GOING TO GO AHEAD AND SEE SOME REDESIGNS OF NAAMAN FOREST AND LAKEVIEW HIGH SCHOOL. LAKEVIEW, CENTENNIAL AND NAAMAN HAVE THE SAME FOOTPRINT. THEY'RE LIKE SISTER SCHOOLS. YOU'RE GOING TO SEE SOME REDESIGNS THAT ARE GOING TO BE HAPPENING TO GIVE IT NOT ONLY A FUNCTIONAL TYPE OF AMBIENCE, BUT IT'S GOING TO HAVE A GREAT PRESENCE. IT'S GOING TO FEEL LIKE A POWERFUL HIGH SCHOOL ON BOTH ENDS. WE'RE GOING TO SEE THE COVERED PLAYGROUNDS. THIS IS AN INTRODUCTION OF WHAT'S COMING. IT'S HARD TO BELIEVE THAT WITH ALL THE WORK THAT WE'VE DONE, IT'S ONLY BEEN A YEAR. IT'S ONLY BEEN A YEAR SINCE THIS BOND PASSED, AND EVERYBODY HAS BEEN WORKING SO EFFICIENTLY AND DILIGENTLY TO CREATE THESE MAGNIFICENT CONCEPTS FOR CHILDREN. AS WE GET STARTED, HAVIER, COME ON OVER AND KICK US OFF, AND BOARD OF TRUSTEES, THE PUBLIC ENTRUSTED US WITH SOME OF THESE GREAT ENDEAVORS. I'M GOING TO TELL YOU WE'VE ANSWERED THE CALL. MR. FERNANDEZ. >> THANK YOU, SIR. I TOLD YOU WE'RE GOING TO HAVE TALL PEOPLE AND SHORT PEOPLE, [LAUGHTER] SO BRING IT DOWN. I'LL BRING IT DOWN. WITH THAT, [IV.B. Receive Presentation on Bond 2023 Kimberlin Academy for Excellence Schematic Design] THANK YOU, DR. LOPEZ. THE NEXT ITEM WE ARE HERE TO RECEIVE A PRESENTATION FOR THE KIMBERLIN ACADEMY FOR EXCELLENCE. THIS PROJECT IS A PROJECT THAT WAS AWARDED TO STANTEC ARCHITECTURAL FIRM. HERE TONIGHT TO PRESENT ON BEHALF OF STANTEC, IS BRETT HOLZLE. HE WILL PRESENT THE SCHEMATIC DESIGN FOR THIS, AND AT THE END OF HIS PRESENTATION, WE WILL PROVIDE TO YOU AN ANIMATION OF WHAT THE BUILDING IS GOING TO FEEL LIKE. WITH THAT. >> THANK YOU, SIR. >> THANK YOU. >> SO IF I CONTROL UP HERE. >> WHEN YOU'RE DOING, LET ME KNOW WE PUT THAT ANIMATION. >> DR. LOPEZ, BOARD OF TRUSTEES. THANK YOU GUYS FOR HAVING US HERE TODAY. I'M REALLY EXCITED TO SHOW YOU WHAT THE PROCESS THAT WE'VE GONE THROUGH FOR KIMBERLAIN ACADEMY, AND ULTIMATELY THE RESULTS THAT IT'S YIELDED THROUGH SCHEMATIC DESIGN. I WILL START WITH THIS CONCEPT SKETCH, WHICH IS WHERE WE ENDED UP. I THOUGHT WE'D BE WATCHING A VIDEO A LITTLE EARLIER IN THIS PRESENTATION. BURYING THE LEAD A LITTLE BIT HERE. WE'LL GO THROUGH A QUICK TABLE OF CONTENT, SO VISIONING AND PROGRAMMING. THAT'S HOW WE BEGIN TO THINK ABOUT THE PROJECT, SOME CONCEPTS, EXTERIOR EXPRESSION, AND THEN SCOPE TO BUDGET AND SCHEDULE. VISIONING AND PROGRAMMING, IT'S REALLY ABOUT STARTING AND GROUNDING YOURSELF IN THE FRAMEWORK OF GISD, TO MAKE SURE THAT AS WE GO THROUGH THESE PROJECTS, WE'RE REALLY UNDERSTANDING THE VISION OF GISD AS A WHOLE AND THEN AS WE START TO DEVELOP WHAT THESE ACADEMIES NEED TO BE, WHAT THEY WILL BE THROUGH THOSE MEETINGS WITH LEADERSHIP GROUPS, TEACHERS GROUPS, AND STAFF GROUPS, WE CAME UP WITH THESE THREE DRIVING FORCES OF WHAT THE ACADEMIES WANTED TO [00:35:02] BE AND THAT'S THAT 21ST CENTURY LEARNING ENVIRONMENTS ARE AVAILABLE THROUGHOUT THE SCHOOL. THESE ENRICHED LEARNING OPPORTUNITIES, WHICH IS A DISTINCTION FOR THE ACADEMY PROGRAM AND THEN, REALLY, WHAT CAME OUT OF THOSE VISIONING MEETINGS WAS THE UNDERSTANDING THAT IT WAS A CURRICULUM BASED ON INQUIRY. AND SO THAT INQUIRY BASED LEARNING CURRICULUM STARTED TO DRIVE A LOT OF THE CONVERSATIONS THAT WE WERE HAVING WITH STAFF AND OUR OWN FOLKS INTERNALLY. ONCE WE DEFINED THOSE BIG IDEAS FOR THE ACADEMIES, WE GO THROUGH A PROCESS WHERE WE LOOK AT COMMON LOOK FOR. THINGS THAT WE SEE AS EXAMPLES IN OTHER PROJECTS ACROSS THE UNITED STATES, ACROSS THE WORLD, WE HAD EXAMPLES FROM MELBOURNE, FOR EXAMPLE, AND TRYING TO FIND A COMMON VOCABULARY OF WHAT STAFF IS THINKING ABOUT A PARTICULAR TYPE OF SPACE AND WHAT ARCHITECTURALLY WE HAVE THE FREEDOM TO DO WHEN WE START TO UNDERSTAND THAT AND GREATER LEVEL. WHAT WE REALLY CAME UP WITH WERE FOUR BIG IDEAS AND I'VE GOT PAGES AND PAGES OF THESE COMMON LOOK FOURS, WE COULD DIG THROUGH IF YOU REALLY WANTED TO, BUT THE FOUR BIG IDEAS ARE WHAT WE WANT TO TAKE AWAY BECAUSE THAT'S WHAT DRIVES THE DESIGN. ENGAGING WITH NATURAL OUTDOOR SPACES, KEEPING SAFETY IN MIND. THIS IS A BIG ISSUE, ESPECIALLY AT THIS SITE. FUNCTIONAL SPACES THAT ALLOW STUDENTS TO ENGAGE IN NONTRADITIONAL WAYS. AGAIN, TAKING SOME OF THOSE CUES FROM THE ACADEMY CURRICULUM, ENJOY FLEXIBLE, FUN, AND COMFORTABLE ENVIRONMENTS AND FURNITURE. ONE DOESN'T WORK WITHOUT THE OTHER NECESSARILY. THEN SPACES WITH VOLUME TO CREATE INTEREST. OPENNESS OF THESE SPACES NEEDS TO BE CONTROLLABLE TO BALANCE DISTRACTIONS. THOSE ARE TWO, VERY IMPORTANT THINGS THAT CAME TO THE TOP OF THE CREAM AS IT WERE WHEN WE HAD THOSE CONVERSATIONS. THAT LED US TO, WITH THE HELP OF DR. PROLES, LOOK AT THE VISION STATEMENT FOR THE ACADEMIES OF EXCELLENCE. IT'S NOT A SIGNIFICANT DEPARTURE FROM THE VISION STATEMENT BEFORE BUT I DO WANT TO FOCUS IN ON SOME ADDITIONAL THINGS THAT CAME OUT OF THOSE MEETINGS, RIGHT? THE INQUIRY BASED LEARNING, CRITICAL THINKING IS PRETTY COMMON. FLEXIBLE LEARNING ENVIRONMENTS, DISCOVERY, AND LEADERSHIP SKILLS. THE ACADEMIES ACTUALLY HAVE A PRETTY STRONG, CIVIC MINDED LEADERSHIP CURRICULUM. HOW DO WE ENGAGE THAT IN THE DESIGN? BECAUSE I'M NOT AN ARCHITECT IF I DON'T SHOW YOU BORING NUMBERS, CHARTS AND GRAPHS. THE PROGRAMMING PROCESS. ONCE WE'VE ESTABLISHED VISIONING, WE'VE GOT THESE BIG IDEAS FOR THE CAMPUS. WE CAN THEN START TO LOOK AT PROGRAMMING, GET GETTING VERY DETAILED WITH THE CAMPUS TO UNDERSTAND VERY SPECIFIC NEEDS ABOUT SIZE AND SPACE. THAT'S HOW WE COME TO AN OVERALL PROGRAM. WE TALK ABOUT CAPACITY. WE TALK ABOUT SIZES OF GYMS, THESE THINGS. I DO WANT TO POINT OUT TWO UNIQUE THINGS ABOUT THIS BUILDING ITSELF AS OPPOSED TO A REGULAR OR TRADITIONAL ELEMENTARY SCHOOL AND THAT'S SPECIALIZED LAB SPACES, AND I'LL GET INTO SHOWING YOU THOSE IN A LITTLE BIT. THEN A LITTLE BIT MORE SQUARE FOOTAGE, A LITTLE BIT, A LOT MORE SQUARE FOOTAGE DEDICATED TO THE FINE ARTS. WE KNOW THE ACADEMIES HAVE A HEAVY FINE ARTS PRESENCE, ESPECIALLY A ORCHESTRA. THAT DRIVES A LOT OF THE PROGRAMMING AS WELL. ONCE WE'VE GOT A PROGRAM ESTABLISHED, WE REALLY START TO UNDERSTAND SITE ANALYSIS, AND THIS IS FROM VERY SEEMINGLY MUNDANE THINGS LIKE OPTIMAL LIGHTING BUT FOR HILLSIDE, IN PARTICULAR, A GOOD UNDERSTANDING OF THE BUILDINGS AROUND THIS SITE AND THE PROMINENT CORNER, OBVIOUSLY, DERRY AND MILLER ROAD IS THE PROMINENT CORNER. WE KNOW WE WANT OUR BUILDING TO ADDRESS THAT PROMINENT CORNER AND REALLY KIND OF BE THE BILLBOARD FOR THE DISTRICT ALONG THAT ROAD BUT THE CREEK IS ALSO A REALLY INTERESTING AND UNIQUE THING ABOUT THE HILLSIDE SITE. HAVING WALKED THE CREEK ON A RAINY DAY, ACTUALLY, A VERY COLD WET RAINY DAY, THERE ARE PORTIONS OF THAT CREEK THAT ARE GREAT. TO LET STUDENTS INTERACT WITH AND ENGAGE WITH, MAYBE NOT DIRECTLY, BUT AT LEAST VISUALLY AND THEN THERE ARE PORTIONS THAT ARE NOT SO GREAT. UNDERSTANDING WHAT THOSE LIMITATIONS MIGHT BE HELPS US FOCUS THE DESIGN IN A WAY THAT REALLY STARTS TO BRING THE CREEK INTO THE BUILDING, NOT LITERALLY. I'M TOLD THAT'S EXPENSIVE BUT STARTS TO LET US ENGAGE IN A WAY THAT'S MEANINGFUL. I INCLUDE THIS BECAUSE AS WE GET TO THE END OF THIS PRESENTATION, AND AS MR. GLICK, SO POINTED OUT, DOLLARS COME TO PLAY, THERE IS A SIGNIFICANT AMOUNT OF TOPOGRAPHY ON THIS SITE. THERE ARE POINTS OF THE SITE WHERE THERE ARE 20 FEET OF FALL. IN THE NARROW ENDS. I MEAN, IT'S ONE THING WE TALK ABOUT HIGH SCHOOL SITE AND YOU'RE GOING FROM ONE SIDE OF THE BASEBALL FIELD TO THE FRONT DOOR OF THE HIGH SCHOOL, AND YOU'VE GOT 20 FEET OF FALL. IT'S WHO ANOTHER THING WHEN YOU START TALKING ABOUT 110,000 SQUARE FOOT BUILDING, NAVIGATING THOSE FALLS ALONG WITH DRIVES AND ENTRANCES FOR THE SITE. AS WE GO THROUGH THE IDEA OF CONCEPTUALIZATION, SO WE AS A PRACTICE, WE'RE AN INTEGRATED PRACTICE SO WE'RE ARCHITECTS, ENGINEERS, PLANNERS, INTERIOR DESIGNERS OF ALL VARIETIES. WE GATHER OUR FOLKS IN THE OFFICE IN A LARGE GROUP. WE HAD ABOUT 24 PEOPLE COME TOGETHER ONCE WE HAD THE VISION STATEMENT, THE PROGRAM, AND WE HAD THEM COME TOGETHER AND CREATE OPTIONS FOR US TO UNDERSTAND THE SITE, HOW IT MIGHT BETTER FEED INTO THE GISD FRAMEWORK AND OUT OF THOSE CONVERSATIONS CAME SOMETHING INTERESTING. [00:40:03] IT'S A VERY SIMPLE PART TO UNDERSTAND HOW THIS BUILDING REALLY FUNCTIONS. IT'S CENTERED AROUND THIS INQUIRY MODEL, WHERE WE WANT THE KIDS TO GO TO THEIR HOUSES, THEIR PODS, WHATEVER WE WANT TO CALL THEM BUT IT'S ROOTED IN THIS INQUIRY CURRICULUM. THEY NEED TO BE DOING INQUIRY AS A NORMAL PART OF THEIR DAY AND WHAT WE SAW FROM THE VISITS TO THE CAMPUS IS THAT THEY WEREN'T GETTING THE ABILITY TO EXPRESS THAT INQUIRY BASED LEARNING. THOSE PROJECTS THAT THEY WERE CREATING, THOSE THINGS THAT THEY WERE INVESTIGATING DISCOVERING. THEY DIDN'T HAVE A PLACE WHERE THAT WAS PROMINENT. WE WANTED TO TAKE WHAT A NORMAL STAGE MIGHT BE AND TURN THAT INTO A SPACE THAT'S REALLY MORE ABOUT PERFORMING AND PRESENTING, THAT'S A LITTLE BIT MORE FLEXIBLE. THEN, AGAIN, BEARING THE LEAD A LITTLE BIT HERE. BECAUSE THIS IS A VERY NARROW SITE, THREE STORIES IS REALLY THE ONLY OPTION FOR AN ELEMENTARY SCHOOL, AND YOU GUYS HAVE TOURED ONE BACK IN NOVEMBER. WHAT DOES THAT PART START TO LOOK LIKE AS WE START TO VERTICALLY INTEGRATE THAT CAMPUS? HOW DOES INQUIRY START TO PLAY A ROLE AT ALL LEVELS? HOW DOES THE DAILY PATH OF A STUDENT TRAVEL THROUGH THAT INQUIRY PROCESS AND HOW CAN WE USE THAT AS A WAY TO DRIVE MORE COMMUNITY ENGAGEMENT WITHIN THE CAMPUS, MORE STUDENT ENGAGEMENT? NOW WE'VE GOT THIS PART, WE'VE GOT THIS BIG IDEA. WE'VE GOT THIS INQUIRY MODEL. WE UNDERSTAND THE BIG THINGS ABOUT THIS CAMPUS. WELL, HOW DO WE START TO DRIVE EXTERIOR EXPRESSION? I SAID THE CREEK, THERE ARE GREAT PARTS. THEY'RE A NICE PART. THEY'RE NOT SO GREAT PARTS BUT SOME OF THE GREAT PARTS GAVE US A GREAT OPPORTUNITY TO BORROW FROM THE CREEK AND THINK ABOUT HOW WE MIGHT USE THAT TO ESTABLISH AN EXTERIOR EXPRESSION, HOW WE MIGHT USE THAT TO INFORM THE FLOOR PLAN LAYOUT AND HOW THE FLOOR PLAN WORKS ITS WAY ACROSS THE SITE. JUST FROM AN EXTERIOR EXPRESSION PERSPECTIVE, WE ARE OUR THREE STORY BUILDING. WE'RE TRYING TO BREAK DOWN THE SCALE OF THAT THREE STORY BUILDING, SO IT DOESN'T FEEL SO LARGE ON THE SITE. ONE OF THE WAYS TO DO THAT IS TO CREATE THAT DARKENED BAND AT THE BOTTOM, WHERE WE'RE STARTING TO PULL FROM THE SOIL. WE'RE LOOKING AT THE SOIL COMPONENT OF THE CREEK AND THEN WE'RE MOVING OUR WAY UP THE TREE LINE, AND YOU'RE STARTING TO GET THE DAPPLED LIGHTING FROM THE BRANCHES, THE TREE TRUNKS AND SO AND THE SKY, SO WE'RE STARTING TO DEVELOP THE EXTERIOR EXPRESSION AROUND THAT CONCEPT. THEN IN PLAN, LOOKING AT HOW THE CREEK MENDERS ITS WAY THROUGH ITSELF, AND HOW THAT CAN INFORM HOW KIDS WILL WORK THEIR WAY THROUGH THE SITE THROUGH THE BUILDING ITSELF AND START TO SOFTEN SOME OF THOSE HARD CORNERS. THIS REALLY STARTS TO PULL AWAY FROM AN INSTITUTIONAL NORM. WE'RE THINKING ABOUT SOCIAL EMOTIONAL WELLNESS AND WELL BEING. THIS IS A COMMON TREND IN OUR INDUSTRY RIGHT NOW. REALLY USING THAT CREEK TO START TO DRIVE SOME VERY FUNDAMENTAL CONVERSATIONS. AS WE START TO TALK ABOUT INTERIOR AESTHETICS AND WHERE WE'RE DRAWING THAT INSPIRATION FROM. AGAIN, THE CAMPUS IS HEAVILY ROOTED IN ORCHESTRAL FINE ARTS. WHAT ARE SOME OF THE INTERESTING THINGS THAT WE LOOK AT WHEN WE SEE THESE SUPER LARGE PHOTOS OF INSTRUMENTS? THESE ARE MACRO PHOTOS OF INSTRUMENTS. PIANO. YOU SEE THESE NICE WARM WOOD TONES. THE SOFT CURVES, THIS REALLY INTERESTING WAY OF BRINGING DAYLIGHT INTO SPACES THAT'S UNIQUE THAT CREATES THIS VERY WARM FEELING FOR THE SPACE. HOW DO WE PULL THAT ELEGANCE FROM THAT MATERIAL INTO A BUILDING THAT, AGAIN, ISN'T REALLY A TRADITIONAL ELEMENTARY SCHOOL. THESE ARE EXCEEDINGLY BRIGHT KIDS. THERE'S A LEVEL OF ELEGANCE THAT WE'RE BRINGING UP, A LEVEL OF RIGOR THAT STARTS TO RESPOND TO THAT PRACTICE OF MUSICAL ARTS THAT DEDICATION TO DEEPER LEARNING THAT MIGHT BE NORMAL IN A PLAYFUL ELEMENTARY SCHOOL USED TO ENGAGE. THEN WE'LL MOVE ON TO SOME EXTERIOR EXPRESSION. WE DID GO THROUGH A SERIES OF CONCEPTUAL OPTIONS FOR THE EXTERIOR AND THEY MORPH AND SHIFT AS THE PLAN MORPHS AND SHIFTS THROUGH CONCEPTUAL DESIGN AND SCHEMATIC DESIGN. ULTIMATELY, THE TWO ON THE TOP, WE LIKE BOTH OF THOSE, BUT NEITHER ONE OF THEM REALLY. AS WE GO BACK TO THE DRAWING BOARD, WE START TO THINK ABOUT SOME OF THE ELEMENTS, THE TOWER ELEMENT THAT REALLY SIGNIFIES AND ESTABLISHES A STRONG CORNER IN THE BUILDING AND A STRONG ENTRY, FLOATING THE LIBRARY OUT A LITTLE BIT OVER THE ADMIN SO THAT IT FACES THE PROMINENT CORNER. CREATING THAT UPPER PATIO AREA THAT YOU SEE TO THE RIGHT OF WHERE THE MAIN ENTRY IS. THEIR ART ROOM IS ON THE SECOND FLOOR SO WHAT OPPORTUNITIES DO WE HAVE TO TAKE THERE? THE FINALIZED RENDERING. SO WHAT YOU'RE SEEING THAT TOWER ELEMENT IS THE LIBRARY. IT'S A PORTION OF THE LIBRARY AND THEN THE ENTRANCE, YOU ENTER INTO A THREE STORY VOLUME, YOU GET A BETTER SENSE OF THIS AS WE GET THROUGH THE FLY THROUGH BUT YOU'RE SEEING A LOT OF THESE WOOD TONES. WE'RE GETTING THAT WARMTH. YOU'RE GETTING THE LIGHT BRICK THAT STARTS TO FEEL LIKE THE SKY THROUGH THE TREES. WHAT'S INCREDIBLE ABOUT THIS IMAGE BEFORE I MOVE ON TO THE NEXT ONE IS YOU SEE THIS REALLY BRIGHT GLOW AT THE ENTRY. THAT BEACON IS DRAWING YOU INTO THE ENTRY, [00:45:02] AND YOU LOOK TO THE LEFT WHERE THE LIBRARY IS, AND IT STARTS TO FEEL A LITTLE CLOSED OFF IN THIS VIEW. WELL, I TOLD YOU ABOUT MAKING SURE WE PAID GOOD ATTENTION TO SUN ANGLES. THE WORST PLACE TO HAVE THE GLARING SETTING SUN COME IN OR THE GLARING MORNING SUN COME IN IS THE LIBRARY. I MEAN, I HAVE GOTTEN MORE ANGRY PHONE CALLS FROM LIBRARIANS THAN I HAVE ANYBODY ELSE IN THE BUILDING ABOUT SUNLIGHT. AS WE LOOK AT THE PURE ELEVATION YOU'RE SEEING ON THE RIGHT, THE GYM IN THAT CORE AREA BETWEEN THE GYM AND THE FRONT ENTRANCE IS SOME OF THE FINE ART SPACES, BOTH SECOND AND FIRST FLOOR, AND THEN THAT LIBRARY ELEMENT ON THE LEFT, AND THAT WOOD SURROUND AREA AT THE FIRST FLOOR RIGHT OFF THE ENTRY. THAT'S THAT DEDICATED PTA ROOM SO THAT THEY DON'T HAVE TO GO INTO THE BUILDING IN ORDER TO HELP, SUPPORT THAT COMMUNITY. THEY HAVE A SPACE THAT'S DEDICATED TO HOW THEY'RE GOING TO SUPPORT THE CAMPUS. VERY ACTIVE PTA IN BOTH OF THESE, BY THE WAY AND AGAIN, THAT GLOW. AGAIN, LOOK AT THE LIBRARY IT STILL APPEARS DARK IN THIS IMAGE BUT AS YOU ROTATE, NOW WE'RE ON MILLER, LOOKING BACK AT THE BUILDING. NOW YOU START TO SEE HOW THE LIBRARY OPENS UP AND ADDRESSES MILLER AND STARTS TO BECOME THAT BIG GLOWING BOX ON THE CORNER. THEY REALLY STARTS TO DRAW YOUR EYE INTO THE CAMPUS. GETTING A LITTLE CLOSER, WE'RE STARTING TO SEE SOME OF THE INTERESTING ELEMENTS THAT WE CAN IMPLEMENT IN THE LIBRARY. WE HAD THIS NICE LITTLE LOFT THAT DAN CAME UP WITH AS WE WERE GOING THROUGH DESIGN, AND WE NEEDED TO HAVE THOSE OFFICE SPACES, THE WORK ROOM SPACES. HOW DO WE LEVERAGE THOSE IN A NICE TWO STORY VOLUME LIKE THIS? THEN YOUR BACK IS THE CORNER OF DARIAN MILLER AND SO THIS IS THE SHOT THAT I LOVE, BECAUSE WHEN YOU'RE AT THAT CORNER, YOU REALLY START TO GET A SENSE THROUGH THAT METAL SCREEN THAT'S DOING A LOT OF WORK FOR THE SUN, BUT AT NIGHT ALLOWS YOU TO GET A GOOD STRONG VIEW INTO THE LIBRARY AND THE TOWER ELEMENT IS VERY VISIBLE FROM THAT CORNER OF DARIAN MILLER. SO MOVING TO THE INSIDE, PART OF THE INQUIRY LAB MODEL WAS REALLY, AND THIS WAS FROM THE STAFF CONVERSATIONS WITH THEM. WE TALKED ABOUT WANTING AN ENGAGEMENT WITH THE NATURAL WORLD. AT HILLSIDE, MISS GRIFFIN, YOU TALKED ABOUT THOSE KEEPSAKES OR THOSE MEMENTOS. THE PERGOLA OUT AT HILLSIDE WAS ONE THAT PEOPLE TALKED ABOUT FONDLY. I DON'T KNOW THAT IT'S ALL THAT REASONABLE TO TAKE AN OLD PERGOLA AND MOVE IT, BUT THE IDEA OF CREATING SOMETHING THAT TALKS ABOUT THAT HISTORY FOR HILLSIDE AT THIS CAMPUS IS PROBABLY GOING TO BE PRETTY IMPORTANT. THIS SPACE BACK HERE IS SHELTERED. WE TALKED ABOUT SAFE AND SECURE SPACES OUTDOORS TO SUPPORT OUTDOOR LEARNING AND EDUCATION. WE'RE TRYING TO MAKE SURE THAT THERE IS A SAFE WAY FENCED OFF SO THAT THE KIDS WHEN THEY GO OUTSIDE, THEY CAN BE SAFE. THEY'RE NOT REALLY BEING SEEN FROM THE ROADS. THEY'RE VERY SHELTERED BY THE BUILDING. THEY'RE GETTING THAT OPTIMUM VIEW OF THE CREEK. THAT'S WHY THOSE CLASSROOM WINGS THAT YOU'RE SEEING SPLAY. IT'S FOCUSING IN THAT ORIENTATION OF THE PREFERRED THAT NICE ZONE OF THE CREEK AND THEN WE'RE GOING TO GET INTO THE BUDGET CONVERSATION AS WE WILL, BUT BEING THOUGHTFUL IN HOW WE CAN MITIGATE SOME OF THOSE RETAINING WALL STRUCTURES THAT WE'RE GOING TO NEED BECAUSE OF THE VERY STEEP SLOPE TO THE SITE. HOW DO WE DO THAT IN A LOGICAL WAY THAT HELPS US BE COGNIZANT OF OUR BUDGET? I REALIZE I'M RUNNING REALLY OVER TIME, SO I'M GOING TO START FLYING THROUGH THESE. NIGHT SHOT. WHAT YOU ARE LOOKING BACK UP AT THAT HILL THROUGH THE GLAZING ON THE FIRST AND SECOND FLOOR, ARE THE INQUIRY LABS THAT WE TALKED ABOUT EARLIER AND THEN ON THE BUS LOOP SIDE, THE PLAYGROUNDS IS REALLY BUILDING SYNERGY AROUND PLAYGROUNDS, OUTDOOR DINING, AND EATING, AND THEN THAT OUTDOOR PERFORMANCE. WE'RE PROPOSING THAT THERE IS AN INDOOR OUTDOOR THAT PERFORMING PRESENT SPACE NOW BECOMES LARGER. IT HAS A LOT MORE FLEXIBLE USE AND SO WE'RE SHOWING IT CONSIDERED AS AN INDOOR OUTDOOR PERFORMANCE SPACE. IT CAN ORIENT ITSELF TO THE CAFETERIA, OR ORIENT ITSELF TO THE OUTDOORS. THEN AGAIN, JUST GETTING BACK TO THAT STRONG PROMINENT CORNER AT MILLER AND DERRY. >> THEN OUR FINAL ENTRY SHOT. REALLY MAKING SURE THOSE WOOD TONES, WILL WE HAVE ALL OF THIS WOOD TONE WHEN WE START THE CONVERSATIONS? WELL, MAYBE WE NEED TO SCALE IT BACK A LITTLE BIT, BUT WE DO HAVE AN IDEA ABOUT HOW WE'RE GOING TO GET THAT WARMTH INTO THE BUILDING. FROM A SITE PERSPECTIVE, I THINK YOU GUYS ARE PROBABLY INTERESTED ABOUT HOW THIS WORKS. WE ARE SEPARATING PARENT AND BUS LOOP. THE BUILDING IS PUSHED TOWARDS THE MILLER SIDE, WHICH ACTUALLY HELPS US IN TERMS OF HOW THE BUILDING SITS ON THE SITE BECAUSE IT'S THE LARGEST AREA OF THE SITE. IN SEPARATING THAT BUS AND PARENT LOOP, THE PARENT LOOP, WE ARE PULLING THAT DRIVE. THE DRIVE THAT'S THERE NOW IS A BIT OF A NIGHTMARE., PULLING THAT AS FAR AWAY FROM THAT MILLER INTERSECTION AS POSSIBLE TO HELP ALLEVIATE SOME OF THOSE TRAFFIC CONCERNS AND JUST GETTING AS MUCH ON SITE QUEUING AS POSSIBLE BOTH FOR THE BUSES. WE'RE AT THE RIGHT SPOT ON BUSES BECAUSE YOU GUYS CONTROL THAT, BUT GETTING AS MUCH ON SITE FOR THE PARENT LOOP AS POSSIBLE. WE KNOW WE'LL HAVE DETENTION, BUT WHAT THIS DOES IS IT SETS US A NICE PROTECTED PLAY FIELD [00:50:03] THAT THE KIDS DON'T HAVE TO CROSS A DRIVE TO GET TO THE PLAY FIELD LIKE THEY DO IN SOME CAMPUSES. FROM A FLOOR PLAN PERSPECTIVE, I'LL GO THROUGH THIS PRETTY QUICK, BUT IN GENERAL, YOUR MAIN ENTRY IS FROM THE TOP OF THE SCREEN THERE. THE RED BOX IS YOUR MAIN ADMIN, THE RED BOX ON THE LEFT, THAT'S AT PTA ROOM. AS YOU COME IN, YOU'RE ENTERING THIS GRAND LOBBY SPACE WHERE ALL THE TRANSITIONING BETWEEN LEVELS REALLY HAPPENS ON A DAY-TO-DAY BASIS. THEN YOU HAVE THE CLASSROOM WINGS, THEY GET A LITTLE BIT SMALLER IN SCALE, A LITTLE BIT LOWER IN CEILING HEIGHT. REALLY WANT THOSE TO FEEL AS COZY AND COMFORTABLE AS POSSIBLE FOR STUDENTS. YOU CAN SEE THERE'S REALLY NOT MUCH CIRCULATION. WE'VE GOT THIS THINGS ABOUT AS COMPACT AS HUMANLY POSSIBLE. SO THE FINE ART SPACES, THE CAFETERIA, ALL START TO LEAD YOU BACK OUT TO THAT ACTIVE OUTDOOR LEARNING SPACE, THAT ACTIVE PLAY SPACE, AND THE OUTDOOR PERFORMANCE SPACE. ON THE SECOND FLOOR, SO THAT MEDIA CENTER YOU SAW FLOATING UP ABOVE, THE ART ROOM ON THE SECOND FLOOR ALSO HAS THAT OUTDOOR SPACE THAT CAN BE VERY CONTROLLED AND VERY SECURE. THEN THE CLASSROOM PODS OR HOUSES REPLICATE THEMSELVES UP AS WE GO. ON THE THIRD FLOOR, WE DO HAVE AN OUTDOOR TERRACE. AGAIN, OUTDOOR EDUCATION BEING IMPORTANT TO THE CURRICULUM, HOW DO WE MAKE SURE THAT WHEN YOU DO A THREE-STORY BUILDING, THAT THOSE KIDS ON THE THIRD FLOOR HAVE ACCESS TO AN OUTDOOR SPACE AND DON'T HAVE TO GO ALL THE WAY DOWN TO THE GROUND PLANE? BECAUSE THAT IS TOUGH TO MANAGE IN AN INSTRUCTIONAL DAY. SCHEDULE. JAVIER TOUCHED ON THIS, FOR THE MOST PART. THIS IS JUST IT IN A DIFFERENT FORMAT, BUT TARGETING OUR ISSUANCE OF 100% DOCUMENTS IN DECEMBER, GOING THROUGH PROCUREMENT THROUGH THE CITY OF GARLAND, WHICH WILL BE A WONDERFUL PROCESS. THEN STARTING CONSTRUCTION AND GETTING TO THAT JULY TURNOVER DATE SO THE TEACHERS HAVE PLENTY OF TIME TO MOVE IN. OF COURSE, ABATEMENT AND DEMO ARE PARTY UNDERWAY AS A PROCESS. THE BUDGET. WE ARE OVER BUDGET, AS I'M SURE YOU GUYS MAY HAVE ALREADY SEEN. I TRIED TO POINT OUT SOME OF THE VERY UNIQUE THINGS ABOUT THIS SITE THAT OFFER UP SOME CHALLENGES. WE'RE TRYING TO BE AS DILIGENT AS WE CAN WITH THAT WITH YOUR CONSTRUCTION MANAGER TO HELP HOLD US ACCOUNTABLE ON WHAT'S REASONABLE AND APPROPRIATE FINANCIALLY TO MAKE SURE THAT AS WE GO THROUGH THE PROCESS, WE'RE REALLY MAKING SURE WE'RE STAYING UNDER BUDGET, UNDER THIS OPINION OF PROBABLE COST. I THINK THAT'S ALL I HAVE. YOU CAN CONTROL IT FROM ANYWHERE. [MUSIC] >> THANK YOU FOR THAT PRESENTATION. TRUSTEES, ANY QUESTIONS? MR. BEACH, YEAH, FIRST. THEN MR. GLICK. >> I'M JUST CURIOUS. I KNOW THAT WE HAD BEEN TALKING ABOUT ON THE OUTDOOR PLAY OR PLAYGROUND OR WHATEVER, THAT WE WERE GOING TO HAVE COVERED. IS THAT OUTSIDE THE GYMNASIUM, WHERE IT SAYS OUTDOOR PLAY? I GUESS IT'S ON PAGE 91 IN OUR BOOKLET HERE. WOULD THAT BE THE COVERED AREA WE'RE TALKING ABOUT? >> WHAT YOU SAW IN THE VIDEO IS WHAT WE CAN GET INTO A VIDEO FOR A FLY THROUGH, BUT WE'LL, OF COURSE, USE YOUR STANDARD, THE DISTRICT [OVERLAPPING] >> BECAUSE I THINK WHAT WE HAD BEEN DESIGNING JUST ABOUT ON EVERY CAMPUS WAS THE [00:55:01] COVERED THAT WE HAD WITNESSED AND SEEN THAT WE WANTED TO DO FOR ALL THE KIDS. I WAS JUST CURIOUS ABOUT HOW THAT WAS GOING TO PLAY INTO WHERE THAT COMES IN. THAT OUTDOOR PLAY, IS THAT ON THE MILLER SIDE OF THIS CAMPUS, OR WHERE IS THAT LOCATED IN THIS DRAWING? >> IT'S ON THE DAIRY SIDE. I TALKED ABOUT TRYING TO BUILD THIS SYNERGY ABOUT OUTDOOR PLAY. KIDS OFTEN MIGRATE FROM THE GYMNASIUM TO OUTDOOR PLAY SPACE OR FROM THE CAFETORIUM TO OUTDOOR PLAY SPACE, AND SO YOU REALLY WANT TO PUT THOSE ON THE SITE CLOSE TO EACH OTHER SO THAT IT'S EASY FOR THE STAFF TO MANAGE THAT, PLUS IT JUST GENERATES A REALLY NICE SPACE ALTOGETHER, BUT IT'S ON THE DAIRY SIDE TOWARDS THE CENTER OF THE SITE, TRYING TO GET PLAYGROUNDS AWAY FROM THE BUSIER SIDE OF THE SITE. >> ALSO ON THE PLAY FIELD, IS THAT JUST OPEN FIELD? IS THAT WHAT YOU HAVE THAT AS? JUST A MOWED FIELD? NO SWINGS OR ANYTHING ELSE, NO RECREATIONAL ITEMS OUT THERE FOR THE KIDS? >> WE HAVEN'T GOTTEN TO THAT LEVEL OF DETAIL YET, BUT IF WE NEED TO INCLUDE SOME OF THAT, ABSOLUTELY; SOCCER GOALS, A BACKSTOP, WHATEVER WE NEED TO DO, IT'LL GET INCLUDED. >> VERY GOOD. THANK YOU. >> MR. GLICK. >> THANK YOU, SIR. I JUST WISH ON YOUR MUSIC PRESENTATION PART, YOU HADN'T GONE TO THE GUITAR FOR MR. MILLER. I WAS HOPING MORE OF A BRASS INSTRUMENT. IT'S OKAY. I GET IT. >> ORCHESTRAL. I HAD THIS CONVERSATION. [LAUGHTER] >> THERE ARE TROMBONES AND ORCHESTRAS. THANK YOU FOR THE MOVEMENT OF THE SUN. I THINK THAT WAS AN INCREDIBLE ADDITION. I THINK THAT'S REALLY IMPORTANT. OBVIOUSLY, THE BUILDING IS SPECTACULAR. I DON'T THINK THERE'S ANY QUESTION ABOUT THAT. IS IT GOING TO BE A LEAD BUILDING? IS THERE ANY ENVIRONMENTAL ISSUES OR CONCERNS OR ADDITIONS? >> I THINK WITH ANY GOOD DESIGN, YOU'RE FOCUSING ON SOME VERY SIMPLE AND PRAGMATIC THINGS WITH ASSOCIATION TO LEAD. AS FAR AS HAVING BEEN TOLD THAT LEAD IS A TARGET, NO, WE'VE NOT BEEN TOLD THAT. THAT'S NOT TO SAY THAT IT CAN'T BE. THERE'S ABSOLUTELY ADDITIONAL WAYS THAT WE CAN LOOK AT THIS BUILDING, AND IT GOES INTO THINGS LIKE MAKING THE RIGHT MECHANICAL SYSTEM CHOICES, NOT JUST BECAUSE YOU WANT AN OFFICIAL MECHANICAL SYSTEM, BUT IF YOU WANT TO DO SOLAR RAYS AND THINGS LIKE THAT, THEN YOU WANT TO HAVE A GOOD ROI, THEN YOU NEED TO HAVE A LOT OF OPEN ROOF SPACE. THERE ARE A LOT OF THOSE VERY DETAILED CONVERSATIONS THAT WE HAVEN'T HAD YET, HONESTLY, BUT IF THAT NEEDS TO BE A FOCUS, THEN ABSOLUTELY, IT WILL BE. >> FROM ONE TRUSTEE'S POINT OF VIEW, I THINK THAT'S IMPORTANT. YOU HAD A DESIGN, IT WAS ON PAGE 57, WHERE YOU HAD THE DIFFERENT FLOORS. I'M ASSUMING THOSE WERE THE DIFFERENT FLOORS OF THE BUILDING. >> ON THE BOTTOM FLOOR, YOU HAD K AND THREE, ONE AND FOUR OR TWO AND FIVE. WERE THOSE ASSIGNED GRADE LEVELS? >> WHAT CAME OUT OF THE CONVERSATION FOR SPECIFICALLY THE INQUIRY BASED MODEL WAS THE IDEA THAT THE GRADE LEVELS DON'T OPERATE AS NORMAL. NORMALLY, WHEN WE'VE DONE THREE STORY ELEMENTARY SCHOOLS IN THE PAST, WE'VE SPED KINDER ON THE FIRST FLOOR AS A BARE MINIMUM. SOMETIMES K1, IT'S SPED IS ELSEWHERE, BUT WHAT WE FOUND INTERESTING IS THAT, NOW, WE DON'T PAIR THE GRADES TOGETHER AT THE NEXT GRADE LEVEL, WE PAIR THEM A GRADE LEVEL APART BECAUSE YOU CAN GET THOSE OLDER KIDS TO TEACH DOWN A LITTLE TO THAT OTHER GRADE LEVEL. THROUGH THOSE CONVERSATIONS, IT BECAME APPARENT THAT, WELL, KINDER IS GOING TO BE ON THE FIRST FLOOR BECAUSE IT'S PRUDENT TO DO SO, BUT THEN THIRD GRADE IS REALLY GOING TO SPEND MORE TIME INTERACTING WITH KINDER. WHEN YOU START TO LOOK AT THOSE INQUIRY LABS BEING IN BETWEEN THOSE SPACES, THAT GIVES THEM A GREAT OPPORTUNITY FOR TEACHERS IN KINDER AND TEACHERS IN THIRD TO COME TOGETHER TO REALLY MAKE THAT VERTICAL LEARNING HAPPEN. THAT'S WHY THAT'S THE WAY IT IS. >> IN YOUR CHARRETTES, THERE WAS NO QUESTION ABOUT THE SECOND GRADERS GOING UP ALL THOSE STAIRS. I'M JUST ASSUMING THAT THAT WASN'T A PROBLEM. >> NO. >> THAT'S IT FOR THE MOMENT. THANK YOU, SIR. >> MR. MILLER. >> THANK YOU SO MUCH. I GOT A COUPLE OF QUESTIONS ON PAGE 90, WHICH IS REALLY THE BUS LOOP, PARENT LOOP THINGS. I'M ASSUMING THE PARENT LOOP IS A ONE WAY AVENUE THAT ENTERS AND LEAVES WHERE? >> ABSOLUTELY. IT COMES IN AS FAR SOUTH ON DAIRY AS POSSIBLE AND THEN GOES AROUND, DROPS OFF AT THE FRONT DOOR. THEN YOU WILL SEE A SECONDARY DROP. WE DO LIKE TO SET UP A DEDICATED SPED BUS DROP SO THAT THEY DON'T HAVE TO GET STUCK IN THE QUEUE, THEY CAN PULL AROUND, BUT WHAT YOU SEE IS ESSENTIALLY A FULL FIRE LANE'S WIDTH, AND THEN THE QUE LANE OUTSIDE OF THAT FIRE LANE. THAT IS ALL ONE WAY IN ONE WAY OUT. >> THEN THE EXIT STRATEGY WHEN YOU GET BACK TO DAIRY ROAD, IS THAT WIDE ENOUGH, I GUESS, FOR TWO WIDE CARS, ONE TURNING LEFT, ONE TURNING RIGHT? [01:00:01] >> IT WOULD BE. >> I'M ASSUMING WE'LL ALLOW PEOPLE TO TURN LEFT FROM THERE. >> I WOULD HOPE SO, BUT THAT COMES DOWN TO A LOT OF THE TIA CONVERSATIONS, THE TRAFFIC IMPACT ANALYSIS STUDIES THAT WE'LL DO WITH THE CITY. >> THE SAME THING ON MILLER ROAD BECAUSE I KNOW IN THE MORNINGS, ANYWAY, MILLER ROAD IS A PRIMARY TRAFFIC ROAD. I DON'T KNOW WHAT IMPROVEMENTS ARE PLANNED FOR THAT PART OF MILLER ROAD. I KNOW FURTHER ON WEST, THERE'S SOME IMPROVEMENTS THAT THE CITY'S PLANNED, BUT I JUST HATE TO SEE THEM STACKED UP AND PARENTS STACKED UP TRYING TO GET IN AND OUT OF A PLACE, SO THEY GET THE KID DROPPED OFF, AND THEN THEY CAN'T GET OUT. I DON'T KNOW WHAT WE CAN DO ABOUT THAT. >> THAT WAS VERY INTENTIONAL ABOUT PUTTING THE PARENT LOOP OFF OF DAIRY, WHICH MILLER ROAD IS BUSY, BUT DAIRY IS ALSO BUSY. IF YOU'VE BEEN THERE FOR PICK UP, THAT CORNER GETS PRETTY CRAZY. IT'S BECAUSE THE EXIT TO THE PARKING LOT IS TIGHT TO THAT CORNER. >> IT IS. >> NOBODY CAN MAKE A RIGHT TURN ONTO MILLER. NOBODY CAN GET THROUGH THE THROUGH LENGTH BECAUSE PEOPLE ARE BACKING UP LEFT, TRYING TO TURN ONTO MILLER. JUST THAT PROCESS LED US TO GO, WELL, WE CAN CONTROL WHERE THE BUSES ARE COMING FROM. AS FAR AS AN IMPACT TO MILLER, WE CAN AT LEAST SAY, YOU GUYS ARE GOING TO COME SOUTHBOUND SO THAT YOU CAN MAKE YOUR TURN IN. THERE'S PLENTY OF STACKING ON SITE FOR THE BUSES THAT'LL BE AT THIS SITE. THE BUSES ARE NOT GOING TO BACK UP ON THIS ONTO MILLER. I SHOULD KNOCK ON ANY WOOD THAT'S PRESENT, JUST AS PRUDENT, BUT THERE IS A LOT OF STACKING ON THAT SIDE OF THE SITE FOR BUSES. THAT'S THE IDEA. THE GOAL IS TO MAKE SURE THERE'S NO BUSES BACKED UP ON MILLER SO WE'RE NOT IMPACTING MILLER. >> SURE. GOOD. IN A CURIOSITY, THE THREE-STORY, HOW TALL IS THE BUILDING? >> YOU'RE GOING TO ASK ME A VERY TECHNICAL QUESTION. THIS IS SCHEMATIC DESIGN, SIR. >> I UNDERSTAND. >> NOW, RIGHT NOW, WE'RE AT A 14-FOOT FLOOR-TO-FLOOR HEIGHT. YOU ASKED ME THAT QUESTION, IT DEPENDS ON WHERE YOU'RE TALKING ABOUT ON THE SITE. BECAUSE IF YOU'RE TALKING ABOUT ON DAIRY ROAD THE BUILDING IS SET DOWN A LITTLE BIT FROM DAIRY ROAD, BUT IF YOU TALK ABOUT ALL THE WAY DOWN MILLER OR AT THE CREEK, THAT TOPOGRAPHY STEP, IT COMES INTO PLAY QUITE A BIT. >> SURE. I CAN ENVISION. THERE'S NO TWO-STORY STRUCTURES, TO MY KNOWLEDGE, IN THAT WHOLE AREA, MUCH LESS THREE, MUCH LESS 14-FOOT FLOORS. IT'S GOING TO BE A BIG, MAGNIFICENT BUILDING. THE THIRD FLOOR AS THE KIDS STAND UP THERE, THAT'S PROBABLY GOING TO BE THE HIGHEST POINT. IT'S HIGHER THAN HOMER JOHNSON PRESS BOX PROBABLY. THAT'S A RECESS STADIUM, BUT ANYWAY, MY POINT ON ALL THAT WAS IT'S GOING TO BE A MAGNIFICENT PRESENT WITHIN THE NEIGHBORHOOD. I THINK DR. LOPEZ SAID IT BEST, TRANSFORMATION, HOPEFULLY, FOR ALL THREE OF OUR CITIES AS WE START TO BUILD THESE NEW BUILDINGS, AND WE'RE EXCITED TO SEE WHAT ACTUALLY GETS PUT UP. THANK YOU. >> ANY OTHER QUESTIONS? MR. GLICK. >> ONE MORE. IT APPEARS FROM YOUR DRAWINGS, THERE'S A FAIR AMOUNT OF NATURAL LIGHT. WOULD THAT BE A CONCLUSION. >> ABSOLUTELY. IN FACT, I TOLD YOU WHEN WE LOOKED AT THE EXPLORATION COURTYARD IN THE BACK, THOSE INQUIRY LABS ARE VERY INTENTIONAL ABOUT HAVING GLAZING TO THAT EXPLORATION COURTYARD, BUT ALSO, BACK INTO THE CORRIDOR. AS A VISITOR TO THE SITE, EVEN THOUGH YOU'RE COMING INTO THE MASS OF THE BUILDING, THE VERY CENTER OF THE BUILDING, WHICH IS GENERALLY MORE OPAQUE, YOU'RE STILL GOING TO HAVE THAT VIEW OUT TO THE EXPLORATION CORRIDOR. YOU'RE STILL GOING TO HAVE ALL OF THAT NATURAL LIGHT COMING INTO THOSE SPACES. >> GOOD. THANK YOU. >> MS. STANLEY. >> I DON'T MEAN TO BE DEBBIE DOWNER. TEN MILLION OVER BUDGET. DID I READ THAT INCORRECTLY? >> THAT'S THE INITIALS. THEN THIS IS THE PROJECTED, AND THEN FROM THERE, WE CRUNCH THE NUMBERS. THAT'S WHERE THE SCHEMATIC DESIGN STARTS. GENERALLY SPEAKING, YOU WOULDN'T BE TOTALLY UNDER BUDGET AT THIS PHASE YET BECAUSE THEY STILL GOT TO SCRUB THROUGH. >> THIS IS THAT POTENTIAL 10 MILLION. THAT DOESN'T INCLUDE ANY OVERRUNS IN CONSTRUCTION OR SOFT COSTS ONCE WE START? >> THAT'S THE TOTAL PROJECT. THE 9.8 MILLION IS THE TOTAL PROJECT. THEN FROM THERE, THAT'S WHY WE DO A CMAR. NORMALLY, WHAT WOULD HAPPEN IS YOU DO COMPETITIVE SEALED PROPOSALS, AND THEN YOU OPEN THE PACKAGE AND YOU GET A SURPRISE WHAT IT'S OVER OR UNDER. ON THIS ONE, THEY'RE ALREADY WORKING WITH THEIR ASSIGNED CONSTRUCTION MANAGER. THE CONSTRUCTION PROJECT MANAGER IS GOING TO LOOK AT IT, AND MIGHT BE MORE, MIGHT BE LESS. THEN WHAT WE'RE GOING TO DO IS THEN YOU GO THROUGH AND YOU LOOK AT WHAT ARE SOME OF THE THINGS THAT ARE COSTING TOO MUCH OR PROJECTING BECAUSE SOME OF IT WITHIN THIS ARE THE CONTINGENCY FUNDS. [01:05:05] IF YOU DRILL, AND IT'S ALL BUILT INTO THAT, SO YOU DON'T GO OVER. WHAT THEY'RE DOING IS GIVING US A WORST POSSIBLE SCENARIO WHERE WE'RE AT. THIS IS JUST SCHEMATIC DESIGN. THIS ISN'T FULL DOWN WHERE WE'RE AT. >> ANY OTHER QUESTIONS? >> COOL. JUST A FEW QUESTIONS. THERE ARE A COUPLE AREAS WHERE THE SURFACE WAS ELEVATED. THE SECOND STORY WHERE THEY WERE OPEN AIR, OPEN ACCESS SPACES. JUST FROM A FALL PREVENTION STANDPOINT, WHAT IS THAT GOING TO LOOK LIKE IN TERMS OF WHO HAS ACCESS TO THAT? WHAT DOES THAT LOOK LIKE TO PREVENT STUDENTS FROM CLIMBING OVER THE STRUCTURES? >> THAT IS A GREAT QUESTION. YOU WANT TO MAKE SURE THAT IN ANY OF THOSE SCENARIOS, THOSE SPACES ARE CONTROLLED BY THE TEACHER, SO KIDS ARE NOT GOING TO GO OUT IN THOSE SPACES ON THEIR OWN. WHAT WE'VE LEARNED IS THAT WHILE CODE SAYS WHAT A MINIMUM HEIGHT FOR A GUARD RAIL IS, THAT DOESN'T MEAN IT HAS TO BE, IT CAN BE TALLER, AND MAYBE IT SHOULD BE IN SOME SITUATIONS. I THINK THAT ALL GOES INTO THE CONSIDERATION AS WE GET INTO DESIGN DETAILING AND REALLY START TO DRILL DOWN INTO HOW THOSE SPACES ARE GOING TO FUNCTION WITH THE END USERS. WE SIT DOWN WITH EACH ONE OF THOSE USER GROUPS AND GO, HERE'S WHAT WE'VE GOT. WHAT CASEWORK DO YOU WANT? HOW DO YOU IMAGINE THE KIDS USING THAT SPACE? HOW SHOULD WE SET UP LOCKING FOR HARDWARE? THOSE ARE THE DETAILS THAT WE NEED TO GET INTO NEXT TO REALLY MAKE SURE THAT WE'RE BEING AWARE OF WHAT THE DESIRE IS. >> COOL. JUST OUT OF CURIOSITY, AND I'M NOT GOING TO SAY THAT WAS A DEBBIE DOWNER QUESTION. THAT WAS A GREAT QUESTION. WITH RESPECT TO THIS OVERAGE, JUST AS I WAS THINKING, AND AS YOU WERE GOING THROUGH THE PRESENTATION, I WAS JUST CURIOUS WHAT TYPES OF THINGS WOULD CONTRIBUTE TO THIS HIGHER TYPE OF COST SITUATION. I'M JUST CURIOUS, WHAT ARE THE BIG ITEMS OR THE HEAVY HITTERS WITHIN THIS DESIGN THAT YOU CAN POINT TO AND SAY, THIS IS GOING TO BE A SIGNIFICANT COST ITEM. WE WOULD HAVE TO GO BACK AND WORK WITH CONSTRUCTION TO FIGURE OUT HOW TO GET IT WITHIN BUDGET. BUT I'M JUST CURIOUS, WHAT KINDS OF THINGS WERE IN YOUR THOUGHTS AS YOU DID THIS DESIGN? >> AS I SEE THAT NUMBER, AND I GO, THIS IS THE NUMBER. SPEAKING ON BEHALF OF THE CONSTRUCTION MANAGER. FOR THEM, IT'S JUST PURE UNKNOWN. >> SURE. >> THERE'S THAT. THERE'S THEM BEING AWARE OF THE RISK THEY NEED TO BE CAREFUL ABOUT BECAUSE THEY DON'T KNOW WHICH DIRECTION THE DESIGN IS GOING TO GO TO A GREATER LEVEL OF DETAIL. THEY DON'T KNOW IF YOU GUYS ARE GOING TO THROW THEM A CURVEBALL. THEY DON'T KNOW IF SOME COUNTRY IS GOING TO INVADE ANOTHER COUNTRY AND SEND THE GLOBAL MARKET INTO A TAILSPIN. THERE'S SOME OF THAT CONSERVATIVE RISK THAT THEY'RE APPLYING TO THIS NUMBER TO MAKE SURE THAT WE'RE SAFE. SPECIFICALLY FOR THIS SITE, I THINK THERE'S A LOT OF SITE CONCRETE WORK THAT'S GOING TO HAPPEN AS A RESULT OF TRYING TO GET THOSE DRIVES IN THE RIGHT SPOT ON THE SITE. THAT FALL IS A REAL KILLER. THERE IS A TON OF ADDITIONAL JUST VERTICAL WALL SURFACE THAT WE WOULDN'T HAVE TO CONTEND WITH IF WE WERE ON A SITE WITH A MORE REASONABLE AMOUNT OF FALL, IF I CAN SAY THAT IN A NICE WAY. THOSE ARE SOME PRETTY SIGNIFICANT CONTRIBUTORS. NOW, WITH THAT, THE DOLLARS THAT YOU'RE SPENDING DOES OFFER YOU SOME INTERESTING OPPORTUNITIES THAT WE'RE JUST NOW STARTING TO INVESTIGATE IT AS A DESIGN TEAM TO SEE HOW WE CAN, AGAIN, MITIGATE THE REALITY OF HAVING TO SPEND THAT MONEY. ARE THERE WAYS FOR US TO USE THAT SPACE UNDERNEATH THE BUILDING AS ADDITIONAL SPACE FOR MECHANICAL EQUIPMENT? CAN WE MOVE THAT OUT OF A BUILDING STRENGTH OF THE BUILDING SQUARE FOOTAGE? HOW DO WE DO THAT? WE'RE JUST NOW BEGINNING TO LOOK AT THAT. THAT'S WHY YOU SEE A FLOOR PLAN AND A NUMBER THAT'S CONSERVATIVE BECAUSE WE'RE STILL GOING THROUGH THAT PROCESS, BRAT'S SCHEMATIC DESIGN BECAUSE WE GO THROUGH DESIGN DEVELOPMENT, WE REALLY START TO DRILL DOWN TO THOSE DETAILS, AND YOUR CMR CAN GIVE US MORE QUALITY ESTIMATING. >> COOL. >> THAT'S ALL DETAILED ESTIMATING. >> THANK YOU. ANY OTHER QUESTIONS? THANKS FOR THAT PRESENTATION. >> THANK YOU, GUYS. >> NEXT, WE HAVE ITEM C. WE'RE GOING TO RECEIVE PRESENTATION ON [IV.C. Receive Presentation on Bond 2023 Lakeview Centennial High School and Naaman Forest High School Additions and Renovations Schematic Design] THE BOND 2023 LAKEVIEW CENTENNIAL HIGH SCHOOL AND NAAMAN FOREST HIGH SCHOOL ADDITIONS AND RENOVATIONS. THAT SCHEMATIC DESIGN, MR. FERNANDEZ. >> THANK YOU. BOARD PRESIDENT SELDERS, MEMBERS OF THE BOARD, DR. LOPEZ, HERE TONIGHT TO PRESENT TO YOU A PRESENTATION FOR THE BOND PROJECT, LAKEVIEW CENTENNIAL HIGH SCHOOL, AND NAAMAN FOREST HIGH SCHOOL ADDITIONS AND RENOVATIONS. THIS IS A PROJECT THAT WAS AWARDED TO WRA ARCHITECTS, AND WRA HAS REPRESENTATIVES HERE. JASON OSWALD IS HERE WITH HIS TEAM WHO IS GOING TO GO OVER THE PRESENTATION FOR YOU A SCHEMATIC DESIGN PRESENTATION. HE WILL ALSO PRESENT TO YOU AN ANIMATION, A FLY THROUGH, IF YOU WILL, AS PART OF HIS PRESENTATION. WITH THAT, JASON. [01:10:22] >> [BACKGROUND] THANK YOU-ALL FOR HAVING US HERE TONIGHT. PRESIDENT SELDERS, BOARD OF TRUSTEES, AND DR. LOPEZ. WE'RE VERY, VERY EXCITED TO BE PRESENTING TO YOU THE SCHEMATIC DESIGN FOR LAKEVIEW CENTENNIAL AND NAAMAN FOREST HIGH SCHOOL. I JUST WANTED TO TAKE THE OPPORTUNITY TO INTRODUCE MYSELF. I'M JASON OSWALD WITH WRA ARCHITECTS. THIS IS ARTURO VIERA. HE IS OUR PROJECT MANAGER. JASON BYERLY OUT IN THE AUDIENCE. HE IS THE PROJECT COORDINATOR. WE'RE JUST VERY EXCITED TO BE HERE TONIGHT AND TO PRESENT THIS TO YOU. TONIGHT, WE'RE GOING TO TALK A LITTLE BIT ABOUT OUR IN-OFFICE TEAM. WE'RE GOING TO GIVE YOU A LITTLE BIT OF AN OVERVIEW OF OUR PROJECT, AND THEN I'M GOING TO TURN IT OVER TO ARTURO TO TALK ABOUT THE DESIGN. HE'S GOING TO WALK THROUGH A LOT OF THE GENERAL DESIGN INFORMATION AND ALSO SPEAK TO YOU A LITTLE BIT ABOUT ALL OF OUR COLLABORATION THAT WE HAVE WITH THE CAMPUSES. AS DR. LOPEZ MENTIONED, THIS IS A VERY, VERY COMPLEX PROJECT, SO THERE'S BEEN LOTS AND LOTS OF MEETINGS WITH THE CAMPUS TO MAKE SURE THAT WE'RE MEETING THE DISTRICT'S NEEDS. AFTER THAT, WE'RE GOING TO TALK ABOUT THE BUDGET AND THE SUMMARY OF THAT, AND THEN WE'RE GOING TO HIT THE PROJECT SCHEDULE. THIS IS OUR TEAM. WE HAVE LOTS OF PEOPLE BACK AT THE OFFICE WORKING ON YOUR PROJECT. WE'RE VERY PROUD OF THE DIVERSITY THAT WE HAVE. WE EVEN HAVE A COUPLE OF ALUMNUS FROM GARLAND ISD, AND ONE OF THOSE MAY ACTUALLY BE THE GUY STANDING NEXT TO ME. REALLY, WE HAVE A LOT OF PEOPLE ON OUR TEAM THAT ARE PASSIONATE ABOUT YOUR PROJECT. NOW I'M GOING TO WALK AND GO INTO THE PROJECT OVERVIEW. AS I MENTIONED, THIS IS HIGHLY COMPLEX. THESE ARE TWO PROJECTS, SO IT MAKES IT A LITTLE MORE COMPLICATED. THERE'S A LOT OF SCOPE THAT'S SIMILAR. AS DR. LOPEZ MENTIONED, IT IS A SIMILAR FLOOR PLAN, BUT THERE ARE DIFFERENCES. TOWARDS THE TOP, YOU'LL NOTICE WE HAVE ADDITIONS, WHICH ARE BOTH ADMINISTRATION ADDITIONS AT LAKEVIEW, THAT WILL BE A STORM SHELTER. THEN WE HAVE CAFETERIA EXPANSION AT BOTH, BUT WE HAVE A SERVERY EXPANSION AT LAKEVIEW. AUDITORIUM RENOVATIONS, LOCKER ROOM RENOVATIONS, DANCE SUITE AND GYMNASIUM AUDIO VISUAL UPGRADES HAPPEN AT BOTH CAMPUSES. BUT NAAMAN IS A LITTLE BIT DIFFERENT IN THE FACT THAT IT HAS A SCIENCE LAB CASEWORK REPLACEMENT, HAS ROOFING AND SOME SITE LIGHTING, AND A TRACK RETAINING WALL THAT WE'RE GOING TO BE ADDRESSING. AT LAKEVIEW, WE HAVE SOME DIFFERENCES AND WE HAVE A KILN ROOM THAT WE'RE RENOVATING, AND THEN MECHANICAL HVAC UPGRADES, WHERE WE'RE WORKING ON THE CHILLER SYSTEM AT THAT CAMPUS. WITH THAT, I'M GOING TO GO AHEAD AND TURN IT OVER TO ARTURO TO TALK A LITTLE BIT ABOUT THE DESIGN. ONE OTHER THING JUST TO MENTION, SINCE THIS IS TWO PROJECTS, WE'RE GOING TO GO THROUGH NAAMAN FOREST FIRST AND THEN WE'RE GOING TO HOP INTO LAKEVIEW. >> GOOD EVENING, EVERYONE. AS WAS MENTIONED EARLIER IN THE EVENING, THESE TWO CAMPUSES ARE ACTUALLY SISTER SCHOOLS. AND SO THEY'RE THE SAME FLOOR PLAN BUILT A LITTLE BIT AT DIFFERENT TIMES. BUT WE REALLY WANTED TO DIVE INTO WHAT MAKES THESE BUILDINGS ACTUALLY UNIQUE; THE SPIRIT OF THE SCHOOL AT EACH CAMPUS, AND ALSO JUST THE ACTUAL INDIVIDUALS THAT INHABIT THEM AND WHAT MAKES THEM DIFFERENT. WITH THAT BEING SAID, WE DOVE INTO THE HISTORY AND CONTEXT AT EACH CAMPUS AND STARTING AT NAAMAN. REALLY WHAT STOOD OUT WAS JUST ITS CONNECTION TO NATURE. IT'S BUILT ON A NATURE PRESERVE SPRING CREEK NATURE PRESERVE. TO THIS DAY, A LOT OF THE NATURE OF VEGETATION STILL EXIST NEAR THE SITE. THEN WE ALSO STARTED TO LOOK AT WHAT MAKES THEM UNIQUE FROM A SPIRIT AND COMMUNITY STANDPOINT. WE SET OUT A VISIONING EXERCISE WITH THE CAMPUS STAFF. ALL THE APS AND SOME TEACHERS REALLY WANTED TO TALK ABOUT WHAT MAKES NAAMAN FOREST DOWN TO PART. SOME OF THE THINGS THAT THEY HIGHLIGHTED FOR US WAS THERE WAS A REALLY BIG FOCUS ON THE STAFF SETTING A GOOD EXAMPLE FOR ALL THE STUDENTS TO EMULATE. BEING A RANGER REALLY EMBODY THE TRAITS OF GRIT, TENACITY, AND RESILIENCE, AND ALSO THE IDEA THAT THE FOREST AND THE COLOR GREEN REALLY BECOMES A PART OF THEIR BRANDING AND THEIR EXPRESSION TO THE COMMUNITY. AFTER GATHERING ALL THIS INFORMATION, WE REALLY SET A DESIGN NARRATIVE, AND WE DIDN'T REALLY STRAY TOO FAR AWAY FROM WHO THEY ARE, AND WE THOUGHT THAT WELCOME TO THE FOREST WAS ACTUALLY A FITTING IDEA ON HOW TO DESIGN TOWARD SOMETHING FOR THIS CAMPUS. WHAT REALLY STOOD OUT TO ME AS WELL IS THAT WHEN WE MET PRINCIPAL OLIPHANT FOR THE FIRST TIME, [01:15:02] THIS IS WHAT HE GREETED US WITH, WAS WELCOME TO THE FOREST, AND WE REALLY WANTED TO CREATE AN EXPERIENCE THAT EMBODIED THAT IDEA. HOW WE WERE GOING TO DO THAT IS THE REALLY LEANING INTO THE IDEA OF GREEN SPACES, A SENSE OF IDENTITY, AND A NATURE OF COLLABORATION WITHIN THE INTERIORS OF THIS CAMPUS. FROM A PLANNING STANDPOINT, THIS IS THE EXISTING SITE. IT IS LOCATED BY GEORGE BUSH TOLLWAY. IT'S RIGHT ACROSS FROM THE GRCTC, AND ALSO THE CCC IS ALSO NEXT DOOR. A LOT OF DISTRICT BUILDINGS ARE NEARBY. WHEN WE STARTED TO LOOK AT WHAT THE CHANGE TO THIS CAMPUS WOULD BE, GIVEN THAT IT WAS IN ADDITION TO THE ENTRANCE, WE DID TAKE INTO CONSIDERATION, WHAT EXACTLY IS IT THAT WE NEED TO DO TO ADDRESS WHERE THE ENTRANCE NEEDED TO BE? DO WE NEED TO MOVE IT TO MAKE IT FUNCTIONAL? DO WE NEED TO PUT IT SOMEWHERE ELSE? WE TOOK A LOOK AT THAT AND WHERE WE REALLY ENDED UP WAS IT MADE SENSE TO LEAVE IT FACING NAAMAN FOREST BOULEVARD, BUT REALLY ADDRESS NAAMAN FOREST BOULEVARD IN A DIFFERENT WAY. AS I MENTIONED, GRCTC AND CCC ARE RIGHT ON THAT SAME BOULEVARD, AND WE WANTED NAAMAN FOREST TO STILL HAVE A PRESENCE AND REALLY HAVE AN IMPACT ON THAT BOULEVARD AS WELL. ONE THING THAT WE LEARNED DURING OUR RESEARCH WAS THAT CITY OF GARLAND IS ACTUALLY PLANNING ON EXPANDING THAT SOUTHERN ROUTE OF NAAMAN FOREST BOULEVARD. IN THE FUTURE, IT'S ACTUALLY GOING TO BECOME A MAJOR ARTERY THAT CONNECTS THE CITY, AND WE WANTED NAAMAN FOREST TO HAVE AN OPPORTUNITY TO ADDRESS THAT IN THE FUTURE. GOING INTO THE ACTUAL FLOOR PLANS, AS YOU CAN SEE, THERE'S A LOT OF ACTIVITY GOING ON THROUGHOUT THE BUILDING. BUT ON THE SOUTH SIDE, THAT'S THE ADMIN ADDITION. IT'S GOING TO BE THE NEW ENTRANCE TO THE SCHOOL, AND YOU'LL SEE IN THE RENDERINGS, BUT WE WANTED TO CREATE A DUAL NATURE TO THE ENTRANCE, ONE THAT ADDRESSES STUDENTS COMING FROM THE PARKING LOT, AND THEN ONE THAT ADDRESSES VISITORS COMING FROM NAAMAN FOREST BOULEVARD. THEN THE PURPLE THERE IS THE AUDITORIUM. THERE'S SOME AUDITORIUM RENOVATIONS THAT ARE GOING ON IN THIS SCHOOL. ON THE RIGHT ACROSS, YOU SEE THE GREEN, WHICH IS ATHLETIC. THERE'S SOME AV UPGRADES FOR NEW SPEAKER SYSTEMS AT THE COMPETITION GYM, THEN WE'RE ALSO RENOVATING LOCKERS WITH NEW FINISHES, NEW PLUMBING, AND LOCKER REPLACEMENT. IN THE CENTER THERE IS ACTUALLY A PRETTY SUBSTANTIAL RENOVATION. RIGHT NOW, THEIR CAFETERIA SITS 600 STUDENTS, BUT IT IS VERY TIGHT AND COMPACT, VERY NARROW. WHAT WE'RE DOING IS WE'RE ACTUALLY TAKING OVER THE ADMIN SUITE THAT IS ACTUALLY EXISTING THERE. WE'RE MOVING THAT TO THE FRONT AND EXPANDING THAT SPACE TO HELP ALLEVIATE THE CONGESTION OF ALL THE STUDENTS THERE. ONE OF THE THINGS THAT WE REALLY LEARNED DURING OUR CONVERSATIONS WITH THE CAMPUS IS THAT, STUDENTS DON'T EAT LUNCH BECAUSE THEY CAN'T FIND SPACE TO GO SIT. EVEN IF THERE IS ONE CHAIR AVAILABLE, EVERYBODY SO SQUEEZED TOGETHER, THAT THEY RATHER GO EAT IN A STAIRWELL. WE REALLY WANT TO REMEDIATE THAT AND HELP PROVIDE AN INVITING SPACE FOR STUDENTS TO GO IN AND EAT LUNCH EVERY DAY. AT THE VERY TOP, YOU SEE THE RENOVATED DANCE SUITE. THIS ACTUALLY IS THE OLD FOOTBALL LOCKER ROOM SPACE, AND WE'RE ACTUALLY TAKING IT OVER AFTER ALL THE FOOTBALL GOES OUT INTO THE MAX. WE'RE GOING TO RENOVATE THAT SPACE AND CREATE A NEW DANCE SUITE. THE DANCE SUITE WOULD ACTUALLY HAVE TWO DANCE FLOORS, ONE, THAT'S A SPRUNG WOOD FLOOR, THAT'S FOR CHEER AND DRILL AND THINGS OF THAT NATURE. THEN THE SECOND THAT WOULD BE FOR TAP AND BALLET AND MORE OF THE FINE ARTS TYPE DANCE. ON THE TOP FLOOR, YOU CAN THERE SEE THE SCIENCE LAB RENOVATIONS THAT WE'RE WORKING THROUGH AS WELL AS SOME ADDITIONAL RENOVATED LOCKER AREAS UPSTAIRS FOR THE MEN'S TEAMS. AS WE MOVE FORWARD, THIS IS THE IDEA THAT WE HAVE. THIS WOULD BE THAT NEW FRONT ENTRANCE FOR NAAMAN FOREST. REALLY THE IDEA THERE WAS TO CREATE ALMOST A PARK LIKE STRUCTURE AS YOU WALK IN. AS YOU REMEMBER, THE DESIGN IDEA WAS WELCOME TO THE FOREST. ONE OF THE THINGS THAT STRUCK US WHEN WE VISITED THE SITE WAS THEY ACTUALLY HAD THESE VINYL WALL GRAPHICS TO SAY THE FOREST. WHAT CAME TO US AS A DESIGN TEAM WAS, WELL, WHAT IF WE MADE THE FOREST THE ACTUAL EXPERIENCE AS YOU'RE WALKING IN? THIS NOTION OF THESE PERGOLAS AND THE SOLAR SHADES AND THESE TREES THAT MAKE YOU REALLY EXPERIENCE A PARK AS YOU'RE WALKING INTO THE SPACE, RATHER THAN JUST SAYING IT IN WORDS, YOU'RE ACTUALLY LIVING IT AS YOU'RE WALKING THROUGH THE SPACE. JUST ANOTHER IMAGE ZOOMING IN ON THE FRONT ENTRANCE. WE TALKED ABOUT BRANDING, AND IDENTITY. THAT'S WHY WE WANTED TO CREATE THIS SERIES OF SIGNAGE OPPORTUNITIES ON THE BUILDING. ON THE BOTTOM, YOU SEE THE FOREST. THAT'S REALLY LABELING THIS SPACE AND GIVEN THAT AN IDENTITY AS YOU WALK IN. [01:20:03] IT'S ALSO THE HOME OF THE RANGERS. WE DON'T WANT TO LOSE SIGHT OF THE FACT THAT THE RANGES IS THEIR MASCOT. WE ALSO HAVE THEIR CREST ON THE RIGHT. AS YOU SEE IT HERE, THIS IS THE VISITOR ENTRANCE. THIS IS WHAT EVERY DAY VISITORS WOULD SEE AS THEY'RE WALKING IN. AGAIN, JUST SPEAKING TO THE FACT THAT WE WANTED TO ADDRESS NAAMAN FOREST BOULEVARD. THIS IS A VIEW FROM ACROSS THE STREET FROM THE GRCTC. ONE THING THAT WE SAW WHEN WE WERE WALKING OUT THERE WAS THAT A LOT OF STUDENTS ACTUALLY CROSSED THROUGH THIS CROSSWALK EVERY DAY ON THEIR WAY TO GRCTC AND NAAMAN FOREST, SO WE WANTED TO PROVIDE THEM WITH THAT EXPERIENCE AND WHAT THAT WOULD LOOK LIKE AS THEY'RE WALKING INTO THE NEW ENTRANCE. THEN THIS WOULD BE THE SECOND OR ACTUALLY THE PRIMARY STUDENT ENTRANCE. THIS PERGOLA ACTUALLY FACES THE SIDE OF THE PARKING LOT. EVERY STUDENT COMES IN THROUGH THE SAME FRONT DOORS, AND THAT'S ONE THING THAT WE LEARNED TALKING TO PRINCIPAL OLIPHANT WAS THAT HE WANTS TO MAINTAIN THAT. WE WANTED TO REALLY ADDRESS THAT EXPERIENCE FOR STUDENTS AND KEEP THAT SAME TRAFFIC FLOW WITHOUT DISTURBING THE WAY THAT THEY OPERATE, BUT GIVE THEM A NEW EXPERIENCE THAT THEY HAVE WHEN THEY'RE WALKING IN. AGAIN, THAT OPPORTUNITY OF WALKING THROUGH GREEN SPACE THROUGH THIS PERGOLA THAT ALLOWS A LOT OF THE SHADOWING AND LIGHT EFFECTS TO ALMOST MIMIC A FOREST CANOPY AS THE LIGHT SHINES THROUGH. IT WOULD CREATE THOSE SHADOWING EFFECTS AS WELL. >> NOW, THIS IS THE SHOT THAT'S LOOKING AT THE ACTUAL ADMIN SUITE. WE TALKED ABOUT A NEW ENTRANCE AND A NEW EXPERIENCE, BUT THEN ALSO PROVIDING THE OFFICES WITH A LOT OF NATURAL DAYLIGHT. UNFORTUNATELY, THESE TWO CAMPUSES DON'T HAVE WINDOWS CURRENTLY, AND SO WE WANT TO START THE TRANSFORMATION BY HAVING ALL THE OFFICES PLACED ALONG THE PERIMETER AND HAVING NATURAL DAYLIGHT IN THESE INDIVIDUAL'S WORK SPACES. MOVING ON TO LAKEVIEW, SAME THING. WE MOVED INTO THIS EXPLORATION PHASE OF WHAT MAKES LAKEVIEW NOW UNIQUE FROM NAMING AND UNIQUE FROM THE REST OF THE HIGH SCHOOLS AT THE DISTRICT. ONE THING THAT WE LEARNED WAS, THE NAME LAKEVIEW CENTENNIAL WAS BECAUSE OF ITS BICENTENNIAL CONSTRUCTION DATE OF 1976, AND THAT THE PATRIOTS WERE ACTUALLY SELECTED BY STUDENTS. ONE THING THAT STRUCK TO US WAS ITS DEDICATION AND ITS FOCUS ON CAREER, AND COLLEGE PREP, AND VOCATIONAL COURSES. IT WAS ALWAYS INSTITUTED THAT WAY, BUT IT WAS FINALLY DESIGNATED A COLLEGE AND CAREER MAGNET IN 2001. WHEN WE VISITED THE CAMPUS, ONE OF THE THINGS THAT REALLY BECAME APPARENT TO US WAS A SENSE OF PRIDE IN WHAT THEY DO, NOT NECESSARILY IN THE SPACE THAT THEY GET TO DO IT IN, BUT THE FACT THAT PEOPLE GET TO DO AMAZING THINGS WITH WHAT THEY HAVE, AND THEY JUST WANTED TO CREATE A SPACE THAT MAKES PEOPLE SAY WOW, AND MAKES PEOPLE TAKE NOTICE OF THE WONDERFUL THINGS THAT ARE HAPPENING AT LAKEVIEW HIGH SCHOOL. BACK TO THE DESIGN NARRATIVE. WHAT WE CAME UP WITH WAS A RENEWED IDENTITY FOR LAKEVIEW HIGH SCHOOL. GIVEN THE FACT THAT ITS ROOTS ARE ESTABLISHED IN CAREER AND TECHNOLOGY READINESS, HOW DO WE CREATE SOMETHING THAT CAN CONVEY THAT TO THE COMMUNITY? A COUPLE OF THINGS THAT WE WANTED TO DO WAS THE USE OF NATURAL LIGHT. THAT'S THE FIRST STEP IN TRANSFORMING THIS SCHOOL. RIGHT NOW, THERE ARE NO WINDOWS. HOW DO WE CHANGE THAT AND ADD THIS NATURAL LIGHT INTO THE SPACES? ALSO, A SENSE OF PRESENCE. HOW DOES IT BECOME SOMETHING THAT IMPACTS THE COMMUNITY? AS PEOPLE ARE GOING BACK AND FORTH THROUGH THE COMMUNITY, SAY, HEY, THERE'S SOMETHING GOING ON OVER THERE. HOW DO WE TAP INTO THAT? ALSO A SENSE OF INNOVATION. THERE'S A LOT OF CAREER CLASSES, ROBOTICS, HEALTH SCIENCES, ARCHITECTURE, ENGINEERING THAT HAPPEN AT THIS CAMPUS. HOW CAN WE ALLOW THE BUILT SPACE TO ALSO HELP CONVEY THAT IDEA? AGAIN, FROM A PLANNING STANDPOINT, WE REALLY WANTED TO START THINKING ABOUT, AGAIN, WHERE DOES THIS ADDITION NEED TO GO? DOES THE CLASSROOM ADDITION AND ADMIN ADDITION NEED TO STAY AT THE FRONT? DOES IT NEED TO MOVE TO ANOTHER SIDE? ONE OF THE THINGS THAT WE REALLY IDENTIFIED WAS THE LOCATION OF THE ENTRIES RIGHT NOW VERSUS THE TRANSPORTATION AND THE MAIN TRAFFIC PATTERNS THROUGH THE SCHOOL. WHAT WE NOTICED IS RIGHT NOW THE MAIN ENTRANCE IS OFF HAYMAN DRIVE, AND THAT'S A RESIDENTIAL STREET. BUT WE ALSO NOTICED THAT ROWLETT ROAD IS A MAJOR ARTERY THROUGH THAT NEIGHBORHOOD. HOW CAN WE MAYBE CREATE THAT SENSE OF PRESENCE BY ADDRESSING THAT STREET THAT EVERYBODY PASSES THROUGH? THAT ALSO HELPS US AND ALSO NOT NEEDING TO DEMO THE PORTABLE SO THAT THE WHOLE GENESIS OF THIS PROJECT WAS TO GET RID OF THE PORTABLES. THAT CREATES SWING SPACE. HOW DO WE THEN CREATE ALL THESE PROJECTS AND MOVE THINGS AROUND BUT STILL KEEP THAT SWING SPACE SO THAT WE'RE NOT NEEDING [01:25:01] THAT SPACE AND WE COULD DEMO THAT ONCE THE NEW BUILDING IS COMPLETE. WE DID IS WE MOVE THE ENTRANCE. WE'RE MOVING THE ENTRANCE TO LAKEVIEW HIGH SCHOOL TO NOW FACE ROWLETT ROAD. AS YOU CAN SEE THERE, THAT ADDITION WOULD THEN HAVE CLASSROOMS AND ADMIN, BUT HAVE THE FULL PARKING LOT FACING IT. WE'RE ALSO PROPOSING RE-DOING SOME OF THE SITE LOGISTICS, ROTATING WHERE THE BUS DROP-OFF HAPPENS NOW TO THE SOUTH, WHERE THE FRONT ENTRANCE USED TO BE, AND THEN REFACING THAT FRONT TO BE THE MAIN DROP-OFF FOR STUDENTS, VISITORS, AND THEN STAFF PARKING AND STUDENT PARKING WOULD ALSO BE THERE. FROM A PLANNING STANDPOINT, THERE ON THE LEFT IS WHERE THE MAIN ADDITION OR THE NEW ADDITION IS HAPPENING. WE HAVE A 20 CLASSROOM ADDITION. THAT'S A STORM SHELTER, AS WELL AS THE ADMIN SPACE THERE IN RED. AS YOU MOVE ACROSS, YOU START TO SEE THE SIMILARITIES IN SCOPE WITH THE PURPLE BEING AUDITORIUM, GREEN, AS ATHLETICS, AND GYM AND LOCKER ROOMS, THE ORANGE, ALSO CAFETERIA, THE DIFFERENCE, AGAIN, BEING THE SERVERY THAT WE'RE WORKING THROUGH. SAME THING, THOUGH, WE'RE TAKING OVER ATHLETICS UP AT THE NORTH SIDE AND MAKING THAT THE DANCE SUITE SO THEY CAN HAVE ADEQUATE SPACE FOR ALL THEIR DANCING NEEDS. ONE THING WE LEARNED TOO IS THAT LAKEVIEW IS A DANCE MAGNET. THEY HAVE A BIG NEED FOR THAT AND SO WE'RE HAPPY TO WORK WITH THEM AND MAKE SURE THEY HAVE THE SPACE THAT THEY NEED. THE RENDERINGS. AGAIN, WHAT WOULD THIS LOOK LIKE? THIS IS NOW THE NEW FACE OF LAKEVIEW HIGH SCHOOL. WE ARE CONTENDING WITH SOME SOLAR ORIENTATION, THE BUILDING'S FACING NORTHWEST, SO THE BAFFLES THAT YOU SEE THE VERTICALS THERE ARE STRATEGICALLY PLACED TO HELP LIMIT THE INTRUSION OF SOUTHWESTERN LIGHT THAT'S THE WORST LIGHT AND REALLY LIMIT IT TO THE NORTH LIGHT THAT YOU CAN GET ON THAT SITE. ONE OF THE THINGS THAT WE'RE ALSO PROPOSING IS A STUDENT PROMENADE. AS YOU SAW IN THE SITE PLAN, THE STUDENTS NOW HAVE A PARKING SPACE AT THE BACK, BUT WE WANTED TO MAKE SURE THAT THEY'RE STILL ENGAGING WITH A NEW EXPERIENCE, EVEN FROM THE PARKING LOT. THAT'S WHAT YOU'RE SEEING AS YOU'RE WALKING INTO THE SPACE, A LOT OF GREENERY, A LOT OF ARCHITECTURAL DETAILS TO MAKE IT AN EXCITING EXPERIENCE FROM THE PARKING LOT INTO THE BUILDING. THIS IS A CLOSE UP IMAGE OF AS YOU'RE ENTERING THE BUILDING, IDENTITY STILL PLAYS A BIG ROLE IN IDENTIFYING THIS SCHOOL AS A UNIQUE SPACE. HAVING HOME OF THE PATRIOTS, JUST LIKE WE DID HOME OF THE RANGERS, WE WANTED THAT TO REALLY STAND OUT AND SO THERE'S PRIDE IN THIS SPACE. THIS IS A SPECIAL SPACE THAT I THINK COULD HAVE INTERESTING POTENTIAL. AS WE ADDED THIS CLASSROOM ADDITION, IT ACTUALLY CREATED A COURTYARD SPACE THAT THEY DON'T HAVE RIGHT NOW. RIGHT NOW, THERE ISN'T ANY OUTDOOR SPACE THAT THEY REALLY CAN USE OR ENGAGE IN, SO CREATING THIS NEW OPPORTUNITY FOR STUDENTS TO LEARN IN A DIFFERENT WAY IS SOMETHING WE'RE REALLY EXCITED ABOUT. AS YOU CAN SEE THERE IN THE MIDDLE, THAT'S ACTUALLY A CONNECTOR. LIKE I MENTIONED BEFORE, IT'S A TWO STORY CLASSROOM ADDITION, SO WE'RE CREATING A BRIDGING ELEMENT THAT CONNECTS THE TWO-STORY CLASSROOM PORTION OF THE EXISTING SCHOOL TO THE NEW PART, AS WELL AS THE CONNECTION FROM LEVEL 1 DOWN BELOW TO THE STORM SHELTER. FINALLY, THIS IMAGE HERE IS ACTUALLY WHAT THE VIEW FROM ROWLETT ROAD WOULD BE. THIS ONE THING AGAIN THAT WE'RE REALLY EXCITED ABOUT, IT REALLY TRANSFORMS THE PERCEPTION OF THIS SCHOOL. RIGHT NOW, THAT WALL IS VERY BLANK, IF YOU GUYS HAVE DRIVEN PAST THERE. IT'S JUST THE BAND HALL, AND THEN THE BACKSIDE IS THE SERVICE YARD. HAVING THIS OPPORTUNITY TO REALLY TRANSFORM THIS VIEW AND HAVE THE COMMUNITY AS A WHOLE BE ABLE TO DRIVE THROUGH ROWLETT ROAD AND SEE THIS EVERY DAY TO REALLY TAKE NOTE AND HAVE CURIOSITY OF THE PRESENCE THAT NOW LAKEVIEW HAS IN THE COMMUNITY. NOW WE HAVE THE ANIMATION FOR THESE TWO CAMPUSES. [01:31:10] >> [MUSIC] >> WITH THAT, I'LL HAND IT BACK OVER TO JASON. >> HOPE YOU ALL ENJOYED THAT. I HOPE IT GAVE YOU AN OPPORTUNITY JUST TO SEE THE VISION THAT WE HAVE FOR YOUR CAMPUS AND JUST CREATING THAT NEW IDENTITY THAT ARTURO TALKED ABOUT. I HAVE THE TOUGH TASK OF FOLLOWING UP WITH BUDGET AND SCHEDULE AFTER THAT BEAUTIFUL PRESENTATION, BUT I WILL DO MY BEST. [LAUGHTER] JUST WANTED TO TALK A LITTLE BIT ABOUT BUDGET. I KNOW THAT MS. STANLEY, YOU HAD MENTIONED THAT EARLIER WITH THE PREVIOUS PRESENTATION. JUST TO WALK THROUGH THAT, WE'VE GONE AHEAD AND SPLIT UP THE BUDGET AND THE COST ESTIMATE FOR EACH OF THE CAMPUSES. YOU'LL NOTICE THAT NAAMAN IS ON THE LEFT AND THEN LAKEVIEW'S ON THE RIGHT. THE DARK BOLD NUMBER IS THE NUMBER THAT CAME OUT OF OUR COST ESTIMATE IN OUR OFFICE, AND THEN THE LIGHT-COLORED NUMBER, THAT IS THE BUDGET ITEM THAT WAS RECEIVED FROM GARLAND ISD. YOU CAN SEE THAT NAAMAN FOREST IS COMING IN AT ABOUT 20.2 MILLION, WHEREAS LAKEVIEW CENTENNIAL IS COMING IN AT 38.7. THE TOTAL BUDGET FOR THE PROJECT IS ABOUT 55.2 MILLION, AND YOU CAN SEE THOSE NUMBERS ADDED TOGETHER, WE'RE AT ABOUT 58.9. YOU CAN SEE THE DELTA THERE IS ABOUT 3.6 MILLION OVER BUDGET. BUT FOR THE SIZE OF PROJECT THAT IT IS AND WHERE WE'RE AT IN THE SCHEMATIC DESIGN PHASE, WE'VE TALKED WITH LEE LEWIS, OUR CONSTRUCTION MANAGER, AND WE FEEL LIKE WE'RE IN A GOOD SPOT. AS BRETT MENTIONED, THERE'S DESIGN CONTINGENCIES AND THINGS THAT ARE BUILT IN TO THESE ESTIMATES EARLY ON, AND THOSE WILL SOLELY GET TAKEN OUT AS WE GIVE THEM MORE DETAIL. WE DON'T FEEL LIKE THERE'S A NEED FOR VE OR ANYTHING AT THIS POINT. WE JUST NEED TO KEEP MOVING FORWARD AND BEING VERY COGNIZANT OF THE DESIGN AND THE BUDGET. THAT'S REALLY WHERE WE'RE AT FROM A COST ESTIMATE STANDPOINT. THEN LASTLY, I JUST WANTED TO TOUCH ON THE SCHEDULE. WE STARTED THIS PROJECT BACK IN NOVEMBER OF LAST YEAR. STARTED PRE-DESIGN, AND THEN, AS YOU CAN SEE, TONIGHT, WE'RE HERE AT SCHEMATIC DESIGN. WE'VE BEEN OVERLAPPING THE DESIGN DEVELOPMENT PHASE OF THIS PROJECT, JUST BECAUSE WE NEEDED TO KEEP MOVING FORWARD AS WE WERE WAITING FOR THIS PRESENTATION. CONSTRUCTION DOCUMENTS WILL BE COMPLETE AT THE END OF OR MIDDLE OF DECEMBER OF THIS YEAR. WE'LL PUT THAT OUT FOR BID AND THEN PROCUREMENTS FROM 2-3 MONTHS AROUND THAT HOLIDAY TIME. THEN WITH THE CONSTRUCTION BEGINNING IN THE SPRING TIME OF NEXT YEAR. YOU'LL NOTICE ON THE RIGHT HAND SIDE, WE HAVE LOTS OF DIFFERENT LINES AND DIFFERENT THINGS BEING SUCH A COMPLEX PROJECT ON A OCCUPIED CAMPUS, IT'S VERY IMPORTANT TO FOCUS ON PHASING. SOME OF THE THINGS THAT WE REALLY LOOK AT ARE STUDENT SAFETY, COMMUNICATION WITH THE CAMPUS. AS WE OPEN UP DIFFERENT SECTIONS AND PHASES, WE NEED TO MAKE SURE WE'RE COMMUNICATING WITH THE CAMPUS, TO MAKE SURE THAT WE HAVE A PLACE FOR THEIR STUDENTS TO TRANSITION FROM WHERE THEY WERE TO WHERE THEY ARE AS WE TAKE OVER A NEW PHASE. SOME OF THE BIG THINGS TO HIGHLIGHT HERE ARE THE DANCE. WELL, REALLY, THE MAIN ADDITION WILL START IMMEDIATELY BUT THE DANCE SUITE, AS ARTURO MENTIONED, THAT'S IN THE OLD FOOTBALL LOCKER ROOM AREA. WE HAVE TO HAVE THE MAC COMPLETED BEFORE WE CAN TAKE OVER [01:35:03] THAT OLD FOOTBALL LOCKER ROOM AREA TO DO THE DANCE SUITE RENOVATIONS. ANOTHER THING TO NOTE IS THE CAFETERIA RENOVATIONS. THAT'S IN THE CENTER OF THE PLAN. THAT HAS THE CURRENT EXISTING ADMIN LOCATED WITHIN WHAT WE'RE GOING TO TAKE OVER. WE NEED TO MAKE SURE THAT THE ADDITION IS COMPLETED BEFORE WE START THAT CAFETERIA RENOVATION SO THAT THE ADMIN HAS A PLACE TO GO. THAT CAFETERIA AND SERVERY AREA AT LAKEVIEW CENTENNIAL IS GOING TO BE A CHALLENGE BECAUSE THAT IS A LOT OF WORK TO DO IN ONE SUMMER. WE'RE MORE THAN LIKELY GOING TO HAVE TO TAKE OVER THAT AREA ABOUT TWO MONTHS IN ADVANCE, AND THEREFORE, WE'RE GOING TO HAVE TO CREATE A TEMPORARY SERVING LINE FOR STUDENTS. AS I MENTIONED BEFORE, JUST LOTS OF LOGISTICS THAT GO ON IN THIS, AND WE'RE WORKING THROUGH THIS WITH THE CAMPUS AND ALSO WITH LEE LEWIS TO MAKE SURE THAT WE'RE ADDRESSING EVERYTHING THAT WE NEED TO, AND LIKE I SAID, MOST IMPORTANTLY, KEEPING THE STUDENTS SAFE AND COMMUNICATING WITH EVERYONE. I BELIEVE THAT IS THE LAST SLIDE. THANK YOU FOR GIVING US THE OPPORTUNITY TO PRESENT TONIGHT AND BE GLAD TO ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE. >> SURE. THANK YOU FOR THAT PRESENTATION. MR. BEACH. >> YES, SIR. THANK YOU FOR THAT PRESENTATION. THAT WAS GREAT. NAAMAN FOREST HIGH SCHOOL FIRST. THE NAAMAN GYM RIGHT THERE IN THE FRONT WHERE YOU'RE DOING THAT, THERE'S FOUR SETS OF DOORS. I NOTICED THAT ONE AREA THAT YOU'RE TAKING IN, ARE THOSE GOING TO BE CLOSED OFF COMPLETELY NOW OR ARE THEY BEING DONE AWAY WITH FOR EXIT AS FAR AS OUT OF THE GYMNASIUM, AS FAR AS IF THERE WAS AN EMERGENCY OR SOMETHING LIKE THAT? THAT'S ONE QUESTION I HAVE IS IF THAT'S GOING TO BE TAKEN OUT OF THE PICTURE? >> NO. THOSE EXISTING DOORS THAT EXIT OUT OF THE GYMNASIUM, THEY WILL REMAIN. THERE IS ACTUALLY A CORRIDOR BACK THERE THAT'S SHOWN IN THE PLANS THAT WILL HAVE AN EGRESS PATH. [OVERLAPPING] >> THAT'S STILL THERE. THE PICTURE JUST DIDN'T SHOW THAT. LOOK, I DIDN'T SEE THAT THAT WELL. >> YES, SIR. >> ALSO, I WAS GOING TO ASK, I GUESS THAT THIS WOULD BE AN ADDITIONAL COST. I DIDN'T SEE ANY ADDITIONAL PARKING ON THE OTHER SIDE OF THE MAC OUT THERE BECAUSE WHERE YOU'RE BUILDING THAT OUT THERE IS WHERE THEY REALLY ARE TRADES GROUP WE'RE BUILDING HOUSING OR PORTABLES OUT THERE, IS WHERE YOU'RE LOOKING AT PUTTING THE MAC AND IT'S GOING TO TAKE IN PART OF THAT STAFF PARKING LOT THERE. THERE'S ALREADY A PROBLEM WITH PARKING TO GET TO THE FOOTBALL FIELD. IS THERE ANY ADDITIONAL PARKING OUT THERE, OR WILL WE BE ABLE TO USE THE NORTH SIDE OF CCC MAYBE AS PART PARKING FOR THAT MAC FACILITY? >> SURE. >> THANK YOU FOR THAT QUESTION, TRUSTEE BEACH. THE MAC IS ACTUALLY A DIFFERENT ARCHITECTURAL FIRM THAT'S PBK IS WORKING ON THAT ONE. WRA IS WORKING ON THE NAAMAN FOREST BUILDING ITSELF. THE MAC BUILDING IS ACTUALLY GOING TO TAKE OVER PART OF THAT PARKING LOCATION WHERE IT SITS AND WITHIN THAT PROJECT, THERE IS A REQUIREMENT FOR PARKING AS WELL. WE WILL TAKE OVER SOME PARKING, AND THEN WE'RE GOING TO PUT BACK SOME PARKING. BUT AT THE END OF THE DAY, THERE WILL BE A NET LOSS IN PARKING SPACES. THE TOTAL COUNT I DON'T HAVE FOR YOU AT THIS TIME, BUT THERE WILL BE A NET LOSS OF PARKING ON THAT PARTICULAR SITE. >> WITH THIS OWNING, I KNOW THIS IS NOT WITH THE AMAZING CCC THOUGH, ARE WE BE ABLE TO USE THAT PARKING LOT THERE A LITTLE BIT MAYBE FOR THAT NORTH SIDE? BECAUSE THAT REALLY NOT GOING TO CONFLICT WITH ANYTHING GOING ON OVER AT THE CULWELL CENTER, I WOULDN'T THINK. >> I CAN TELL YOU THAT WITH DISTRICT PROPERTIES, ANYTHING. >> IS OPEN. >> ANYTHING IS OPEN WITH DISTRICT PROPERTIES, IT'S BASICALLY. HOWEVER, THE DISTRICT PROCEEDS THAT, BUT THAT'S SOMETHING THAT COULD POSSIBLY BE INVESTIGATED IF NEED BE. >> OKAY, THANK YOU. NOW, I'M GOING TO FLIP OVER TO LAKEVIEW. OF COURSE, I TAUGHT THERE IN 1976 WHEN IT OPENED WHEN IT WAS DARK INSIDE, SO I KNOW WHAT YOU'RE TALKING ABOUT. WINDOWS ARE A PLUS. THANK YOU VERY MUCH. >> YES, SIR. >> I WAS GOING TO ASK YOU A COUPLE OF QUESTIONS THERE. ONE IS IN YOUR DRAWINGS TOO ABOUT THE PORTABLES THAT ARE THERE. ARE THEY GOING TO BE GONE? ARE THOSE PORTABLES STILL GOING TO BE THERE? >> NO. THAT'S REALLY THE POINT OF THIS PROJECT IS TO [OVERLAPPING]. >> THEY'RE GOING TO BE GONE. AMEN, BROTHER. THANK YOU. >> THAT'S THE REASON FOR THE ADDITION. THERE'LL BE 20 QUESTIONS ON THE DAY. >> THE OTHER WHAT I WAS GOING TO ASK WAS THE ENTRY HALLWAY COMING INTO THE NEW SIDE THAT YOU'RE PUTTING THERE. WELL, COMING FROM THAT SCHOOL, I KNOW, THAT ENTERS INTO A HALLWAY THAT GOES DOWN PAST THE OLD OFFICE AREA NOW TO THE FOYER COMMENTARY. IS THAT STILL GOING TO BE THE SAME WAY THAT THE STUDENTS WILL HAVE TO ENTER AND GO IN TO THAT FOYER AREA OR THE GYMNASIUM BEFORE SCHOOL? >> YES. THE EXISTING ENTRANCE TO THAT SCHOOL WILL BE THE BUS DROP-OFF AREA NOW. WE KNOW THAT THAT ENTRY VESTIBULE WAS A VERY IMPORTANT PART OF THE PREVIOUS BOND, SO WE'RE REALLY TAKING THE SHAPE OF THAT AND WE'RE REDEDICATING THAT SPACE INTO A POSSIBLE TICKET BOOTH FOR AFTER HOURS USE FOR TICKETING FOR AUDITORIUM, AND THEN ALSO FOR THE GYMNASIUM ON THE RIGHT. BUT TO ANSWER YOUR QUESTION, [01:40:01] POSSIBLY, ON THE ADDITION, SINCE WE'RE RELOCATING THE ADDITION, WE KNOW THAT THAT'S REALLY A MAJOR ENTRY POINT INTO THE BUILDING ROOM WHERE IT IS NOW. THERE'S A LARGE DOUBLE VOLUME SPACE, AND WE'RE GOING TO CREATE THIS NEW ADDITION THAT'S THE STATE OF THE ART, BUT THEN IT'S GOING TO PINCH DOWN INTO A SMALLER CORRIDOR THAT ENTERS INTO THE CAMPUS, AND WE DO PLAN ON UPGRADING THAT. >> IF I'M NOT MISTAKEN, THE BAND HOUSE RIGHT THERE ON THE RIGHT, ALSO AND THEN GO INTO THE AUDITORIUM IS RIGHT THERE ON THE RIGHT ALSO, AND THEN YOU GO AROUND AND GO INTO THE AUDITORIUM AGAIN. I'M JUST CURIOUS ABOUT HOW THOSE STUDENTS THAT ARE PARKING THEIR CAR, AND THEY WALK IN, IF THEY'RE GOING TO GO STRAIGHT DOWN THAT HALLWAY TO AN AREA WHERE HOLDING UNTIL THE SCHOOL BELL RINGS OR WHATEVER THE CASE MAY BE. I SEE THAT. THE ONLY OTHER THING THAT I SAW THAT I REALLY WOULD LIKE TO SEE DONE, AND I DON'T KNOW, MAYBE JUST PAINT FOR THIS. I DON'T KNOW. BUT THE BIG AWNING THAT YOU HAD GOING INTO THE NEW ENTRANCE, AT THE VERY TOP UP THERE ON THAT AWNING, YOU HAVE IT SOLID WHITE. IS THERE ANY WAY OF ACCENTING THAT WITH THE BLUE ALSO OR SOMETHING TO REALLY BECAUSE I THINK THAT WOULD HIGHLIGHT THAT A LITTLE BIT BETTER, IF YOU KNOW WHAT I'M TALKING ABOUT ON THAT ENTRANCE THERE ON THAT AWNING, EITHER THEY'RE GOLD OR ANOTHER COLORS ARE GOLD AND BLUE. BUT I THINK ANOTHER ROYAL BLUE ON THERE WOULD REALLY ACCENT THAT AWNING, BECAUSE IT LOOKS LIKE JUST A CARPORT. I'M SORRY TO SAY, BUT I THINK IF YOU ACCENTED IT WITH THAT BLUE, IT WOULD REALLY ACCENT THE LAKEVIEW CENTENNIAL PERSONALLY. IF THAT COULD BE DONE, THAT I DON'T THINK THERE'S ANY ADDITIONAL COSTS THERE. YOU'RE ALREADY DOING IT OUT THERE, SO JUST THOUGHT PLAN THERE. I DON'T KNOW. >> YEAH, DEFINITELY, WE CAN ADDRESS THAT. YEAH, REALLY, THE IDEA WAS TO HAVE THE LINEAR ELEMENT THAT'S DOWN LOW AT THE FIRST FLOOR LEVEL, THE CANOPY THAT GOES IN FRONT OF THE CLASSROOM AREA, EXTENDS OVER. THAT IS THE BLUE ELEMENT THAT TIES INTO THE ADMINISTRATION. ADDING A LITTLE ACCENT WOULD BE PRETTY EASY TOO. >> IN THIS BOOK RIGHT HERE ON THE ENTRY PROMENADE, WHAT YOU HAVE UP THERE WITH THAT LINING ACROSS THE TOP THERE MIXES WITH BLUE. IF YOU'VE GOT BLUE WINDOWS DOWN UNDERNEATH THERE, BUT IT'S GOLD AND THEN IF YOU HAD THAT BLUE ACROSS THE TOP THERE, I THINK THAT'D LOOK REALLY SHARP. REALLY ACCENT THAT PARTICULAR. >> WE'LL LOOK AT IT BECAUSE IT MIGHT BE TOO MUCH BLUE BECAUSE THE BUILDING UNDERNEATH IT'S BLUE AND EVERYTHING ELSE. BUT WE COULD LOOK AT SOMETHING. >> YOU SEE WHAT I'M SAYING ALL ABOUT THAT? >> THE CARPORT, BUT THEN. >> I THINK WHAT THEY WERE TRYING TO DO IS WELL, I DON'T SEE IT LOOKING LIKE A CARPORT, [LAUGHTER] BUT I DO SEE THEM TYING IN THAT TOP PART WITH THE BRICK, BECAUSE THE BRICK IS A LIGHT BRICK, AND SO THEY'RE TYING IN THAT TOP AREA WITH THE LIGHT COLORED BRICK ON TOP, AND AT THE BOTTOM, TO GIVE IT DIMENSION, WHAT THEY'RE USING IS THE BLUES TO DISTINGUISH THE ADMIN AREA AND THEN PUT AN ACCENT OVER THE STUDENT AREA. BUT IF YOU LOOK AT PAGE 130, YOU COULD GET A DEEPER UNDERSTANDING OF WHAT'S HAPPENING. ON PAGE 130, IF YOU LOOK AT THE TOP AND YOU LOOK AT THE, ONE OF THE THINGS THAT ONE OF OUR TRUSTEES BROUGHT IS MATERIALS. DO WE GET TO SEE THE MATERIALS? YOU CAN COMPARE THE TWO MATERIALS RIGHT THERE AND THE DIFFERENT TYPE OF MATERIAL THAT'S BEING USED BENEATH IT. YOU COULD SEE IT'S TYING IN, AND THAT'S WHY IT LOOKS LIKE THAT. >> I JUST THINK EITHER COMING UP WITH THAT GOLD ON A CROSS THERE OR SOMETHING WOULD MAKE IT REALLY HIGHLIGHT THAT A LITTLE BIT BRIGHTER, TO ME, PERSONALLY, BUT THAT'S JUST ME. BUT NO, I REALLY LIKE THIS. I TAUGHT THERE FOR QUITE A WHILE, SO I KNOW THIS IS A GREAT ADDITION FOR THIS SCHOOL, AND THEY DESERVE IT. THIS IS REALLY GOOD AND I FELT LIKE BECAUSE THE PARKING IN FRONT ON HAYMAN DRIVE AND AROUND TO THE OTHER SIDE WAS AWFUL. THIS IS REALLY GOING TO ACCENT THAT, AND I APPRECIATE THIS DESIGN. IT'S REALLY NICE. THANK YOU. >> THANK YOU, SIR. >> MR. GLICK. >> THANK YOU, SIR. COULD YOU TELL US HOW MUCH SQUARE FEET YOU'RE ADDING IN EACH OF THE BUILDINGS? >> DO YOU WANT TO TAKE THAT OR I CAN? >> YEAH. AT NAAMAN FOREST, IT'S ABOUT 6,500 SQUARE FEET. >> THAT'S JUST THE NEW FRONT ADDITION. >> YES, SIR. >> WITH THE SECURE VESTIBULE. >> YES, SIR. >> AND SOME OFFICES MOVE TO THE FRONT. >> YES, SIR. >> IS THAT TAKING ANY PARKING SPACE IN FRONT? >> NO. RIGHT NOW, AS YOU MAY KNOW, THERE'S WHERE ALL THE CRIMENTALES ARE, IN THE FRONT. OUR ADDITION ACTUALLY JUST LANDS RIGHT WHERE THE SIDEWALK ENDS RIGHT BEFORE THE GRASS FIELD THAT'S RIGHT IN FRONT. WE'RE NOT TAKING ANY PARKING AT THE MOMENT. >> AND ON LAKE VIEW? >> AT LAKEVIEW, THE ADDITION IS ABOUT 42,000 SQUARE FEET. THE BULK OF THAT IS COMING FROM THE TWO-STORY CLASSROOM ADDITION, AND THEN THE REST OF THAT IS THE ADMIN AS WELL. >> OBVIOUSLY, THAT'S WHERE MOST OF THE ADDITIONAL COST COMES IN. >> YES. >> GOOD. THANK YOU. >> THANK YOU, SIR. >> MISS GRIFFIN? >> YES. NAAMAN FOREST. >> YES, MA'AM. [01:45:02] >> WITH EVERYTHING BEING ADDED, IS IT GOING TO DO ANYTHING FOR VISIBILITY OFF FOR 190 FOR NAAMAN? >> UNFORTUNATELY WITH GRCTC BEING THERE, I'VE ACTUALLY DRIVEN PAST AND I'VE REALLY CRICKED MY NECK TO TRY TO SEE IT. IT'S A LITTLE TOUGH TO SEE BACK THERE. BUT REALLY WHAT WE WERE TRYING TO ENGAGE IS NAAMAN FOREST BOULEVARD. THE NAMESAKE OF THE SCHOOL, THE STREET IS CALMING WITH THAT NEW ADDED TRAFFIC PATTERN COMING THROUGH. WE REALLY WANTED TO MAKE SURE THAT NAAMAN FOREST RE-ESTABLISHES ITS PRESENCE ON THAT BOULEVARD AS WELL. >> YEAH, I UNDERSTAND. WE MAY JUST HAVE TO DO SOMETHING WITH SIGNAGE OFF OF, THAT'S A WHOLE ANOTHER DEAL WITH THE CITY FOR GETTING THAT. THANK YOU. >> ANY OTHER QUESTIONS? MR. JOHNSON. >> HI, MY QUESTION IS ABOUT LAKEVIEW. >> IF YOU COULD BRING UP THAT SCHEMATIC OF THE RENOVATED PARKING. >> SURE. >> I NOTICED THAT IN THIS RENOVATION, YOU HAVE THE STUDENT LOT ABOUT HALF AS BIG AS IT WAS IN THE OLD BECAUSE YOU'VE MOVED STAFF, YOU'VE ADDED A PROMENADE, AND YOU'VE DONE VISITOR PARKING NOW IN WHAT USED TO BE THE OLD STUDENT LOT. BASED ON YOUR COUNTS AND THE RESEARCH YOU'VE DONE WITH THE PRINCIPAL MISS MOSTY AT LAKEVIEW, IS THAT AMOUNT SUFFICIENT FOR THE STUDENTS THAT THEY HAVE? >> YEAH. DURING OUR CONVERSATIONS WITH THE STAFF THERE, THEY ACTUALLY DON'T OCCUPY MOST OF THAT PARKING LOT. BUT A BIG REASON FOR THAT IS BECAUSE THE BAND LOT IS ACTUALLY RIGHT IN THE MIDDLE OF IT. THAT'S THAT LIGHTER GRAY AREA YOU'RE SEEING TOWARDS THE WESTERN PART. WE'RE ACTUALLY PROPOSING RELOCATING THAT BAND LOT CLOSER TO THE NEW BAND HALL THAT WAS ADDED A COUPLE OF YEARS AGO. THAT'S THAT DARK AREA AT THE BOTTOM. WITH RELOCATING THAT, WE CAN RESTRIPE THAT AREA AND REDEDICATE SOME OF THAT SPACE AS PARKING. WITH THAT BEING SAID, AS WE ADD NEW CLASSROOM SPACES, WE ARE HAVING TO RECOUNT ALL THE CLASSROOM COUNTS, AND WE'RE REALLY CLOSE TO GETTING WHAT WE NEED THAT'S APPROPRIATE PER CITY ORDINANCES. BUT AS FAR AS DAY-TO-DAY ACTIVITY, AFTER OUR DISCUSSIONS, THIS SHOULD SUFFICE FOR STUDENT USE. >> THE SECOND PART OF THAT IS, AND I HAVE A NEW DRIVER IN MY OWN HOUSE, SO I'M TRYING TO BE DELICATE HERE TO HIS SENSITIVITIES. I DO NOTICE THAT AT ALL OF OUR HIGH SCHOOLS, WE HAVE DONE A VERY DILIGENT JOB OF SEPARATING THE STUDENT PARKING FROM WHAT I WOULD CALL THE ADULT PARKING, AND I FEEL LIKE THAT WAS VERY INTENTIONAL TO PRESERVE PROPERTY DAMAGE ON THE ADULT SIDE OF THINGS. THIS OBVIOUSLY WOULD BE ENDING THAT TRADITION SOMEWHAT. I DON'T EVEN KNOW IF THIS IS NECESSARILY A QUESTION FOR YOU AS MORE IS FOR DR. LOPEZ. DO YOU SEE ANY ISSUE WITH THAT? >> I THINK ON THIS DESIGN, THERE'S CREATIVE IDEAS THAT YOU CAN DO TO SEPARATE THEM BOTH. IF YOU SEE AT SOME OF THE SCHOOLS, YOU DON'T WANT TO CALL THEM BARRIERS, BUT THEY'VE GOT SEPARATIONS TO MAKE SURE THE KIDS KNOW WHERE TO GO. >> WE CALL THEM TRANSITIONS. >> TRANSITIONS. >> BUMPERS. >> I CAN ADDRESS SOME OF THAT TOO. IF YOU'LL LOOK WHERE THE OLD SOFTBALL FIELD WAS LOCATED THERE IN THE TENNIS COURT, THAT RIGHT THERE BESIDE IT IS STAFF PARKING LOT ALSO. THEY CAN GO INTO THE SIDE DOOR. >> WELL, YES, BUT THEY HAVE SOME STAFF NOW ON THE NORTH SIDE OF THE ROADSIDE TOO, AND I CAN GUARANTEE YOU THAT THE ONES ON THAT SIDE ARE THE ONES THAT ARE GOING TO BE DRAWING THE SHORT STRAW. >> IT'LL BE VERY FEW, THOUGH. >> GO AHEAD. >> AS YOU CAN SEE, ON THIS SITE PLAN, THERE IS CURRENTLY AN EXISTING DRIVE THAT WE'RE MAINTAINING TO CREATE SEPARATION. AS DR. LOPEZ HAS ALLUDED, THERE COULD BE A WAY TO CREATE JUST ADDITIONAL BUFFERS SO THAT THERE IS A TRUE PHYSICAL SEPARATION BETWEEN THE STUDENT GENERAL PARKING AND WHERE STAFF GOES. ONE THING THAT WE'RE ALSO WORKING THROUGH IS A LAYERED ENTRY SEQUENCE. WE HAVE SEVERAL LOOPS COMING IN, SO THE IDEA WAS THAT THE FIRST LOOP IS WHERE STUDENTS COME IN. THE SECONDARY LOOP IS THE STAFF AND VISITORS, AND THEN THE FINAL LOOP CLOSEST TO THE ADDITION IS DROP-OFF AREA FOR PARENTS, STAGGERING THAT A LITTLE BIT. >> I JUST THINK BEING THOUGHTFUL ABOUT THAT, SINCE WE ARE GOING TO HAVE MULTIPLE USES OUT OF THE SAME LOT, THAT COULD BE VERY BENEFICIAL MOVING FORWARD. AS SOMEONE WHO GOES TO LAKEVIEW ON A REASONABLE BASIS, I ALSO WOULD LIKE A NICE PROTECTED AREA TO PARK. [01:50:01] >> THANK YOU. >> MISS STANLEY. >> I JUST WANT TO SAY I DIDN'T BUY A HOUSE ON HAYMAN BECAUSE OF LAKEVIEW, BUT I WOULD BUY IT NOW, SO THANK YOU. >> THANK YOU. >> THANKS. >> JUST A COUPLE OF QUESTIONS. WITH THE NEW ADMIN ADDITION FOR BOTH CAMPUSES, I NOTICED THAT THE LAKEVIEW ONE, I'M ASSUMING THAT THEY'RE BOTH NEW STRUCTURES, RIGHT? >> CORRECT. >> WE HAVE A STORM SHELTER WITH THE LAKEVIEW CENTENNIAL NEW ADMINISTRATION ADDITION, BUT NOT WITH THE NAAMAN. WHAT'S THE REASON FOR THAT? >> ONE OF THEM IS THE ORIGINAL BUDGET. LAKEVIEW HAD A STORM SHELTER IN IT. NAAMAN DID NOT. >> OKAY. >> THE WAY WE MITIGATED THAT IS BASICALLY THE OCCUPANCY OF THE ADDITION THAT YOU DO. IF IT'S OVER 50 OCCUPANTS, YOU HAVE TO PROVIDE A STORM SHELTER BY THE ICC 500 CODE. AT NAAMAN, WE'RE KEEPING THE OCCUPANCY RIGHT AT 49 OCCUPANTS, SO WE DON'T HAVE TO HAVE A STORM SHELTER. >> GOT IT. THEN WITH THE RELOCATION OF THE NEW ADDITION, IT PUTS IT TO THE FRONT OF THE CAMPUS. WHERE IT WAS BEFORE, I GUESS IN BOTH INSTANCES, IT SEEMED TO BE MORE CENTRALLY LOCATED, SO COVERAGE FOR ADMINISTRATION WOULD BE EASIER THROUGHOUT THE CAMPUS. WHAT ARE THEY GOING TO DO NOW THAT IT'S OUT OF THE WAY IN TERMS OF COVERAGE WHEN YOU GUYS HAVE HAD YOUR DESIGN REVIEW MEETINGS? >> YEAH. THERE'S DIFFERENT WAYS TO THINK ABOUT THE LOCATION OF THE ADMINISTRATION. A LOT OF TIMES, IT IS EXACTLY THE WAY WE SHOW IT, WHERE IT'S AT THE FRONT ENTRY SEQUENCE WHERE YOU CHECK IN AT THE FRONT DESK, GO THROUGH THE SECURITY VESTIBULE ADMINS RIGHT THERE. BOTH NAAMAN AND LAKEVIEW ARE A LITTLE DIFFERENT IN THE FACT THAT THE ADMIN WAS SEPARATED FROM THE FRONT ENTRY SEQUENCE, AND JUST TALKING TO PRINCIPAL OLIPHANT AND PRINCIPAL MOSTY, THEY WERE DEFINITELY OKAY WITH HAVING THE ADMIN AT THE ACTUAL ENTRY WHERE VISITORS ENTER. >> YEAH, I DON'T DOUBT THAT THEY WERE OKAY WITH IT. I WAS JUST CURIOUS WHAT SOLUTIONS WERE GOING TO BE. >> COVERAGE ISN'T WHERE YOUR OFFICES ARE, COVERAGE IS WHERE YOU STATION YOUR PEOPLE TO STAND. >> RIGHT. I WAS CURIOUS HOW THAT WAS GOING TO CHANGE? >> IT CHANGES BECAUSE NOW YOU HAVE MORE COVERAGE SPOTS LIKE AT LAKEVIEW. YOU HAVE THE TWO STORY, AND SO YOUR TEACHERS STILL HAVE TO BE DILIGENT BEING OUT IN THE HALLWAY. YOU GOT TO HAVE PEOPLE IN STRATEGIC LOCATIONS. YOUR SRO OFFICERS WILL LEARN THE NEW HOTSPOTS. COVERAGE IS COVERAGE, NO MATTER WHERE IT'S AT. >> A CHANGE. >> YEAH. >> ACCORDING TO ME. >> THAT'S THE ANSWER. OKAY, COOL. THANK YOU. >> I'LL ADD TO THAT AT NAAMAN, THE FACT THAT THAT EVERYONE IS LOCATED OR THAT THE ADDITION IS ONLY 49 OCCUPANTS, WE WERE ABLE TO MOVE SOME OF THE OFFICES OUT OF THAT ADMINISTRATION AREA, AND THOSE ARE LOCATED THROUGHOUT THE BUILDING, SO THAT SHOULD HELP WITH COVERAGE AS WELL. >> COOL. THANK YOU. NO OTHER QUESTIONS? THANK YOU GUYS. >> THANK YOU. >> WE'RE GOING TO MOVE TO ITEM D. WE'RE GOING TO RECEIVE THE PRESENTATION ON [IV.D. Receive Presentation on Bond 2023 Playground Replacement Schematic Design] THE BOND 2023 PLAYGROUND REPLACEMENT SCHEMATIC DESIGN. MR. FERNANDEZ. >> THANK YOU. >> BOARD PRESIDENT SELDERS, MEMBERS OF THE BOARD, DR. LOPEZ, HERE TONIGHT TO PRESENT TO YOU THE PRESENTATION FOR THE BOND 2023 PLAYGROUND REPLACEMENTS. THIS IS A SCHEMATIC DESIGN PRESENTATION PROVIDED BY BRW ARCHITECTS. IF YOU RECALL, WE'VE COMBINED THE PHASE 1, 2, AND 3 PROJECTS. WELL, THEY WERE SEPARATE PROJECTS, WE'VE COMBINED THAT SO THAT WE CAN BETTER SERVE OUR STUDENT NEEDS AND GET THE PROJECT DONE MUCH SOONER AND WITH REDUCED COST. WITH THAT, I'M GOING TO START OVER TO LISA LAMKIN, WHO IS WITH BRW, WHO WILL THEN PRESENT HER TEAM. THANK YOU. JUST PAGE DOWN, PAGE UP. >> WELL, GOOD EVENING. PRESIDENT SELDERS, THE BOARD, DR. LOPEZ, THANK YOU SO MUCH FOR THE OPPORTUNITY TO PRESENT ON THIS PROJECT. IT'S AN INCREDIBLE VISION THAT THE VOTERS EMPOWERED, REALLY, WE CALL IT NO CHILD LEFT INSIDE. [LAUGHTER] AS JAVIER ALREADY PRESENTED, ONE OF THE MOST IMPORTANT PARTS OF THIS VISION WAS EQUITY, ACCESSIBILITY, AND EXCITEMENT. THAT'S THE VISION AND WE CANNOT ACCOMPLISH EQUITY WITHOUT THIS IMPORTANT MOVE TO COMBINE ALL THESE PHASES BECAUSE WE'D END UP WITH NO MATTER HOW GOOD WE WERE AT GUESSING, WE'D START TO RUN OUT OF MONEY IN PHASE 3, AND THE PLAYGROUNDS WOULD LOOK DIFFERENT, AND THAT WOULD BE UNACCEPTABLE. IT'S A GREAT APPROACH TO COMBINE EVERYTHING TOGETHER AND IMPORTANT STEWARDSHIP OF THE VOTERS DOLLARS. WE GET MORE DONE FASTER. WHAT'S NOT TO LOVE. [01:55:05] AS YOU KNOW THERE'S TWO PLAYGROUNDS PER CAMPUS. I'M GOING TO COVER SOME OF THE DESIGN DETAILS OF THE PROJECT. I'M LISA LAMKIN, PRINCIPAL WITH BRW. I HAVE DIRECTOR STEVE JOHNSON WITH ME. HE'S GOING TO COVER SOME DETAILS OF THE SCHEDULE AND THE BUDGET. JUST TO ACKNOWLEDGE SUPPORT LEADERSHIP, MELISSA GONZALEZ IS WITH US HERE TOO. LATER ON, IF YOU ARE INTERESTED IN SAMPLES OF OUR TURF SHE CAN PROVIDE THAT. WE'VE GOT A LOT OF CAMPUSES AND WE'VE REARRANGED THE SCHEDULE SO THAT HEATHER GLENN, MONTCLAIR, AND WALNUT GLEN ARE AT THE END OF THE CONSTRUCTION SCHEDULE SO THAT PROVIDES A LONGER DECISION WINDOW FOR HOW THOSE CAMPUSES ARE GOING TO BE INCLUDED IN THE PROJECT. OF COURSE, EARLIER, WILLIAMS ELEMENTARY WAS REMOVED FROM THE SCOPE. WE ALL KNOW INTUITIVELY THE ARCHETYPE MOM KICKS THE KIDS OUTSIDE. IT'S GOOD FOR THEM. WE KNOW THAT OUTDOOR PLAY AND ACTIVITY IS REALLY GOOD FOR KIDS. THE RESEARCH SUPPORTS THAT. WE KNOW IT STRENGTHENS SOCIAL SKILLS AND THAT'S WHAT'S SO IMPORTANT ABOUT PLAYGROUNDS AT SCHOOL. AN INDIVIDUAL KID OR TWO OR THREE PLAYING IN THEIR BACKYARD THAT'S NOT NEARLY AS REINFORCING OF SOCIAL SKILLS AS WHAT'S PROVIDED AT THEIR HOME CAMPUS. STIMULATES EMOTIONAL DEVELOPMENT IN DIFFERENT WAYS AND THEREFORE WE'RE PROVIDING DIFFERENT KINDS OF EQUIPMENT FOR DIFFERENT KINDS OF KIDS. SOME KIDS ARE QUIET AND THEY DON'T LIKE TO, SOME KIDS JUST YOU CAN'T EVER GET THEM TO STOP MOVING. DIFFERENT KINDS OF EQUIPMENT TO ACCOMMODATE THAT. IT ENCOURAGES PHYSICAL ACTIVITY. WE ALL KNOW AS AMERICANS, WE SPEND TOO MUCH TIME NOT MOVING. LET'S TEACH OUR KIDS, INGRAIN IN THEM AT AN EARLY AGE HOW IMPORTANT HEALTH AND WELLNESS IS. WE DID SOME RESEARCH. THIS IS REALLY IMPORTANT BECAUSE IN ADDITION TO THE EXCITEMENT OF HOW BEAUTIFUL AND WONDERFUL THESE PLAYGROUNDS ARE IN TERMS OF THE QUALITY OF THE EQUIPMENT AND HOW MUCH THE KIDS LOVE THEM IT'S ALSO REALLY IMPORTANT TO THINK ABOUT THE EXCITEMENT OF THE MAINTENANCE TEAM, NOT HAVING TO MAINTAIN THIS OUT MOLDED WOOD CHIP SURFACE OR THAT IS OFTEN SEEN THROUGHOUT THE METROPLEX. THERE'S REALLY TWO MODERN SURFACES THAT ARE USED. ONE IS A PORT IN PLACE AND ONE IS AN ARTIFICIAL TURF SURFACE AND THAT'S COMING INTO PLAY MORE AND MORE. THOSE ARE BOTH OPTIONS THAT WE RESEARCHED HEAVILY. WE ALL CAME TO THE CONCLUSION WITH THE FACILITIES TEAM THAT ARTIFICIAL TURF WAS THE RIGHT DECISION. THERE'S A LOT OF STATISTICS HERE BUT THE PORT IN PLACE SEEMS LIKE IT'D BE CHEAPER. BUT IT'S MORE EXPENSIVE BY A LITTLE BIT. COULD BE AS MUCH AS FOUR DOLLARS A SQUARE FOOT, MORE EXPENSIVE, AND ITS WARRANTY IS HALF WHAT THE ARTIFICIAL TURF IS. THAT WAS A NO BRAINER FOR US TO GO WITH THE ARTIFICIAL TURF. IT'S ADA COMPLIANT. WE ALL KNOW CONSISTENT AND ACCESSIBILITY IS REALLY IMPORTANT AND THAT'S WHY THIS VISION OF UNIFORM PLAYGROUND DESIGN IS SO IMPORTANT. IT'S ADA COMPLIANT. IT'S GOT A LOW PILE HEIGHT AND IT'S SAFE. WE HAVE TWO DIFFERENT KINDS OF PLAYGROUNDS, ONE FOR THE LITTER KIDS, ONE FOR THE BIGGER KIDS AND THERE'S A DIFFERENT UNDERLAYMENT BECAUSE THE FALL ZONE IS DIFFERENT IF YOU'RE FALLING FROM HIGHER EQUIPMENT. THERE'S A DIFFERENT PAD UNDERNEATH IT AND IT'S REALLY A DURABLE. THERE'S NO DIRTY LOOSE FILL UNDERNEATH. IT'S NOT LIKE THE FOOTBALL FIELD WHERE THE KIDS BRING ALL THE GROUND UP RUBBER HOME AND DEPOSIT IT IN THE FRONT HALL. IT'S A DIFFERENT SURFACE DESIGNED FOR PLAYGROUNDS. AS I MENTIONED EARLIER PER CAMPUS WE'VE GOT A UNIFORM DESIGN CONCEPT. WE'VE GOT TWO AGE GROUPS. WE'VE GOT AGE GROUP 2-5 AND AGE GROUP 5-12 AND EACH ONE OF THOSE WILL GET A SHADE STRUCTURE REALLY IMPORTANT, [02:00:03] ESPECIALLY IN THE HOTTER MONTHS. TO BE ABLE TO GET THE KIDS OUTSIDE WE NEED SHADE. EACH ONE OF THEM WILL HAVE A LARGE APPARATUS. WE'RE ALL FAMILIAR WITH THOSE REALLY IMPORTANT, CONSISTENT ACCESSIBILITY. EVERY SINGLE ONE OF THOSE WILL HAVE AN ADA RAMP SO THAT TO INTEGRATE THE PLAY EXPERIENCE FOR THE DIFFERENTLY ABLED. THEY'LL ALL HAVE SLIDES. THE AGE GROUP 2-5 WILL HAVE THREE SLIDES, TWO CLIMBER PIECES, AND WE'LL GO INTO THIS IN MORE DETAIL IN A MINUTE. FOUR ACCESSIBLE DYNAMIC PANELS. WHAT THAT MEANS IS PANELS THAT HAVE COOL THINGS TO LOOK AT AND DO BALCONY AND STEPPING STONES. THEN ON THE AGE GROUP 5-12, VERY SIMILAR SET OF COMPONENTS, A LITTLE BIT LARGER. FOR THE OLDER KIDS WE ALSO WILL PROVIDE A SWING ELEMENT SPACE WITH FIVE TYPICAL SWING SEATS AND ONE INCLUSIVE SEAT. WHAT THE HECK DOES THAT LOOK LIKE? WE'RE READY FOR SOME PRETTIER PICTURES. SWINGS, WE KNOW WHAT THEY LOOK LIKE AND A REALLY IMPORTANT DECISION MADE HERE EVEN THOUGH IF YOU WERE GOING TO SAVE SOME BUCKS, WOOD CHIPS WORK BETTER HERE. WE'RE NOT DOING THAT BECAUSE IT'S REALLY IMPORTANT TO HAVE THE LONG OF THE ARTIFICIAL TURN. FOR THE AGE GROUP 2-5, WE'VE GOT 14 STATIONS AND WE'LL HAVE THE TWO VIEWS FROM EACH SIDE, SO YOU CAN SEE THEM ALL. THESE AT THIS POINT IN SCHEMATIC DESIGN THEY ARE GENERIC. WE'VE WORKED WITH TWO MANUFACTURERS. AS STEVE WILL COVER IN MUCH MORE DETAIL THAT IS A REALLY IMPORTANT PART OF THE DECISION THAT WE HAVE TWO AVAILABLE MANUFACTURERS THAT WILL BE INCLUDED IN THE ONE BID PACKAGE TO ACCELERATE THE CONSTRUCTION COSTS AND ALLOW FOR ENOUGH PRODUCT TO COME TO GARLAND, TEXAS. [LAUGHTER] BECAUSE THIS IS A LOT OF WORK. HERE WE HAVE THE ACCESSIBLE DYNAMIC PANEL, FOUR OF THEM AND THEN THE BALCONY, YOU CAN SEE HERE ANOTHER FOUR STEPPING STONES. THAT'S DIFFERENT WAYS TO APPROACH THE EQUIPMENT, THE ADA TRANSFER STATION AND OF COURSE THE SLIDES. PIVOTING AROUND TO THE OTHER SIDE YOU CAN SEE THE ADA RAMP THAT EVERYONE WILL HAVE ANOTHER ACCESSIBLE DYNAMIC PANEL, ANOTHER ONE OF THE SLIDES, AND MORE OF THE CLIMBERS THAT WE MENTIONED EARLIER. THEN GETTING TO THE BIGGER KIDS EVERYTHING GETS A LITTLE BIT BIGGER, A LITTLE BIT LARGER APPARATUS, A LITTLE BIT LARGER SHADE AREA, AND YOU CAN SEE THE SAME ELEMENTS AGAIN. AN OVERHEAD EVENT NOW. THE KIDS ARE OLDER AND STRONGER AND THEY CAN CHALLENGE THEMSELVES FURTHER. OF COURSE, THE ACCESSIBLE ELEMENTS THAT ARE ALREADY COVERED. PIVOTING AROUND TO THE OTHER SIDE YOU CAN SEE AGAIN ADA RAMP, A TRANSFER STATION, AND OTHER CLIMBERS THAT ARE MORE CHALLENGING FOR THE OLDER GRADES. NOW, I'D LIKE TO INVITE STEVE TO COVER INTO MORE DETAIL A COUPLE OF EXAMPLES JUST TO HELP YOU UNDERSTAND HOW THIS IS POSITIONED IN THE CONTEXT OF WHAT THEY HAVE NOW AND TO PROVIDE THE EQUITY ACROSS ALL THE SCHOOLS. THANKS, STEVE. >> THANK YOU, LISA. AS YOU SAID, WE DO HAVE A COUPLE EXAMPLES HERE. THE NEW ON TOP OF WHAT THE EXISTING PLAYGROUNDS ARE FOR A LOT OF THE NEWER SCHOOLS, WHAT WE'RE PROPOSING IS A LITTLE SMALLER FOOTPRINT THAN WHAT THEY HAVE EXISTING. FOR SOME OF THE OLDER SCHOOLS THAT ARE MORE LANDLOCKED IT'S THE SAME SIZE OR EVEN BIGGER. IN THE QUEST FOR EQUITY WE'RE TRYING TO GIVE ONE SOLUTION NOW AND I'LL GET LATER ON TALK ABOUT HOW WE HOPE TO IMPROVE THIS. BUT AT ARMSTRONG, THE 2-5 OLD PLAYGROUND ALREADY HAS A FENCE AROUND IT AND OUR NEW PLAYGROUND WILL FIT COMPLETELY INSIDE THERE AND IT'S NOT QUITE AS BIG AS THE AREA THAT'S THERE. THE 5-12 YEAR-OLD PLAYGROUND IS GOING TO BE MORE ORTHOGONAL AND IT'S NOT AS MUCH FOOTPRINT BUT I'LL SHOW YOU LATER WE HAVE ACTUALLY MORE ACTIVITIES GOING ON. WE ARE ABLE TO ACCOMMODATE MORE STUDENTS THAN WHAT THEY HAVE EXISTING. [02:05:04] THEN IF YOU LOOKED AT STEADHAM, WE JUST PICK TWO AT RANDOM, A SIMILAR SITUATION. THE EXISTING WOOD CHIP AREA IS BIGGER THAN THE PROPOSED FOOTPRINT. HOWEVER, WE CAN STILL ACCOMMODATE MORE STUDENTS WITH MORE ACTIVITIES IN THERE. THAT'S FOR BOTH THE 5-12 AND ALSO FOR THE 2-5-YEAR-OLD PLAYGROUND. WE ALSO HAVE TWO PRE-KINDERGARTEN CAMPUSES AND WE'RE STILL GOING THROUGH OPTIONS WITH THEM. WE HAD PROPOSED MAYBE TWO OF THE 2-5-YEAR-OLD PLACE STRUCTURES AND A SWING. WE'RE ALSO LOOKING AT PUTTING A PORT IN PLACE RUBBER SURFACE POSSIBLY AT THE FRONT CORRAL AREA. ONE OF THE PRINCIPALS REALLY LIKES TO USE THAT AREA. THEN WE'LL HAVE JUST TWO PLAYGROUND STRUCTURES WHERE THE PLAYGROUNDS CURRENTLY ARE. ANOTHER PRINCIPAL SAYING, I JUST WANT MORE AREA, MORE OF THE NEW SURFACE. IF WE DO A SWING SET IN ONE PLAY STRUCTURE THEN WE WILL HAVE MORE MONEY TO DO THAT SO WE'RE STILL LOOKING AT THAT WITH THE RUBBER SURFACE OUT FRONT. THEN WE'RE ALSO ENTERTAINING A PLAY STRUCTURE AND THEN SOME OF THE SMALLER ELEMENTS THAT ARE NOT ALL INCLUSIVE PLAY STRUCTURE. WE'RE STILL WORKING WITH THE PRINCIPALS AT THE PRE-KINDERGARTEN CAMPUSES TO FIGURE OUT WHAT WILL WORK BEST FOR THEM. AS I SAID THE NEW PLAYGROUND SQUARE FOOTAGE IS SMALLER THAN THE AVERAGE EXISTING PLAYGROUND SQUARE FOOTAGE. YES, THAT IS A TRUE STATEMENT. HOWEVER, IF WE LOOK AT THE CAPACITY OF THE PLAYGROUNDS A LOT OF THE EXISTING PLAYGROUNDS ARE VERY EXPENSIVE BUT THEY HAVE A LOT OF APPARATUS THAT ONLY ACCOMMODATE ONE OR TWO KIDS AT A TIME. WE'RE MAKING IT MUCH MORE COMPACT. WE HAVE SURVEYED EVERY CAMPUS, ALL 43 CAMPUSES, AND THE AVERAGE NUMBER OF 2-5-YEAR-OLD KIDS THAT GO OUT TO THE PLAYGROUND AT ONE TIME IS 51.1, AND WE'RE GOING TO HAVE A PLAYGROUND THAT'LL HANDLE 74 KIDS. THE AGE 5-12, THE AVERAGE NUMBER OF KIDS THAT GO OUT AT ANY ONE TIME IS EIGHTY SEVEN-AND-A-HALF, AND WE'RE PROPOSING A PLAYGROUND THAT WILL HOLD 82. IT'S NOT A PROBLEM. MOST OF THE KIDS IN THAT AGE GROUP WANT TO PLAY SOCCER OR SOMETHING ANYWAY. WE'VE BEEN THERE WHEN THE KIDS WERE OUT THERE TO OBSERVE HOW THEY USE IT AND NOT ONCE WAS ALL 87.5 KIDS ON THE PLAYGROUND AT ANY ONE TIME. THEY TAKE ADVANTAGE OF EVERY INCH OF LAND THAT YOU GIVE THEM AND THEY RUN AROUND. WE THINK WE'RE STILL GOOD. I'LL GET BACK TO MORE WHERE I THINK WE CAN IMPROVE ON THIS. THE SWINGS, THE AVERAGE NUMBER OF SWINGS PER CAMPUS IS 6.6 AND WE'RE PROPOSING SIX. >> OUR SCHEDULE IS A ROUGH SCHEDULE. WE'RE WRAPPING UP SCHEMATIC DESIGN HERE IN JUNE. WE HOPE TO HAVE DESIGN DEVELOPMENT WRAPPED UP IN SEPTEMBER., WE'RE STARTING OUR SURVEYS THIS MONTH. HOPEFULLY WE'LL HAVE ALL THAT INFORMATION. WE WANT TO HAVE CONSTRUCTION DOCUMENTS WRAPPED UP IN DECEMBER TIME FRAME. WE'LL START PERMITTING AS SOON AS THAT HAPPENS. I GOT TO SAY IN 30 YEARS OF SCHOOL ARCHITECTURE, I'VE NEVER TRIED TO GET 43 PERMITS IN THREE DIFFERENT JURISDICTIONS AT ONE TIME, SO THIS WILL BE AN INTERESTING ENDEAVOR. I'M HOPING WE CAN GET ALL THAT DONE SO WE CAN START CONSTRUCTION IN MARCH. WE'VE CONTACTED ALL THOSE JURISDICTIONS. WE'VE TRIED TO GREASE AS MANY SKIDS AS WE CAN, BUT AS YOU WELL KNOW, IT'S CITY HALL. WE HAD THREE OF THEM. WE'LL DO WHAT WE CAN TO STAY ON TOP OF THAT PROCESS, BUT WE'RE HOPING THREE MONTHS WILL BE GOOD TO START CONSTRUCTION IN MARCH. THEN BECAUSE OF THE WAY WE HAVE THE CONSTRUCTIONS STRUCTURED, WE THINK WE CAN FINISH IN OCTOBER OF '25. [02:10:01] THIS IS A CSP PROJECT, COMPETITIVE SEALED PROPOSAL, SO I GET TO BE CONSTRUCTION MANAGER, AT LEAST AS FAR AS MAPPING THIS OUT. AS LISA SAID, WE'RE WORKING WITH TWO MANUFACTURERS. WE INTERVIEWED FIVE OR SIX MANUFACTURERS TO SEE WHO HAS THE CAPACITY TO DO THIS, WHO CAN DEDICATE THE MOST CREWS TO THIS SCHEDULE, WHO HAS THE DISTRICT WORKED WITH BEFORE, WHO DO THEY LIKE. WE CAME UP WITH TWO THAT ARE GOING TO DEDICATE TWO CREWS EACH. WE HAVE IT BROKEN UP INTO WHERE WE'RE GOING TO BE WORKING ON FOUR CAMPUSES AT A TIME. THIS WILL WORK FOR THEIR MANUFACTURING SCHEDULE, IT'LL WORK FOR THEIR PRODUCTION SCHEDULE. I REALLY THINK BECAUSE OF THE REPETITIVE NATURE OF THIS PROJECT, ONCE THE CREWS DO ONE OR TWO, THEY'LL HAVE IT DOWN PAT, AND WE CAN EVEN ACCELERATE BEYOND THIS. BUT AS THAT BOX ON THE BOTTOM ON THE RIGHT SAYS, OUR CONSTRUCTUAL SUBSTANTIAL COMPLETION DATES FOR PHASE 1 IS OCTOBER 2026. WE'RE THINKING, WE'RE GOING TO BE DONE A YEAR AHEAD OF THAT WITH ALL THREE PHASES. YOU CAN SEE THE REDUCTION IN GENERAL CONDITIONS BY THE GENERAL CONTRACTOR, WE'RE SAVING MONEY, WE'RE SAVING TIME. THE KIDS WILL GET INTO THE NEW PLAYGROUNDS THAT MUCH FASTER. EVERYBODY HERE IN THIS ROOM WILL LOOK LIKE HEROES THAT MUCH FASTER. THAT'S MY JOB IS TO MAKE YOU ALL LOOK MY HEROES. BEEN DOING IT FOR 30 YEARS. I REALLY ENJOY IT, AND I THINK WE'RE ONTO A GOOD PLAN. THAT'S OUR SCHEDULE. I HAVE A BUDGET HERE. I THINK WE'RE IN BUDGET. I'VE SHOWN YOU HOW I BROKE DOWN. [OVERLAPPING] >> SAY THAT ONE MORE TIME. >> [LAUGHTER] I THINK WE'RE IN BUDGET. I REALLY DO AT THIS TIME. NOW, A LOT OF THE NUMBERS I'VE PUT DOWN ARE PLACEHOLDERS, AND THEY'RE INTENTIONALLY A LITTLE HEAVY. I'M HOPING NEXT TIME WE PRESENT FOR DD, I'LL HAVE TO SAY, UNFORTUNATELY, I HAVE TO GIVE YOU MORE STUFF. BUT IN ORDER FOR US TO HAVE AN EQUITABLE SOLUTION THAT IS IN BUDGET, THAT'S HOW WE ARRIVED AT THE SIZES OF EVERYTHING WE HAVE. LIKE I SAID, WE JUST ARE STARTING OUR SURVEYS. WE'LL BE ABLE TO DIAL IN A WHOLE LOT CLOSER AS TO WHAT ACTUAL ANTICIPATED COSTS ARE. THE CONCRETE COSTS, THESE ARE JUST MY GUESS FOR A WORST CASE SCENARIO. THERE ARE SOME CAMPUSES WE'RE GOING TO USE EVERY BIT OF THAT BECAUSE THE EXISTING CONCRETE HAS BEEN SURFING FOR YEARS. BUT THERE'S ALSO SOME. WE'VE BEEN TAKING OUT OUR SMART LEVEL, AND THE ACCESSIBLE ROUTES ARE ALREADY THERE, AND SOME OF THEM ALREADY HAVE A CONCRETE PERIMETER FOR THE PLAYGROUND. WELL, THAT'S GOING TO SAVE MONEY. LIKE I SAY, IN DD, WE'LL BE ABLE TO SHARPEN OUR PENCIL AND HAVE A WHOLE LOT MORE REALISTIC IDEA OF HOW MUCH MONEY NEEDS TO GO TO STUFF THE KIDS CAN'T PLAY ON, SO WE CAN INCREASE THE AMOUNT OF STUFF THAT THEY CAN PLAY ON. WE'LL HAVE MUCH MORE LATER IN DD, AND WE'LL HAVE OPTIONS FOR THE DELTA BETWEEN WHAT THE PLAYGROUND IS AND WHAT THE EXISTING PERIMETER IS, IF IT'S A CONCRETE PERIMETER WITH A FENCE. HOPEFULLY, WE CAN JUST INCREASE OUR SURFACE AREA TO EXPAND TO THAT. I THINK WE HAVE MONEY. I'M NOT GOING TO SAY THAT, BUT I THINK WE'RE GOING TO HAVE MONEY FOR THAT, BUT I'LL BE ABLE TO SHOW MORE OF THAT SO WE'LL HAVE AN EQUITABLE SOLUTION AT ALL 43 CAMPUSES. THE TWO MANUFACTURERS BOTH PRODUCED THE SAME STUFF. A MAN RIDING ON A HORSE WOULDN'T BE ABLE TO TELL THE DIFFERENCE BETWEEN THE TWO MANUFACTURERS. UNLESS YOU GO UP AND READ THE LABEL, NOBODY'S REALLY GOING TO KNOW THE DIFFERENCE. WE DID THAT INTENTIONALLY, SO IT WILL BE EQUITY AT EVERY CAMPUS. BUT WE THINK WE'RE ONTO IT. DO Y'ALL HAVE ANY QUESTIONS FOR US? >> THANK YOU FOR THAT PRESENTATION. MR. GLICK. >> THANK YOU, SIR. COULD WE JUST GO TO ONE OF YOUR DESIGNS, PAGE 164, IF POSSIBLE? JUST ONE OF THE FIRST ONES THERE. IT APPEARS THAT YOU'VE SEPARATED THE SWINGS WITH THE OLDER GROUP. I DON'T KNOW IF THE YOUNGER GROUP COMES OUT, AND ARE THEY GOING TO BE CONFINED TO THEIR AREA? >> YES. >> THEY WILL NOT BE ABLE TO USE THE SWINGS? >> YES. WE DISCUSSED WITH THE CAMPUS LEADERS, [02:15:05] AND WE GOT CONSISTENT FEEDBACK THAT IT WAS MUCH LESS IMPORTANT TO HAVE SWINGS FOR THE LITTLER KIDS. AS A BUDGET DECISION TO BE ABLE TO PROVIDE THE RIGHT SIZE OF THE PLATE APPARATUS, WE CHOSE TO NOT PROVIDE SWINGS FOR THE YOUNGER KIDS. THESE SWINGS ARE THE OLDER KIDS SIZE. >> ALTHOUGH IN ONE OF YOUR PICTURES ONE OF THE SIX SWINGS HAD A BAR ACROSS IT, WHICH I ASSUME WAS FOR A YOUNGER KIDS. >> THAT'S INCLUSIVE, BUT IT'S NOT FOR BABIES. IT'S FOR DIFFERENTLY-ABLED OLDER KIDS. >> FOR MOBILITY. >> I WANT TO UNDERSTAND BECAUSE IT'S HARD FOR ME TO BELIEVE YOUNGER KIDS DON'T WANT TO BE ON SWINGS, BUT THE PRINCIPALS ARE TELLING YOU THEY DON'T? >> THE EXISTING YOUNGER KID PLAYGROUNDS DO NOT HAVE SWINGS. THEY'RE ALREADY ACCUSTOMED TO NOT HAVE SWINGS. THE VAST MAJORITY, IF THEY HAVE SWINGS, HAVE IT WITH THEIR OLDER AGE PLAYGROUND. THERE ARE SOME CAMPUSES THAT HAVE ALL INCLUSIVE ONE PLAYGROUNDS. IN THAT INSTANCE, I GUESS THEY DO HAVE ACCESS, BUT I THINK WE'RE ALSO PUTTING ALL OF OUR PLAYGROUNDS IN THE SAME AREA, LIKE THEY HAVE IT BECAUSE THAT'S HOW THEY WANT IT TO BE, OR BECAUSE THAT'S WHAT THE LAND DICTATES THAT IT BE, OR BECAUSE OF THINGS LIKE THAT, BUT YES. IN MOST CASES, YES, THE SWING SET GOES WITH THE 5-12-YEAR-OLD PLAYGROUND AND THE OTHER PLAYGROUND. >> COULD YOU BRING UP 168, THAT'S KEELEY AND EVERYTHING IS COMBINED. >> THAT'S HOW THEY LIKE IT. THAT'S HOW THEY DO IT NOW. EVEN THOUGH YOU CAN SEE THAT LITTLE ARC AREA ON THE NORTH THERE, THERE WAS A PLAYGROUND, IN FACT, THERE STILL IS WITH A GRAVEL SURFACE THERE, THEY DON'T USE IT. THEY SEND EVERYBODY OUT TO THIS ONE PLAY AREA, AND THAT'S HOW THEY WANT IT TO BE. WE'RE TRYING TO GRANT THEM THEIR WISH, AND WE'RE GOING TO PUT ALL OF THEM BACK THERE, AND THAT'S FINE. >> THANK YOU. >> WE ARE TALKING TO EVERY CAMPUS. >> MR. MILLER. >> JUST REAL QUICK. MAYBE THIS FOR JAVIER. THE NEW CAMPUSES, THE NEW PLAYGROUNDS AT THE NEW CAMPUSES, WILL THEY BE THE SAME IDENTICAL KIND OF PLAYGROUNDS? >> WE ARE USING THE SAME MODEL. WE'RE GOING TO BE USING THE SAME MODEL. WHAT WE'RE CONCENTRATING ON IS STATIONS. THAT'S WHAT'S REALLY IMPORTANT. THE NUMBER OF STATIONS THAT WE'RE SERVING PER AGE LEVEL. >> MR. JOHNSON. >> THANK YOU VERY MUCH. HEARD THE USE OF THE TERM EQUITY A FEW TIMES, AND I'M ASSUMING THAT THAT MEANS THAT WE'RE GOING TO MAKE SURE EACH CAMPUS HAS SIMILAR FACILITIES FROM ONE TO ANOTHER. IS THERE ANY ACCOUNTING FOR THE DIFFERENCES IN SIZES OF THE STUDENT POPULATIONS FOR ANY OF THESE CAMPUSES? >> NO. >> BECAUSE WE HAVE SOME CAMPUSES THAT HAVE 900 STUDENTS ELEMENTARY, AND WE HAVE OTHER CAMPUSES THAT HAVE LESS THAN FOUR. I'M NOT TRYING TO BE CRITICAL HERE, BUT I DON'T THINK THAT THAT'S NECESSARILY EQUITABLE TO SAY THAT YOU HAVE THE SAME FACILITIES FOR A SCHOOL THAT HAS TWICE THE SIZE OF ANOTHER SCHOOL BECAUSE THAT'S GOING TO BE LESS OPPORTUNITIES FOR THAT GRADES POPULATION WHEN THEY GO OUT TO USE THOSE FACILITIES AS IT WOULD A DIFFERENT SCHOOL. I DON'T KNOW WHAT WE'VE CHARGED YOU WITH AS A DISTRICT WITH RESPECT TO THESE TYPE OF PLANS. BUT TO ME, CAMPUS EQUITY WOULD BE ON A PER STUDENT BASIS, NOT NECESSARILY JUST MAKING SURE THAT EVERY SINGLE PIECE OF LAND HAS THE SAME THING. THAT'S JUST MY CONCERNS ABOUT IT. >> I THINK THE TERMINATION OF THIS IS MORE EQUAL THAN EQUITABLE, I THINK THAT'S THE ARGUMENT. WE'RE TAKING AN EQUAL APPROACH TO ALL THE CAMPUSES RATHER THAN AN EQUITABLE APPROACH TO THE SIZE. IF EVERYBODY GETS THE SAME, NO MATTER WHAT THE SIZE OF THE CAMPUS IS, THAT'S EQUAL. EQUITABLE WOULD BE IF THERE'S A STRESS LEVEL TO DO MORE. >> EACH STUDENT HAS THE SAME LEVEL OF OPPORTUNITY WOULD BE EQUITABLE. [02:20:01] >> THIS LOOKS MORE EQUAL. I THINK MAYBE WE NEED TO LOOK INTO THAT. >> ARE THE CAMPUSES ADJUSTING SCHEDULES IN TERMS OF TIME ON THOSE APPARATUS? >> I THINK WE STILL HAVE A LITTLE TIME TO GO AHEAD AND ADDRESS THIS ISSUE. GO AHEAD, JAVIER. >> THANK YOU. TRUSTEE JOHNSON, EXCELLENT QUESTION, AND I APPRECIATE THE QUESTION. AS DR. LOPEZ IS STATING, THIS IS MORE OF AN EQUAL OPPORTUNITY WHAT WE STATED HERE. WHAT WE HAVE STATED WHEN WE PASSED THE BOND AND WHAT WE WERE ASKING THE VOTERS TO DO IS WE STATED WE WANTED EVERY ELEMENTARY SCHOOL TO HAVE TWO PLAYGROUNDS COVERED PLAYGROUNDS. THAT IS WHAT WE HAVE STATED. WE NEVER STATED THE NUMBER OF STATIONS. WE NEVER STATED THE MANUFACTURER OR ANYTHING LIKE THAT. WHAT WE'RE STATING IS TWO PLAYGROUNDS THAT ARE COVERED FOR OUR STUDENTS. THAT'S BEEN OUR CHARGE THAT WE'RE WORKING ON. BUT YOU BRING UP A VERY GOOD POINT ON HOW WE'RE ATTACKING THE PROJECT ITSELF WITH EQUITY VERSUS EQUALITY WITHIN THE EQUIPMENT. WE CAN CERTAINLY GO BACK AND REVISIT THE CAMPUSES FROM A STUDENT POPULATION LEVEL TO DETERMINE WHERE WE ARE WITH THE NUMBER OF STATIONS THAT WE ARE PRESENTING TO EACH CAMPUS. I WILL SHARE WITH YOU THAT WE HAVE GONE THROUGH EACH CAMPUS AND HAVE AN ASSESSMENT. WE HAVE AN ANALYSIS OF WHAT EACH CAMPUS HAS TODAY, THE NUMBER OF STATIONS THEY HAVE TODAY VERSUS WHAT WE ARE PRESENTING. UNFORTUNATELY, WHAT WE HAVE IN EACH CAMPUS TODAY IS THERE'S A LOT OF THERE'S A LOT OF VARIATIONS THAT DO NOT TAKE THE STUDENT POPULATION INTO CONSIDERATION AT ALL. SOME OF THEM HAVE VERY LIMITED NUMBER OF STATIONS. A LOT OF SPACE, A LOT OF WOOD CHIP SPACE WITH NOTHING THERE. A LOT OF WOOD CHIPS BUT NO PLAY AREA, NO PLAYSTATIONS TO ACTUALLY INTERACT WITH. THIS IS A MORE CONDENSED, BUT IT HAS THE STATIONS THAT THE STUDENTS CAN INTERACT WITH. WE CAN CERTAINLY GO BACK TO LOOK AT IT FROM A STUDENT IN ROMAN PERSPECTIVE. THE ONLY THING THAT I WOULD SAY AS WE LOOK AT THE STUDENT AND ROMAN PERSPECTIVE IS WE NEED TO BE VERY CAREFUL AND COGNIZANT THAT WHAT WE'RE TRYING TO ACCOMPLISH HERE IS SOMETHING THAT IS GOING TO BE FOR MANY, MANY YEARS TO COME. WE DON'T WANT TO SHOEHORN OURSELVES INTO LOOKING AT, WELL, THIS CAMPUS HERE IS A SMALL CAMPUS. IT ONLY HAS 400 STUDENTS IN IT, SO IT'S NOT GOING TO GET THE NUMBER OF STATIONS IN IT. OUR DYNAMICS ARE CHANGING WITHIN THE DISTRICT. WE ARE A CHOICE DISTRICT, AND SO SOME OF THESE CAMPUSES ARE GOING TO FLUCTUATE. IF THEY GET MORE STUDENTS, WE NEED TO BE COGNIZANT OF WHAT I WOULD SAY THAT THAT SWEET SPOT IS IN THE NUMBER OF STATIONS THAT WE HAVE FOR OUR CAMPUSES. >> A FOLLOW UP TO THIS, I NOTICE WE HAVE TWO DIFFERENT PLAYGROUNDS. WE HAVE ONE THAT WE'RE CALLING AT AGE 2-5 PLAYGROUND, ONE AT AGE 5-12. I THINK IT'S 12 PLAYGROUND. I'M GOING TO GO AHEAD AND BASICALLY CALL THAT BASED ON THOSE AGE GROUPS A PRE-K AND A REGULAR GRADE CAMPUS PLAYGROUND. >> THE TERMINOLOGY CHANGES DEPENDING ON WHICH PLAYGROUND MANUFACTURER YOU USE, BUT TYPICALLY WHAT THEY CALL IS THEY CALL THEM AN EARLY CHILDHOOD PLAYGROUND, AND THEN THEY CALL THEM A REGULAR PLAYGROUND, IF YOU WILL. >> HERE'S MY QUESTION. I DON'T BELIEVE WE HAVE PRE-K AT EVERY SINGLE ELEMENTARY SCHOOL. DO WE, LARRY? I KNOW YOU KNOW THIS. WE DON'T. FOR THOSE CAMPUSES THEY DON'T EVEN HAVE PRE-K. FOR PART OF KINDERGARTEN, YOU MIGHT HAVE SOME FIVE-YEAR-OLDS. WHY WOULD WE BE BUILDING A 2-5-YEAR-OLD PLAYGROUND ON THE CAMPUSES THAT DON'T EVEN CARRY PRE-K? >> YOU HAVE TYPICALLY WHAT ENDS UP HAPPENING IN THOSE CAMPUSES. THE STUDENTS THAT ACTUALLY USE THOSE EARLY CHILDHOOD PLAYGROUNDS ARE GOING TO BE TRADITIONALLY YOUR PRE-KS, YOUR KINDERS, AND YOUR FIRST. >> THOSE THREE GRADE LEVELS FROM HOW CAMPUSES USE THEIR PLAYGROUNDS. THAT'S WHERE YOU'RE GOING TO SEE HOW THOSE ARE THE GRADES THAT ARE GOING TO BE USING THOSE. WHEN YOU GET INTO THE SECOND GRADE, THIRD GRADE, FOURTH GRADE, FIFTH GRADE, THEY WILL TAKE THOSE STUDENTS AND THEY'LL MOVE THEM TO A DIFFERENT PLAYGROUND BUT TRADITIONALLY, AND AGAIN, WE CAN DO WHATEVER WE NEED TO HERE WITHIN GARLAND ISD. BUT IN A TRADITIONAL SENSE, WHEN WE BUILD AN ELEMENTARY SCHOOL, AS WE'RE DOING WITH TWO ELEMENTARY SCHOOLS, TOTAL OF FOUR WITHIN THIS BOND, THE GOAL IS TO HAVE TWO SEPARATE PLAYGROUNDS. BUT THE USE OF THOSE PLAYGROUNDS, OBVIOUSLY, [02:25:03] IT'S THE CAMPUS STAFF THAT MAKES THE DECISION ON WHO GETS TO USE THE PLAYGROUND BUT AS WE DESIGN THEM, WE'RE LOOKING AT REALLY A PRE K, A KINDER, AND A FIRST. THOSE ARE WHAT THOSE STATIONS ARE REALLY DESIGNED FOR, THAT IMPACTS THEM. >> DON'T FOCUS SO MUCH ON THOSE AGE BRACKETS AND AND I GUESS THAT'S MY ISSUE. I JUST WANT TO FIGURE OUT BECAUSE I'M LOOKING AT 2-5, AND I'M THINKING THAT WE HAVE SOME SCHOOLS THAT DON'T EVEN HAVE PRE K, THAT DOESN'T SEEM A WHOLE LOT OF UTILITIES TO IT SO THAT'S HELPFUL. THANK YOU VERY MUCH, HOBBY. >> MR. BEACH. >> JUST REAL QUICKLY, TOO. ON THE CAMPUS LEVEL, THEN THE PRINCIPAL SET A MASTER SCHEDULE OF WHEN THEY RELEASE STUDENTS TO GO OUT TO THE PLAYGROUND SO THERE'S GOING TO BE DIFFERENT TIMES THAT IF THERE IS AN OVERCROWDING, IF WE HAVE A LOT OF LIKE FOUR OR FIVE GROUPS OF SECOND GRADERS OR WHATEVER, THEY CAN SCHEDULE LIKE THREE OF THOSE CLASSES GO OUT NOW AT THIS PARTICULAR TIME AND THEN THE OTHER TWO WILL GO A LITTLE BIT LATER, SOMETHING LIKE THAT, ISN'T THAT CORRECT? >> YES, SIR. THE CAMPUSES ESTABLISHED THEIR OWN MASTER SCHEDULE FOR EACH RECESS PERIOD AND THAT'S ENCOMPASSED AS PART OF THEIR LEARNING PROCESS. >> I THINK THAT HELPS WITH THE OVERCROWD. IF THERE IS GOING TO BE ONE WHERE THE CAMPUS DOES GROW REAL BIG OR WHATEVER THE CASE MAY BE, THAT CAMPUS ADMINISTRATOR CAN SET THAT SCHEDULE, CORRECT? >> YES, SIR. THAT IS CORRECT. >> ANY OTHER QUESTIONS? MISS STANLEY. >> MOSTLY JUST KIND OF COMMENTS THAT JUST STUCK OUT IN MY MIND GOOD OR BAD. I GET CONCERNED WHEN I HEAR THEY'VE ALWAYS BEEN DOING IT THIS WAY AND THEY DON'T WANT TO DO IT DIFFERENTLY. THAT KIND OF CONCERNS ME BECAUSE WHO KNOWS IN 10 YEARS IF THAT PERSON IS STILL GOING TO BE THERE AND IS GOING TO STILL WANT TO DO IT THAT SAME OLD WAY. I LIKE THE THOUGHT OF THE UNIFORMITY OF HAVING TWO PLAYGROUNDS. NOW, IF A PARTICULAR SCHOOL ADMINISTRATOR CHOOSES NOT TO USE ONE OF THEM FOR WHATEVER REASON, THERE'S NOTHING WE CAN DO ABOUT THAT. BUT WHAT ABOUT THE ADMINISTRATOR THAT COMES THAT DOES WANT TO HAVE THOSE TWO, AND WE'VE ASKED THEM OUT? THAT WAS SOMETHING THAT CAUGHT MY ATTENTION AND THEN THE OTHER THING ON WHAT MR. JOHNSON IS SAYING, BUT GOING FORWARD AGAIN, AND THINKING FORWARD, COULD WE HAVE PRE K AT EVERY SINGLE CAMPUS AT SOME POINT? I KNOW THAT IT'S A BIG STRIVE TO, WE CONTINUE TO CHANGE, AND WE'RE GROWING THAT CONSTANTLY SO AGAIN, I DON'T WANT TO GO BACK AND ASK TO REDO OUR PLAYGROUNDS AGAIN BECAUSE WE WERE VERY SHORT SIGHTED. I'M A LITTLE CONCERNED AGAIN WITH THE SAME PLAYGROUND REGARDLESS OF THE CAPACITY OF THAT SCHOOL SO ENROLLMENT, AND THAT'S THE CAPACITY. IF YOU'VE GOT A SCHOOL THAT CAN HOLD 1,000 KIDS, THOSE PLAYGROUNDS NEED TO ACCOMMODATE IF WE EVER GET THEM TO THOSE 1,000 KIDS AND IF WE HAVE A SCHOOL THAT'S NEVER GOING TO GO BEYOND 400, THEN YOU DON'T NEED TO BUILD SOMETHING THAT'S GOING TO BE MORE THAN 400. I LIKE HOW WE'RE GOING IN THIS WE WANT TO MAKE SURE THAT EVERYONE'S GETTING THE SAME THING. I LOVE THAT BUT WE ALSO HAVE TO KIND OF STEP BACK AND SAY, AS LONG AS WE'RE MAKING SURE THAT THERE'S SOME BASIC MINIMUMS, BECAUSE WE GOT TO FLEX A LITTLE SO THOSE ARE JUST THE THOUGHTS THAT I HAD. >> THANK YOU, TRUSTEE STANLEY THOSE ARE VERY GOOD POINTS. AGAIN, THAT'S SOMETHING THAT WE WILL TAKE BACK AS PART OF THE DESIGN TEAM. WE'LL LOOK AT THIS, WORK WITH ADMINISTRATION AND TAKE THOSE RECOMMENDATIONS FROM THE BOARD AND LOOK AT WHAT ADJUSTMENTS WE NEED TO DO. THE GOOD NEWS IS, IN ALL ESSENCE, THIS IS A PLAYGROUND, AND WHAT WE'RE TALKING ABOUT HERE, THE BIGGEST PIECE OF THIS, THE HARDEST PIECES, WHERE IS IT LOCATED? WHAT ARE THE DYNAMICS OF THE SOILS THAT WE HAVE THERE? THOSE ARE THE BIGGEST CHALLENGES AND HURDLES THAT WE HAVE ALREADY GONE THROUGH FOR THIS. NOW WE'RE TALKING ABOUT HOW MANY STATIONS AND THOSE ARE SIMPLE ADS AND DELETES FOR THIS PIECE. >> ANY OTHER QUESTIONS, TRUSTEES? THANK YOU, GUYS. >> THANK YOU. >> NOW WE'RE GOING TO MOVE TO SECTION 5, OUR ACTION ITEMS FOR NON CONSENT. WE'RE GOING TO TAKE ACTION TONIGHT. THE FIRST ONE IS FIRST NEW BID, [V.A. New Bids] ACTION ITEM A FOR CONTRACT NUMBER 229-24. CONSIDER APPROVAL TO AWARD INTERACTIVE DISPLAY AND INSTALLATION SERVICES. MR. BOOKER? >> YES, SIR. TO MR. SELDERS, MEMBERS OF THE BOARD OF TRUSTEES, TO DR. LOPEZ, THE CONTRACT WE DO HAVE BEFORE YOU IS [02:30:02] A CONTRACT FOR ONE YEAR WITH FOUR ANNUALLY RENEWABLE OPTIONS. THE DISTRICT DID IDENTIFY OR DID RECEIVE NINE PROPOSALS, TWO OF WHICH DID NOT MEET THE MINIMUM REQUIREMENTS. A RUBRIC OR EXHIBIT A IDENTIFIES THE EVALUATION CRITERIA THAT WAS UTILIZED TO DETERMINE BEST VALUE FOR THE DISTRICT. THE DISTRICT DETERMINED THAT TECHNOLOGY ASSETS, LLC, DVA GLOBAL ASSET PROVIDES THE BEST VALUE TO THE DISTRICT. IT IS A NEW AWARD REPLACEMENT WITH ONE YEAR WITH FOUR ANNUALLY RENEWABLE CONTRACTS. SIXTY PERCENT OF THE FUNDING COMES FROM THE GENERAL FUND, 25% FROM FEDERAL AND 15% FROM THE BOND. THE DISTRICT DID HAVE A PRESENTATION OF THE MANUFACTURERS THAT WAS PRESENTED TO DEPARTMENT STAFF AND SCHOOLS, AND WE'RE ALL IN AGREEMENT WITH THE RECOMMENDATION THAT'S BEING MADE. THAT IS THE RECOMMENDATION FOR THE ADMINISTRATION. THE NOT TO EXCEED AMOUNT THAT'S LISTED FOR THE FIRST YEAR, THAT CONTRACT, I BELIEVE THAT WAS THE 800 NEW AWARD, THE TOTAL CONTRACT VALUE FOR THE ENTIRE CONTRACT IS THE $4 MILLION AND I WANT TO SAY THAT ANNUAL AMOUNT IS, I THINK IT'S APPROXIMATELY 883,000, BUT IT IS THE $4 MILLION NUMBER, AND I JUST NEED THAT DISPLAYED A LITTLE LARGER. THANK YOU, MATT. IT HELPS MY YOUNG EYES. >> IT'S HERE. >> THANK YOU. $4,180,370 THAT WAS THE TOTAL BID FOR FIVE YEARS. THE ANNUAL AMOUNT WAS LISTED. THANK YOU, MATT. GRTC WILL BE THE FIRST SCHOOL THAT WILL BE GETTING 40 OF THE UNITS THIS SUMMER. >> TRUSTEES, YOU HAVE INTERSTATIONS IN THE RED FOLDER, AN ITEM. >> IT'S PROP C. THANK YOU, MATT. IT IS PROP C. >> IT'S A SEALED BID SO THAT INFORMATION IS INCLUDED IN [OVERLAPPING] >> LET ME GET MY COMPLETE AWARD. >> MR. PRESIDENT, ARE YOU READY FOR A MOTION? >> OKAY. >> HERE WE GO. THE NOT TO EXCEED AMOUNT FOR THE FIRST YEAR. THANK YOU. $836,074 IS THE NOT TO EXCEED AMOUNT FOR THE FIRST YEAR. >> MR. JOHNSON. >> THANKS, MR. POKER AND I KNOW MR. YAGER IS UP THERE, AND HE CAN MAYBE PROVIDE SOME ASSISTANCE ON THIS ALONG WITH DR. LOPEZ. WITH RESPECT TO ANY PARTICULAR BOND PRESENTATIONS THAT WE DID, I SEEM TO RECALL PRESENTING ALONG THE LINES OF SMART BOARDS IS THAT THIS TECHNOLOGY THAT WE'RE REFERRING TO RIGHT NOW? >> YES, THIS IS PART OF PROP C, WHICH IS TECHNOLOGY UPGRADES, AND GRCTC WAS INCORPORATED IN THE TECHNOLOGY UPGRADE SO THIS IS PRIMARILY, THAT'S WHY IT'S ONLY 15% FOR BOND BECAUSE THIS IS OUR NEW STANDARD GOING FORWARD SO THAT 15% IS GRCTC AND THEN ANY NEW SCHOOL WE HAVE GOING FORWARD, WE'LL BE USING THESE DISPLAYS GOING INTO. ALL ELEMENTARY SCHOOLS WILL HAVE THAT IN ONCE THAT GETS TO THE POINT OF PURCHASE. DOES THAT MAKE SENSE? >> IT DOES, BUT WE'RE NOT USING BOND FUNDS TO UPGRADE EVERY CAMPUS ON ON THIS [OVERLAPPING] >> NOT ON THIS PROGRAM. >> THAT'S WHAT I LEARNED. THANK YOU. >> SPEAKING TO YOU. YOU WANT TO ASK A QUESTION. >> NEEDED QUESTIONS? MISS STANLEY. >> I DON'T USE THESE, SO JUST EXCUSE ME ON THIS. BUT I THINK I GET WHAT THEY'RE FOR, AND I UNDERSTAND IT. WHAT'S THE LIFE EXPECTANCY ON THESE THINGS? I KNOW THAT WE'RE GOING TO ROLL OUT IT'S A CONSIDERABLE AMOUNT OF MONEY. [02:35:04] WE'LL ROLL THEM OUT, AND IT'S OUR NEW STANDARD, BUT IS THIS SOMETHING THAT WE'RE GOING TO HAVE TO REVISIT EVERY, 2-3 YEARS BECAUSE OF TECHNOLOGY OR IS IT FIVE? >> IT'S UNDER A SEVEN YEAR WARRANTY SO IT SHOULD LAST FOR ABOUT SEVEN YEARS. AS LONG AS THEY DON'T ABUSE THEM ON THE TOUCH SCREEN [INAUDIBLE] >> THANK YOU. >> TRUSTEES, ARE THERE ANY OTHER QUESTIONS? I WILL ENTERTAIN A MOTION. >> MR. PRESIDENT, I MOVE APPROVAL TO AWARD INTERACTIVE DISPLAY AND INSTALLATION SERVICES. >> SECOND. >> BEEN MOVED BY MR. GLICK, SECOND BY MR. JOHNSON. MR, ARE YOU READY? OPEN THINGS UP FOR THE VOTE. VOTE OPEN. VOTE NOW. VOTE CLOSED. THAT MOTION CARRIES 7-0. THANK YOU. NOW WE'RE GOING TO MOVE TO ITEM 5B MODIFICATION TO AWARDED BIDS. [V.B. Modification to Awarded Bids] FIRST ONE IS CONTRACT NUMBER 288-19-01, CONSIDER APPROVAL OF MODIFICATION TO FIBER OPTIC CABLING MAINTENANCE. MR. BOOKER. >> YES SIR, ONCE AGAIN, MR. SELDERS, MEMBERS OF THE BOARD OF TRUSTEES AND TO DR. LOPEZ, THAT CONTRACT BEFORE YOU THIS IS JUST A MODIFICATION TO CHANGE THE FUNDING PERCENTAGE, WHICH IS ADDING 37% TO THE BOND SO IT'S NOT A CHANGE OR INCREASE IN THE SALARY. IT IS BEING BROUGHT BEFORE THE BOND COMMITTEE FOR APPROVAL SO IT'S JUST THAT WE'RE ADDING FUNDS 683, 37% OF THAT WILL BE USED FOR BOND FUNDS, NO OTHER MODIFICATIONS OR CHANGES. TRUSTEES ARE THERE ANY QUESTIONS? I'LL ENTERTAIN A MOTION. >> MR. PRESIDENT. I MOVE THAT WE APPROVE, AS NOTED IN OUR BOARD BOOK TONIGHT. >> SECOND. >> IT'S BEEN MOVED BY MR. MILLER, SECONDED BY MR. GLICK. WE'RE GOING TO OPEN THE VOTES NOW, VOTE OPEN. VOTE NOW. VOTE CLOSED. MOTION CARRIES 7-0. WE'LL NOW MOVE TO ITEM 5B, CONTRACT NUMBER 360-23 CONSIDER APPROVAL OF MODIFICATION TO ARCHITECTURAL AND RELATED PROFESSIONAL SERVICES. >> YES, SIR. MR. SELDERS, MEMBERS OF THE BOARD THIS IS A MODIFICATION JUST SIMPLY IN THE CHANGE OF AWARD FOR TWO OF THE CONTRACTED VENDORS OR PROFESSIONAL SERVICE PROVIDERS. THE CHANGE IS ALPHA TESTING, WHICH WAS PREVIOUSLY AWARDED BY THE BOARD OF TRUSTEES HAS CHANGED THEIR NAME TO UES PROFESSIONAL SOLUTIONS 44 LLC. IN ADDITION TO THAT, THERE'S A CHANGE FROM THE ORIGINAL AWARD, IEG LLC IMAGE E AND G, CHANGE TO INNOVATIVE ENGINEERING GROUP, A MOREGROUP BRAND, LLC. THOSE ARE JUST SIMPLY NAME CHANGE IN AWARDED VENDORS OR WINDED PROFESSIONAL SERVICE PROVIDERS. NO OTHER CHANGE IN THE VALUE OF THE CONTRACT EXISTS WITH THIS MODIFICATION, IS SIMPLY NAME CHANGES. >> AWESOME. TRUSTEES, NO FINANCIAL IMPACT WITH THIS CHANGE. I WILL ENTERTAIN A MOTION AT THIS TIME. >> MR. PRESIDENT, MOVE FOR APPROVAL. >> SECOND. >> IT'S BEEN MOVED BY MR. MILLER, SECONDED BY MR. GLICK. GO TO OPEN THE VOTE. VOTE OPEN. VOTE NOW. VOTE IS CLOSED. >> MY CLICKER IS NOT WORKING [LAUGHTER] >> THERE IT IS. >> FINALLY WORKED. >> THERE IT IS. THAT MOTION CARRIES 7-0. NEXT ITEM. ITEM 6 IS FOR EXECUTIVE SESSION. DR. LOPEZ, ARE THERE ANY EXECUTIVE SESSION ITEMS? DR. LOPEZ? >> WE'RE GOOD. NO ITEMS. >> TO HAVE A MOTION FOR ADJOURNMENT. [VII. Adjournment] >> I MOVE. >> THIS MEETING IS ADJOURNED AT 7:09. * This transcript was compiled from uncorrected Closed Captioning.