Jul 23, 2024 Board Bond Special Meeting

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GOOD AFTERNOON. IT IS 4:33 CALLING TO ORDER THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES BOARD BOND SPECIAL MEETING FOR TUESDAY, JULY

[I. Call to Order and Determination of Quorum]

I CERTIFY THAT A QUORUM IS PRESENT.

WE'LL PROCEED WITH OUR AGENDA.

MISS HOGAN, ARE THERE ANY PUBLIC FORUM CARDS? NO, SIR. THANK YOU.

DOCTOR LOPEZ, SUPERINTENDENT'S MESSAGE.

[III. Superintendent's Message]

LPA DID A GREAT JOB OF A CONCEPTUAL DESIGN FRAMEWORK FOR US.

WE HOPE THE COMMUNITY IS AS EXCITED ABOUT IT AS WE ARE.

IT'S REALLY GOING TO CHANGE THE FACE AND REALLY TIE IN TO ALL THE DEVELOPMENT THAT'S HAPPENING IN THAT DOWNTOWN NEIGHBORHOOD.

SO THAT'S GOING TO BE THAT'S THE NUMBER ONE TICKET FOR TODAY.

THANK YOU. WE'LL MOVE TO ITEM FOUR INFORMATION ITEMS A RECEIVED PRESENTATION ON BOND 2023 PROGRAM SUMMARY UPDATE.

[IV.A. Receive Presentation on Bond 2023 Program Summary Update – Javier Fernandez]

THANK YOU, PRESIDENT SELDERS, MEMBERS OF THE BOARD, DOCTOR LOPEZ.

HERE TONIGHT TO PRESENT TO YOU OUR BOND PROGRAM SUMMARY UPDATE FOR THE MONTH OF JULY, AND AS A REMINDER, THE BOND IS DEVELOPED OVER THREE DIFFERENT PROPOSITIONS FOR 1.279 BILLION.

THIS IS OUR TIMELINE FOR PHASES TWO THROUGH FIVE.

WE'RE ACTIVELY PROGRESSING WITH CONSTRUCTION WITH DESIGN, FINISHING UP DESIGN FOR PHASE ONE, AND SO WE'LL BE MOVING INTO CONSTRUCTION OF THAT, AND WE'RE IN THE PROCESS OF DESIGN FOR PHASE TWO AND PHASE ONE.

SOFTBALL, BASEBALL IMPROVEMENTS.

THAT PROJECT WAS BROKEN UP INTO THREE PIECES.

YOU CAN SEE THERE PARTS ONE, TWO AND THREE AND PART ONE.

THE ONLY ITEMS REMAINING ARE THE CANOPIES.

THE BLEACHER CANOPIES ARE GOING TO BE THEY SHOULD BE WRAPPING UP.

IT SAYS JULY. SO WE'VE GOT A LITTLE BIT OF A SLIP THERE.

JULY, AUGUST, EARLY AUGUST OF WHEN THOSE CANOPIES SHOULD BE INSTALLED AND THE WINDSCREENS FOR ALL SOFTBALL AND NAAMAN FOREST BASEBALL SCHEDULED TO BE DONE BEFORE THE END OF THE MONTH.

IRRIGATION. WE'RE STILL WORKING ON A COUPLE OF IRRIGATION ISSUES AT NAAMAN FOREST.

WE'RE WORKING REALLY CLOSELY WITH OUR MAINTENANCE STAFF TO GET THAT TAKEN CARE OF.

THE LAKEVIEW CENTENNIAL NORTH GARDEN AND SOUTH GARDEN PROJECT THAT WAS AWARDED TO HELLAS CONSTRUCTION A FEW MONTHS BACK.

THEY ARE WORKING DILIGENTLY TO MOBILIZE AND WORKING TO CONSTRUCT THOSE PROJECTS THERE, AND PART THREE, WHICH IS GARLAND HIGH SCHOOL.

WE'RE ANTICIPATING THE COMMENCEMENT OF OF CONSTRUCTION ON THAT PIECE.

TO START THAT EARLY FOURTH QUARTER OF THIS YEAR.

SO THE FIELDHOUSES IN THE MACS, THAT IS THE MULTI-PROGRAM ACTIVITY CENTERS, THAT IS A COMBINATION FOR THE PUBLIC.

THAT IS A COMBINATION OF PROPOSITIONS A AND PROPOSITIONS B THE FIELD HOUSES ARE PART OF PROPOSITION A, AND THE MACS ARE PART OF ALL OF PROPOSITION B IS THE MULTI-PROGRAM ACTIVITY CENTERS.

SO THE GMP NUMBER TWO WAS APPROVED IN JUNE, AND WE'VE GOT ONGOING ARCHITECT AND CMAR COLLABORATION FOR THE NAAMAN FOREST AND LAKEVIEW CENTENNIAL PROJECTS.

AGAIN, THOSE PROJECTS HAVE QUITE A BIT OF WORK THAT'S TAKING PLACE AT AT THOSE CAMPUSES SPECIFICALLY FOR LAKEVIEW CENTENNIAL. WE WILL BE CONSTRUCTING THE FIELD HOUSES AND MACS, WHILE AT THE SAME TIME, WE'RE CONSTRUCTING OUR BASEBALL AND SOFTBALL PROJECTS THERE. SO A LOT OF TRAFFIC GOING ON AT OUR HIGH SCHOOL.

SO I APPRECIATE EVERYONE'S PATIENCE AS WE'RE WORKING THROUGH THESE PROJECTS, BUT AT THE END OF THE DAY, I THINK OUR CITIZENRY WILL BE EXTREMELY HAPPY WITH THE END PRODUCTS WHEN WE'RE DONE, BUT WE'VE GOT A LITTLE BIT OF GROWING PAINS THAT WE'RE GOING THROUGH RIGHT NOW.

FREEMAN ELEMENTARY.

WE WILL PROVIDE TO YOU A SCHEMATIC DESIGN PRESENTATION AFTER THIS PRESENTATION.

SO WE'RE PRESENTING THAT TO YOU.

WE HAVE AS FAR AS THE DEMOLITION OF THE OLDER FREEMAN BUILDING.

THAT IS BEING BROUGHT TO THE BOARD.

THAT'S A GMP THAT WE WILL BE BRINGING TO THE BOARD OF TRUSTEES NEXT MONTH FOR APPROVAL.

WE'RE CALLING THAT GMP NUMBER ONE.

THAT PROJECT WILL HAVE TWO SEPARATE GMPS, AND SO THE PLAN IS TO START THE DEMOLITION OF THAT FACILITY IN SEPTEMBER.

SO THESE ARE SOME PICTURES OF FREEMAN ELEMENTARY.

NOW THAT EVERYONE HAS MOVED OUT, WE HAVE STARTED TO MOVE EQUIPMENT OFF OF THE ROOF, EQUIPMENT AND MATERIALS INSIDE THE BUILDING, THINGS THAT ARE BEING TAKEN OUT.

WE'VE HAD SOME PHOTOS OF OUR PRE-PROPOSAL OBSERVATION MEETING THAT WE HAD FOR THE DEMOLITION OF THE BUILDING AT HILLSIDE ACADEMY FOR EXCELLENCE.

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HOWEVER, AT HILLSIDE, AS PART OF THE DEMOLITION, WE HAD ABATEMENT THAT WE WERE WORKING ON, AND SO WE'RE ABOUT DONE WITH ALL OF THE ABATEMENT ON THE INTERIOR.

THE EXTERIOR IS COMPLETELY DONE, AND SO AGAIN, WE'LL BRING THAT TO THE BOARD IN AUGUST FOR THE GMP, AND THEN THE BUILDING DEMOLITION WILL START IN SEPTEMBER.

WE HAVE THE SAME CONSTRUCTION MANAGER AT RISK.

LEE LEWIS IS THE CONSTRUCTION MANAGER AT RISK FOR BOTH OF THESE PROJECTS, AND SO THEY WILL BE WORKING ON BOTH OF THEM AT THE SAME TIME.

THESE ARE SOME PHOTOS OF THE WORK.

JUST MOVING A LOT OF MOVING A FURNITURE IN AND OUT OF THE BUILDINGS.

A LOT OF ITEMS THAT ARE IN THE BUILDING THAT NEED TO BE REMOVED BEFORE THE BUILDING GETS DEMOED, AND SOME PICTURES OF THE ABATEMENT THAT HAD TO TAKE PLACE ON THE INTERIOR OF THE BUILDING. AT LAKEVIEW, CENTENNIAL AND NAAMAN FOREST, WE ARE DOING WHAT WE CALL LIDAR, AND THAT'S ACTUALLY A LIGHT DETECTION AND RANGE SCANNING FOR LAKEVIEW CENTENNIAL NAAMAN FOREST THAT IS BEING DONE ABOVE THE DROP CEILING.

THAT GIVES US A REALLY GOOD INDICATION OF HOW THAT BUILDING IS BUILT, AND SO WHEN WE START AS WE START PUTTING THE DESIGNS WHILE THE DESIGNS ARE GOING PLACE, IT HELPS US MINIMIZE THE NUMBER OF UNFORESEEN CONDITIONS THAT WE WILL FIND AS WE'RE CONSTRUCTING.

SO THIS IS WHILE THIS IS BEING DONE IN THE DESIGN STAGE.

IT IS WELL WORTH THE EFFORT TO GET THIS DONE, ESPECIALLY WHEN WE'RE DOING RENOVATIONS TO HIGH SCHOOLS AND SUCH.

SO THE DESIGN DEVELOPMENT STAGE, WE'RE AT 30%, AND THE CMAR HAS BEEN ENGAGED IN DEVELOPING COST ESTIMATES FOR US.

SO THIS GIVES YOU A PERFECT UNDERSTANDING OF WHAT LIDAR IS.

WE BASICALLY HAVE TO TAKE ALL OF THE CEILING GRID OUT.

WE TAKE AN INSTRUMENT THAT GIVES US A VISUAL OF WHAT IS ACTUALLY ABOVE THE DROP CEILING.

ON THE PLAYGROUNDS WE'RE MOVING.

WE'VE GOT SITE SURVEYS ARE ABOUT 50% DONE ON THE PLAYGROUNDS, AND SO WE WOULD BE OUR PLAN IS TO START, GO TO THE PROCUREMENT PROCESS AT THE END OF THE YEAR, AND , AND CONSTRUCTION WOULD BE AT THE FIRST QUARTER OF NEXT YEAR.

YOU CAN SEE THE CONSTRUCTION SCHEDULE THERE, AND THAT'S FOR ALL OF THE PLAYGROUNDS AT ALL OF OUR ELEMENTARY SCHOOLS IN PRE K'S.

OUR FENCING PROJECT THAT'S THERE'S TWO PHASES.

THE FIRST PART IS 42 ELEMENTARY SCHOOLS.

WE ARE WORKING REALLY CLOSELY WITH TRANSPORTATION AND SECURITY.

WE DO HAVE SOME CHALLENGES THAT WE WILL BE WORKING THROUGH INTERNALLY AS FAR AS HOW THAT FENCING IS PLACED AND SOME OPERATIONAL ISSUES, FOR EXAMPLE, WHAT WE CALL MAN GATES WHERE THE MANNED GATES ARE GOING TO BE THE OPERATION OF THE MAIN GATES, VEHICULAR GATES, THE PROCESS OF THAT.

SO WE'RE WORKING THROUGH ALL OF THAT IN COLLABORATION WITH OUR SECURITY DEPARTMENT AND OUR TRANSPORTATION DEPARTMENT.

SO EVERYONE IS WORKING TOGETHER TO MAKE SURE THAT WE PROVIDE THE BEST SOLUTION FOR EACH ONE OF OUR CAMPUSES.

WHILE THEY ARE UNIQUE, THEY WILL BE UNIQUE SITUATIONS FOR EACH CAMPUS THAT WE'RE WORKING THROUGH AND THE FIRE ALARM FACILITIES ARE SEVEN OF THEM.

WHILE THIS SAYS WE'VE GOT PURCHASE REQUISITIONS FOR ETHERIDGE AND PARSONS, WE ACTUALLY HAVE RECEIVED PROPOSALS FOR ALL SEVEN, AND SO WE'RE PROCESSING THOSE TO START THOSE FIRE ALARM PROCESSES, FIRE ALARM UPGRADES FOR ALL OF THOSE PROJECTS.

AGAIN AS I STATED EARLIER, THIS WILL HAPPEN.

THIS WORK WILL HAPPEN IN CONJUNCTION WHILE SCHOOL IS TAKING PLACE.

HOWEVER, THERE WILL BE NO TESTING.

THERE WILL BE NO CUTTING OVER OF THAT.

ALL OF THAT HAPPENS DURING THE BREAK.

SO WHEN WE MOVE FROM ONE FIRE ALARM SYSTEM TO THE OTHER, IT'S ALL VERY TRANSPARENT TO THE OCCUPANTS OF THE BUILDING.

SECURITY CAMERA REFRESH.

THIS IS ACTUALLY COMING TO THE BOARD.

THIS IS A NEW CONTRACT.

THAT'S COMING TO THE BOARD IN SEPTEMBER AS CONTRACT 510-23-06.

WE ARE WORKING WITH OUR PURCHASING DEPARTMENT VERY CLOSELY ON THAT CONTRACT, AND THESE ARE THE PROJECTS THAT ARE GOING TO BE ASSOCIATED WITH THE SECURITY CAMERA REFRESH AND THE ACCESS CONTROL FOR ALL OF THOSE BUILDINGS, AND THE LOCAL AREA NETWORK THIS IS OUR PHASE ONE BID PACK 15.

THIS IS ACTUALLY PART OF PROPOSITION A.

THE FIRST PART OF IT IS OUR HIGH SCHOOLS.

THIS IS A PROJECT THAT IS IS BEING MANAGED THROUGH OUR TECHNOLOGY DEPARTMENT, AND SO THEY ARE WORKING WITH YOU SEE, PART ONE, THE HIGH SCHOOLS NEAR COMPLETION OF ALL THE HIGH SCHOOL UPGRADES.

MIDDLE SCHOOLS ARE IN PROGRESS, AND THE ELEMENTARY SCHOOLS ARE PROCURING IN PREPARATION FOR THE INSTALL ALL OF THE ELEMENTARY UPGRADES.

THIS IS NETWORK SWITCHES.

THIS IS FOR THE PART A THE PROJECT SUMMARY.

CAMPUS CONSOLIDATIONS.

AGAIN WE'VE AS PART OF ALL OF THE BOND PROGRAM THAT WE'RE DOING, WE ARE CONSOLIDATING IN RELATIONSHIP TO BUILDING NEW SCHOOLS.

12 CAMPUSES WERE WERE PART OF THIS CONSOLIDATION, SOME WHERE WE HAD TO REMOVE PORTABLES FROM THAT CAMPUS AND TRANSFER THEM OVER TO FREEMAN AT

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IT WILL BE CALLED FREEMAN AT GOLDEN MEADOWS AND PORTABLE RELOCATIONS TO THE HILLSIDE ACADEMY AT CENTERVILLE.

IT WILL BE THE HILLSIDE ACADEMY.

IT WILL NOT BE HILLSIDE ACADEMY AT CENTERVILLE.

SO THE NAME OF IT WILL BE HILLSIDE ACADEMY.

THIS KIND OF TELLS YOU WHERE WE'RE AT.

WE'RE MOVING VERY DILIGENTLY WITH THE BUS LANE AT CENTERVILLE.

THAT'S A BUS LANE AND A PARKING EXTENSION THAT IS TO ACCOMMODATE ALL THE STUDENTS THAT THIS YEAR WILL BE AT THE CENTERVILLE BUILDING, WHICH IS NOW GOING TO BE THE HILLSIDE ACADEMY, AND ON A TEMPORARY BASIS, WHILE THE NEW HILLSIDE/KIMBERLIN WILL BE BUILT.

THE FURNITURE FOR WILLIAMS AND HANDLEY DELIVERIES ARE ONGOING AT THIS TIME.

THE SIGNAGE WE HAVE WE'VE ACTUALLY GOT PURCHASE ORDERS FOR SIGNAGE AND THAT'S THE SIGNAGE HAS TO DO WITH BOTH INTERIOR AND EXTERIOR FOR SOME OF OUR CAMPUSES. WE HAVE AS YOU RECALL, WILLIAMS THE STUDENTS AT WILLIAMS THIS YEAR, THEY WILL BE AT PARKCREST IN THIS YEAR, THE NAME PARKCREST WILL NO LONGER BE THERE.

THIS WILL BE THE WILLIAMS ELEMENTARY.

SO GOING FORWARD, THE PRESENTATIONS THAT YOU HEAR FROM ME WILL SAY WILLIAMS ELEMENTARY, WHICH IS THE FORMER PARK CREST SCHOOL, SO THAT IS BEING TAKEN CARE OF. ALONG WITH THE FREEMAN AT GOLDEN MEADOWS AND THE HILLSIDE PIECE.

SO A LOT OF MOVING PARTS.

THE PORTABLES, THIS IS SOME OF THE PORTABLES THAT WERE PLACED AT CENTERVILLE AND THE PORTABLES THAT WERE PLACED AT GOLDEN MEADOWS.

THIS ISN'T TO SUPPORT THE TEMPORARY RELOCATION OF STUDENTS WHILE THE STUDENTS GET BRAND NEW FACILITIES FOR THEM, AND THESE ARE SOME OF THE FURNITURE THAT'S BEEN DELIVERED AND WORKING THROUGH THAT.

THE CENTERVILLE ELEMENTARY BUS LANE.

THESE PICTURES ARE SOMEWHAT DATED.

WHILE THIS SHOWS SOME GRADING GOING ON, WE ACTUALLY NOW HAVE CONCRETE IN PLACE, AND SO WE'RE MOVING VERY DILIGENTLY ON THAT PROJECT.

THE PHASE TWO PROJECTS, I WANTED TO TAKE THE OPPORTUNITY TO GO OVER AND AS A REMINDER FOR OUR CITIZENRY WHAT IS INCLUDED IN PHASE TWO, PHASE TWO BID PACK ONE IS OUR NEW ELEMENTARY SCHOOL, NUMBER THREE OUR NEW AGRICULTURAL SCIENCE CENTER, SOUTH GARLAND NORTH GARLAND SCHOOL RENOVATIONS AND OUR ELEMENTARY ENHANCEMENTS FOR HICKMAN ELEMENTARY, NORTH LAKE ROWLETT, AND TOLER ELEMENTARY.

THOSE ARE PART OF PROJECTS PHASE TWO, ALONG WITH A ROOF PACKAGE WITH ROOF REPLACEMENTS FOR COOPER, HERFURTH AND STEADHAM, AND THEN THE SECOND PART OF THE PERIMETER FENCING FOR ALL OF OUR MIDDLE SCHOOLS, HIGH SCHOOLS AND SPECIAL SERVICE FACILITIES, A FIRE ALARM REPLACEMENT, SECURITY CAMERAS, SECURITY CARD, KEY ACCESS, AND THEN THE BEAVER TECHNOLOGY INTRUSION ALARM UPGRADES.

SO IN ADDITION TO THAT, WE'VE GOT ABOUT 37 BUILDINGS THAT WE'RE DOING WATERPROOFING ON AND OUR DDC CONTROLS FOR 50 ELEMENTARIES.

EXCUSE ME, 50 FACILITIES AND THE LAND UPGRADE FOR THESE 63 FACILITIES.

SO THE PROP C PORTION THIS IS THE PROP C THAT WE TALKED ABOUT.

THIS IS SPECIFICALLY FOR TECHNOLOGY.

PART ONE.

THE INSTALLATION IS IN PROGRESS FOR THE LAKEVIEW CENTENNIAL HIGH SCHOOL, AND THE PART TWO IS THE GRCTC HIGH SCHOOL.

INSTALLATION IS IN PROGRESS, AND THOSE ARE THE ITEMS THAT ARE BEING INSTALLED AS PART OF PROPOSITION C, AND WITH THAT IS A BOND FINANCIAL SUMMARY THAT IS INCLUDED AT THE END OF EVERY PRESENTATION THAT WE GIVE ON A MONTHLY BASIS.

THESE ARE THE DOLLARS THAT WE HAVE KIND OF SHOWED YOU WHAT OUR BUDGET IS OR OUR ENCUMBRANCES AND OUR COST TO DATE.

WANTED TO GIVE YOU, IN ADDITION TO THAT WANTED TO GIVE YOU A SUMMARY OF BUDGET SAVES THAT WE HAVE SO FAR WITHIN THE BOND PROGRAM. AS YOU RECALL, THE WINDOW FILM WE WERE OUR SECURITY DEPARTMENT WORKED VERY DILIGENTLY, AND KUDOS TO OUR SECURITY DEPARTMENT FOR RECEIVING A GRANT FOR ALL OF OUR WINDOW FILM.

THE BOND PROGRAM DOES HAVE WINDOW FILM DOLLARS IN IT, AND THAT'S A BUDGET, SAVE FOR THE BOND PROGRAM.

OUR LAN/WAN UPGRADES FOR OUR 2023, WE RECEIVED RESPONSES BACK FROM OUR PROPOSALS AND TECHNOLOGY WAS HAPPY TO REPORT THAT THEY HAD A BUDGET SAVED OF ABOUT $9 MILLION FROM THE PROPOSALS THAT THEY RECEIVED BACK.

SO WE'VE GOT SOME GOOD BUDGET SAVES TO ACCOUNT FOR SO FAR.

WITH THAT, WE'LL TAKE ANY QUESTIONS THAT THE BOARD MAY HAVE.

AS A REMINDER BEHIND THE QUESTIONS AND COMMENTS ARE THE DETAILED INFORMATION FOR EVERY SPECIFIC PROJECT THAT YOU CAN SEE MORE DATA.

WE WILL NOT GO OVER IT THROUGH THE BOARD PRESENTATION, BUT IT IS THERE FOR THE COMMUNITY TO REVIEW SHOULD THEY HAVE ANY QUESTIONS.

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TRUSTEES, ARE THERE ANY QUESTIONS? NO. NO QUESTIONS.

ONE QUICK QUESTION FOR YOU, JAVIER, ON YOUR PAGE FOR I THINK IT'S PAGE SEVEN IN OUR BOOK.

FOR PART TWO, YOU HAVE HELLAS CONSTRUCTION TRAILERS AT LAKEVIEW CENTENNIAL.

DOES THAT ACCOUNT FOR WHAT'S GOING TO BE HAPPENING AT NORTH AND SOUTH GARLAND HIGH SCHOOL, OR WILL THEY HAVE THEIR OWN CONSTRUCTION TRAILER THERE AS WELL AT LAKEVIEW CENTENNIAL? WELL, WE WILL HAVE WE'RE HAVING ONE TRAILER FOR ALL THREE PROJECTS, AND WE'RE COORDINATING TYPICALLY WHAT YOU DO IS WHEN YOU HAVE A THREE CAMPUS PROJECT LIKE THIS, YOU HAVE A LARGE TRAILER, AND THEN YOU'LL HAVE ALL OF YOUR MEETINGS THERE, AND THEN YOU'LL HAVE TYPICALLY THE JOB SUPERINTENDENTS WILL BE UTILIZING THEIR TRUCKS AND WHAT HAVE YOU ON THE OTHER FACILITIES, BUT FROM A COST SAVINGS PERSPECTIVE, IT IS MORE BENEFICIAL FOR THE DISTRICT TO HAVE ONE TRAILER AT ONE LOCATION AS OPPOSED TO HAVING THREE SEPARATE ONES, VERY SIMILAR TO WHAT WE DID WITH THE NAAMAN FOREST, ROWLETT AND SACHSE. WHEN THAT PROJECT WAS GOING ON AND HELLAS WAS BUILDING THAT.

OUR MAJOR, WHAT WE CALL OUR JOB TRAILER WAS AT ROWLETT, AND SO WE UTILIZED ONE JOB TRAILER AT THAT TIME, AND THEN WITH THE DESIGN PHASE HAPPENING FOR PART TWO OF THAT, IT SEEMS LIKE A MUCH LONGER TIME PERIOD.

IS IT BECAUSE THEY HAVE MORE TO DO WITH THOSE PARTICULAR FIELDS? YEAH, THERE WAS. SO THAT WAS A VERY GOOD QUESTION ON THE DESIGN PHASE FOR THE PART TWO.

YES, A LITTLE BIT, A LITTLE BIT DIFFERENT ON PART TWO BECAUSE LAKEVIEW CENTENNIAL, WE MOVED THE SOFTBALL FIELD, AND SO THAT WAS THROUGH INITIALLY WHEN THE PROJECT WAS THE VERY ONSET WE LOOKED AT THE FACILITIES AND DECIDED AND WANTED TO MAKE THE DETERMINATION WHAT IS ACTUALLY BEST FOR THE LONGEVITY OF THE FACILITY AND WHAT IS BEST FOR OUR STUDENTS HERE AT GARLAND ISD, AND IN LOOKING AT THAT, DURING THE DESIGN PROCESS WE FELT THAT IT WAS MORE BENEFICIAL TO OUR STUDENTS AT LAKEVIEW CENTENNIAL.

THE SOFTBALL PORTION TO BUILD THEM A BRAND NEW SOFTBALL FIELD AS OPPOSED TO WHERE THEY'RE AT NOW, THAT FIELD IS, IS GOT A LOT OF EROSION THAT'S HAPPENING NEAR THAT LARGE CULVERT THAT'S NEXT TO IT, AND THE COST TO REPAIR THAT COMPLETELY OUTWEIGHS RELOCATING THAT FACILITY, AND IT ACTUALLY IT'S BETTER FOR THE STUDENTS BECAUSE IT MAKES IT MORE OF A BASEBALL SOFTBALL COMPLEX AS OPPOSED TO TODAY, LAKEVIEW BASEBALL IS ON ONE SIDE OF THE FACILITY OF THE CAMPUS, AND SOFTBALL IS COMPLETELY ON THE OTHER SIDE AND YOU DON'T GET THAT SENSE OF COMMUNITY, AND SO BY PUTTING THEM TOGETHER, YOU REALLY WORK TOWARDS GETTING THAT SENSE OF COMMUNITY THERE.

SO I WORKED REALLY CLOSELY WITH OUR CAMPUS TO MAKE THAT HAPPEN, AND THAT'S THE ONLY ONE OF THE THREE THAT HAVE HAS THAT MAJOR CHANGE.

YES, SIR. OKAY, SIR. THANK YOU, MR. GLICK. YES.

GO AHEAD. THANK YOU SIR.

ON YOUR PAGE 30 OUR PAGE 30 WITH THE FINANCIAL SUMMARY.

YEAH. YES, SIR.

YES. JUST GO BACK A COUPLE, PLEASE.

YEAH. ONE MORE.

OKAY. SO YEAH.

ONE MORE BACK. THANK YOU.

WHEN YOU HAVE NEW SCHOOL REPLACEMENT NUMBER TWO, I'M ASSUMING THAT'S HILLSIDE, RIGHT? YES, SIR. OKAY, SO WHEN WE SAW THE ARCHITECT MADE A PRESENTATION TO US AND IT WAS PRETTY CLEAR THAT THE PRESENTATION WE SAW WOULD BE GO OVER BUDGET.

I DON'T KNOW IF THAT'S REFLECTED HERE, AND THAT'S THE THING I THINK WE NEED TO KNOW, AND I'M NOT SURE HOW WE SHOW THAT.

I MEAN, LATER ON, YOU TALK ABOUT BUDGET SAVES.

I REMEMBER WITH THE PLAYGROUNDS, THERE WAS A QUESTION IF WE DECIDED TO GO WITH THOSE DESIGNS ON PLAYGROUNDS, THAT MIGHT HAVE BEEN OVER BUDGET.

HOW CAN WE TELL AT THIS STAGE? AND I WOULD MAYBE IT NEEDS ANOTHER COLUMN.

I WOULD HOPE SOMETHING TO SHOW US WHERE WE'RE UNDER, CLEARLY UNDER BUDGET, WHAT'S COME IN SO FAR AND WHAT MIGHT BE OVER BUDGET.

IS THERE A WAY TO DO THAT? YES, SIR. SO I CAN SHARE WITH YOU THAT THE FINANCIAL SUMMARY THAT YOU'RE SEEING HERE, THE FIRST COLUMN, THE COLUMN NUMBER THREE, THAT IS THE OVERALL, PROJECT COST.

SO WHEN YOU'RE SEEING THE PROJECT FOR THE NEW ELEMENTARY SCHOOL OF 62.3 MILLION, THAT IS THE PROJECT COST.

THAT INCLUDES ALL CONSTRUCTION, ALL ARCHITECT FEES, ALL THE MISCELLANEOUS COSTS, ALL OF THE FURNITURE, ALL THE TECHNOLOGY, EVERYTHING THAT IT COSTS TO ACTUALLY BUILD THAT BUILDING.

THAT'S YOUR TOTAL COST.

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WHAT WE'RE PRESENTING TO YOU IS THE CONSTRUCTION COSTS.

SO WE HAVE A BUDGET THAT'S BROKEN OUT, THAT TAKES THE PROJECT COST AND BREAKS THAT COMPLETELY OUT.

SO WE HAVE EVERY DISCIPLINE, IF YOU WILL, FOR A PROJECT AS A BUDGET, AND SO WE HAVE THESE DOLLARS THAT WE'RE TRACKING SPECIFICALLY TO THAT PIECE, AND SO WHILE WE MAY BE OVER ON ONE DISCIPLINE WITHIN THAT PROJECT, THERE MAY BE SOME OTHERS THAT ARE UNDER WITHIN THAT DISCIPLINE. OKAY.

SO THEN MAYBE THE COLUMN THAT I WOULD LIKE TO SEE WOULD BE WHAT THE VOTERS APPROVED, AND THAT'S THE COLUMN WITH 62.

THAT'S THE TOTAL.

OKAY. WELL THAT'S TWO DIFFERENT NUMBERS NOW OKAY.

SO THAT'S WHERE I'M GETTING CONFUSED.

62.359, WHAT DOES THAT REPRESENT.

THAT IS YOUR PROJECT COST, AND THAT'S THE PROJECT COST, WHICH IS WHAT WE CALL THE ALL IN COST.

THAT IS THAT IS THE COST THAT TYPICALLY WHAT WE SAY.

THAT'S THE COST TO HAND YOU THE KEYS TO THE CAR.

WHAT IS THE TOTAL COST FOR THE CAR, AND SO WE HAND YOU THE KEYS.

THAT'S HOW MUCH WE BUDGETED FOR THAT OKAY, BUT WHAT IS--OKAY, WHAT IS THE NUMBER THAT WHEN WE WENT TO THE VOTERS, WE SAID, THIS IS THE AMOUNT WE HAVE DESIGNATED FOR THIS PARTICULAR ITEM? THE PROPOSITIONS.

SO WE GO BACK TO THE PROPOSITION LANGUAGE, AND THE PROPOSITION LANGUAGE HAS US GOING TO THE VOTERS, AND WHAT WE WENT TO THE VOTERS WITH IS THREE DISTINCT PROPOSITIONS.

NO, SIR, I UNDERSTAND THAT.

WHAT I'M TRYING TO SAY.

LET ME TRY TO ANSWER THAT.

OKAY. GO BACK TO THE GO BACK TO THE PAGE 30.

RIGHT. SO WHERE MR. GLICK IS GETTING AT AND I'M GONNA TRY MY BEST.

ALL RIGHT. SO IF I'M A LITTLE OFF, YOU KNOW, YOU CORRECT ME, WHAT MR. GLICK IS GETTING AT IS IF YOU GO TO SCHOOL REPLACEMENT NUMBER TWO, WHEN WE DID THE SCHOOL REPLACEMENT NUMBER TWO, WE SAID CONSTRUCTION COSTS WERE PROJECTING IS THAT THIS? AND THEN WE ADDED EVERYTHING ELSE UP, AND SO OUR ALL IN COST WENT WITH SOFT COSTS AND EVERYTHING.

WE PROJECTED TO BE 62, WHATEVER IT'S GOING TO BE.

RIGHT. SO WHENEVER WE GOT THAT, WHENEVER WE GOT THAT NUMBER THE ASSUMPTION IS, WELL, IF OUR CONSTRUCTION COSTS ARE OVER, THAT SHOULD DRIVE EVERYTHING ELSE TO BE OVER.

CORRECT. SO IF THAT'S OVER THEN THEN THIS SHOULD BE SHOWING THAT AT LEAST WE'RE IN A NEGATIVE GOING INTO THIS.

OKAY, BUT WHAT YOU'RE SAYING IS THAT THE OTHER FACETS, RIGHT, THAT ARE ABOVE THE CONSTRUCTION COST COULD BE UNDER AND MITIGATE THE OVERAGE THAT WE SAW.

CORRECT OR INCORRECT.

THAT IS CORRECT. SO HOW WOULD THE BOARD KNOW THAT'S MITIGATED OR NOT MITIGATED THROUGH THIS PRESENTATION.

WE CAN ADD THAT INFORMATION THROUGH AT THIS SPECIFIC PIECE, THROUGH THE ACTUAL PROJECT.

WHEN WE TALK SPECIFICALLY ABOUT A PROJECT.

WHEN WE'RE GIVING YOU, FOR EXAMPLE, THE FENCING, WE CAN SHARE WITH YOU THE ACTUAL BUDGET FOR THAT PROJECT VERSUS THE ESTIMATES THAT WE'RE RECEIVING, AND THEN WE CAN THEN IDENTIFY WHETHER AT THAT TIME ARE WE PROJECTING TO BE OVER OR UNDER WITH ALL IN COST, IF THAT HELPS YOU UNDERSTAND HOW THAT RELATES TO THE OVERALL FUNDS AT THE BOTTOM, THESE FUNDS HERE, THIS IS ACTUALLY THE THESE REPORTS ARE FROM OUR ORACLE SYSTEM. SO THIS IS WHAT'S ACTUALLY LOADED IN IN OUR ORACLE SYSTEM AS FAR AS WHAT EACH PROJECT IS BUDGETED FOR.

SO WHEN I LOOKED AT HILLSIDE I THINK WE ALL SAID WOW, AND I WAS READY TO SAY LET'S GO, BUT IT WAS SO MUCH OVER BUDGET.

NOW, IF YOU SAY THERE ARE COSTS IN OTHER PARTS OF BUILDING HILLSIDE, I DON'T KNOW WHAT THEY ARE.

SURE. SO THAT'S WHAT I THINK WE NEED TO SHOW.

I THINK WHAT DOCTOR LOPEZ, I AGREE WITH THAT.

MAYBE ANOTHER COLUMN JUST SO SHOWING PLUS OR MINUSES.

SURE. YEAH. THANK YOU.

MR. BEACH. YEAH, MINE IS JUST REALLY A COMMENT ON PAGE 22.

WHENEVER YOU'RE TALKING ABOUT THE PROJECT SUMMARY, CAMPUS CONSOLIDATION, AND WE'RE TALKING ABOUT THE 12 CAMPUSES AND THE RELOCATION OF THE PORTABLES THAT ARE GOING TO BE THERE.

WE'RE STARTING SCHOOL IN THREE WEEKS, AND AGAIN, AND I'VE TALKED TO MR. GONZALEZ ABOUT IT EVERY YEAR, AND I HAVE A PET PEEVE ABOUT HVAC AND MAKING SURE THAT EVERYTHING IS READY AND UP AND RUNNING BECAUSE YEAH, WE'RE HAVING A LITTLE COOL FRONT RIGHT NOW, BUT STILL, IT'S GOING TO BE HOT, AND SO I'M JUST WANTING TO MAKE SURE THAT EVERYTHING, WHEN ALL OF THE MOVES THAT WE'RE MAKING IN

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SO I WANT TO MAKE SURE THAT ALL THAT IS WORKING FOR OUR STAFF.

SO BASICALLY, JUST A COMMENT IN THAT RESPECT, I COMPLETELY, COMPLETELY UNDERSTAND.

THANK YOU. THANK YOU, MR. MILLER. YEAH.

GETTING BACK TO MR. GLICK'S QUESTIONS.

IF WE COULD GO BACK TO PAGE 30 ONCE MORE.

SURE. TWO QUESTIONS.

NUMBER ONE, WITHIN THE TOTAL $62 MILLION.

WHAT PERCENT OF THAT IS THE ACTUAL CONSTRUCTION? IS IT 90? 80? SO EACH SO EACH PROJECT IS A LITTLE DIFFERENT.

YEAH, BUT IN GENERAL IN GENERAL GENERAL THEY RUN THEY TYPICALLY ARE BETWEEN 75 TO 80.

SO SOME PROJECTS HAVE ABOUT 75% OF THE BUDGET.

PROJECT BUDGET IS IN CONSTRUCTION.

SOME OF THEM ARE AT 80.

LIKE THE FENCING IT DOESN'T REQUIRE A LOT OF MISCELLANEOUS.

SO THEIR CONSTRUCTION BUDGET IS HIGHER.

OKAY. SO IN THE 40S THEN FOR THE CONSTRUCTION, 40 MILLION? YEAH. YES, SIR.

YES, SIR. FOR THE CONSTRUCTION.

YES, SIR. THEN THE OTHER 15 TO 20 MILLION FOR THE.

YES, SIR. SO HOW MANY DIFFERENT YOU CALL THEM DISCIPLINES.

SO HOW MANY DIFFERENT DISCIPLINES COULD BE SEGREGATED SO THAT WE COULD HAVE THE INFORMATION LIKE MR. GLICK, AND I THINK EVEN DOCTOR LOPEZ WAS DESCRIBING.

SO WE CAN SEE MOVING PARTS AS WE GO THROUGH THE PROJECTS.

I THINK ONE OF THE THINGS WE DON'T WANT TO DO IS BE SURPRISED, NOT THAT YOU WOULD SURPRISE US.

YOU'RE PROBABLY GOING TO TELL US, BUT YOU MAY NOT BE TELLING US IN A WAY WE CAN UNDERSTAND, AND I THINK THAT VISUAL IS WHAT MR. GLICK WAS GETTING AT, AND I TOO WOULD LIKE TO SEE THAT IF WE COULD, WE ABSOLUTELY.

WE ABSOLUTELY CAN AND CAN PROVIDE IT TO YOU.

OKAY. THAT'S IT.

THANK YOU, MISS STANLEY.

THANK YOU. SO IT'S ON THE SAME LINE, BUT MY QUESTION MIGHT BE MORE TO DOCTOR LOPEZ.

SO WE SAW THAT THE DRAWINGS OR RENDERINGS OF THE HILLSIDE.

IS THAT A DONE DEAL? I MEAN, I DIDN'T REALIZE THAT WE APPROVED THOSE DRAWINGS.

I THOUGHT THAT WAS A PRELIMINARY AND THAT THEY WERE GOING TO COME BACK TO US AGAIN.

SO YOU'RE TELLING ME THAT WE'RE DONE? THAT'S A SCHEMATIC DESIGN.

YES. THE BOARD DOESN'T DECIDE THE DESIGN.

WE DECIDE THE DESIGN, AND THEN WE WORK FROM THE DESIGN TO MAKE THE ENDS MEET, TO MAKE THE PROJECTS COMPLETION.

OKAY. SO IF SO, ARE WE SO IS THAT TO SAY THAT WE'RE MOVING FORWARD WITH A POTENTIAL $9 MILLION OVER BUDGET SCHEMATIC OR I GUESS I WAS UNDER THE ASSUMPTION THAT WE WOULD COME BACK WITH A NEW SCHEMATIC OR A NEW COSTING AND THE SAME SCHEMATIC THAT WOULD BRING US INTO BUDGET. SO I GUESS I'M MISSING WHERE I DIDN'T VOTE TO SAY YES TO A $9 MILLION SCHEMATIC.

SO THE WAY THAT THIS WORKS IS WHEN THEY GIVE YOU THE SCHEMATIC PORTION ON THIS IS THAT'S NOT A FINAL NUMBER. OKAY.

SO THEY'RE SAYING FROM THE DESIGN, THIS IS WHAT WE COULD DO, AND THEN FROM THERE WE START NEGOTIATING THROUGH THE I WOULD SAY THE DESIGN WORK.

THERE MIGHT BE SOME THINGS THAT ARE EASIER COST SAVINGS, MAYBE WE PUT LESS WINDOWS IN SOME AREAS, AND SO WE START WE START WHITTLING IT DOWN.

OKAY. SO THAT'S WHAT I WAS ASSUMING, BUT THEN THE SECOND PART TO IT AND IT'S HARD BECAUSE WE GO THROUGH THIS EVERY DAY.

THE BOARD DOES IT. RIGHT.

SO THE SECOND PART TO IT IS AND JAVIER, PLEASE CHIME IN IF I'M OFF OR ANYTHING, BUT THE SECOND PART IS THERE'S A BUNCH OF CONTINGENCY MONEY BUILT INTO THIS.

OKAY. THE CONTINGENCY MONEY IS IS JUST IN CASE.

SO THE DIFFERENCE BETWEEN THE CMARS AND WHAT WE'RE MOSTLY ACCUSTOMED TO BASICALLY BOILS DOWN TO THE CMAR IS LIKE, THIS IS THE WORST CASE SCENARIO WHEN YOU DO SEALED COMPETITIVE BID PROPOSALS.

THAT'S WHAT THEY SAY.

OH, WE COULD BUILD THIS FOR THIS MUCH, AND THEN YOU HAVE 10 MILLION CHANGE ORDERS, SO THE PRICE ALWAYS GOES UP.

UNLESS THERE'S SOMETHING, UNLESS THEY GO IN AND THEY FIND.

LET'S JUST SAY IT'S AN ANCIENT BURIAL GROUND THAT CAN'T BE TOUCHED OR THERE'S SOMETHING GOING ON WE DON'T ANTICIPATE, LIKE ANYTHING GOING ABOVE THIS. SO USUALLY WE'RE ABLE TO CONSTRICT IT AND GO BELOW, AND SO WHEN YOU SEE ALL THAT, THERE'S ALSO WHAT WE CALL SOFT COSTS, ALLOCATION COSTS, ALL THESE OTHER THINGS

[00:30:01]

SO THERE'S A GIVE AND TAKE FOR THE WHOLE PROJECT.

OUR GOAL IS TO GET INTO THE BIG AMOUNT, THE 62 MILLION AMOUNT, NOT TO BE PIGEONHOLED BY THE AMOUNT THAT'S ALWAYS GIVEN TO US, AND OUR GOAL IS TO COME AS CLOSE TO THAT AS POSSIBLE, IF NOT BELOW.

I GET THAT, BUT SO IT'S JUST NUMBERS, BECAUSE ONE PLUS ONE USUALLY EQUALS TWO TO ME.

SO WHAT GOT PRESENTED WAS A POTENTIAL $9 MILLION OVER BUDGET.

CORRECT. NOW I DON'T CARE WHERE YOU PIGEONHOLE THAT $9 MILLION OVER BUDGET, BUT IT WAS A POTENTIAL $9 MILLION OVER BUDGET, $9 MILLION OVER CONSTRUCTION.

OKAY. NOT NOT OVER BUDGET, OVER CONSTRUCTION ALLOCATION, JUST A CONSTRUCTION ALLOCATION.

SO WE'RE GOING FORWARD ON THE THOUGHT THAT IF WE DID GO $9 MILLION OVER CONSTRUCTION COSTS, THAT WE HAVE ENOUGH OTHER SAVES WITHIN THE $62 MILLION THAT WE WOULDN'T EXCEED THE $62 MILLION.

THAT IS CORRECT, AND IF WE DO, WE WOULD HAVE TO TALK TO THE BOARD ABOUT THE OTHER SAVES THAT WE'VE HAD, LIKE THE THAT WE TALKED ABOUT THE NINE AND THE $3 MILLION TO PIECE IT TOGETHER TO GET THESE PROJECTS TO MAKE ENDS MEET.

OKAY, I GUESS I'M JUST TRYING TO MAKE SURE THAT I'M NOT SITTING HERE IN SIX MONTHS AND REALIZE THAT I JUST APPROVED SOMETHING THAT I CLEARLY AM NOT APPROVING.

SO I JUST I REALLY WANT TO MAKE SURE I'M UNDERSTANDING THIS PROCESS AND NOT GET TOLD I DIDN'T ASK THE RIGHT QUESTIONS.

IF I MAY ADD A LITTLE BIT OF CLARITY FOR YOU IF I CAN.

WHAT WE HAVE TRADITIONALLY BROUGHT TO YOU IS THE PROCUREMENT METHOD THAT WE'VE TRADITIONALLY BROUGHT TO YOU AS A CSP, WHICH IS A COMPETITIVELY SEALED PROPOSAL.

THAT IS A FINAL COST.

THAT IS, AFTER THE PROJECT HAS BEEN PUT OUT, WHAT WE CALL PUT OUT TO THE MARKET TO FINAL DESIGN THAT'S PUT OUT TO THE MARKET.

THE MARKET THEN RESPONDS BACK WITH A COST.

WE THEN BRING TO YOU AT THAT POINT, THIS IS WHAT THE MARKET IS TELLING US, THAT THIS IS WHAT IT'S GOING TO BE TO BUILD IT, AND WE CAN START RIGHT NOW, AS SOON AS IT'S APPROVED.

WE CAN START NOW BECAUSE EVERYTHING IS COMPLETELY DESIGNED.

WHAT WE'RE BRINGING TO YOU NOW, THIS IS A COMPLETELY DIFFERENT MODEL.

IT'S A DIFFERENT PROCUREMENT MODEL.

IT'S CALLED CMAR, IT'S A CONSTRUCTION MANAGER AT RISK.

THAT MODEL WE COME TO YOU AND WE SHARE WITH YOU OUR SCHEMATIC DESIGN PROCESS.

THAT'S PART OF THE STAGES WITHIN DESIGN, WHERE WE ARE TELLING YOU THIS IS WHAT THE DESIGN IS FROM A CONSTRUCTABILITY STANDPOINT, THE CONSTRUCTION COST IS AT THIS TIME WE'RE PROJECTING TO BE 9 MILLION OVER.

HOWEVER, AT THAT POINT, AND I WILL TELL YOU VERY TRADITIONALLY I'M COMFORTABLE WITH THAT AT SD AND THE REASON I AM IS BECAUSE IN THE VERY TRADITIONAL SENSE, THERE'S A LOT OF THINGS THAT HAVEN'T BEEN DESIGNED YET.

THERE'S A LOT OF THINGS BECAUSE THEY HAVEN'T BEEN DESIGNED THAT 9 MILLION, AS DOCTOR LOPEZ HAS STATED, WITHIN THAT, 9 MILLION ARE LARGE AMOUNTS OF CONTINGENCIES FOR UNKNOWNS FROM THE CONTRACTOR WHO'S SAYING WE REALLY DON'T HAVE A FINAL DESIGN YET BECAUSE WE'RE AT SCHEMATIC DESIGN AFTER SCHEMATIC DESIGN, WE THEN GO INTO DESIGN DEVELOPMENT, WHICH IS DD.

WE ENTER THAT STAGE AND THEN WE GET ANOTHER COST FROM THE CONTRACTOR THAT SAYS, OKAY, NOW THAT WE'VE GOT MORE DATA, HERE'S ANOTHER COST.

ONCE WE FINISH THAT STAGE, WE GET INTO A THIRD STAGE, WHICH IS WHICH IS REALLY THE MOST COMPLEX STAGE, WHICH IS THE CONSTRUCTION DOCUMENT STAGE.

THAT'S THE STAGE WHERE WE GET DOCUMENTS, WHAT WE CALL 50% DOCUMENTS OR CONSTRUCTION DOCUMENTS THAT ARE 50% DONE.

WE'LL GET AN ESTIMATE FROM THE CONTRACTOR AT THAT POINT, THE CMAR, WHICH THEN IS TAKING THE CONTINGENCY DOLLARS AND SAYING EITHER WE'VE MOVED THOSE MONIES INTO HARD CONSTRUCTION OR THOSE MONIES HAVE COME OUT, THEN WE GET INTO WHAT WE CALL 90% CONSTRUCTION DOCUMENTS, AND THEN THE SAME PROCESS HAPPENS, AND THEN WE GET INTO 100% CONSTRUCTION DOCUMENTS THAT THE 100% CONSTRUCTION DOCUMENTS.

THAT'S WHEN WE GET A NUMBER FROM THE CMAR.

AT THAT POINT, WE'RE TAKING THE CMAR'S NUMBER, WHICH IS 100% DOCUMENTS.

WE GET THAT NUMBER AND WE THEN TAKE THOSE 100% DOCUMENTS.

WE ISSUE THEM TO THE CMAR, WHO THEN GOES TO THE MARKET, WHAT WE CALL BECAUSE A CONSTRUCTION MANAGER AT THAT POINT BEFORE THAT IS GETTING DATA. THEY GET DATA FROM ALL VARIOUS POINTS.

THEY GET MARKET DATA, THEY GET HISTORICAL DATA FROM THEMSELVES, THEY GET DATA FROM THEIR SUBS, AND SO THEY'RE TRYING TO GIVE YOU THE BEST PROJECTION OF WHAT THIS BUILDING IS GOING TO COST YOU BETWEEN THE TIME THAT WE STARTED DESIGN TO THE TIME THAT WE'RE READY TO BUILD.

WE THEN TAKE THAT 100% COST, AND WE COMPARE THAT TO WHAT THE MARKET IS TELLING US.

THEN WE WILL BRING THAT NUMBER TO YOU AS AN OVERALL APPROVAL FOR THE CONSTRUCTION OF THAT PROJECT.

[00:35:01]

WE KNOW THE PROJECT IS GOING TO COST X AMOUNT OF DOLLARS BECAUSE WE'VE GOTTEN DOLLARS BACK FROM THE CMAR, THE CONSTRUCTION MANAGER AT RISK, WHICH IS WHAT THAT NUMBER IS CALLED, A GMP, WHICH IS YOUR GUARANTEED MAXIMUM PRICE.

WE WILL PRESENT THAT TO YOU AT THAT TIME.

NOW HEARING MR. GLICK IS SAYING WE CAN ALSO SHARE WITH YOU WHAT THOSE VARIANCES ARE.

OKAY. THANK YOU.

THANK YOU VERY MUCH.

YES, MA'AM. THANK YOU FOR THAT EXPLANATION AND CLEARING THAT UP, MR. JOHNSON. I, AS ONE OF THE THINGS YOU STATED, THESE ARE VERY DIFFERENT PROJECTS.

I NOTICED THAT WE HAVE THE EXACT SAME AMOUNT BUDGETED FOR PRETTY MUCH ALL THESE SCHOOLS, $62,359,683.

KIND OF GETTING IN TO WHAT MR. GLICK IS SAYING, OBVIOUSLY THESE SCHOOLS ARE NOT ALL GOING TO COST THE SAME THING THERE.

FOR INSTANCE, THE KIMBERLIN CAMPUS IS GOING TO BE, I THINK, QUITE A BIT LARGER THAN SOME OF THE OTHER ONES WE'RE BUILDING.

SO WHEN ARE WE GOING TO PERHAPS GET SOME TYPE OF ESTIMATE THAT ACTUALLY GETS A MORE ACCURATE BUDGETED AMOUNT FOR EACH CAMPUS BASED, OR IS IT ONLY AFTER WE HAVE DESIGN FOR ALL THREE? WELL SO YES SO WHAT WE HAVE SO HOW WE BUILT THE TOTAL DOLLAR FOR THE BOND.

IT'S 1.279, AND WITHIN THAT THE DOLLARS ARE THEN BROKEN OUT BY PROJECT. WE TAKE THOSE PROJECT DOLLARS, AND JUST SO YOU KNOW, ONE OF THE THINGS THAT WE FORECAST WHEN WE WENT FOR THE 2.79, WE FORECASTED OUT WHEN THESE PROJECTS WOULD BE BUILT.

SO IF YOU LOOK AT ELEMENTARY NUMBER FOUR, IT'S ACTUALLY A DIFFERENT BUDGET NUMBER BECAUSE WE ASSUME INFLATIONARY PRESSURES.

EXACTLY, SO WHEN WE WERE WHEN WE WERE PUTTING THE BOND PROGRAM TOGETHER AT THAT TIME, WE WERE FORECASTING WHEN THESE THINGS WERE GOING TO BE BUILT, AND SO WE KNEW WE HAD INFLATION THAT WE WERE TRYING TO CAPTURE.

THAT'S WHY FOUR IS DIFFERENT THAN ONE, TWO AND THREE.

SO ALL THAT BEING SAID, THAT'S JUST 3 OR 4 PROJECTS WITHIN THIS ENTIRE LIST.

SO WE FORECASTED ALL THAT OUT.

WE CAN, AS I STATED IN RESPONSE TO MR. GLICK'S QUESTION, WE CAN PROVIDE YOU THE OVERALL BUDGET VERSUS THE ANTICIPATED OR PROJECTED COST OF WHAT WE'RE SEEING, WHICH IS YOUR ALL IN COST.

WE CAN TELL YOU HERE'S WHAT WE BUDGETED AND BASED OFF OF THE NUMBERS THAT WE'RE GETTING FROM THE CONTRACTORS, HERE'S WHAT OUR NEW ANTICIPATED COST IS FOR THE ENTIRE PROJECT. WE CAN SHARE THAT WITH YOU, BUT JUST KIND OF TO KIND OF GET BACK TO MY INITIAL POINT, THAT'S GOING TO BE AFTER YOU HAVE A SCHEMATIC DESIGN FOR EACH ONE OF THE PROJECTS, CORRECT.

TRADITIONALLY THAT'S TYPICALLY THAT TRADITIONALLY THAT'S DONE AFTER YOUR GMP IS APPROVED.

THAT'S WHEN YOU'RE GOING TO KNOW FOR CERTAIN.

YES, SIR, BUT I MEAN, OBVIOUSLY IF THE SCHEMATIC DESIGN OF SAY, WE HAVEN'T SEEN FREEMAN, WE'RE ABOUT TO--IF I SHUT UP, WE'LL GET TO IT--BUT WHAT IF IT'S SUBSTANTIALLY LESS IN SCOPE THAN, SAY, KIMBERLIN.

I WOULD ASSUME UNLESS THERE'S SOME TYPE OF SITE ISSUE WHICH I'VE DRIVEN BY FREEMAN.

IT'S FLAT GROUND. IT DOESN'T LOOK LIKE IT WOULD BE THAT CHALLENGING A SITE.

I WOULD ASSUME THEN IT MIGHT BE LESS EXPENSIVE THAN THE KIMBERLIN SITE THAT WE'RE CONSIDERING AT HILLSIDE.

SO I THINK JUST FROM A SCHEMATIC DESIGN PERSPECTIVE, I'M NOT TALKING ABOUT DOWN TO THE PENNY, BUT MAYBE TO GET TO WHAT MR. GLICK IS SAYING, WE CAN PROJECT A LITTLE BIT MORE ACCURACY THAN JUST THEY'RE ALL $62,358,000, WHICH IS WHAT THE FIRST THREE ARE, AND THIS ONE IS GOING TO PROBABLY BE LESS THAN THIS ONE TO SOME.

I'M NOT GOING TO HOLD YOU TO IT.

I'M NOT GOING TO TAKE A BLOOD OATH THAT IT HAS TO BE THIS AMOUNT, BUT WE I THINK WE'RE STARTING TO FEEL THAT IF THERE IS GOING TO BE ONE THAT GOES OVER AND I SHARE THE OTHER TRUSTEES CONCERNS, I THINK WHEN WE GET A SCHEMATIC DESIGN THAT'S 9 MILLION OVER, I GET WE'RE GOING TO WHITTLE IT DOWN AND UNDERSTAND WHAT GMP IS AND ALL THAT. I HAVE A FEELING GMP IS GOING TO BE MORE FOR THAT ONE THAN IT'S GOING TO BE FOR THE OTHER ONES.

WE JUST NEED TO BE ABLE TO SEE THAT IF WE'RE GOING OVER ON THIS ONE, WE'RE MAY SAVING A LITTLE MONEY ON THIS ONE.

IT'S ALL GOING TO BALANCE OUT, AND SO THE FASTER WE CAN START TO SEE THE SAND SHIFT ON THAT THE BETTER.

THANK YOU. SURE. ABSOLUTELY.

WE CAN DEFINITELY PROVIDE YOU THE INFORMATION TO, TO MAKE YOU FEEL COMFORTABLE WITH WITH, WITH THE DOLLARS THAT OR THE NUMBERS THAT YOU'RE SEEING HERE AND HOW IT PROJECTS FOR EACH, EACH SPECIFIC PROJECT.

WE CAN DEFINITELY DO THAT. COOL.

THANK YOU. YES, SIR.

ALL RIGHT. WE'RE GOING TO GO TO NEXT INFORMATION ITEM.

[IV.B. Receive Presentation on Bond 2023 Freeman Elementary School Schematic Design – Javier Fernandez]

[00:40:03]

DOCTOR LOPEZ. PRESIDENT SELDERS BOARD OF TRUSTEES.

I'M REALLY EXCITED TO FOR US TO LOOK AT THE FREEMAN SCHEMATIC DESIGN.

THE FREEMAN SCHEMATIC DESIGN IS GOING TO BE ONE THAT'S GOING TO BE REALLY AN EXCITING, EXCITING CONCEPT.

IT'S REALLY GOING TO BE TIED INTO WHAT'S HAPPENING IN THE DOWNTOWN GARLAND AREA.

LPA DID AN OUTSTANDING JOB OF GETTING THE RICH TRADITIONS OF GARLAND, COMBINING IT WITH THE NEW VISION OF DOWNTOWN GARLAND REALLY ENVISIONING A NEW CAMPUS. YOU'RE GOING TO SEE SOME REALLY GREAT INNOVATIONS.

YOU'RE GOING TO SEE SOME INVITING ATMOSPHERES.

YOU'RE GOING TO SEE SOME TRADITIONAL ASPECTS, BUT AT THE SAME TIME YOU'RE GOING TO HAVE A VIBRANT LEARNING ENVIRONMENT THAT REALLY, REALLY TIES IN TO THE HEART OF A GISD, WHICH IS DOWNTOWN GARLAND.

SO WE'RE GOING TO START OFF WHEN THEY COME UP AND THEY'RE GOING TO GO AHEAD AND DO DO A NICE VIDEO AND THEN GO INTO THE CONCEPTS OF WHAT THE PROJECT ENTAILS. SO I INVITE LPA TO PLEASE COME FORWARD.

YOU CAN PAUSE IT BEFORE THEY COME UP.

THERE WE GO. WAIT. LET THEM INTRODUCE IT.

THERE YOU GO. GOOD EVENING, DOCTOR LOPEZ.

THANK YOU FOR THOSE KIND WORDS.

I'M CRAIG DRONE, I'M WITH LPA.

I'M OUR PRINCIPAL FOR THE PROJECT, AND TONIGHT I'M JUST THE EYE CANDY.

I'M GOING TO HAVE MY TEAM UP HERE.

WHO'S GOING TO MAKE THE PRESENTATION TO YOU? WHO REALLY WORKED ON THIS? SO I'VE GOT DANIEL DAY IS HERE TODAY, AND HE'S OUR PROJECT MANAGER AND LEAD DESIGNER, AND THEN MORGAN HARRISON IS HERE AND SHE'S OUR PROJECT ARCHITECT AND WE'VE REALLY SPENT A LOT OF TIME AND THIS TEAM HAS SPENT A LOT OF TIME WORKING WITH YOUR DISTRICT.

THE DEPARTMENTS ACROSS THE DISTRICT, WORKING WITH JAVIER AND HIS TEAM TO REALLY TRY TO BRING YOU SOMETHING THAT DOES EXACTLY WHAT THE VISION IS TO REALLY TIE IN WITH THAT DOWNTOWN AND TO BRING A NEW LIFE TO THAT AREA.

SO WE'RE VERY EXCITED ABOUT IT, AND AS DOCTOR LOPEZ HAD STARTED HERE, WE'VE GOT THE VIDEO WILL SHOW FIRST AND THEN WE'LL WALK THROUGH A PRESENTATION WITH YOU.

SO AGAIN, THANK YOU VERY MUCH.

[00:45:12]

SO. DANIEL.

THANK YOU. THANKS. PRESIDENT SELDERS MEMBERS OF THE BOARD.

DOCTOR LOPEZ, WE APPRECIATE YOUR TIME THIS AFTERNOON.

SO THANK YOU VERY MUCH.

WE ARE VERY EXCITED.

I SHARE DOCTOR LOPEZ'S ENTHUSIASM FOR THIS PROJECT AND HOPEFULLY THE POSITIVE IMPACT THAT IT WILL HAVE ON GARLAND ISD AND THE GARLAND COMMUNITY MORE GENERALLY. I KNOW OUR TIME IS SHORT.

THIS IS WHAT WE'RE PLANNING ON VISITING ABOUT A LITTLE BIT.

WE'RE GOING TO GO VERY QUICKLY, BUT WE WILL TAKE QUESTIONS AT THE END OF THE PRESENTATION.

FIRST OF ALL, A SUMMARY.

SO THIS IS THE TARGET, THE GOAL POST IF YOU WILL, FOR WHAT WE WERE HOPING TO ACCOMPLISH.

THIS IS A GENERAL EDUCATION ELEMENTARY SCHOOL FOR 850 STUDENTS, GRADES PRE-K THROUGH FIVE ON THE EXISTING FREEMAN ELEMENTARY SCHOOL SITE.

OUR TARGET SQUARE FOOTAGE WAS 108,000FT², AND OUR CONSTRUCTION BUDGET INITIALLY WAS 46.8 MILLION, ROUGHLY, AND IF YOU'LL INDULGE ME, WE'LL HAVE THE PROJECTED BUDGETARY NUMBERS TOWARDS THE END OF THE PRESENTATION.

SO WE WON'T READ READ ALL OF THIS OTHER THAN TO FOCUS ON THE FOUR WORDS THAT WE'VE HAD HIGHLIGHTED ON ON THE SCREEN.

SO COMMUNITY, PERFORMANCE, WELLNESS AND EXPERIENCE, AND WE BELIEVE THAT THESE FOUR WORDS CONCEPTUALLY PROVIDE US A FRAMEWORK BY WHICH WE CAN DEVELOP GOALS ALONG WITH THE DISTRICT, AND AS CRAIG MENTIONED, WE WORK WITH CONSTITUENTS ACROSS THE DISTRICT, DISTRICT LEADERSHIP, YOU KNOW, ADMINISTRATORS, EDUCATORS, FACILITIES AND MAINTENANCE, FOOD SERVICE, TRANSPORTATION, THE WHOLE SPECTRUM OF DISTRICT CONSTITUENTS TO REALLY FORM GOALS THAT WOULD THEN LEAD US THROUGH THIS PROJECT WITH THE IDEA THAT WE MAKE SURE THAT THIS IS A VERY GARLAND CENTRIC PROJECT. IT'S REALLY FOR AND ABOUT YOUR COMMUNITY, AND SO, FIRST AND FOREMOST, YOU KNOW, COMMUNITY THAT'S BEEN ONE OF THE CENTRAL FOCUSES OF OUR OF OUR YOU KNOW, PROCESS THROUGHOUT IS A BUILDING, AS I MENTIONED, FOR AND ABOUT GARLAND, TEXAS, AND WE THINK THE BUILDING REFLECTS THAT IN TERMS OF PERFORMANCE.

THAT'S NOT JUST ENVIRONMENTAL PERFORMANCE, ALTHOUGH THAT'S VERY IMPORTANT, BUT THAT'S ALSO STUDENT PERFORMANCE.

THERE ARE ARCHITECTURAL IDEAS WE CAN IMPLEMENT THAT WILL HAVE A POSITIVE IMPACT ON STUDENT PERFORMANCE.

SO WE THINK THAT'S IMPORTANT TO, YOU KNOW, KEEP IN MIND, WELLNESS ALSO IS AN UNDER-LOOKED SOMETIMES, BUT VERY IMPORTANT.

WELLNESS ISN'T JUST HEALTHY MATERIALS.

WELLNESS IS ACCESS TO THE EXTERIORS, AND WE'LL SEE THE FOCUS AND THE EMPHASIS PLACED ON EXTERIOR ENVIRONMENTS NOT ONLY FOR PLAY, BUT FOR LEARNING AND OTHER ACTIVITIES, AND WE FEEL LIKE BEING OUT IN, YOU KNOW, BEING OUTSIDE, BEING OUT IN THE SUN, BREATHING THE FRESH AIR REALLY EMPHASIZES THAT IDEA ABOUT WELLNESS THAT'S SO IMPORTANT TO STUDENTS AND THE FACULTY AND THE STAFF, AND THEN FINALLY EXPERIENCE WHAT IS IT LIKE TO BE IN THIS BUILDING? IS IT COMFORTABLE? IS IT SAFE? DOES IT PROVIDE THE FLEXIBILITY THAT IS NEEDED AS WE LOOK AHEAD TO WHAT EDUCATION IS BECOMING OVER THE NEXT, YOU KNOW, TEN, 15 YEARS, AND WE THINK THAT THIS DESIGN WILL ACHIEVE THOSE OBJECTIVES, AND ALL THIS LEADS US TO A CENTRAL CONCEPT THAT WE LIKE TO THINK OF AS THE NEST, AND THAT REALLY COMES FROM OUR MASCOT, THE HAWKS.

SO WE THINK IT'S A GREAT METAPHOR BECAUSE THE NEST REALLY IS A PLACE OF NURTURING, AND IT'S A PLACE WHERE, YOU KNOW, THESE, THESE NASCENT YOUNG PEOPLE COME TO THIS PLACE. THEY'RE NURTURED AND THEY DEVELOP AND THEY GROW AND THEY EXPERIENCE, AND BY THE END OF IT, THEY GET DONE WITH FIFTH GRADE, AND THEY'RE READY TO TAKE THAT NEXT STEP IN THEIR EDUCATIONAL AND LIFE CAREERS WHEN THEY LEAVE, WHEN THEY LEAVE FREEMAN, BUT THE NEST IS WHERE IT ALL HAPPENS, AND THE NEST IS REALLY WHAT'S IMPORTANT.

YOU KNOW ABOUT THIS AS AN IDEA.

AS WE LOOK AT THE BUILDING A LITTLE BIT MORE SPECIFICALLY, YOU KNOW, WE'RE FACING WALNUT AND HILLCREST, THOSE TWO PUBLIC STREETS.

SO WE WANT TO ADDRESS THOSE PUBLIC STREETS VERY, VERY SPECIFICALLY, BUT THE BUILDING IS ALSO SHAPED SUCH THAT THERE'S A NICE PRIVATE, SECURE COURTYARD WHERE SO MUCH CAN HAPPEN.

THE DIAGRAM ON THE RIGHT HAND SIDE REALLY INDICATES THE KIND OF THAT CORNER PIECE, WHICH IS THE FULCRUM OF THE DESIGN, WHICH YOU SAW IN THE IN THE FLY THROUGH, WHICH REALLY LINKS THAT PUBLIC AREA TO THAT PRIVATE TO THAT PRIVATE AREA.

NOW, FROM AN EDUCATIONAL PROGRAMING STANDPOINT, THIS IS THE EDUCATIONAL PARTS AND PIECES OF THE BUILDING.

WE HAVE 34 TOTAL CORE CLASSROOMS.

[00:50:01]

EACH ONE OF THOSE GRADE LEVELS HAS A UNIQUE COLLABORATION SPACE DESIGNED SPECIFICALLY FOR THAT GRADE LEVEL, FOR THE DEVELOPMENTAL LEVEL OF THOSE OF THOSE CHILDREN, FOR THE SIZE OF THOSE CHILDREN, THERE'S DIFFERENT COLORS, THERE'S DIFFERENT ACTIVITIES THAT HAPPEN IN EACH ONE OF THOSE SPACES.

SO AS THE CHILDREN MATRICULATE THROUGH THE SCHOOL, THEY CAN EXPERIENCE DIFFERENT SPACES THAT DO DIFFERENT THINGS FOR THEM THROUGHOUT, AND WE'LL GET TO THE FIFTH GRADE SPACE, WHICH WE THINK IS VERY EXCITING AND ONE OF THE PRIME SPACES IN THE BUILDING.

OTHERWISE WE HAVE MULTI-FUNCTIONAL ALE SPACES.

WE HAVE THREE OF THOSE.

WE HAVE A SERIES OF RESOURCE SPACES WHICH ARE FOR, YOU KNOW, PULLING OUT SMALL GROUPS OF KIDS FOR SPECIALIZED INSTRUCTION AND OF COURSE MUSIC SCIENCE, COMPUTER LAB AND ART ALONG WITH ADMINISTRATION, GYM AND CAFETERIA AND THINGS OF THAT NATURE.

ALL RIGHT. GETTING INTO THE SITE A LITTLE BIT AND DOCTOR LOPEZ ALLUDED TO THIS.

YOU KNOW, IT'S IMPORTANT TO LOOK AT THIS BUILDING IN TERMS OF WHERE IT'S AT IN GARLAND WHAT THAT MEANS.

FREEMAN IS IN THE MIDDLE OF A RELATIVELY LOW SLUNG, MODEST NEIGHBORHOOD.

IT WILL HAVE THE PROMINENCE AND THE PRESTIGE WITHIN THAT NEIGHBORHOOD TO BE THAT COMMUNITY FOCAL POINT, BUT IT'S ALSO IMPORTANT THAT ITS RELATIONSHIP TO DOWNTOWN. WE KNOW THERE'S WONDERFUL THINGS HAPPENING IN GARLAND RIGHT NOW.

IT'S VERY FORWARD LOOKING, IT'S VERY PROGRESSIVE, AND WE FEEL LIKE FREEMAN ELEMENTARY SCHOOL CAN SUPPORT THAT AND BE A PART OF THAT, AND WE'RE VERY EXCITED, YOU KNOW, FOR THAT TO BE THE CASE FROM A SITE PLANNING STANDPOINT, THE MAIN ASPECT OF THIS SITE IS THIS U-SHAPED DISTRIBUTION OF THE BUILDING THAT CAPTURES THAT CENTER COURTYARD SPACE.

AGAIN, WE'RE CALLING THIS THE NEST.

IT'S THAT PLACE WHERE ALL THE OUTDOOR EVENTS CAN HAPPEN FOR A SENSE OF SCALE.

EAST TO WEST, ACROSS THAT COURTYARD IS APPROXIMATELY 180FT.

SO IT IS A VERY LARGE SPACE.

WE IMAGINE, YOU KNOW, THERE'S OUTDOOR LEARNING OPPORTUNITIES, THERE'S PLAY FIELDS, THERE'S PLAYGROUNDS, THERE'S PLACES TO GATHER, PLACES TO PERFORM.

THERE'S THINGS THAT WE DON'T EVEN IMAGINE YET THAT CAN HAPPEN OUT THERE BASED ON THE CREATIVITY OF YOUR FACULTY AND STAFF.

SO WE LOOK AT THAT AS A VERY WONDERFUL PLACE AND HOPE THAT YOU WOULD AGREE.

THE EXCUSE ME, THE MAIN DROP OFF IS THERE IS THERE TO THE SOUTH.

WE ALSO HAVE A DRIVE TO THE WEST, WHICH IS THE SECONDARY DROP OFF, AND TO THE EAST, WHICH IS, LET'S SAY, THE TERTIARY DROP OFF.

PARKING IS DISTRIBUTED ALONG THOSE THREE SIDES IN STRIPS.

WHAT WE DON'T WANT TO DO IS HAVE MULTIPLE ROWS OF PARKING, WHERE YOU'RE SEEING THE BUILDING AND SEEING ALL THE ACTIVITY TAKING PLACE THROUGH A SEA OF CARS.

SO WE'VE TRIED TO LIMIT THAT VIEW AS MUCH AS POSSIBLE FROM A SITE STANDPOINT.

FROM A BUILDING PLANNING STANDPOINT, THIS IS THE FIRST LEVEL.

YOU SEE THAT THE ACADEMICS ARE IN ORANGE.

WE HAVE AN ACADEMIC WING THERE ON THE EAST SIDE, THE FIRST AND SECOND GRADE, AND AN ACADEMIC WING ON THE NORTHWEST CORNER, AND THAT'S THE PRE-K AND KINDER.

BETWEEN THOSE TWO, WE'VE STRETCHED ALL OF THE SHARED AMENITIES OF THE SCHOOL, STARTING WITH THE MEDIA CENTER, WHICH WILL, YOU KNOW, IT'S HIGHLIGHTED BECAUSE WE'LL FOCUS ON THAT LATER IN THE LATER IN THE PRESENTATION, BUT ALSO ART, SCIENCE, SOME OF THE ALES, MUSIC, CAFETERIA AND THE GYM, WHICH ALSO SERVES AS THE STORM SHELTER.

THE ADMINISTRATION WING IS THERE ON THE SOUTH.

WE LIKE THAT FACING WALNUT, BECAUSE ANY ADMINISTRATOR IN ANY ONE OF THOSE OFFICES CAN LOOK UP AT ANY TIME AND OUT THE WINDOW AND SEE WHAT'S GOING ON IN FRONT OF THEIR SCHOOL, WHO'S APPROACHING, WHO'S DRIVING BY, WHO'S DOING WHAT OUT IN FRONT OF THE SCHOOL.

WE THINK THAT'S VERY IMPORTANT FROM A PASSIVE SURVEILLANCE STANDPOINT.

NOW, GOING BACK TO THE PRE-K AND KINDER, THAT SPECIFIC AREA IS MEANT TO BE A UNIQUE ENVIRONMENT FOR THOSE LITTLES.

IT'S POSITIONED WHERE IT IS TO HAVE SOME INDEPENDENCE, BUT ALSO BE VERY CLOSE TO THE STORM SHELTER.

THEY'RE VERY SMALL.

THEY SOMETIMES DON'T PAY MUCH ATTENTION.

WE WANT THEM TO BE CLOSE, SO IF THEY EVER NEED TO GET INTO THAT STORM SHELTER, THEY CAN GET IN THERE QUICKLY AND ALSO GET TO THE CAFETERIA QUICKLY AND EASY.

THAT'S THE BASIS OF THAT, OF THAT LOCATION.

THE SECOND FLOOR IS ABOUT AS EFFICIENT AND SIMPLE AS IT CAN.

IT CAN BE THIRD GRADERS.

THEY'RE ON THE EAST WING, FOURTH AND FIFTH GRADERS ON THE SOUTH WING.

THE KEY SPACE IS ON THE SOUTHEAST CORNER.

THAT IS THE FIFTH GRADE COLLABORATION SPACE THAT IS THE PRIME REAL ESTATE IN THE ENTIRE PROJECT.

IT HAS A PROSPECT OUT OVER, OUT OVER GARLAND.

IT HAS THE AMENITIES, BUT IT REALLY SERVES AS A DESTINATION FOR THOSE FIFTH GRADERS.

WE THINK IT'S VERY IMPORTANT THAT THEY HAVE THAT THE STUDENTS, AS THEY MATRICULATE THROUGH THE SCHOOL, HAVE A GOAL IN MIND.

THAT'S THE GOAL. THAT'S THE PAYOFF FOR ALL THEIR HARD EDUCATIONAL WORK, AND IT'S A HARD WON VICTORY FOR THOSE FIFTH GRADERS TO HAVE A SPACE OF THAT QUALITY TO

[00:55:02]

SO WE'RE VERY EXCITED ABOUT THAT.

AS WE LOOK AT THE DESIGN ITSELF, THIS IS THE AERIAL VIEW, YOU KNOW, FROM THE NORTHEAST, AND THAT JUST HIGHLIGHTS THAT MAIN CORNER PIECE.

THE BOTTOM PART OF THAT GLASS BOX IS THE COMMUNITY ROOM.

AGAIN, WE WANT TO BE COMMUNITY FORWARD AND COMMUNITY THINKING, BUT ABOVE THAT IS THAT FIFTH GRADE COLLABORATION SPACE.

YOU CAN SEE HOW NICE A SPACE THAT SHOULD SHAPE UP TO BE AS WE GET DOWN AND LOOK AT IT FROM EYE LEVEL, THE IDEA IS THIS IMPRESSIVE GRAND GLASS BOX, ESSENTIALLY WITH A LARGE A LARGE ROOF, BUT THE ABILITY TO SEE IN, TO SEE COLOR AND TO SEE ACTIVITY IS VERY IMPORTANT, AND WHEN YOU DRIVE BY AT NIGHT, IF YOU HAVE AN AFTER HOURS ACTIVITY, FOR EXAMPLE, HAVE A NICE GLOWING QUALITY TO THIS.

AGAIN, A BEACON, SOMETHING THAT'S VERY, VERY WELCOMING AND OPEN.

AGAIN A VIEW OF THE OF THE MAIN ENTRY.

JUST BEING ABLE TO SEE IN AND HAVE THAT ACTIVITY AND THAT SENSE OF THAT SENSE OF PRIDE IN THAT ACTIVITY THAT'S GOING ON IN THERE.

AS WE SWITCH AROUND TO THE SOUTHWEST CORNER, THIS IS A SUBORDINATE AREA TO THE MAIN ENTRY.

HOWEVER, IT'S STILL IMPORTANT AS WE'RE TRAVELING EASTBOUND ON WALNUT.

THIS IS THE CORNER THAT YOU'LL SEE FIRST.

SO BRINGING SOME BRANDING, BRINGING SOME COLOR TO THAT CORNER.

THE IDEA BEING THAT, YOU KNOW, YOU'RE DRIVING, YOU'RE COMING UP UPON THIS AND YOU REALIZE THIS ISN'T JUST ANY SCHOOL.

THIS IS AN IMPRESSIVE SCHOOL.

THIS IS AN IMPORTANT SCHOOL, AND THIS IS REPRESENTATIVE OF GARLAND ISD.

AS WE TURN TO THE AERIAL VIEW FROM THE NORTHWEST, THIS IS THAT EARLY CHILDHOOD CENTER.

THE IDEA BEING KIND OF THE RED ONE ROOM SCHOOLHOUSE KIND OF IDEA.

SO YOU CAN SEE THAT THE ARCHITECTURE AND DESIGN IS VERY DIFFERENT THAN THE REST OF THE BUILDING.

THE ROOF IS PITCHED, THE BRICK IS PRIMARILY RED, THE VERTICAL STRIPING IS SIMILAR TO OTHER PARTS OF THE BUILDING.

HOWEVER, WE BRING IN OTHER COLORS.

THE IDEA IS THAT THIS IS THE UNIQUE AND INTERESTING ENVIRONMENT WHERE THE YOUNG KIDS CAN START THEIR CAREER.

WE WANT PARENTS TO COME TO THIS AND SAY, I WANT MY CHILDREN TO START THEIR CAREER AT GARLAND ISD IN THIS FACILITY, AND SO IT'S MEANT TO BE SPECIAL FOR THOSE LITTLES.

AGAIN, THE COURTYARD THE IDEA HERE IS THAT ANY NUMBER OF DIFFERENT ACTIVITIES CAN HAPPEN FROM SPORTS, OUTDOOR LEARNING, GATHERING, PRESENTATIONS, ALL SCHOOL ASSEMBLIES, BUT ALL CONTAINED PRIMARILY BY THE BUILDING, USING THE BUILDING IN PART AS SECURITY FOR THAT OUTSIDE SPACE.

WE ZOOM IN ON SOME OUTDOOR LEARNING ENVIRONMENTS.

ONE HERE IS UNDERCOVER NEXT TO THE BIG YELLOW BOX, BUT THE BIG YELLOW BOX IS ART.

SO PUTTING ART ON DISPLAY, GIVING THAT PROGRAM, YOU KNOW, SOME IMPORTANCE AND SOME PROMINENCE.

AS WE GO INSIDE, YOU KNOW, WE KNOW THE SCHOOL COLORS, YOU KNOW, PRIMARILY THE GOLD COLOR, BUT ALSO ALSO BLACK BUT WE WANT A UNIQUE AND INTERESTING INTERIOR ENVIRONMENT AS WELL.

SO BRINGING IN SPLASHES OF OTHER COLORS, GREENS, BLUES, ORANGES TO REINFORCE AREAS OF ACTIVITIES TO PROVIDE WAYFINDING, ALL VERY IMPORTANT, AND THAT CAN BE DONE THROUGH WALL COLOR, FLOORING, LIGHTING, YOU KNOW, ANY NUMBER OF MEANS, BUT THE IDEA IS THAT WE HAVE AN ENGAGING VISUAL ENVIRONMENT FOR THE STUDENTS AND THE FACULTY AND STAFF NOW FOCUSING ON THE MEDIA CENTER AND JUST BY WAY OF ORIENTATION.

RIGHT WHERE THE PAGE NUMBER IS, AT THE BOTTOM IS THE MAIN ENTRY TO THE BUILDING.

SO THAT PURPLE BOX OFF TO THE RIGHT OF THAT IS THE COMMUNITY SPACE.

AGAIN, A NICE SPACE FOR THE COMMUNITY TO GATHER THAT THEY CAN ENTER INTO SECURELY, AND NORTH OF THAT IS THE MEDIA CENTER PROPER.

THE IDEA IS NOT THAT THIS IS A SPECIAL CLOSED OFF ROOM THAT YOU GO TO AT 3:00 ON A THURSDAY AFTERNOON, BECAUSE YOU HAVE TO.

THIS IS A FLOW THROUGH MEDIA CENTER WHERE YOU ENGAGE IT EVERY SINGLE DAY OF YOUR ACADEMIC LIFE IN THIS SCHOOL AND THE ACTIVITIES, THE BOOKS, THE SEATING, THE STUDY AREAS, THE MAKERSPACES, LOTS OF DIFFERENT ACTIVITIES HAPPENING IN HERE.

MEDIA CENTERS NOWADAYS ARE FULL OF ALL KINDS OF DIFFERENT THINGS HAPPENING.

THE OTHER THING THAT'S IMPORTANT IS THERE IS EASY AND INTUITIVE ACCESS TO THE OUTDOOR LEARNING AREA.

SO PICK UP A BOOK.

MAYBE YOUR TEACHER TAKES YOU OUTSIDE, BUT MAKE IT EASY SO THAT IT'S USEFUL, AND HERE'S A VIEW INTO THAT MEDIA CENTER.

WE'VE INTRODUCED SOME, YOU KNOW, SUBTLE, YOU KNOW, SUBTLE CURVES, SOME SUBTLE ROUNDING OF THE SHAPES AND ALSO SOME SPOTS OF COLOR, YOU KNOW, AS ACCENTS TO DRAW YOU IN. NOW, WE KNOW THAT KIDS INTERACT WITH SPACE ALL KINDS OF DIFFERENT WAYS.

MAYBE THEY LIKE TO SIT AT A DESK WITH A NORMAL CHAIR ON A STOOL.

IN THIS CASE, WE'VE DESIGNED SOME PLATFORMS. MAYBE THEY SPREAD OUT ON THE PLATFORM, MAYBE THEY LAY ON THEIR ON THEIR STOMACH AND READ A BOOK, BUT WE WANT TO RECOGNIZE THAT THE STUDENTS ARE INDIVIDUALS AND INTERACT WITH THE

[01:00:09]

AGAIN, THIS IS THE GREEN IS THE MAKERSPACE JUST SPOTS OF COLOR TO EMPHASIZE AND ACCENT THOSE VARIOUS ACTIVITIES, AND, YOU KNOW, SOME KIDS MIGHT WANT TO CURL UP SOMEWHERE COZY.

THEY MAY NOT WANT TO BE OUT IN A LARGER, MORE VOLUMINOUS SPACE.

LET'S GIVE THEM SOME PLACES TO CURL UP AND ENJOY THEIR TIME THERE.

OKAY, THE OPINION OF PROBABLE COST.

SO WE HAVE WORKED WITH OUR CONSTRUCTION MANAGER AT RISK AND THAT'S LEE LEWIS.

WE HAVE SHARED ALL OF THE DRAWINGS.

WE'VE HAD MANY, MANY MEETINGS.

THEY PARTICIPATE IN OUR WEEKLY MEETINGS WITH WITH JAVIER AND HIS TEAM.

EVERY WEEK, AND SO WE HAVE DEVELOPED THIS OPINION OF PROBABLE COST.

AGAIN, THIS IS AT THE SCHEMATIC DESIGN PHASE OF $54.8 MILLION ROUGHLY, AND THAT'S ON AN ORIGINAL CONSTRUCTION BUDGET OF $46.8 MILLION, AND AGAIN, THESE ARE CONSTRUCTION NUMBERS, NOT SOFT COSTS OR ANYTHING OF THAT NATURE.

SO CURRENTLY THE WAY WE'RE SEEING IT IS AN $8 MILLION OVERAGE JUST IN THE CONSTRUCTION PIECE OF THIS PARTICULAR PROJECT.

NOW THIS NUMBER DOES INCLUDE DEMOLITION OF THE EXISTING FREEMEN.

IT DOES INCLUDE THE AIR COOLED CHILLER SYSTEM WHICH IS THE PREFERRED MECHANICAL SYSTEM FOR THE DISTRICT.

THERE IS, AS WAS DISCUSSED EARLIER, CONTINGENCIES, AND THERE'S ALSO SOME ESCALATION UP TILL BID DAY INCLUDED IN THIS NUMBER, AND FINALLY, FROM A SCHEDULING STANDPOINT, TODAY, JULY 23RD YOU KNOW, GIVING YOU ALL THIS PRESENTATION, BUT WE'VE BEEN CONTINUING TO WORK AND DEVELOP THE PROJECT, YOU KNOW, THROUGHOUT, AND WE EXPECT TO CONTINUE THAT PROCESS THROUGH THE CONSTRUCTION DOCUMENT PHASE, WHICH WE HAVE SCHEDULED TO BE COMPLETED IN THE FIRST WEEK IN NOVEMBER.

AT THAT POINT, WE WILL TAKE THE CONSTRUCTION DRAWINGS AND PROVIDE THEM TO BOTH THE CITY OF GARLAND TO OUR CMAR LEE LEWIS CITY OF GARLAND FOR BID OR FOR PERMIT REVIEW, AND LEE LEWIS FOR BIDDING TO THEIR SUBCONTRACTOR COMMUNITY.

WE EXPECT THAT PROCESS TO TAKE INTO JANUARY OF 2025, WITH CONSTRUCTION COMMENCING AROUND THE FIRST PART OF FEBRUARY OF 2025. COMPLETION AT PRESENT IS SCHEDULED FOR THE END OF MAY OF 2026 AND MOST IMPORTANTLY, MOVE IN AND OCCUPANCY OF NEW FREEMAN ELEMENTARY SCHOOL IS SCHEDULED FOR THE FALL OF 2026.

I WOULD LIKE TO THANK YOU ALL VERY MUCH AND WOULD BE PLEASED TO ENTERTAIN ANY QUESTIONS YOU MAY HAVE.

THANK YOU FOR THAT PRESENTATION.

YOU'RE WELCOME, MR. BEACH. YES.

REAL QUICKLY, THANK YOU FOR THE PRESENTATION, BUT ON THIS ONE DRAWING THAT YOU HAVE ON THE OUTSIDE IN THE NEST AREA, I KNOW THAT WE AS A BOARD HAVE VOTED FOR COVERED PLAYGROUNDS AND IT DOESN'T SHOW THAT IN THIS, IN THESE DRAWINGS.

DO YOU KNOW, WHERE WOULD THAT BE LOCATED FOR THE STUDENTS IN THESE PARTICULAR AREAS FROM THE NEST OR WHATEVER THE CASE MAY BE? LET ME GO TO THAT RENDERING.

HANG ON A SECOND. YES, SIR.

FOR THE PURPOSES OF THE RENDERINGS, YOU KNOW, WE USE, YOU KNOW, THINGS WE CAN FIND, YOU KNOW, ONLINE AND OTHER RENDERING APPARATUSES WHEN YOU SEE, YOU KNOW, THE PLAYGROUND THAT'S IN THERE, WE ANTICIPATE THAT BEING THE COVERED PLAYGROUND THAT WOULD BE PER THE DISTRICT DISTRICT STANDARDS.

SO IT'S SHOWN AS ESSENTIALLY A PLACEHOLDER, YOU KNOW, FOR PLAYGROUND, BUT IT WILL BE I KNOW THAT WE WERE GOING TO DO ONE FOR PRE-K SEPARATE FROM THE BIGGER KIDS ARE GOING TO BE TWO DIFFERENT LOCATIONS THERE.

WILL IT BE THE SAME? I MEAN, WE'RE TO IF YOU COULD.

YES, SIR. IF YOU BEAR WITH ME FOR JUST ONE SECOND.

SURE. I'LL GO BACK TO THAT.

OH, THAT'S THE WRONG WAY.

ALL RIGHT. SO THERE ARE TWO DIFFERENT LOCATIONS.

LOCATION F REPRESENTS THE PLAYGROUND FOR THE LARGER KIDS THAT'S REALLY EMBEDDED WITHIN THE HORSESHOE SHAPE OF THE BUILDING, IF YOU WILL.

WHEREAS E JUST TO THE NORTH OF THE WEST WING OF THE BUILDING REPRESENTS THE PLAYGROUND FOR THE LITTLES.

OKAY, PERFECT.

THANK YOU. YOU'RE WELCOME, MR. MILLER. YEAH.

THANK YOU. WONDERFUL PRESENTATION.

I'M TRYING TO FIND THE KIND OF THE OVERLAY OF THE NEIGHBORHOOD, TRYING TO FIGURE OUT WHAT PAGE THAT WAS ON.

OH, THERE IT IS. MY PAGE 76.

YES, SIR. YEAH, THAT, AND LOOKING AT THAT.

I DON'T KNOW. THIS MAY BE A QUESTION, TOO, FOR JAVIER.

[01:05:04]

AGAIN, IN THE DRAWINGS, I DON'T SEE ANY FENCING, AND I DO KNOW WE HAVE STREETS ON THREE OF THE FOUR SIDES, AND THEN WE BACK UP TO A ROW OF HOUSES ON THE ON THE WEST SIDE, AND THERE'S A BUS LANE ON THE WEST SIDE AND PARKING ON THE WEST SIDE.

SO I'M WONDERING IF THERE'S ALLOWANCES HERE OR THOUGHTS HERE ABOUT FENCING SCREENING AND THOSE KIND OF THINGS.

SO THANK YOU. THANK YOU FOR THE QUESTION, TRUSTEE MILLER.

SO THE ANSWER TO THE QUESTION REGARDING FENCING, THERE'S TWO PIECES OF THE BOND PROGRAM THAT ARE SEPARATE FROM THIS DESIGN.

WE ARE ACTUALLY TAKING THE FENCING PROCESS, WHICH IS A DIFFERENT ARCHITECTURAL FIRM.

WE'RE INCORPORATING THOSE DESIGNS THAT WE HAVE FROM A GENERAL STANDPOINT FOR ALL OF OUR DISTRICT, INCORPORATING THAT WITH THIS DESIGN.

SO WE'LL BE SHARING THOSE DESIGN PIECES ALONG WITH THE PLAYGROUNDS.

WE'LL BE SHARING THOSE WITH LPA, WHO WILL THEN TAKE THAT INFORMATION FROM THE OTHER DESIGN TEAMS AND MAKE SURE THAT WE'RE FOLLOWING THE SAME PROCESS THROUGHOUT ALL OUR CAMPUSES. SO WHAT YOU SEE IN OUR EXISTING CAMPUSES WILL ALSO HAVE THAT SAME MATERIALS AND THE SAME PROCESS, SAME STYLES, SAME HEIGHTS WILL BE INCORPORATED WITHIN THIS PROJECT AS WELL, BUT YOU'RE ABSOLUTELY RIGHT WHERE IT SITS.

IT'S IN A NEIGHBORHOOD.

THERE ARE SOME LAKESIDE AND HILLCREST.

THEY'RE VERY SMALL STREETS; THEY'RE NEIGHBORHOOD STREETS, AND PEOPLE PARK ON THE STREETS QUITE A BIT.

SO IT'S HEAVY TRAFFIC THERE.

THAT'S ALL BEING CONSIDERED AS PART OF THE DESIGN OF THE BUILDING, ALONG WITH THE FENCING PORTION OF IT.

WE'LL SHARE WITH YOU SOME OF THE THINGS THAT WHEN YOU LOOK AT THIS PHOTO, FOR EXAMPLE, WHEN YOU LOOK AT THIS PHOTO HERE AND WHERE THE ENTRY POINTS ARE INTO THE PROPERTY, SOME OF THE THINGS THAT WE'RE ALSO LOOKING AT FOR OUR OTHER CAMPUSES IS VEHICULAR GATES, AND SO THOSE ARE THE SOME OF THE THINGS THAT WE'RE WORKING WITH INTERNALLY WITH OUR TRANSPORTATION DEPARTMENT, WITH OUR SECURITY DEPARTMENT, ALL OF THAT INFORMATION, WHILE IT'S A SEPARATE PROJECT IS GOING TO BE IS BEING SHARED WITH THESE DESIGN FIRMS ALONG WITH LPA FOR THIS PROJECT, STANTEC FOR THE HILLSIDE PROJECT.

SO THERE'S A LOT OF COLLABORATION THAT IS ACTUALLY EXISTING TODAY.

SO WITH RESPECT THEN TO THE WEST SIDE, WILL THERE BE ANY SCREENING OFF OF THOSE BACKYARD NEIGHBORHOODS RIGHT THERE? THE ONLY SCREENING THAT WE'RE DOING RIGHT NOW IS A FENCE.

THAT'S THE ONLY THAT WE'RE DOING A CYCLONE FENCE, WHICH IS A IT'S A BLACK COATED FENCE THAT WE WILL PUT ON THAT SITE.

WE WILL NOT WE HAVEN'T RECEIVED ANY COMMENTS BACK FROM THE CITY AS FAR AS TYPE OF SCREENING BECAUSE THEY DO HAVE REQUIREMENTS FOR THEM SOMETIMES, BUT WE HAVEN'T RECEIVED ANY COMMENTS BACK FROM THE CITY THAT SAYS IT HAS TO BE MASONRY WALL.

SOMETIMES WE GET THOSE COMMENTS, BUT WE HAVEN'T RECEIVED THOSE COMMENTS YET.

YEAH, I REMEMBER WE'VE GONE THROUGH THAT WITH A COUPLE OTHER PROJECTS, I THINK MAYBE THE NATATORIUM AND SOME OTHER THINGS.

JUST WONDERED IF THAT WAS CONSIDERED AND THEN ANXIOUS TO SEE HOW THE FENCING IS GOING TO FIT.

I MEAN, THE BEAUTIFUL RENDERING THAT WE HAVE WITH CHAIN LINK FENCE AROUND IT, I'M KIND OF WONDERING HOW THAT'S GOING TO FIT, IF YOU KNOW WHAT I MEAN.

YES, SIR. SO WE'RE WORKING VERY HARD NOT TO TAKE AWAY FROM THE STRUCTURE ITSELF WHEN THE PERIMETER FENCING PROJECTS.

OKAY. THANK YOU.

YES, SIR. MISS STANLEY.

THANK YOU. THANK YOU.

SO. I'M TRYING TO BE NOT TOO EMOTIONAL ON THIS.

THAT WAS SO OVERWHELMING FOR A NONTRADITIONAL LEARNER.

EVERY SINGLE DESIGN FACTOR THAT WE LOOKED AT WHEN WE DID OUR TRAVELS, I MYSELF COULDN'T EVEN STAY IN THE BUILDINGS, AND YET, THAT'S WHAT WE'VE REPLICATED IN TWO OF THESE ELEMENTARIES AND WHEN YOU SUFFER FROM AUDITORY AND OTHER ATTENTION ISSUES, AND I COULD GO ON, OKAY, THAT'S TOO MUCH.

I CAN'T STAY FOCUSED AND LEARN, AND I CHALLENGE ANYONE TO GET INTO THIS BRAIN AND TELL ME IT'S GOING TO WORK, AND SO IT BOTHERS ME. IT'S BEAUTIFUL.

IT'S GORGEOUS, IT'S BEAUTIFUL, BUT AS A SCHOOL BUILDING MEANT TO SERVE NOT JUST REALLY SMART SELF-MOTIVATED STUDENTS THAT FIND SCHOOL EASY.

I'D LIKE TO SEE US SERVICE THOSE KIDS THAT.

NOT SO MUCH, AND I SPEAK FROM PASSION, AND I DON'T SPEAK FROM ONE GENERATION.

[01:10:04]

I FEEL VERY UNHEARD, AND THAT'S OKAY.

I MEAN, YOU DON'T HAVE TO HEAR ME, BUT I'M NOT AS UNIQUE AS EVERYONE WANTS TO.

I'D LIKE TO THINK I'M VERY UNIQUE, BUT I'M NOT.

SO I JUST WOULD ASK THAT I JUST WOULD LIKE SOMEONE TO COME WEAR MY SKIN FOR A FEW MINUTES WHILE YOU'RE IN THESE OPEN, WILD, OPEN CONCEPT AND UNABLE TO STAY FOCUSED.

SO THAT'S I HAVE TO GET THAT OFF MY CHEST BECAUSE IT'S, AGAIN, WE'RE A LOT OF PEOPLE OUT THERE.

A LOT OF THESE CONCEPTS, WHILE YOU MIGHT DISAGREE, ARE RESEARCH BASED THAT HAVE BEEN TRULY EFFECTIVE AND REALLY ENGAGING STUDENTS.

OKAY, AND WHILE A LOT OF PEOPLE, THIS IS A NEW CONCEPT TO SOME PEOPLE, WE'VE SEEN IT WITH STUDENTS THAT HAVE THESE TYPE OF ANXIETIES THRIVE IN THEM BECAUSE THE THERE'S SUCH A VARIETY OF DIFFERENT SPACE FOR EACH OF THEM.

A PERFECT EXAMPLE IS THE GRCTC.

THE GRCTC INCORPORATES A LOT OF THESE PRACTICES.

YES IT DOES. IT HAS OPEN COLLABORATION PRACTICES, IT HAS OPEN ENVIRONMENTS, AND IT REALLY ENGAGES A LOT OF THE KIDS, AND THE THING IS HOW WE TEACH THE KIDS WHERE THE DIFFERENT SAFE SPACES ARE.

SO YOU'LL YOU'LL SEE THAT EVEN IN THE SPACES THERE ARE KIDS THAT WANT TO BE ALONE, AND SO THERE'S A LONE SPACES FOR THEM TO BE IN, TOO. OKAY, SO IT'S NOT THAT WE DON'T HEAR YOU.

THESE ARE MODERN RESEARCH BASED COLLABORATION SPACES.

NOW, THIS THESE WE HAVE TRADITIONAL CLASSROOM SPACES.

SO THIS ISN'T JUST, LIKE, ALL OPEN.

THERE'S TRADITIONAL CLASSROOM SPACES COMBINED WITH COLLABORATION SPACES.

SO THEY'RE VERY IT'S NOT LIKE JUST ONE BIG OPEN DOOR.

I FEEL THAT WHENEVER WE'RE DOING THESE THINGS, THIS ISN'T JUST TO BE BRIGHT AND BOLD.

THESE ARE RESEARCH PROVEN FOR THE MAJORITY OF STUDENTS, AND WE'RE NEVER GOING TO HIT 100%, AND THERE ARE ALWAYS GOING TO BE PLACES WHERE THAT KIDS COULD FEEL SAFE IN.

IF YOU LOOK AT, IF YOU GO TO THE CONCEPTS, GO BACK TO WHERE IT SHOWS.

THE CLASSROOMS WILL STAY AT THE BOTTOM FLOOR AS OPPOSED TO A LOT OF DIFFERENT CONCEPTS LIKE WE SAW.

OKAY, WE'VE SEEN WE WENT TO GO VISIT A FEW CAMPUSES, BUT IF WE STOP HERE, IF YOU LOOK AT THIS, THIS IS A VERY TRADITIONAL SCHOOL FLOORPLAN.

THE ONLY DIFFERENCE THAT THEY HAVE, IF YOU NOTICE, IS THAT WHAT WE CALL A COLLABORATION SPACE FOR EACH GRADE LEVEL, AND IT ALL KIND OF LOOKS DIFFERENT DEPENDING ACCORDING TO THEIR NEEDS, AND THAT COLLABORATION SPACE IS A FLEX SPACE FOR KIDS TO COME IN AND OUT FOR DIFFERENT PROJECTS AND EVERYTHING ELSE BECAUSE LEARNING IS DIFFERENT, BUT BUT THE CLASSROOM SPACE IS THERE.

THE VIBRANT COLORS PROMOTE LEARNING.

THESE AREN'T STERILE ENVIRONMENTS THAT WE COME IN AND IT'S LIKE LIKE A MEDICAL PROFESSION WHERE IT'S JUST WHITE WALLS.

THOSE DAYS NO LONGER APPLY TO SCHOOLS.

SCHOOLS ARE VIBRANT AND INTERACTIVE, AND SO WE DIDN'T GO OVER THE TOP.

I DON'T WANT PEOPLE TO THINK WE WENT LIKE, OH, NOW WE GOT ALL THESE INNOVATIVE SPACES.

IF YOU LOOK AT THIS FLOOR PLAN, THE FLOOR PLAN IS VERY TRADITIONAL STORAGE SPACE FOR TEACHERS, CLASSROOMS, VERY IT'S VERY, VERY TRADITIONAL, A LOT OF ASPECTS, BUT THE VIBRANCY AND THE COLOR TONES AND TEXTURES EVEN NOW ARE PROVEN TO STIMULATE KIDS IN A LEARNING ENVIRONMENT, AND THAT'S WHY WE WENT THROUGH THAT.

I APPRECIATE THAT, I REALLY, TRULY DO APPRECIATE THAT, AND ONCE AGAIN, JUST SO EVERYONE KNOWS WHAT I JUST HEARD, I JUST THE EXPERTS KNOW BETTER.

OKAY, I'M TELLING YOU THAT I'M NOT TALKING ABOUT THE CLASSROOM.

I'M TALKING ABOUT THE OVERWHELMING EXPERIENCE OF JUST WALKING INTO THE BUILDING BUT AGAIN I GUESS I'LL HAVE TO WAIT TO SEE THE KIDS THAT ARE COMING OUT OF THIS.

IT'S THE EXPERTS KNOW BETTER.

THANK YOU. MR. GLICK.

YES. THANK YOU SIR.

I REALLY ADMIRE YOUR SPECIAL BUILDING FOR THE YOUNG ONES.

I THINK THAT'S A GREAT CONCEPT.

I HAVE NEVER SEEN THAT BEFORE.

I LIKE THE WAY YOU'VE HANDLED THE WEST SUN WAY FROM THEN, AND YOU HIT THREE OF MY REAL HOT BUTTONS.

[01:15:06]

COULD YOU TALK A LITTLE BIT ABOUT THOSE THREE? SURE. SAFETY OBVIOUSLY IS EMBEDDED IN EVERYTHING WE DO, AND IT STARTS AT THE MAIN ENTRY WITH THE TRADITIONAL SECURE VESTIBULE, WHICH IS THE ONLY POINT OF ACCESS DURING NON ARRIVAL AND DISMISSAL TIMES.

SO BUZZ INTO THE VESTIBULE, BUZZ INTO THE OFFICE AND THEN THE OFFICE WOULD, YOU KNOW ONCE YOU'RE CHECKED IN BUZZ YOU INTO THE SCHOOL.

THAT'D BE THE ONLY PATHWAY INTO THE SCHOOL OTHER THAN AT ARRIVAL AND DISMISSAL TIME, AS I MENTIONED, TRYING TO LOCATE, YOU KNOW, ADULT SPACES, FOR EXAMPLE, ON, YOU KNOW, LEVEL TWO, THE FACULTY CENTER, YOU KNOW, PLACING THAT ADULT SPACE AT THE CONFLUENCE OF THE TWO CORRIDORS, IF THEY HEAR SOMETHING GOING ON, THEY CAN STEP OUT, LOOK STRAIGHT DOWN THERE.

NO ENCUMBRANCES STRAIGHT DOWN THERE, NO ENCUMBRANCES.

SEE WHAT'S GOING ON? IN A PASSIVE WAY, AND THIS IS ALL IN ADDITION TO, YOU KNOW, CAMERAS AND OTHER DEVICES, YOU KNOW, THE ELECTRONIC KINDS OF SURVEILLANCE THAT ALL SCHOOLS WILL HAVE KEEPING THE STAIRWAYS OPEN.

YOU KNOW, IF THERE'S AN ISSUE WITH A KID, YOU KNOW, GOING UP AGAINST THE KID GOING DOWN, THERE COULD BE, YOU KNOW, NOISE, SOMETHING THAT'S GOING TO BE HEARD.

THEY'RE NOT IN CLOSED STAIRWAYS, IN OTHER WORDS, WHERE THINGS CAN HAPPEN BECAUSE WE'RE REALLY COGNIZANT OF, YOU KNOW, BULLYING AND THINGS OF THAT AND THINGS OF THAT NATURE.

SO FROM A SAFETY AND SECURITY STANDPOINT, WE'RE TRYING TO MAKE SURE WE USE SMART PLANNING AND BUILDING DESIGN TO PROVIDE THE RIGHT SIGHT LINES, THE RIGHT PASSIVE KINDS OF SURVEILLANCE TO REINFORCE SAFETY ON THE CAMPUS.

GENERALLY ENVIRONMENTAL PERFORMANCE ALSO ALSO VERY IMPORTANT, AND THAT'S NOT ONLY SYSTEMS PERFORMANCE.

FOR EXAMPLE, MECHANICAL SYSTEMS, WHICH WE'RE GOING THROUGH RIGHT NOW DESIGNING THOSE SYSTEMS. WE WANT THEM TO BE AS EFFICIENT AS POSSIBLE, BUT YOU'LL NOTICE ON THE EAST SIDE AND ON THE WEST SIDE OF THE MEDIA CENTER HAVING SOME VERTICAL FINS, TRY TO BLOCK SOME OF THAT, SOME OF THAT DIRECT SUN, YOU KNOW, COMING IN THINGS OF THAT YOU KNOW, THINGS OF THAT NATURE, BUT AT LPA, WE ALSO HAVE A RESEARCH AND SUSTAINABILITY GROUP THAT DOES ENERGY MODELING ON THESE BUILDINGS AND DAYLIGHTING MODELING ON ON THESE BUILDINGS, AND SO WE'RE GOING TO ASCERTAIN WHERE DO WE HAVE GLARE, FOR EXAMPLE, AND DO WHATEVER WE CAN ARCHITECTURALLY TO MITIGATE GLARE, ALSO MITIGATE SOLAR HEAT GAIN THINGS OF THAT NATURE.

SO WE'RE TRYING TO BE SMART ABOUT HOW WE MODEL AND HOW WE DESIGN THE BUILDING TO CAPTURE AS MUCH AS POSSIBLE IN TERMS OF ENVIRONMENTAL PERFORMANCE AND YOU MENTIONED ONE MORE NATURAL LIGHT.

NATURAL LIGHT? YES, SIR.

THERE'S VERY LITTLE THAT'S MORE IMPORTANT.

EDUCATIONALLY ESPECIALLY, WE KNOW THAT NATURAL DAYLIGHT HAS A VERY POSITIVE EFFECT ON STUDENT PERFORMANCE, TEST SCORES, THINGS OF THAT NATURE.

NATURE REDUCES ABSENTEEISM TO BE IN SPACES THAT HAVE NATURAL LIGHT, YOU KNOW, BUT WE HAVE TO BALANCE THAT WITH NOT HAVING SO MUCH WIDE OPEN GLASS, PARTICULARLY IN THE CLASSROOM. SO THERE'S A BALANCE THERE, BUT EVERY MAJOR HABITABLE SPACE WITHIN THIS BUILDING DOES HAVE ACCESS TO NATURAL NATURAL DAYLIGHT, AND SO THAT'S A COMMITMENT.

THAT'S ALSO ONE OF THE REASONS WHY A BUILDING LIKE THIS TENDS TO GET STRETCHED OUT, YOU KNOW, BECAUSE WE CAN'T PUT ROOMS INBOARD AND FATTEN THE BUILDING.

WE GOT TO STRETCH IT OUT SO WE ALWAYS HAVE YOU KNOW, THAT ACCESS AND THE EARLY CHILDHOOD AREA, THAT'S REALLY THE RESULT OF WORKING TOGETHER, YOU KNOW, WITH THE DISTRICT ON, ON THAT CONCEPT.

SO WHILE I'D LOVE TO TAKE CREDIT FOR IT IN TOTAL, I CAN'T.

TAKE CREDIT. [CHUCKLING] I'LL TAKE A LITTLE BIT.

I'M NOT GOING TO GET ALL OF IT, BUT THERE IS A COLLABORATIVE EFFORT TO REALLY KIND OF ARRIVE AT THAT, YOU KNOW, AT THAT SOLUTION, AND IT REALLY REFERENCES SOME OTHER FACILITIES IN THE DISTRICT AS WELL THAT ARE MORE, YOU KNOW, STANDALONE FACILITIES BUT IT'S VERY INTERESTING AND WE HOPE THAT IT WILL BE ATTRACTIVE TO THE YOUNGER, YOU KNOW, FAMILIES AND THE YOUNGER KIDS IN THE DISTRICT.

GOOD. THANK YOU. THANK YOU.

YES. ONE QUICK QUESTION OR A COUPLE QUICK QUESTIONS, ACTUALLY.

YES, SIR. TO PIGGYBACK ON MR. GLICK'S QUESTION ABOUT SECURITY, CAN YOU TALK A LITTLE BIT ABOUT THE FACT THAT THERE'S SO MUCH GLASS ON THAT SOUTH SIDE AND THE HILLCREST AND WALNUT INTERSECTION, WHAT AREAS, IF ANY, WILL BE BULLETPROOF OR WHAT KIND OF SECURITY AND SAFETY WOULD BE ON, ON THE GLASS AREAS WE TRY TO STAY AWAY FROM, FROM BULLETPROOF.

OKAY. AS A TERM, IT'S VERY MISLEADING.

HOWEVER WE WILL BE INSTALLING INTRUSION RESISTANT FILM ON ALL OF THAT GLASS FROM, I BELIEVE IT'S EIGHT FEET AND LOWER TO, TO DELAY SOMEONE TRYING TO GET THROUGH, YOU KNOW, THOSE AREAS.

SO THERE'S A MEASURE OF PROTECTION.

THERE IS A MEASURE OF PROTECTION.

YES, SIR, AND THE OTHER QUESTION THAT I HAD WAS YOU MENTIONED THAT THE DELTA INCLUDED THE DESIGN AND ESTIMATED

[01:20:09]

WHAT WAS THAT? 8%.

THANK YOU. THAT'S ALL THE QUESTIONS THAT I HAVE.

TRUSTEES, ANY OTHER QUESTIONS? ALL RIGHT. THANK YOU FOR THAT PRESENTATION I APPRECIATE IT.

THANK YOU VERY MUCH FOR YOUR TIME.

YOU'RE WELCOME. THAT TAKES US TO ITEM FIVE FOR EXECUTIVE SESSION.

[VI. Adjournment]