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In the midst of all, we have liberty and justice for all.

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That brings us to reading of the AUSD over the unified school district vision and mission statement.

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We have a very special guest who will read Madame Superintendent.

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Thank you. The mission of the Albany Unified School District is to provide excellent public education that empowers all to achieve their fullest potential as productive citizens.

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AUSD is committed to creating comprehensive learning opportunities in a safe, supportive and collaborative environment addressing the individual needs of each student.

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Thank you.

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The Board took no action in closed session.

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That brings us to approval of the agenda.

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Do you have any questions or comments on the agenda?

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I'll move to the agenda.

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I'll second.

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All in favour.

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Aye.

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Aye. Thank you.

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That brings us to...

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Thank you, Charlie.

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That brings us to persons to address the Board on matters not on the agenda and we're very limited in any responses we can give.

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And we basically will time you to three minutes to have anybody to comment not on the agenda.

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Okay.

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That brings us to our review and discussion items.

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Number one is sustainability and integrated design committee update.

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Thank you, President Roosevelt.

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Trust these.

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I'm going to turn this over to our chief business officer.

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All in guard who is going to give us an update on the Sustainability Integrated Design Committee.

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Mr. Guard.

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Thank you.

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Thank you.

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Superintendent.

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So tonight we're going to have a presentation from the Sustainability Integrated Design Committee.

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We have Alan Daley here who will be making a presentation.

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And so as he comes up to bring the presentation on the screen.

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I just want to provide some background about the sustainability slash integrated design committee.

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So first, this was started.

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This was started earlier this year where we brought in local specialists who wanted to volunteer to expertise in their time to

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help ensure that we utilize current best practices as well as incorporate local values to the review and design of any current or future facility projects.

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This was a very good and thoughtful committee because there were a lot of experts around.

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There was a lot of people felt very connected to the different projects.

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And the expertise that was brought in helped really shape what we can do.

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It helped create a pathway that I think will be very beneficial to the district for many, many years.

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You'll see later in this agenda a resolution that the committee developed that we put forward to the board for review and approval.

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And it kind of outlines the latest research as well as values of the city.

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And it puts items in place to ensure that we don't lose sight of what we're able to do now in order to help create a good learning environment long term.

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Being very flexible but as we're also cost effective so we're very responsible to the taxpayer money.

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And so with that I'd like to.

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Bring forward Alan daily for the presentation.

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There's a laptop on the podium.

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It's the presentations actually already on there.

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I could this one that's free now it's actually.

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It's the.

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This is the only three tabs I see.

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Please talk into the mic.

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Hi everybody.

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Thank you very much for inviting me to present to you tonight.

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I'll just second Alan's comments it's been a real pleasure to be part of the sustainable design and integrated design committee for the school district here.

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I'd like to present to you a discussion of what we've accomplished and a recommendation for adopting.

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Building program called the California the collaborative for high performance schools chips and.

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I think you'll see that this program that's very mature very well established used around the country aligns very closely with the goals and values of the committee but we think the larger community.

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To take the approach here of not reinventing the wheel.

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This is a well known well established program and because it's so nicely aligns with what.

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We think the people of all we want and because and what the committee really believes the professionals that came here.

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We think it's a great fit for the for the school district so.

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I'll dive in.

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The four community members or Diana Hayton Allen Brickett Rosa Shane and myself Allen daily.

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Diana Allen and Rosa are all practicing architects and some of the nicest most thoughtful firms in the Bay Area.

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We're lucky to have them being involved because of their experience and and attitude towards really great buildings.

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I'm not an architect I've been trained in the mechanical engineer and I've actually run mechanical engineering design firm for about the last 20 years.

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I'm from called Taylor engineering down in Alameda and I've worked on projects in this area as well.

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So there's quite a lot of experience with green building design high performance building design that we've brought to bear here and in fact we've.

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Found a number of other community members like Nick and other architects as well in the area that.

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Looking forward to being involved in this as well.

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Much of the material that I've pulled together here comes from the chips website.

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I just wanted to give credit where credit is due to make it clear that I didn't prepare all this and this lots more information available on the website if needed.

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When we first got together as a community we spent a great brainstorming session without even talking about chips or anything the first day actually the first we started off by looking at the existing plans that are.

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Out there for some of the school projects that are happening right now marine ocean view.

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San Gabriel site and that generated quite a lot of discussion.

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The architects presented a lot of history there you know these projects have a life of their own.

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And after two or three sessions about what was happening we had a nice opportunity to kind of step back and say.

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Regardless of the specific work that's been done.

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What do we think buildings should embody and what are our goals and values for schools in the district and what you see on the screen here.

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These six high level summary points are brought back to by a number of other points but these were completely.

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From scratch there was nothing or we said let's start with chip so let's start with the lead or any other start with hail 24.

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This was just us in the room the 10 or 12 people that were there coming up with ideas.

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And you'll see there's sort of an order as well.

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Safe and accessible schools create very high quality learning and working spaces for both students and staff.

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Create schools that are ability to have the ability to be used by the community that multi use aspect to them.

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Use resources responsibly water energy.

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Create great architecture that are inspiring places and delightful you know as well as functional and practical and cost effective.

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And finally of course appropriate reasonable budgets.

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This quick little snapshot of the document on the right is a more detailed version of the same notes that provides lots more detailed subheadings and things.

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But you'll see that we came up with a really nice set of goals for schools.

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And I think that fits right in with the vision for Albany schools and I bet all of you would agree these would be great things to have in schools.

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So we're not a bunch of green wackos right.

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We also wanted to point out that obviously the schools here are a part of a larger community and that larger community has established goals around these same objectives.

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This is the city of Albany Climate Action Plan adopted six years ago now.

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And we'll go into the details here I'm sure you're aware of this but it has elements that start to intersect with schools.

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For example the one I pulled out here was about helping to create transportation initiatives in this city that helped minimize that kind of busy back and forth to school traffic that often happens.

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Just one example of how there's an intersection between the two.

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And part of the interesting discussion became about how do we operationalize these goals and values in schools and in building projects specifically?

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Because it's one thing to write down a list of what we'd like to have but it's a very different thing to actually get them understood and embodied in the projects that you're delivering.

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And I hope I'm not stopping anybody's toes when I when I guess that none of you are really building people.

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You know it's not your job to know how to run big capital campaigns and you know design buildings you're educators and that's why you're here.

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And so part of this operationalization, operationalizing these goals is to try to find a way that's well established that you can fit into the architectural community.

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And the building community understands that will really enable you to get their kind of projects you want.

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So jump to the end here, the recommendation here is to consider adopting chips, schools, the chips criteria, the chips rating system for AUSD buildings.

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And I'll talk a bit more about that. So what is chips?

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The collaborative for high performance schools, right? It was a group of architects, engineers, planners, school boards, teachers, they came together to say what would what represents best practice for school design in today's world.

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And the mission here is a very simple one to make every school an ideal place to learn.

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I'd like to point out this slide on the image on the right here is a school called the Chartwell School, then in C-Side California.

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I'm very proud and happy to have gotten to be the mechanical engineer to design that project.

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This is a school for students with learning disabilities, it's a private school.

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And the goal of designing a very green sustainable high performance building was that the building and the environment itself could support the special education needs these students have to really help them achieve better results in their education.

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And the school is just a huge success. It's a beautiful place to be for the staff and students.

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Well, they let it, well ventilated, it's a beautiful environment right by the coast, just a massive success and one of the proudest and the proudest of that project of many of the ones I've had my career.

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What is a high performance school? It is this kind of cross section of a whole bunch of different aspects, responsive, efficient, healthy, secure, comfortable, simple.

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This little word blurb comes right out of the chips set of information that's available and you can overlay and I will in a sec. This set of words and this kind of word cloud with those goals I showed a second ago and you almost have a one to one match.

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So the idea of not just, it's not just about, you know, minimum impact and zero energy and those things, it's about healthy, efficient, community focused, safe, teaching environments.

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As well as as well as very efficient and unresponsible resources.

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It's not just the high level, glossy brochure, kind of a guideline either. It's quite well thought through.

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I won't go into all the details on this slide, but I want to just put something like this up because you'll see that it's a very thoughtful, integrated design approach to what makes high performance school.

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There are elements here about classroom layout down in the lower right, positioning teachers and students and teaching walls and windows, just the layout of the room being thoughtful about that.

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It all talks about lighting, right? High performance lighting, indirect direct, those kinds of things.

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It's got acoustics, it's got daylighting, it's got ceiling heights, finishes, it's a guideline that really wraps all of the elements.

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Of buildings to try to create a very nicely integrated classroom for high-performance learning and teaching.

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This is my kind of overlay here of the overall high-level chip schools, environmentally responsible, healthy, high-performance learning environments against the six AUSD kind of brainstormed goals.

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And you'll see that they, again, match very nicely.

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I wanted to just take a little bit of a deeper dive for a couple of slides and talk to give you a sense. Again, this is a very well thought, very mature kind of a guideline.

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In one of our planning sessions, one of our early sessions I was explaining a minute ago how the early sessions were about having architects and site committees present some of the school projects to us.

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And maybe being a mechanical engineer, one of, you know, I'll say a little bit more clearly too, as a mechanical engineer in buildings, my job is all the ducks and pipes and controls and all that stuff.

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The air conditioning engineer, you know, at some level.

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I like to think about it as an energy engineer when I'm, you know, trying to feel a little better about myself.

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And so all my stuff makes noise, fans and pumps and all that.

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And we know that, of course, in a classroom, having a quiet learning environment is super important for learning and paying attention, all those distractions.

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I mean, kids are sort of practical on, anyway, having a nice quiet environment is very important.

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And so, one of my comments when I saw the Marine School design was the mechanical engineers in architects ended up putting these kind of special air conditioning units that go above a ceiling above each classroom.

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It's a very simple, relatively inexpensive, kind of straightforward way to lay out air conditioning systems.

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And it's one that I reacted very negatively to because those stupid things in the ceiling make a lot of noise.

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And so here is the chips guideline. Great stuff right here.

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It says, you know, how to about acoustics, it talks about standards, it definitely references larger industry documents.

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It says on the right there, HVAC equipment can be located in the classroom near the classroom or away from the classroom in a central location.

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blah, blah, blah. In room HVAC systems can consist of unducted fan coils, that's the thing they have.

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Avoiding these systems is the best option acoustically, since otherwise it's hard to meet these certain standards.

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So, very straightforward practical advice. You want to clap classroom, don't put this stuff in the ceiling.

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It seems like so obvious to us, right? But yet, the Marine School design for whatever reason has a bunch of dumb HVAC equipment in the ceiling.

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You know?

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You're meeting the new, the new, the existing, and the existing, and the existing, where in school is no prize either.

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I complete agree with you. My boy, as you know, my boy spent many years there at mine.

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My first day at a U.S.D. was to meet your son at a naggy square.

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Maggie came to the boys graduation party a few days ago. It was really fun. It was great.

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I should have put a picture in the presentation here.

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So, in any case, just, you know, thoughtful, reasonable advice that can help get you a better building.

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Second one is really about daylighting. We talked a lot about the different projects.

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Daylighting really is critically important for making nice buildings.

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Buildings that are a great architecture have great daylighting. It's just that simple.

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The way the light comes in, the way the light moves over the course of the day.

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People respond to daylight. They're studies that say students even learn better in daylight classrooms.

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In fact, you know, up here I highlighted that daylighting forms the quarterstone of sustainable high performance design for schools.

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Super simple.

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And here's a highlight controlled direct sunlight penetration provide gentle uniform elimination.

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Again, not to be too harsh on the Marine School design, but, you know, there was this huge glass facade along Santa Fe with that giant window on the multi-purpose room.

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With lots of west facing windows along Santa Fe.

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Very hard to control that, that sun exposure.

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And, you know, just, every, all the committee members just, you see that and you kind of think, oh, you know, it's going to be a fight.

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Not a, not a, not a fight from a design standpoint, but just to make that building perform well when those certain decisions are made.

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So, again, some simple guidance that can really be a touchstone for the design team to start to work in.

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Albert Cat is a great architect.

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And he, you know, said very nicely in one of our committee meetings that, you know, you as the, as the board, we as community members, we don't want to be the architect's worst nightmare.

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Where we go and we micromanage and design the building for them.

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Design by committee is a disaster.

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What you want to do is you want to give the architects and the design team clear guidelines and clear goals.

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And then really enable them to create inspired architecture.

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And we feel like these kinds of simple guidelines will allow them to do that without micromanaging and actually design the building for each of the teams.

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Just moving on now, going back up a level.

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As I mentioned before, chips is a well-developed, well-rounded mature program.

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You can see here that here's the mapping of the United States.

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Chips programs are used in all of the lighter colored ones here around the whole country.

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And the five manuals up there are all resources that are available.

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The first one is on planning.

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So as you start to plan to be capital campaign, the second one in purple is on design how to specifically design these buildings.

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The third one is an operations and maintenance.

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Rolling operations and every day kind of activities into a sustainable design and operations program.

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The orange one there is about commissioning.

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Making sure your buildings are up and running correctly and you're getting what you thought you got.

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We're getting.

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And the last one over there on the right is about portables.

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There's a whole special part of the guideline for about relocatable classrooms.

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You know, these guys, they know schools.

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They know your budgets aren't like you're building on the Google campus, right?

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And that portables are a part of our lives.

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But there is a way to even do those buildings better.

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And right.

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And chips hasn't raised that.

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Sure.

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Something I haven't heard in any of the discussion of replacement of right now.

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You know, it's sort of end of life issues.

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If you were going to build a brand or an Russian view 40 years ago and anticipated 40 years later,

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you might have to replace them.

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It's a big difference between I can take this annex down and replace it versus I got to scrape the whole lot.

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Or, you know, can I design essentially the floor to never have to be completely removed.

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I can always replace modularly, et cetera.

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Is there anything in this that says, well, here's how to design so that 40 years, 50 years, et cetera.

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You can get your next school here at less cost than if you've got to just build those the whole thing.

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Yeah, I'm gathering.

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I mean, I would not expect that any current chips of building has been replaced.

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Yeah.

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Where we're not at that stage of this movement.

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But as any of that discussion come up in your meetings as well.

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Some maybe Danica can come and comment later on.

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But, you know, there's always so many priorities to juggle.

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That's one of, you know, 50 concerns.

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There's almost like this big octopus we talked about in one of the meetings, you know, of concerns.

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And although sure it makes sense to be able to want to think that long.

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More short-term priorities almost always dominate the discussion, because they're just, you know, pressing in today's world.

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But there's lots of lessons we can learn from buildings about flexible spaces.

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You know, the most sustainable building is when you don't need to tear down and build a new,

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but you can reuse and keep going.

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Look at, you know, Cornell as an example of that.

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Higher ceilings, more flexible spaces, larger classrooms that allow for different layouts.

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Maybe these guidelines don't directly connect, but certainly they make better buildings.

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And better buildings get used longer.

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To give you just a little bit of a sentence of the chips criteria.

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Again, I'm not going to go into lots of details, but again, there's kind of seven categories about integrated design, indoor environmental quality, fresh air, comfortable environments.

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Energy use, of course, water efficiency, selecting your sites well, managing materials, choosing good materials, recycling during construction, and then finally operations.

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Discoring is quite flexible. What happens is there's a bunch of criteria that I just talked about.

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There are some prerequisites that are required.

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The designers of this program said these things are so important, they must be in every program.

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But it's just a small subset of the overall points you can get.

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There's 250 possible points, which you can choose from for your project, and you get recognition at different levels.

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So, for example, at 110 points for a new building, you get recognized as a chips.

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Certified, you know, a chips designed building.

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And you can see out of 250, it's only 110, so there's lots of flexibility.

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You know, the architects in the room and probably you have some experience building.

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One of the fundamental facts about buildings is that they're all different.

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And there's no uniform solution that can be applied across all buildings.

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So they've designed a very flexible system that can allow you to not worry about some points and focus more on other ones, just because that makes sense for the district.

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There's elements of this program for our new schools.

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There's elements of the program for existing school renovations, and there's, like I said, before elements for prefab modular type buildings.

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The student from levels of chips recognition on the left, it says chips designed.

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This is a voluntary program where the architects themselves, or the design team themselves, or maybe the construction team, kind of self-certify.

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Yes, we got that point. Yes, we got that point. Yes, we got that point.

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Or there's actually a higher level called chips verified, where you can have a third party do an independent review and verification of the points.

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If you do the verification level, you get this nice plaque that helps you communicate to the community in a very clear message that you put your money where your mouth is and built a building that embodies these principles.

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Chip's designed is a perfectly fine way to go, but it's our what they are. If the board chooses to go that direction, you can certainly go along way with high quality architects and good design teams.

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Chip's verified gives you the plaque and helps, again, message to the community in a very clear way, what you've accomplished.

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There is some cost to that, of course.

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And what's nice is that this resolution that we're suggesting you consider tonight, you don't need to decide right now one way or the other.

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In fact, every single project you could go chip's design or chips verified as appropriate.

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Maybe the bigger projects you want to have a flagship be verified with the other ones you don't, that's completely up to you.

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Simply adopting the resolution tonight doesn't bound you to one path or the other.

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So the recommendation is that you should adopt a requirement for chips projects and then decide later on verified or designed on a project basis.

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A couple of points in here that are worth mentioning, I think, the, especially the last one.

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There are of course incentive programs in the state of California for hard performance buildings, especially savings by design, which is a

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PG&E utility sponsored program that helps provide some funding for the design team and for the district.

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If you do a high performance building and because PG&E and because chips was, you know, founded and didn't mention it before, but chips actually had its genesis south of market.

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A child's elie is old office there. It's, it's basically from the Bay Area. This is, you know, grew up here about in 2002 it started.

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So if you adopt chips, it just helps send a message to the other partners that you might find in the construction process, like the incentive programs to make that process more straightforward.

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Just showing this implementation flow chart. They've got a lot of nice materials in this, in this, the chips resources.

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And this is one diagram from their planning guide.

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And you can see they kind of have the circle of going around and measure from policy to designing a program to actually doing individual projects and then finally going back and evaluating your success and circling around again.

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It's an iterative process. All design is iterative as we work through these things.

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And so what, where we are is up in the upper right up here, adopt, adopt, adopt board resolution.

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So it's just the beginning of the journey really.

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And this guidance throughout to take the program further.

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I'm going to start to implement it in your building projects over time.

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So that is the end. I'm happy to, oh, I guess there's one more. The last one here is to the recommendation is if you want to consider this adopt resolution.

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We've put together a draft resolution for your consideration and review.

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Drawing from resources that were available kind of a template that was on the chip's website, but we've

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modified it pretty significantly for the Albany Unified School District values and community

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to really try to represent what we feel it is the right thing to adopt.

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So we'll be looking at the resolution a little later this evening. We'll take questions and comments right now.

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Okay, so I noticed that in the six guidelines adopted by the committee, number six,

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considering what we went through to get the bonds passed and the surprise this was all the way down at

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number six, is appropriate in reasonable budgets. I didn't see anything in the chips presentation

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talking about budget, noon, can you address that? Sure. As I mentioned before, every building is

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different and the budget impacts are hard to quantify any kind of blanket way across different projects.

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You know, I've been asked many, many times over my career as a practicing building engineer, what's that going to

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cost? It's a very hard question to answer, which I know is not a very satisfactory response.

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That becomes one of those inputs you need to provide, one of those boundaries you need to give to the

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design team. With the right design team given these goals and given a budget, they should be able to give you

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a building that matches. That's my job as a design team member to give you the building you want for the

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budget you have and help you understand the trade-offs as the project design evolves.

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So it's easy to say a little cost, two percent more, ten percent more, and there's been studies

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because like you many people have asked that same question, they want a simple answer to a complex problem

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and the studies when you look at them, some say that they cost no more and some will say they cost 10 percent more.

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And it's because different design teams, different owners, different projects, different values,

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end up resolving that question different ways. So if you work with your design teams and you say this is

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the budget and these are our goals and you lay it out very clearly and strongly, that gives the design

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team the tools, did it give you the building that makes sense? Alan, may I add? Please.

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This is, I have other comments, but this is partially in response to Paul's question because I was also

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on the committee and I think that all my fellow board members know that I'm a big cheap skate.

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I ask a lot of questions about spending money carefully, particularly when we want the money primarily

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to go to students and we don't have as much as we would like. However, I'm going to explain it very

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simply because I don't know a lot about architecture and about buildings and the questions that I asked

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or answered to my satisfaction to some of the, to summarize many of the answers that I got

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because the building codes and many things are evolving and changing over time, they're actually

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starting to many of them are reflecting the same chips standards already. So then in that sense,

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you're not talking about an increased cost. In addition, it was explained to me that because it is the

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mature program that Alan has described more and more different participants in the building

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process have become very familiar with the process and therefore the cost for them to do these things

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has come more in line with maybe regular construction because they know that that's the

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direction that everything's going. So that was actually quite eye-opening for me and you know I'm

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a big cheap skate. I asked many different ways about that. So that was quite satisfying to me.

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Okay, Dan, Dan, do you have any of the comments on that as well with your experience?

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We need you to come up and join. We have a board member who's doing this remote and so you have to really

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speak into that. Charlie is joined us by phone from New Orleans. Okay, great. My name's Diana Hayton.

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I was on the integrated design sustainable design committee too. I would just concur with what you both said

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and I thought Pat, you put a very common sense answer together there. All of the features of

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energy efficiency, water efficiency, treatment of storm water materials and how you specify materials

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that create a healthy environment for kids that don't off gas, et cetera. All of that is currently

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built into the code and we are currently getting ready for the 2016 code which you know is coming out soon.

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So I really think that just achieving chips certification should not be an ad. We can talk about it more

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when we look at the resolution but that's my opinion. So my understanding is we're sure we're clear

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and they're going to take a question from Charlie. The requirements now at the State Office of Architects

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is very getting closer and closer and closer to chips anyway so that we would be required to

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do many of these things that that chips requires as well. Charlie, do you have a question?

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Okay, am I on? You are on? All right, thank you. I apologize if this is a repeat.

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I'm having a bit of a trouble with a week-wide fight here and okay, I'm getting some feedback to it.

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It's going to keep talking. Yes. I think Charlie, what you need to do is turn down your computer.

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I just turned off the audio on the computer or video sheet, which was out of sync with

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a virtual SMS. Anyway, I just wanted to say personal thank you to the committee for all the work

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that you did. I learned a lot from all of you. So thank you for the time that you put in.

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You can be a question or comment I had with in relation to costs. I think it's my understanding that chips

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is not so much the, it's not so much a set of item by item requirements that would add one cost after another.

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The rather, it's a kind of a framework and within that broad framework, it would give the

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architects the flexibility to allow the board to determine what resources are available and then to

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actually direct those whatever that whatever our budget is, whatever the resources that we have

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to work with my team, we can direct those resources to whatever we think are the highest priority items within

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the chips kind of framework. Is that a correct understanding? Yes, that's a good, that's a good

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way to put it. There's quite a lot of flexibility in the program. And so you can shift priorities

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as needed to steal a couple of ships, but meet budgets and design good buildings.

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Okay, thank you. And if I could just add one of the trips, so one of the processes that we put into

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place for each of the projects is something that will be touched on with the high school design

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presentation next, but essentially at each phase of the project we have cost estimates done to ensure

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that what is being talked about and incorporated and planned is in line with the budget and then if not,

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what are our options in order to bring it back to budget? And then when we, if we ultimately go out

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to receive formal bits for construction, that'll be another time where we can see where are we with our

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budget and what either added features or what cost savings are able to be accomplished because of

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those cost estimates. And so there are many points throughout the process where we're

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ensuring that we're on budget and when we're not then we're going back to the design team to really

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look at options so that they're also not blindsided with, well I thought I really wanted this and

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after the fact going back to them saying, I'm sorry we didn't have enough money for it, but

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you know here's a new building that's already there. So there's several points along the way to ensure that

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we're on budget and responsible with taxpayer dollars. Thank you. I just wanted to say the one thing

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and then one of the item briefly, Charlie is always so gracious, he always beats me to the

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bunch of us also thinking about wanting to acknowledge and to think the community members already mentioned,

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including Alan and Diana for giving their time, but we also had our city council member Nick Pilch

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participate quite a bit. I thought it was very useful to have the staff members including and I apologize

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if I forgot someone. Don Allbright was very useful because he's the facilities person and we had

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Deborah Brill, Terry Georgeson, Alexia Richie, Robin Cooper and at least some other people those

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so good to have the principles and all that. And I would just say that when Charlie and I were there,

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we both learned so much and we feel very fortunate to live in a community of such civic-minded

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professionals and everyone who are willing to give their time. The one other item I would say is that

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you know, I tend to be a cheap skate and think a lot about things and I learned a lot about this, but I actually remember

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quite distinctly, many of you know, Ellen Hershey, she has supported many of our personal taxes and

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the schools for a long time although she no longer has her children are grown. So she no longer has children

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and she said I don't know if I think it was at one of the facilities meetings that when her grandchildren grow

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she wants them to have a nice world to live in and she wanted us to put everything we could into

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energy saving and she was Nick with love her because she was very much a supporter of net zero and so

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I you know I think about her as one of our constituents someone with no one in the schools every time I

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think about this project and the goals involved with it. And thanks to you and thanks to Charlie

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participating and putting a lot into it for the one meeting I attended you really had a lot to say and

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facilitate the conversation. It was our pleasure by the way Paul, I actually helped type out that list I think

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and I just wanted to clarify except we're safe and accessible which I thought we felt was obviously

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fundamental. I'm very sure we have a discussion that the rest were there were a list but not necessarily in

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private case use bullets not numbers. All right just the clarification.

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Any other questions or comments from the board? I'm just a comment on the general discussion of

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facilities and all that you know we we we talk about I'm absolutely prepared to believe that building to

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these sorts of guidelines and standards results in say lower cost buildings. I really love to know by how much. So

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maybe in a future discussion on facilities we could see something like say here is the past years operational

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cost of Marin what we pay PG&E what we pay for this that the other and and to be able to look at

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and say well we are anticipating 50% less or zero cost because we will have solar and net net will come out

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zero just to know if this is 2% of what we're going to expect to spend and in the infrastructure as is 10% is the

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maintenance tail a huge thing where anything we do could have a great net impact on the road or we dancing around the margins.

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So it might be really nice to see something like that when we have a discussion you know when I hear the phrase it'll save us money

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and operations over the longer run. Well how much I'd love to see those numbers.

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I think the the the chips framework is it's more about creating a high quality

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learning environment that is sustainable versus reducing energy usage or water usage or or or just resources.

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There we can provide information about how much usage the current buildings use for various resources and then we can provide an estimate on what

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A projection of what the new buildings could be, but then it's, let's see, let's see, let's see, let's see, let's see, let's see, let's see.

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So for instance, so for elementary for, for the schools, with the classrooms, there's a difference between incorporating natural ventilation and fans versus just incorporating a HVAC system.

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And then what the differences are there and some of it could be utility usage, but then others could just be like unquantifiable improvements in the learning environment.

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Let's see.

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There is a, will be some payback and we know that because of, because of what we're doing for sustainability.

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Well, we expect there to be, but I think one of the comments that I heard from previous discussions were, we want to increase the usage of these facilities so that they're more than, you know, then classrooms,

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and then they're used by the community as well. And so if they're, if the usage of those facilities are more than what they are now, then it would be using more resources.

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And so we may not be able to show the new building is using less energy, but we would be able to show that it is more efficient in the use of resources.

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Yeah, if I could just offer an anecdote along those lines, I've done this, you know, a few years.

388
00:47:07,000 --> 00:47:14,000
We've designed these buildings, we do energy models, we predict how much energy a building's going to use, and then oftentimes we'll go back and measure it later on.

389
00:47:14,000 --> 00:47:21,000
And it's ironic, but sometimes the greenest buildings are the ones where we miss it the most, and it's because they're great buildings.

390
00:47:21,000 --> 00:47:28,000
And instead of just everyone wanting to go home at five, they hang around longer, and they get used in the evening, and they get used on the weekends.

391
00:47:28,000 --> 00:47:36,000
So what you end up with is maybe not necessarily lower utility bills, but you get much higher use, much more value out of the building.

392
00:47:36,000 --> 00:47:41,000
So energy, I mean, I'm an energy guy, I've been energy guy in my whole life, that's why I do what I do.

393
00:47:41,000 --> 00:47:47,000
But energy in the end is just one measure of the value that a building creates.

394
00:47:47,000 --> 00:47:52,000
And in some ways, you want them to use more energy, because that means they're being used more.

395
00:47:52,000 --> 00:47:59,000
Of course, you know, being responsible at how you source the energy and using clean energy if source, we have many options in today's world.

396
00:47:59,000 --> 00:48:08,000
But just, you know, getting your energy down utility bills down isn't necessarily the only goal, even though that is one financial benefit.

397
00:48:08,000 --> 00:48:15,000
You know, maybe you get bigger risks, because you can rent, I don't know how you use it, but there's dimensions there too.

398
00:48:16,000 --> 00:48:19,000
I mean, I think about, for example, solar energy.

399
00:48:19,000 --> 00:48:33,000
And if we put enough panels on a roof, then no matter what the use is, you know, when I put my solar panels on, my usage actually has gone up, because I feel better about using electricity, but it will pay for itself after nine years.

400
00:48:33,000 --> 00:48:36,000
So that was the plan, and apparently I'm ahead of the game.

401
00:48:37,000 --> 00:48:49,000
So I'm going to save money, but so if we put the right sustainable things on the, there should be a payback anyway.

402
00:48:49,000 --> 00:48:51,000
And just one more thought along this line.

403
00:48:51,000 --> 00:48:57,000
So we had a presentation this past year from Ed Set on replacing light bulbs and Albany High.

404
00:48:57,000 --> 00:49:07,000
And I mean, maybe the energy use of the current and projected ocean use school might be a big fat target for somebody to do a research project.

405
00:49:07,000 --> 00:49:18,000
Give the whole class doing that everything from auditing what comes to us from PG&E to putting sensors out and actually measuring heat, temperature, consumption, et cetera.

406
00:49:18,000 --> 00:49:26,000
Yeah, and I recognize that what we may know about Iran is a big fat number called here's what PG&E told us all of Iran is.

407
00:49:26,000 --> 00:49:31,000
You can't say, well, these four new portables over here are consuming this percentage of it.

408
00:49:31,000 --> 00:49:40,000
I understand it, but it'd be nice to have something better than a guess that, well, if we replace portables within organic building, it'll be cheaper to maintain.

409
00:49:40,000 --> 00:49:41,000
I hope so.

410
00:49:41,000 --> 00:49:45,000
I'd love to see the numbers that say it's cheaper this much or this much.

411
00:49:45,000 --> 00:49:55,000
I'd like to comment on that that, you know, I'm all in favor of decreasing operating costs and it sounds like, you know, this will do that.

412
00:49:55,000 --> 00:50:06,000
I think it's to some extent playing the game of if we put this on, what does this cost and what will it save us in operating costs?

413
00:50:06,000 --> 00:50:16,000
Doesn't really make sense because for one thing, it's not what did this cost, it's the differential and what this cost from what you would have done otherwise.

414
00:50:16,000 --> 00:50:27,000
And then we have to remember that we're paying for this with borrowed money that's being paid back over time with tax money.

415
00:50:27,000 --> 00:50:33,000
So if we paid $10,000 for something by the time it's paid off, it'll be $20,000.

416
00:50:33,000 --> 00:50:38,000
And I don't know how you factor that in to the operating costs.

417
00:50:38,000 --> 00:50:42,000
So I think just.

418
00:50:42,000 --> 00:50:47,000
It makes sense that if you use photovoltaics, you're paying less for electricity.

419
00:50:47,000 --> 00:50:51,000
But you also, there's also the cost of putting the panels on the roof.

420
00:50:51,000 --> 00:50:59,000
And at some point, you're probably just wasting your time to try to figure out exactly what the payback period is for that.

421
00:51:00,000 --> 00:51:02,000
I think I'll be.

422
00:51:02,000 --> 00:51:07,000
I just want to last thing that it just reminded me so.

423
00:51:07,000 --> 00:51:13,000
We attended a workshop at the Berkeley Library.

424
00:51:13,000 --> 00:51:18,000
We was at the North Berkeley Library of camera.

425
00:51:18,000 --> 00:51:26,000
But it was one of the first net zero public buildings in California.

426
00:51:26,000 --> 00:51:33,000
And it had all these systems in place to ensure that it's using.

427
00:51:33,000 --> 00:51:36,000
You know, it's as sustainable as possible.

428
00:51:36,000 --> 00:51:42,000
But then when they were going through the presentation and having the discussion.

429
00:51:42,000 --> 00:51:53,000
They realized that some of those systems that are such that just the automatic were turned off because it impacted the use of those facilities.

430
00:51:53,000 --> 00:51:58,000
And so because of that, the calculation that showed it's.

431
00:51:58,000 --> 00:52:05,000
The grants building ever is not really true because the operations of it didn't really match.

432
00:52:05,000 --> 00:52:10,000
The parameters that were put into place to create that calculation.

433
00:52:10,000 --> 00:52:12,000
Interesting.

434
00:52:12,000 --> 00:52:15,000
That's North.

435
00:52:15,000 --> 00:52:17,000
North Berkeley branch.

436
00:52:17,000 --> 00:52:21,000
In our committee meetings, we address the same issue.

437
00:52:21,000 --> 00:52:24,000
We can definitely vouch for this.

438
00:52:24,000 --> 00:52:27,000
And again, again, you know, the.

439
00:52:27,000 --> 00:52:29,000
The top of the list over here.

440
00:52:29,000 --> 00:52:33,000
Or the number two, you know, high quality learning environments.

441
00:52:33,000 --> 00:52:34,000
We all.

442
00:52:34,000 --> 00:52:39,000
Rallyed around the fact that this kind of a program will create the best.

443
00:52:39,000 --> 00:52:43,000
Learning environments for students and for teachers and teaching environments for teachers.

444
00:52:43,000 --> 00:52:46,000
And that in the end is the most important factor.

445
00:52:46,000 --> 00:52:51,000
Although, of course, there are things like energy use and operating costs and maintenance and everything else.

446
00:52:51,000 --> 00:52:52,000
It's an important.

447
00:52:52,000 --> 00:52:58,000
But, whatever you do in complex project like this, you're always going to end up in.

448
00:52:58,000 --> 00:53:00,000
Budget priority balances.

449
00:53:00,000 --> 00:53:09,000
And we all wanted to and I think it's even part of the resolution that we understood that the most important element is to create high quality learning environments.

450
00:53:09,000 --> 00:53:11,000
And that's what this.

451
00:53:11,000 --> 00:53:14,000
Chips program will help accomplish more than anything else.

452
00:53:14,000 --> 00:53:19,000
I think that's what we're going to see next in our agenda is what we're thinking about for the high schools.

453
00:53:19,000 --> 00:53:24,000
And it's all factored in charts and diagrams and everything.

454
00:53:24,000 --> 00:53:27,000
Any other comments?

455
00:53:27,000 --> 00:53:28,000
Nick?

456
00:53:28,000 --> 00:53:29,000
Please.

457
00:53:35,000 --> 00:53:37,000
Good evening.

458
00:53:37,000 --> 00:53:43,000
I'm Nick Pelch, I'm your city council representative on this sustainability committee.

459
00:53:43,000 --> 00:53:51,000
And thanks very much for giving me the opportunity to do that along with the other committee members.

460
00:53:51,000 --> 00:53:55,000
I think it was an excellent thing to put into place.

461
00:53:55,000 --> 00:54:00,000
And in fact, I'm hoping that you continue to keep this up in some form.

462
00:54:00,000 --> 00:54:06,000
Maybe keeping the committee in place or some in some form revisiting this from time to time.

463
00:54:06,000 --> 00:54:09,000
I think that would be wise.

464
00:54:10,000 --> 00:54:14,000
I'm really happy that we landed on this, which is something really concrete.

465
00:54:14,000 --> 00:54:22,000
I think that we could have gone in a bunch of different directions and not ended up with much at all or maybe pages of discussion,

466
00:54:22,000 --> 00:54:33,000
but this is I think something very concrete that you can choose to implement and choose to vote on and adopt as a school district.

467
00:54:33,000 --> 00:54:39,000
And I hope that you do and I really appreciate the work of Allen having putting the presentation together.

468
00:54:39,000 --> 00:54:50,000
And the other members of the committee who worked on the resolution and that to me was quite something to see these volunteers step up and do that.

469
00:54:50,000 --> 00:54:57,000
So you have something really really well formed in front of you to consider and to vote on.

470
00:54:57,000 --> 00:55:08,000
I think that as a member of those that I do have a pension for net zero.

471
00:55:08,000 --> 00:55:20,000
But I do also acknowledge that it is a goal right now that the state has and that the state architect is taking up.

472
00:55:20,000 --> 00:55:44,000
But I think landing where we did the committee landed on having a goal of net zero ready is is the place to be because I think we need to respond to both the cities, climb action goals and what's coming down the line from the division state architects from the state school.

473
00:55:44,000 --> 00:55:52,000
And I also would I thought that Allen suggested that you take.

474
00:55:52,000 --> 00:55:58,000
You consider the verification process for chips very carefully is a good one.

475
00:55:58,000 --> 00:56:11,000
I think we we had a lot of discussion about how do we avoid the mistakes that might have taken place in some of the other schools and having a third party come in and verify that you know the chips has been followed.

476
00:56:11,000 --> 00:56:20,000
I think is an excellent way to help prevent those sort of errors and so I would support that in your resolution.

477
00:56:20,000 --> 00:56:28,000
I think we highly recommend that it's not required but we highly recommend that you do that third party verification.

478
00:56:28,000 --> 00:56:37,000
And finally speaking to the cost aspect I think that you know one tendency that people can have is to try to build.

479
00:56:37,000 --> 00:56:47,000
The biggest bang for the buck the most you can get out out of the money that we now thanks to the voters have or you have to to spend.

480
00:56:47,000 --> 00:57:03,000
Couple of caveats just kind of echoing some of the other things that said that is that I think one of the conclusions of this committee is our hope for the school district is that to have that these new schools have great integrated design.

481
00:57:03,000 --> 00:57:14,000
You know not only do they address sustainability and you know the energy aspects but that all is a whole and I think chips you know helps to to figure out how to do that.

482
00:57:14,000 --> 00:57:22,000
But we want I think the community and the committee expect there to be.

483
00:57:22,000 --> 00:57:30,000
These these new facilities to be facilities that we can really look up to and be proud of as a school district as a community.

484
00:57:30,000 --> 00:57:36,000
And you know it could just getting the biggest thing for your money of course is not the way to do that.

485
00:57:36,000 --> 00:57:44,000
And I personally believe that there can be a greater cost to choosing you know cheaper design and materials not that anyone's suggesting that.

486
00:57:44,000 --> 00:57:50,000
As maintenance costs down the line can you can just trump any any any savings so.

487
00:57:50,000 --> 00:57:58,000
You know giving some thoughts to using the the best the state of the art there or the.

488
00:57:58,000 --> 00:58:07,000
Best materials and practices as as as exemplified in the best current best practices and as as.

489
00:58:07,000 --> 00:58:13,000
As as noted by chips it is definitely the way to go and I personally think that.

490
00:58:13,000 --> 00:58:25,000
You are to look at reducing operational costs and I just you know getting closer to net zero as possible I think I personally believe is going to be a.

491
00:58:25,000 --> 00:58:28,000
I big way you can do that so thank you.

492
00:58:28,000 --> 00:58:30,000
Thank you.

493
00:58:30,000 --> 00:58:32,000
Thank you.

494
00:58:32,000 --> 00:58:35,000
Are we ready to move on.

495
00:58:36,000 --> 00:58:37,000
Okay.

496
00:58:37,000 --> 00:58:39,000
Thank you once again.

497
00:58:39,000 --> 00:58:43,000
Our next item is the opening high school class where addition design update.

498
00:58:43,000 --> 00:58:44,000
Thank you.

499
00:58:44,000 --> 00:58:56,000
Presvers one trustees this is the review and discussion item on the update from gold Evans regarding the Albany high school classroom addition design team in turn this over to Alan Garney.

500
00:58:56,000 --> 00:58:58,000
Thank you superintendent.

501
00:58:58,000 --> 00:59:09,000
As gold Evans is coming up to present I'll just provide a brief background about the process and so.

502
00:59:09,000 --> 00:59:17,000
This project came about after the development of the facilities master plan because.

503
00:59:17,000 --> 00:59:20,000
Assumptions in the facilities master plan.

504
00:59:20,000 --> 00:59:33,000
I'm going to incorporate the growth that is projected and currently projected with the city of Albany twenty thirty five general plan.

505
00:59:33,000 --> 00:59:39,000
And so one of the things that we want to do is.

506
00:59:39,000 --> 00:59:42,000
After we review those.

507
00:59:42,000 --> 00:59:56,000
In role as projections and growth projections we wanted to provide flexibility for the high school campus as well as the school district so that.

508
00:59:56,000 --> 01:00:00,000
As growth does come to fruition we want to.

509
01:00:00,000 --> 01:00:14,000
Be proactive instead of reactive. And it would be very difficult to add portables to the high school campus with the current layout.

510
01:00:14,000 --> 01:00:28,000
And so this project came about through the discussions of the San Gabriel Design Committee, where this option about a high school, about a,

511
01:00:28,000 --> 01:00:36,000
having at the high school on top of the amphitheater was looked at as a strong possibility.

512
01:00:36,000 --> 01:00:44,000
And so in the spring, the board proved agreement with school devins in order to research this further.

513
01:00:44,000 --> 01:00:54,000
And so we have Bob Baum from school devins to present on the high school classroom edition.

514
01:00:54,000 --> 01:00:59,000
Okay? So again, I'm Bob Baum. I'm principal with school devins.

515
01:00:59,000 --> 01:01:08,000
And we're lucky at our office of school devins because we, 25 people in three of them are residents of Albany.

516
01:01:08,000 --> 01:01:12,000
So we only hire Albany.

517
01:01:12,000 --> 01:01:18,000
So one of them is here at tonight, B.K. Kim in the audience. And he's a, he's a project architect.

518
01:01:18,000 --> 01:01:30,000
And one of the others is Lauren Moss, who, who really, sorry not to be able to be here tonight, the longstanding family plans.

519
01:01:30,000 --> 01:01:35,000
But, but she has been leading the project. She's the lead architect on the project.

520
01:01:35,000 --> 01:01:47,000
I'll do my best to stand in for her tonight. So I'll take you through this as best I can.

521
01:01:47,000 --> 01:01:51,000
We've been engaged in a, in a collaborative process.

522
01:01:51,000 --> 01:01:56,000
And we've had five stakeholder meetings.

523
01:01:57,000 --> 01:02:02,000
And we're here tonight for the meeting with to present to the board.

524
01:02:02,000 --> 01:02:09,000
And we have a final presentation and our documents do in, in August.

525
01:02:09,000 --> 01:02:12,000
So process is, is moving along.

526
01:02:12,000 --> 01:02:22,000
But, as in all of our projects, the, the, the beginning is to, is to work collaboratively with, with the group.

527
01:02:22,000 --> 01:02:28,000
The community, the parents, the staff, the teachers, and, and, and developed the design.

528
01:02:28,000 --> 01:02:30,000
So this is well.

529
01:02:30,000 --> 01:02:36,000
I think well grounded in that process.

530
01:02:36,000 --> 01:02:40,000
So we've done a lot of work in, you know, what's been called 21st century learning.

531
01:02:40,000 --> 01:02:43,000
And I think that has helped to inform this process.

532
01:02:43,000 --> 01:02:51,000
And just to go through some of the concepts and discussions that happened with the, with the groups.

533
01:02:51,000 --> 01:02:59,000
And, and, and, and also to show you some examples of, of inspirational spaces, some by us, some by others.

534
01:02:59,000 --> 01:03:03,000
These are learning centers that were developed in milk that we designed in milpetus.

535
01:03:03,000 --> 01:03:11,000
And it was all about creating space for, you know, one-on-one learning with a computer, small groups, project-based,

536
01:03:11,000 --> 01:03:20,000
maker-type work. So we, the, that's been one of the principles here to create those kinds of spaces.

537
01:03:20,000 --> 01:03:29,000
And then the notion of active learning classrooms and, and there, you know, we're still using a module here that makes sense as a classroom,

538
01:03:29,000 --> 01:03:36,000
but it's, it's, is some of it is about how the furniture is used and there's presentation equipment on the, you know,

539
01:03:36,000 --> 01:03:41,000
in whiteboards on the walls and flexible arrangements of tables and chairs.

540
01:03:41,000 --> 01:03:48,000
And, and again, all of it in the service of, you know, the fact that the, the teacher is less, the source of the information,

541
01:03:48,000 --> 01:03:56,000
but it's more of the sort of mentor and coach and, and helping the students learn, and, and, and, and sort of process that information.

542
01:03:56,000 --> 01:04:01,000
So, trying to create those kinds of spaces.

543
01:04:01,000 --> 01:04:08,000
This notion came up, the sort of hybrid social and academic space and, and we see this a lot,

544
01:04:08,000 --> 01:04:15,000
even, especially on the high school level, and it, it begins to, to borrow a little bit even from the community college model,

545
01:04:15,000 --> 01:04:20,000
where we try to engage the students and, you know, we want students to spend time in these facilities.

546
01:04:20,000 --> 01:04:26,000
You were just kind of talking about that. If we, if we do this right, we get more use out of these buildings.

547
01:04:26,000 --> 01:04:36,000
And, and, and I think, you know, the notion that the, the student wants to be there, where there are mentors and, and counselors,

548
01:04:36,000 --> 01:04:43,000
and there are, you know, other students and people to collaborate with is, is all, what we want to create.

549
01:04:43,000 --> 01:04:49,000
And, again, another example of active learning classrooms and how they're utilized.

550
01:04:49,000 --> 01:04:56,000
And then the notion of art and maker spaces and more and more, we know that that's a way, you know,

551
01:04:56,000 --> 01:05:04,000
learning by doing, the, the more engaged students are in making things and doing things, even in our digital world.

552
01:05:04,000 --> 01:05:12,000
The, you know, the better they learn and the better they're equipped when they go on to higher education and to go out into the world to participate.

553
01:05:12,000 --> 01:05:18,000
So, so this is sort of the, the, the, the image, if you will, the vision of, of the kind of spaces we want to create,

554
01:05:18,000 --> 01:05:25,000
specifically, there were principles that were, were arrived at during the meetings.

555
01:05:25,000 --> 01:05:41,000
And, some of this is, is a little bit repetitive, what I just showed you in the notion of the maker space, the way the, this new pedagogy and the curriculum and the spaces go together.

556
01:05:41,000 --> 01:05:52,000
The sustainability that I really enjoy listening to that conversation, you know, it's, it's, it's, it's, what I've always, what I've enjoyed a lot about sustainability is, yes,

557
01:05:52,000 --> 01:06:04,000
it's about saving energy and it's about building out of materials that, you know, health are, are sustainable in the selection of materials.

558
01:06:04,000 --> 01:06:12,000
But I really love the notion that we're creating a healthier environment, right, and more natural ventilation and more natural lighting and, you know, and you know,

559
01:06:12,000 --> 01:06:28,000
and you know, the more, you know, that the indoor outdoor connection, you know, California and Northern California, this is, you know, this is such a wonderful part of the way we live that, so I think the health environment to me is, is a really important thing.

560
01:06:28,000 --> 01:06:37,000
The notion of a student hub and a, and a sort of student centric place, and as I get into the way we've designed the space, I'll talk a little bit more about that.

561
01:06:37,000 --> 01:06:53,000
And as I said before, the community and after school usage, you know, to the, not 24 hours a day, but facility, let's say, 14, 16 hours a day that the community is getting benefit from.

562
01:06:53,000 --> 01:07:05,000
And on the left side here, this is important, the flexibility notion and adaptability and, and it was, you know, in this process as much as we've looked specifically at programmatic elements that I'll talk about.

563
01:07:05,000 --> 01:07:18,000
There was an overview in a guideline that we had to create flexible space and, you know, that, you know, if the community's going to make this investment spend the money, it's important to be able to.

564
01:07:18,000 --> 01:07:24,000
And, you know, use it in a number of different ways as, as things change and as the needs change, so that's an important thing.

565
01:07:24,000 --> 01:07:27,000
And then architectural aesthetics.

566
01:07:27,000 --> 01:07:44,000
I think this is, is important, you know, in terms of the functional parts, but I think we want to create a space that's visually appealing and, and, you know, people want to be there, right?

567
01:07:44,000 --> 01:08:02,000
And I think you can create a new feeling and, you know, of course, this is what we do, but we believe that, you know, the kind of environments we create if they're, if they're appealing and people want to be there and, you know, that, and if they, if they have a freshness to them and encourage people to, to look at things in new ways.

568
01:08:02,000 --> 01:08:08,000
So, I didn't want to read all of these, but that's sort of the basic ideas of, you know, that came out.

569
01:08:08,000 --> 01:08:21,000
And then just back on sustainability and really this notion that, you know, the goals were identified and, and they, these healthy things, natural lighting, natural ventilation,

570
01:08:21,000 --> 01:08:23,000
net zero ready.

571
01:08:23,000 --> 01:08:26,000
So, that's, that's important.

572
01:08:26,000 --> 01:08:32,000
And a well-insulated building, one of the things we know is that we save energy.

573
01:08:32,000 --> 01:08:38,000
And one of the ways, the, one of the best ways we save energy is to build a building well, and, and they get insulated, right?

574
01:08:38,000 --> 01:08:50,000
And so, you know, it's, it's one thing to, to produce energy and use it, or have mechanical equipment that's efficient, but if we make a building that's by its nature energy efficient, that's really important, you know.

575
01:08:50,000 --> 01:08:55,000
We heard about noise earlier, and I know those are fans on the ceiling.

576
01:08:55,000 --> 01:08:57,000
Right. So, this, these fans...

577
01:08:57,000 --> 01:09:01,000
These are the cards to me when we actually talking about it in the meetings.

578
01:09:01,000 --> 01:09:06,000
Right. So, these fans are different than, you know, the old, they're not like these fans, which,

579
01:09:06,000 --> 01:09:13,000
which run very, they're quick, you know, they're fast, and they make some, I haven't heard these, but imagine they make some noise.

580
01:09:13,000 --> 01:09:19,000
These fans, they have a funny name that I probably shouldn't say, but they're big, something fans.

581
01:09:19,000 --> 01:09:25,000
And they're, they're like 10, 12 feet in diameter, and they move very, very slowly.

582
01:09:25,000 --> 01:09:34,000
And the notion is that they, that slow movement, gets just enough movement to the air to, to make it more comfortable.

583
01:09:34,000 --> 01:09:42,000
And, and, and, and it allows us to, create a more comfortable environment by moving the air rather than having to cool it more.

584
01:09:42,000 --> 01:09:45,000
So, they're not actually noisy.

585
01:09:46,000 --> 01:09:48,000
Right.

586
01:09:48,000 --> 01:09:51,000
It's a brand name. So, I guess it's okay, right?

587
01:09:51,000 --> 01:09:53,000
They have a ties in the Sunday Times.

588
01:09:53,000 --> 01:09:54,000
Exactly. Right.

589
01:09:54,000 --> 01:10:02,000
And, and we've installed them, and they, they truly work and, and they're, um, it, it's, it's a good idea.

590
01:10:02,000 --> 01:10:04,000
Um, if I could just add...

591
01:10:04,000 --> 01:10:06,000
Oh, sorry, if I could just add...

592
01:10:06,000 --> 01:10:14,000
Uh, one of the interesting things that I learned was, um, with fans and natural ventilation, um,

593
01:10:14,000 --> 01:10:20,000
um, an environment that has the same temperature as an environment that doesn't have air movement,

594
01:10:20,000 --> 01:10:23,000
can feel hotter if there's no air movement.

595
01:10:23,000 --> 01:10:30,000
And so, just the simple, um, addition of moving air will, um, make it more comfortable.

596
01:10:30,000 --> 01:10:39,000
And, it wouldn't trigger the feeling or the need to add coolant to the environment or, you know, pay for our HAC and you

597
01:10:39,000 --> 01:10:41,000
such things like that.

598
01:10:41,000 --> 01:10:45,000
All right. So, anyway, that's, that's the type of fan.

599
01:10:45,000 --> 01:10:52,000
Um, so programming and design approach should just sort of filtering some of those concepts together.

600
01:10:52,000 --> 01:10:59,000
And this is, this is an overlay that we often use, which I, which I think is helps us to visualize the idea

601
01:10:59,000 --> 01:11:05,000
of this, uh, and, and, and, and interestingly, it comes from the, some of the notions of retail experience.

602
01:11:05,000 --> 01:11:10,000
And it's the five E's and it's, you know, how do you, you know, what's the entry experience?

603
01:11:10,000 --> 01:11:12,000
How do you entice people into the space?

604
01:11:12,000 --> 01:11:14,000
What's the entry experience?

605
01:11:14,000 --> 01:11:15,000
What's the engagement?

606
01:11:15,000 --> 01:11:19,000
The more we can engage people, the, you know, together, the more they learn.

607
01:11:19,000 --> 01:11:22,000
Better they learn, you know, what's the exit experience?

608
01:11:22,000 --> 01:11:24,000
What do you see when you leave?

609
01:11:24,000 --> 01:11:27,000
And, and then, you know, how do we extend that?

610
01:11:27,000 --> 01:11:38,000
And some of that is to do with, you know, you know, you know, even social media and all those kinds of things to, to, to, to, to make that experience a holistic thing.

611
01:11:38,000 --> 01:11:44,000
And, and, and so, getting a little bit out of architecture, but it certainly has the architectural component.

612
01:11:44,000 --> 01:11:52,000
And so, we looked at the, in looking at the site, we looked at, you know, how, how people would enter this space, you know,

613
01:11:52,000 --> 01:12:00,000
you know, what their experience would be like in the space, what it's like to leave this space and, you know, how do we build on that?

614
01:12:00,000 --> 01:12:15,000
We did the more, you know, sort of regular work of programming, which is to determine, you know, what the spaces are, how big the building would be, what the, you know, what are the adjacencies that makes sense?

615
01:12:15,000 --> 01:12:21,000
And, you know, so we identified, uh, essentially five learning spaces.

616
01:12:21,000 --> 01:12:36,000
One of them slightly larger than the others, a design build lab, a computer lab, and then the sort of, the clinic space, the biomedical and notion of being, that being,

617
01:12:36,000 --> 01:12:40,000
is a great opportunity being closer to the gym and athletic fields.

618
01:12:41,000 --> 01:12:46,000
We, we put a lot of exterior circulation in its, it's to the efficiency.

619
01:12:46,000 --> 01:12:52,000
It also contributes, frankly, to more natural ventilation and a more healthy environment.

620
01:12:52,000 --> 01:12:57,000
And then there are some of these other sort of storage spaces, bicycle storage.

621
01:12:57,000 --> 01:13:03,000
And we came out with a total program area, which is a little over 10,000 square feet.

622
01:13:04,000 --> 01:13:16,000
And then I wanted to show you the talk about the site a little bit and how we thought about it, but I should just digress for just a moment before getting into this site.

623
01:13:16,000 --> 01:13:26,000
There were some discussions about some alternative ways to create space and, you know, the multipurpose room, the little theater.

624
01:13:26,000 --> 01:13:35,000
And, and I think the, the conclusion that was arrived, that was that there were, um,

625
01:13:35,000 --> 01:13:39,000
neither of those is very efficient or effective way to add space.

626
01:13:39,000 --> 01:13:44,000
They either resulted in a lot of good space, nor did they, where they inexpensive, right?

627
01:13:44,000 --> 01:13:52,000
And, you know, part of that is, is DSA and, you know, when we do remodels being never as simple as we hope it is in the first place.

628
01:13:52,000 --> 01:14:02,000
So, that was not, you know, this is really more focused on, on the space that's available where the, where the amphitheater is currently.

629
01:14:02,000 --> 01:14:12,000
And so, you know, we looked at, you know, we looked at things like where the sun is, where the prevailing winds are.

630
01:14:12,000 --> 01:14:20,000
You know, how we enter the space, the relationship to, to, to the, to the, to the park, in this case, in the fields.

631
01:14:20,000 --> 01:14:35,000
And, you know, let's see, I think the challenge is the worth talking about that there is a change in elevation across the courtyard of about six feet.

632
01:14:35,000 --> 01:14:40,000
So, we tried to come up with a way to improve that situation, make it work better.

633
01:14:40,000 --> 01:14:47,000
Um, it's, it's not a big site, uh, and it's got some constrictions that we had to deal with.

634
01:14:47,000 --> 01:14:51,000
And then, uh, I'll show you where the existing utility easements are.

635
01:14:51,000 --> 01:15:00,000
And then, obviously, there are disability access upgrades that we, their challenges, but there are also opportunities to, to make the campus.

636
01:15:00,000 --> 01:15:08,000
More accessible campus. And this diagram shows you, I think, one of the more notable things about this diagram.

637
01:15:08,000 --> 01:15:19,000
I think I have a larger version, right? Okay. So to the top of the page, which is east, we have two easements.

638
01:15:19,000 --> 01:15:28,000
We have the East Bay Midewater line easement and the public sanitary sewer easement. So we can't build over those. So that forms a hard line on the east side.

639
01:15:28,000 --> 01:15:39,000
And then, without getting too much into the detail on the other sides, where there are building code related separations between the various buildings that we had to follow.

640
01:15:39,000 --> 01:15:53,000
So this sets the bounds of what we can do. And we came up with this design, which is an L shape building.

641
01:15:53,000 --> 01:16:06,000
It's intended to be very welcoming from the entry from Kyurut Boulevard through the campus. It's also, as I'll show you, has a nice connection to the field side.

642
01:16:06,000 --> 01:16:11,000
And you begin to get the idea in the landscaping here and I'll show this in three dimensions.

643
01:16:11,000 --> 01:16:21,000
But taking that six foot transition of elevation and creating something that looks graceful and connects things together.

644
01:16:21,000 --> 01:16:34,000
Right now, the building to the south, you know, is the Gen 7 building is, you know, it's got its own sort of raised terrace in front of it.

645
01:16:34,000 --> 01:16:40,000
I think that tends to separate, of course, the amphitheater itself tends to separate things.

646
01:16:40,000 --> 01:16:51,000
And then, of course, on the bottom of the page, on the west side, you know, we've got some sort of, we're trying to connect those grades together.

647
01:16:51,000 --> 01:17:08,000
And I think this plan works pretty well. It's, you know, one of the keys is to be where we can transition at a slope, which is less than 120 or actually, you know, it's one in 21.

648
01:17:08,000 --> 01:17:16,000
So that it doesn't look like a ramp. It's just a slope surface. Once we go sleeper, then 120, we've got to put all the handrails on and things like that.

649
01:17:16,000 --> 01:17:25,000
So people in the wheelchair can traverse it, but it doesn't, it's, it's a more graceful looking kind of thing. So that's one of the principles that we've, we've used here.

650
01:17:25,000 --> 01:17:29,000
There are a few steps in certain places, but there's a very easy movement.

651
01:17:30,000 --> 01:17:41,000
As far as the building itself, you see the, on the, on the left side, two of the learning spaces, their size, nine hundred and sixty square feet, which is a standard classroom size.

652
01:17:41,000 --> 01:17:50,000
The biomettespace in the corner a little bit bigger and the design build again bigger than that in the upper right.

653
01:17:51,000 --> 01:18:00,000
And then through the kind of breezeway connection to the fields, that's where we've located the, the bathrooms, the toilet room.

654
01:18:00,000 --> 01:18:09,000
So there's a men's and women's and then there's a unisex and an elevator of course, and there are two staircases, which are, of course, required.

655
01:18:09,000 --> 01:18:13,000
And we've tried to put them in kind of graceful places.

656
01:18:14,000 --> 01:18:23,000
So this diagram just to show, you know, I think it helps to understand that space and to see that, although we're taking up space.

657
01:18:23,000 --> 01:18:32,000
I think the experience is going to be actually more spacious because the big element of the amphitheater is, you know, kind of in the way.

658
01:18:32,000 --> 01:18:42,000
And, and I know that's a nice of a part to it, but you could see here that the, that the L shape courtyard that we're creating is really going to be much more welcoming.

659
01:18:42,000 --> 01:18:46,000
As you come into the, to this area, the campus.

660
01:18:46,000 --> 01:18:53,000
And again, went through this, I'm sorry, this is now you're looking at upstairs.

661
01:18:53,000 --> 01:19:03,000
And we were, again, the circulation is outside and this sort of upper circulation area connects to an outdoor learning space.

662
01:19:03,000 --> 01:19:13,000
Again, especially off the, you know, some of the other learning spaces, the idea of the ability to, again, as I said before, we have this wonderful climate.

663
01:19:13,000 --> 01:19:22,000
And, you know, we've learned that being outside, you know, has has real cognitive benefits for her students.

664
01:19:22,000 --> 01:19:26,000
And so we want to encourage that.

665
01:19:26,000 --> 01:19:39,000
And then so this is a three-dimensional image, obviously, with the courtyard, I think you can get a sense here of how welcoming this is and engaging.

666
01:19:39,000 --> 01:19:49,000
The, the roof form is oriented to the south, so that we can, as part of making it, net zero ready.

667
01:19:49,000 --> 01:19:59,000
And PV panels can be added to, to get us to net zero or close to net zero.

668
01:19:59,000 --> 01:20:08,000
Simple window pattern, but, but I'll show you how that works in terms of daylighting, but, but simple enough that it's reasonable to build.

669
01:20:08,000 --> 01:20:16,000
From a cost point of view, and then, you know, a little bit of a fun trick with the stayer to make it more of an engaging element.

670
01:20:16,000 --> 01:20:31,000
And, and it, it's done in a way that the path on the west side of the building is, and that's an important path because we have to maintain a 20-foot width back in there from a code point of view, and so that you can circulate underneath it.

671
01:20:31,000 --> 01:20:35,000
But that's, you know, one of the more dramatic elements.

672
01:20:35,000 --> 01:20:51,000
And then on the lower right facing south, you can see kind of a special feature where there's a small potential double height space to create some interest in that portion of the building.

673
01:20:51,000 --> 01:20:57,000
And then, at, that, of course, was bird's eye level. Now, looking at it more from eye level.

674
01:20:57,000 --> 01:21:16,000
You can see how the ground is sculpted to create, you know, a place, and the transitions are intended to be benches, as well as transitions in grade and mix of stairs and slope surfaces.

675
01:21:16,000 --> 01:21:31,000
And I think you can see here that, because we've kept these slopes flat enough, you know, they're, they're, they're not off putting their, they're kind of welcoming the greenery trees, of course.

676
01:21:31,000 --> 01:21:44,000
And, you know, I think it's, it's, the space is open to the south and to the west, and then California, and the northern California, the Bay Area, that's a really, really nice orientation, right?

677
01:21:44,000 --> 01:22:00,000
And, you know, sunny, and, you know, things will grow there, I think this could be, you know, as it mature, especially, these, this will be a really kind of wonderful, wonderful place.

678
01:22:00,000 --> 01:22:09,000
And I think it'll draw people out, it'll draw people through it, it'll connect people. So, I hope you agree.

679
01:22:09,000 --> 01:22:23,000
And then, this is the side facing the, the fields, and I should point out that the materials are meant to be straightforward, but, but provide interest.

680
01:22:23,000 --> 01:22:35,000
There are a mix of the, the light color is, is cement plaster, and the darker color is a, is a board siding, which is a cement board, so it's very durable.

681
01:22:35,000 --> 01:22:52,000
And, you know, I, you know, I, final colors, I don't think, we're here, although, I think the notion was to keep it kind of background, and not compete, and let the, let the greenery show, let the setting show, and then in the middle on this elevation, you can see the notion that we have,

682
01:22:52,000 --> 01:22:58,000
the notion that we have one feature all, and, and we like the idea, and it would be wonderful to make that a green wall.

683
01:22:58,000 --> 01:23:14,000
I'm sure you've all seen examples of that, but it could be some other thing, it could be artwork, it could be, you know, as, as the ideas get developed, something else could happen there is also benches, you know, are created on that side.

684
01:23:14,000 --> 01:23:38,000
And again, here's the, you can see, and what the shows is, the combination of the existing materials, and, and the, and the proposed, and I think, you know, the notion of a bit background and color, so that the greenery and some of the other stronger color elements can, can, can coexist.

685
01:23:38,000 --> 01:23:47,000
And to touch on sustainability, this is a daylight analysis diagram, and, and the, let me see something here from the moment.

686
01:23:47,000 --> 01:24:03,000
So this, what we do here is we measure the, the predicted, the predicted foot can the levels at table height, right, that's what we want to make sure we've got the, you know, the, enough light and not glare.

687
01:24:03,000 --> 01:24:12,000
And so, um, what the shows in the way our window pattern works is that we have really, uh, very good, uh, the yellow is good.

688
01:24:12,000 --> 01:24:26,000
And then the areas of blue are less, but those are where the, the toilet rooms and things are, so obviously the need for daylight, it's not as important, and, and I, I should say from experience when we've done this kind of analysis.

689
01:24:26,000 --> 01:24:38,000
People tend not to turn the lights on. I mean, it's, you know, they, they really do, it works. We can get enough light in these rooms that, that, that people just, they're comfortable not turning the lights on.

690
01:24:38,000 --> 01:24:45,000
And so, um, I think that's a, you know, really kind of encouraging.

691
01:24:46,000 --> 01:25:08,000
Very similar to that earlier diagram of this shows what we're actually doing and from a ventilation point of view, we're, we're bringing in the cooler air down low on on the one side and then, um, the, uh, what they're, what we're suggesting here are these passive stacks and they don't have a fan to just a vertical stack.

692
01:25:08,000 --> 01:25:17,000
And it, by natural ventilation, it tends to, the air comes in cooler low and is exhausted out, right up high.

693
01:25:17,000 --> 01:25:33,000
So, um, it's, one of the things I love about the discussion of sustainability these days is so much of it is a return to the basic principles of how we, you know, people built buildings for hundreds and thousands of years of, you know, how you, how you create natural ventilation.

694
01:25:33,000 --> 01:25:49,000
So, I think this is a modern interpretation of how that works and then the, the big fan is meant to, um, you know, exactly what Alan said, that lowers the need to cool the air, um, and it, you know, it's comfortable.

695
01:25:49,000 --> 01:26:02,000
Um, and the, the potential PVs on the roof, um, so I think all that is, is very good, the, the, um, well, this is just highlighting the night purge.

696
01:26:02,000 --> 01:26:17,000
You can actually, you know, in the Bay Area, in many places, if you, you can use the night area, the differential and temperature between the night area, um, so to, to, you can cool it at night to start off cooler in the morning.

697
01:26:17,000 --> 01:26:32,000
Um, and then we do have a mechanical, you know, we are suggesting a mechanical system, but it's a very efficient system, as I said before, the key is to control the environment, so we're not wasting energy.

698
01:26:32,000 --> 01:26:40,000
And, uh, it's a fairly simple technology that we're looking at, you know, and I think that's important to for maintenance, right?

699
01:26:40,000 --> 01:26:49,000
And we've, we've had a lot of success in using smaller individual units rather than, you know, big units that are tougher to maintain, sorry Alan.

700
01:26:50,000 --> 01:26:58,000
Um, that is, uh, one of the goals was just capturing, um, the great environment that we're in.

701
01:26:58,000 --> 01:27:18,000
And, uh, using, uh, best practices to reduce the, uh, need to use HAC, but then still have the basic ability for the few days in the year, where it's going to be too unbearable or, or, or whatever, so that staff would have the option of turning it on.

702
01:27:18,000 --> 01:27:29,000
But then, um, the expectation is that we're creating such a great environment that they wouldn't need to use it, um, yeah.

703
01:27:29,000 --> 01:27:40,000
And, and I would just report that we've had success if we take these kinds of measures and, and, you know, it's not just ideas, but it actually can work, and especially in this climate.

704
01:27:40,000 --> 01:27:47,000
So, but, yeah, I mean, on those days where it's unbearable, we want people to be able to teach and learn in these buildings.

705
01:27:47,000 --> 01:28:01,000
So, um, chips, I enjoyed the presentation, and, uh, so, uh, this is in line with what was explained earlier, and basically, we've identified, uh,

706
01:28:01,000 --> 01:28:09,000
142 points, uh, potentially, that could be achieved, 110 is what's required.

707
01:28:09,000 --> 01:28:14,000
And, and we, you know, we do this, this is, this is how we start, basically, by targeting these things.

708
01:28:14,000 --> 01:28:28,000
And, the point that was made earlier of that, you know, the fact that the codes have changed so much is really spot on, and, and the, you know, Cal Green now gets you, gets you a long way there, you know, in terms of being chips, uh,

709
01:28:28,000 --> 01:28:39,000
meaning chips targets. Um, so, um, you know, there's, would obviously be worked to be done to play all these out, but it's, we've identified it, and,

710
01:28:39,000 --> 01:28:48,000
I think it's pretty comfortable to get there. Again, 142 is, we've already targeted, um, with a minimum of 110 required.

711
01:28:48,000 --> 01:28:57,000
We just finished, it took us a little while to get the actual verification, but in unclear elementary school, we just, this last year, uh,

712
01:28:57,000 --> 01:29:05,000
we had the ceremony, which was a lot of fun, um, and the, um, the, the guys ahead of chips came out and,

713
01:29:05,000 --> 01:29:13,000
a little recognition of, of doing a chips, or if I building, so, you know, whether you choose to do that on every building,

714
01:29:13,000 --> 01:29:23,000
I mean, that's something you have to think about, but to target the chips design, I think is really smart, you know, and, and, uh, and dual, you know,

715
01:29:23,000 --> 01:29:32,000
and, and so, and I think it makes a point, you know, which is great. Part of it is, there are things where you even have to, I don't know if you cover this,

716
01:29:32,000 --> 01:29:39,000
just a little bit at the beginning, but, you know, there's even some graphics that are created that explain that, you know,

717
01:29:39,000 --> 01:29:48,000
the chips features and the building, and I think those are important, because people walk through the building and they learn.

718
01:29:48,000 --> 01:30:00,000
So, um, I think next steps are really for Alan to talk about, um, and obviously I can answer questions. I hope that's a pretty thorough understanding of where we are.

719
01:30:00,000 --> 01:30:04,000
So, so take some questions.

720
01:30:04,000 --> 01:30:16,000
Okay, mostly comments, so one you could address, somebody, I was on the committee, so I've heard

721
01:30:16,000 --> 01:30:27,000
all the answers already, but somebody asked before the meeting in an email, why this building is not

722
01:30:27,000 --> 01:30:32,000
sharing a wall with one of the other buildings. There's a problem with circulation in the

723
01:30:32,000 --> 01:30:37,000
high school, for example, and not having enough stairs. This could help ameliorate that.

724
01:30:37,000 --> 01:30:42,000
We've talked about bridges between the buildings. I know you would address that.

725
01:30:42,000 --> 01:30:44,000
Do you want to just answer? Sure.

726
01:30:44,000 --> 01:30:54,000
Well, I think part of the answer is that the way in which DSA applies the code can be really

727
01:30:54,000 --> 01:31:03,000
challenging and sort of when you connect buildings, whether it's just sharing a wall or a bridge.

728
01:31:03,000 --> 01:31:10,000
You increase the amount of requirements that anyone has to deal with and they drive up costs.

729
01:31:10,000 --> 01:31:19,000
So, I think the conclusion that was arrived at was that this would be the most cost effective way to achieve your program.

730
01:31:19,000 --> 01:31:28,000
We tried to be very mindful of where we could, certainly in the courtyard, making sure that there's clear paths and we can keep the opening.

731
01:31:28,000 --> 01:31:42,000
But it's the code makes it more, you know, it can be just more costly when you put buildings together and trigger lots of other requirements.

732
01:31:42,000 --> 01:31:49,000
So, I wasn't in that particular meetings. I don't know if other things were added, but that's my, you know, and I've talked a lot

733
01:31:49,000 --> 01:31:55,000
quite a bit about it, and I wish it was simpler to do those kinds of things.

734
01:31:55,000 --> 01:32:10,000
You know, we come in and make those kinds of suggestions often, but we just when we put that cold light of, you know, of budget, which is important, you know, they just become difficult to do.

735
01:32:10,000 --> 01:32:12,000
Yeah, that's what I heard.

736
01:32:12,000 --> 01:32:20,000
I'm going to think about that question, though, and hopefully, you know, having to deal with the nightmare of the staircases in the main building.

737
01:32:20,000 --> 01:32:27,000
Hopefully, if we alleviate some of the overcrowding that should make it a little easier, these two transports.

738
01:32:27,000 --> 01:32:33,000
It's still going to be an issue for the kids who have to run down one set of stairs, run across the campus, run up another set of stairs.

739
01:32:33,000 --> 01:32:43,000
But, um, extra pee. Yeah, it's extra pee. I just had a couple of comments. One is that I love that overlay diagram.

740
01:32:43,000 --> 01:32:52,000
I'm the one who insisted that it be included in this presentation, where it shows the old amphitheater and the new plan on top of each other.

741
01:32:52,000 --> 01:33:01,000
It really makes you appreciate how even though this is a whole new building on the campus, there's going to be more space for the kids to hang out in.

742
01:33:01,000 --> 01:33:04,000
Yeah. And I think it'll be a more attractive space.

743
01:33:04,000 --> 01:33:09,000
We have a lot of kids leave the campus for lunch. It's an open campus.

744
01:33:09,000 --> 01:33:14,000
And I could see more of them hanging out on campus because they'll have a nice place to hang out.

745
01:33:14,000 --> 01:33:17,000
I really appreciate that about this design.

746
01:33:17,000 --> 01:33:28,000
The other comment is that this specific building design incorporates that maker space, which is a very specific to a maker space.

747
01:33:28,000 --> 01:33:38,000
It has a portion of it that's two stories. It has large garage-type doors, all the power and ventilation and so forth.

748
01:33:38,000 --> 01:33:46,000
There would be needed for a maker space. And if we build this, we are committing ourselves to this program.

749
01:33:46,000 --> 01:33:54,000
So I want the board to, you know, be aware that this is a new program in the high school that we've been talking about for a couple of years.

750
01:33:54,000 --> 01:34:01,000
But this is a putting that money down and saying we are committed to building this program at the high school.

751
01:34:01,000 --> 01:34:08,000
I like it. I'm in favor of it, but I don't want any of the board members to just let that pass by without being aware of it.

752
01:34:08,000 --> 01:34:14,000
Yeah, so I noticed that the garage doors are opening, but it's opening at an area that's about great.

753
01:34:14,000 --> 01:34:20,000
Is there any, I've built a car in my maker space. Can I get it out to the street?

754
01:34:20,000 --> 01:34:26,000
Yeah, that, that, yes. I was asked and it looked from there.

755
01:34:26,000 --> 01:34:30,000
Yeah, it's a little bit odd, but yes, you can get a truck up there.

756
01:34:30,000 --> 01:34:38,000
And that's a relatively unattractive side of the campus. I mean, it's essentially a long alleyway north to south.

757
01:34:38,000 --> 01:34:46,000
And there is no access to the field on that side really. So we could imagine doing various things with it.

758
01:34:46,000 --> 01:34:54,000
So only having been on the board year and a half now, I don't know, say the prehistory of all any high and when things happen.

759
01:34:54,000 --> 01:35:04,000
I know the art building is some future point, the little theater will be replaced by maybe a bigger theater, et cetera.

760
01:35:04,000 --> 01:35:12,000
One of the obvious things I could see here, if it didn't really make sense, making this a join the main building.

761
01:35:12,000 --> 01:35:18,000
The gen 7s could go away in favor of two story construction later that makes this a big U.

762
01:35:18,000 --> 01:35:24,000
How much of a problem would that be if 10 years from now those gen 7s go away and an extension of this annex makes it a U.

763
01:35:24,000 --> 01:35:31,000
Is that more easily done than putting a fly over to the old three story building?

764
01:35:31,000 --> 01:35:37,000
Well, probably because this, I mean, I can't, you know, I don't know for sure.

765
01:35:37,000 --> 01:35:43,000
I would think because this edit building is going to be built now, it will be.

766
01:35:43,000 --> 01:35:51,000
And we can think about that also and if there are any aspects of it that need to be sort of intentionally thought about.

767
01:35:51,000 --> 01:36:01,000
I think that's a great idea and I think that's probably the key that we can think about it now if that becomes something you want as a potential flexibility in the future and we can.

768
01:36:01,000 --> 01:36:08,000
Please plan to add to some extent and eliminate some of the problems that we have now in connecting to the other buildings.

769
01:36:08,000 --> 01:36:11,000
Flexibility and flexibility and flexibility.

770
01:36:11,000 --> 01:36:14,000
We have a comment from New Orleans.

771
01:36:14,000 --> 01:36:17,000
So let's get that one.

772
01:36:17,000 --> 01:36:19,000
Hi, can you hear me?

773
01:36:19,000 --> 01:36:21,000
Yes.

774
01:36:21,000 --> 01:36:25,000
I have to laugh if you have a comment from New Orleans.

775
01:36:25,000 --> 01:36:32,000
I just wanted to again thank you for the presentation.

776
01:36:32,000 --> 01:36:34,000
It's a fabulous design.

777
01:36:34,000 --> 01:36:47,000
I really appreciate the thought that's gone into this particular design, especially since we've given you a space about the side of the postage stamp to work with.

778
01:36:47,000 --> 01:37:02,000
The other comment I thought I would just add is that this presentation really follows very nicely the previous one because it gives us an illustration of what the ship's framework is.

779
01:37:02,000 --> 01:37:11,000
This is a building that's great to have comfortable learning spaces, good learning spaces.

780
01:37:11,000 --> 01:37:15,000
And so much that comes about by working through the ship's framework.

781
01:37:15,000 --> 01:37:24,000
It's a lovely example that you provided us of what was discussed in a more general way in the previous presentation.

782
01:37:24,000 --> 01:37:35,000
The one question I had before you was that there was something here in the ship's framework about the super addition energy option.

783
01:37:35,000 --> 01:37:37,000
There's 20 points there.

784
01:37:37,000 --> 01:37:40,000
I was curious what that is.

785
01:37:40,000 --> 01:37:42,000
I'm sorry.

786
01:37:42,000 --> 01:37:44,000
Can you completely hear that?

787
01:37:44,000 --> 01:37:50,000
It's a 40 point item for a super efficient something on the other side.

788
01:37:50,000 --> 01:37:52,000
Let me take a look.

789
01:37:52,000 --> 01:37:55,000
You know what you're talking about?

790
01:37:55,000 --> 01:37:56,000
You know what you're talking about?

791
01:37:56,000 --> 01:37:59,000
Charlie was reading the chips to the scorecard.

792
01:37:59,000 --> 01:38:06,000
Under under energy, I guess it's page 60.

793
01:38:06,000 --> 01:38:10,000
Right.

794
01:38:10,000 --> 01:38:13,000
Second item.

795
01:38:13,000 --> 01:38:18,000
I can't read it as it's like 89 points or something total possible.

796
01:38:18,000 --> 01:38:20,000
Yeah.

797
01:38:20,000 --> 01:38:21,000
Yeah.

798
01:38:21,000 --> 01:38:25,000
More superior energy performance of the purpose of energy performance.

799
01:38:25,000 --> 01:38:27,000
Do you know exactly what that is?

800
01:38:27,000 --> 01:38:28,000
Yes.

801
01:38:28,000 --> 01:38:29,000
I wouldn't agree with that.

802
01:38:29,000 --> 01:38:30,000
That was all about.

803
01:38:30,000 --> 01:38:34,000
But I don't think Charlie that that's included in one of our design.

804
01:38:34,000 --> 01:38:35,000
Right.

805
01:38:35,000 --> 01:38:38,000
So I'm not 100% sure.

806
01:38:38,000 --> 01:38:41,000
From my experience this is typically what we've taken.

807
01:38:41,000 --> 01:38:47,000
So we're targeting what we think is quite doable.

808
01:38:47,000 --> 01:38:53,000
This would probably take further study to determine if it's doable.

809
01:38:53,000 --> 01:38:59,000
So we've taken as a target the eight points for energy performance, which means, you know,

810
01:38:59,000 --> 01:39:04,000
maybe it's not quite superior, but it's good and advanced energy performance.

811
01:39:04,000 --> 01:39:09,000
I'd have to get back to you with what we're required to get more of those points.

812
01:39:09,000 --> 01:39:14,000
Do you think it's a kind of thing where you get, if you do this, you get 40.

813
01:39:14,000 --> 01:39:19,000
It's probably some scoring of the energy performance and you might get, you know,

814
01:39:19,000 --> 01:39:24,000
10 points or, you know, 6 points or 12 points depending on where you score.

815
01:39:24,000 --> 01:39:32,000
What we're trying to do here is identify we can get to chips comfortably with what we know now.

816
01:39:32,000 --> 01:39:35,000
So it isn't that that couldn't be pursued.

817
01:39:35,000 --> 01:39:37,000
It's just that this is what we know now.

818
01:39:37,000 --> 01:39:38,000
Okay Charlie.

819
01:39:38,000 --> 01:39:39,000
Okay.

820
01:39:39,000 --> 01:39:43,000
If you're interested, just know if it's on page 17 on the board packet.

821
01:39:43,000 --> 01:39:46,000
That's PE1.1.

822
01:39:46,000 --> 01:39:47,000
Yeah.

823
01:39:47,000 --> 01:39:48,000
That's it.

824
01:39:48,000 --> 01:39:49,000
Right.

825
01:39:49,000 --> 01:39:50,000
I understood it.

826
01:39:50,000 --> 01:39:51,000
Thank you.

827
01:39:51,000 --> 01:39:52,000
I was addressing.

828
01:39:52,000 --> 01:39:53,000
So I hope that was clear.

829
01:39:53,000 --> 01:39:55,000
Yes.

830
01:39:55,000 --> 01:39:57,000
All right.

831
01:39:57,000 --> 01:40:07,000
Going back to the connection with the gen settings.

832
01:40:07,000 --> 01:40:16,000
One of the items I was brought up during the discussion was when the pool was built and one

833
01:40:16,000 --> 01:40:18,000
of the gen settings were installed.

834
01:40:18,000 --> 01:40:23,000
If there was additional money to add more than four classrooms,

835
01:40:23,000 --> 01:40:26,000
I believe that definitely would have been done.

836
01:40:26,000 --> 01:40:33,000
But the money that was available was sufficient for the four classrooms.

837
01:40:33,000 --> 01:40:39,000
And so that's what put a one story for classroom wing there.

838
01:40:39,000 --> 01:40:54,000
And so one of the things that was incorporating the conversations was that we wanted to be very flexible with this space

839
01:40:54,000 --> 01:41:03,000
because we recognize that on the campus this is really the last usable space on surface.

840
01:41:03,000 --> 01:41:06,000
And so we want to make it flexible.

841
01:41:06,000 --> 01:41:12,000
We want to make it adaptable to unknown changes from the future.

842
01:41:12,000 --> 01:41:23,000
But then really maximize that space to tie in the various buildings so that it's not just this.

843
01:41:23,000 --> 01:41:27,000
One building here and then a different building there.

844
01:41:27,000 --> 01:41:41,000
And people could really see those differences of when they were installed or what we wanted to try to tie that whole campus together.

845
01:41:41,000 --> 01:41:44,000
Any other comments questions?

846
01:41:44,000 --> 01:41:45,000
I have a question.

847
01:41:45,000 --> 01:41:46,000
Yes.

848
01:41:46,000 --> 01:41:48,000
I was also on the design team.

849
01:41:48,000 --> 01:41:53,000
I learned those the answer to this but we talked about all the wonderful.

850
01:41:53,000 --> 01:41:58,000
I'm a cement space that's there that could be a skateboarders dream.

851
01:41:58,000 --> 01:42:00,000
I was thinking.

852
01:42:00,000 --> 01:42:03,000
And so one of the questions I had asked about was,

853
01:42:03,000 --> 01:42:08,000
you know, how do you keep this beautiful architecture which by this very impressive.

854
01:42:08,000 --> 01:42:15,000
And not have to put all those little metal pieces that could actually to track from the architect.

855
01:42:15,000 --> 01:42:19,240
and Alan, they talked a little about soft cement or something.

856
01:42:19,240 --> 01:42:21,400
Can you just talk a little about that?

857
01:42:21,400 --> 01:42:22,560
I mean, thank you.

858
01:42:22,560 --> 01:42:24,840
Or maybe you could talk more about that?

859
01:42:24,840 --> 01:42:25,760
Not surfaces.

860
01:42:25,760 --> 01:42:28,760
Soft surfaces to deter skateboarders.

861
01:42:28,760 --> 01:42:29,760
Right.

862
01:42:29,760 --> 01:42:31,200
There are a number of devices.

863
01:42:31,200 --> 01:42:38,280
And there are those, even if we'd win and put some of those, I learned today it's

864
01:42:38,280 --> 01:42:42,480
they're called, what are they called, skateboard prevention devices?

865
01:42:42,480 --> 01:42:48,680
I was looking for some fan to your turn than that, but there are ones that can be more

866
01:42:48,680 --> 01:42:51,000
of like an art piece or something like that.

867
01:42:51,000 --> 01:42:52,320
So there were ways to do it.

868
01:42:52,320 --> 01:42:59,720
Dan at an embarked errand San Francisco, there are those like little sea creatures, but

869
01:42:59,720 --> 01:43:07,160
there are also more technology that allow us to create the surface of the concrete that's

870
01:43:07,160 --> 01:43:11,080
not quite as preferred.

871
01:43:11,080 --> 01:43:18,160
Seeing as how we want students and other folks to be able to sit there, you know, little

872
01:43:18,160 --> 01:43:27,720
sea creatures can be uncomfortable to sit on, but I mean, you know, first-hand knowledge, the

873
01:43:27,720 --> 01:43:32,960
amphitheater has been, it's famous in the Bay Area, it's famous in California actually, has a

874
01:43:32,960 --> 01:43:36,040
skateboarders heaven, so we really don't want to repeat that.

875
01:43:36,120 --> 01:43:42,680
I spent almost every afternoon for four years chasing skateboarders, it's not deep

876
01:43:42,680 --> 01:43:43,680
fun.

877
01:43:43,680 --> 01:43:45,960
Go on now.

878
01:43:45,960 --> 01:43:51,720
So, so it looks like all of the rooms in this have an external exit.

879
01:43:51,720 --> 01:43:55,840
If you were going to use this for after-hours community, et cetera, you've got the issue of only

880
01:43:55,840 --> 01:44:00,400
opening up the room or rooms you want, as opposed to a room where you're going to use a classroom

881
01:44:00,400 --> 01:44:04,640
in the main building, you've got the front door and then you've got people on the loose.

882
01:44:04,640 --> 01:44:06,520
So I like that.

883
01:44:06,520 --> 01:44:13,960
I don't know what plans we would have for 16 hour, 20 hour use would not, but it's nice to have

884
01:44:13,960 --> 01:44:14,960
that option.

885
01:44:14,960 --> 01:44:16,960
That's a good design.

886
01:44:16,960 --> 01:44:17,960
Yeah.

887
01:44:17,960 --> 01:44:18,960
Really happy with it.

888
01:44:18,960 --> 01:44:19,960
Thank you.

889
01:44:19,960 --> 01:44:26,280
Well, unfortunately Lauren's not here to hear more, but she and B.K. have done a great job, so you can pass

890
01:44:26,280 --> 01:44:27,280
on the word.

891
01:44:27,280 --> 01:44:29,560
We'll do.

892
01:44:29,560 --> 01:44:31,760
Seeing no more comments.

893
01:44:31,760 --> 01:44:32,760
Yes.

894
01:44:32,760 --> 01:44:48,440
I was also on the high school design committee, and I also really appreciate this design.

895
01:44:48,440 --> 01:44:53,480
It does everything we ask for in a very quiet, sensitive way.

896
01:44:53,480 --> 01:44:59,200
It's a very difficult site to design a building for with the imposing high school building

897
01:44:59,200 --> 01:45:00,200
on trees.

898
01:45:00,000 --> 01:45:24,000
So I'm very happy and can support this project. As a community member, I want to say just a couple of things. One is that I would like to see our district do a really good job at trying to maximize the potential of our existing buildings, as well as building new buildings.

899
01:45:24,000 --> 01:45:37,000
And in this particular case, the multipurpose room is an underutilized space, and I feel a sadness that we are putting that we're building this addition without addressing an underutilized space.

900
01:45:37,000 --> 01:45:51,000
And there is a repeated refrain that DSA will, you know, the requirements that DSA will bring upon an existing building makes it impossible with our budget constraints.

901
01:45:51,000 --> 01:46:02,000
Just ask that we return to this and really consider the reuse of our existing buildings when appropriate for our budget, because we're trying, that is a flexible space.

902
01:46:02,000 --> 01:46:10,000
It's a flexible building and we want to repurpose it and reuse it. And that's exactly what we're trying to do with our new construction as well.

903
01:46:10,000 --> 01:46:16,000
So let's not, I would advocate that we continue to investigate those options.

904
01:46:16,000 --> 01:46:26,000
And then real specific about the design, there's three little tiny things that I would like to comment on. One is the overhang on the gymnasium building.

905
01:46:26,000 --> 01:46:34,000
It is like a little stage on the gym and the building is forced to be clear of it by a certain distance.

906
01:46:34,000 --> 01:46:43,000
To me, that overhang is just like the tower, the glass block tower is remnant of some big idea that the original architects had.

907
01:46:43,000 --> 01:46:47,000
And here we are using it to govern where we locate the building.

908
01:46:47,000 --> 01:46:54,000
We've talked about doing that as an alternate, including revisions to that overhang as an alternate and I would advocate for that.

909
01:46:55,000 --> 01:47:06,000
The daylighting diagrams, I think that be great if the bridging documents can be a little bit more developed in that, because they were at 70 focandles.

910
01:47:06,000 --> 01:47:14,000
So what we want to see is that they are hitting that 35 focandle mark, so that it's controlled lighting in the space.

911
01:47:14,000 --> 01:47:26,000
So, and if we leave that up to the design build team, I don't know if we'll get what we're looking for, so that's probably the next step that Golden Evans will be going through is fine tuning that.

912
01:47:26,000 --> 01:47:43,000
And then the last is the green wall idea, it looks great, I love it, but it would be great if that was vetted by the biology staff, so that we know that it will be a big part of the curriculum and maintained and really embraced by the community.

913
01:47:43,000 --> 01:47:44,000
Thank you.

914
01:47:44,000 --> 01:47:51,000
Diana, before you, can I just want to ask a question of clarification on your point about the multipurpose room?

915
01:47:51,000 --> 01:47:54,000
So you're referring to that room that they eat in, right?

916
01:47:54,000 --> 01:47:55,000
That's the one you're talking about.

917
01:47:55,000 --> 01:47:56,000
Yes, that's all right.

918
01:47:56,000 --> 01:47:57,000
The cafeteria.

919
01:47:57,000 --> 01:47:58,000
The cafeteria, the thing.

920
01:47:58,000 --> 01:47:59,000
Okay.

921
01:47:59,000 --> 01:48:10,000
And so in your reference to it's being underutilized and trying to make it more used, were you talking then about the initial question,

922
01:48:10,000 --> 01:48:24,000
and what it asked about actually a type of bridging, connecting another building with that, though I didn't understand how it's underutilized or what we were considering.

923
01:48:24,000 --> 01:48:29,000
What we could do to make it, you know, more utilized in this context.

924
01:48:29,000 --> 01:48:39,000
Right, so the team, the design team and committee with Golden Evans had a couple of meetings where we explored could it be used for the temporary offices.

925
01:48:39,000 --> 01:48:51,000
Was it big enough could it be used for the makerspace because it's a two story space located right on the corner also great access for bringing in large objects and trucks and that kind of thing.

926
01:48:51,000 --> 01:48:55,000
And it was originally designed that way as the shop apparently.

927
01:48:55,000 --> 01:48:59,000
So it has a great affinity for that in its original design.

928
01:48:59,000 --> 01:49:05,000
So we looked at that and then I think at some point, I missed that discussion.

929
01:49:05,000 --> 01:49:09,000
The committee was decided it wasn't in the budget probably to pursue it.

930
01:49:09,000 --> 01:49:11,000
Ellen could come in on that.

931
01:49:11,000 --> 01:49:21,000
But I, I just, it's currently we don't need all of them all of that cafeteria for queueing when you get your food.

932
01:49:21,000 --> 01:49:27,000
That's part of what it's used for long lines for them at the counters and then also for seating.

933
01:49:27,000 --> 01:49:31,000
And then the other use is the dance studio.

934
01:49:31,000 --> 01:49:32,000
Right.

935
01:49:32,000 --> 01:49:40,000
So, but it's, it's not taking up the whole space and it, and it's not in my opinion, it's not the best place for dance.

936
01:49:40,000 --> 01:49:45,000
I'd like to see them in their own studio if we have four to five classes of dance a day.

937
01:49:45,000 --> 01:49:47,000
That's significant.

938
01:49:47,000 --> 01:49:48,000
So.

939
01:49:48,000 --> 01:49:52,000
Yeah, there was discussion of what could be done with that.

940
01:49:52,000 --> 01:50:01,000
There was a lot of, at one point, a lot of people thought that it would be great to use that for the makerspace.

941
01:50:01,000 --> 01:50:06,000
Since it was built as an auto shop and seemed a natural place for it.

942
01:50:06,000 --> 01:50:14,000
But the teachers on the committee pushed back pretty strongly saying that that space is used a lot.

943
01:50:14,000 --> 01:50:23,000
It's used pretty much all day long that there really is no place else to put the kids for lunch.

944
01:50:23,000 --> 01:50:28,000
And that it's, you know, also used a lot as a dance studio.

945
01:50:28,000 --> 01:50:35,000
We talked about maybe moving a dance studio in the new building and that it just never quite can't out.

946
01:50:35,000 --> 01:50:42,000
And I'm not saying that it couldn't if people spent more time brainstorming and thinking and working on it.

947
01:50:42,000 --> 01:50:47,000
But in that context in that committee.

948
01:50:47,000 --> 01:50:52,000
People there just couldn't quite come to that within the budget.

949
01:50:52,000 --> 01:50:55,000
I do agree that it's that space.

950
01:50:55,000 --> 01:50:58,000
I think has a lot of potential.

951
01:50:58,000 --> 01:51:01,000
We couldn't quite get there.

952
01:51:01,000 --> 01:51:04,000
I wouldn't be opposed to it being looked at some more.

953
01:51:04,000 --> 01:51:06,000
Originally the.

954
01:51:06,000 --> 01:51:07,000
The kitchen was not here.

955
01:51:07,000 --> 01:51:08,000
So the the being.

956
01:51:08,000 --> 01:51:10,000
Yeah, that's part of the shop.

957
01:51:10,000 --> 01:51:15,000
So that that's where those big doors are where things are delivered now for the kitchen.

958
01:51:15,000 --> 01:51:17,000
Oh, sevens is where that.

959
01:51:17,000 --> 01:51:19,000
It's next.

960
01:51:19,000 --> 01:51:20,000
Yeah.

961
01:51:20,000 --> 01:51:23,000
So I mean on the other side where the yeah.

962
01:51:23,000 --> 01:51:24,000
Go on.

963
01:51:24,000 --> 01:51:26,000
If I could just ask that.

964
01:51:26,000 --> 01:51:28,000
A future for me.

965
01:51:28,000 --> 01:51:33,000
I'm bringing an item to.

966
01:51:33,000 --> 01:51:40,000
For gold Evans to look at maximizing the multipurpose room, just as far as.

967
01:51:40,000 --> 01:51:44,000
Layout and options so that we can incorporate it into the.

968
01:51:44,000 --> 01:51:47,000
And then it's not a.

969
01:51:47,000 --> 01:51:53,000
And item that gets lost as things get moved forward.

970
01:51:53,000 --> 01:51:56,000
And I mean, there's a lot of problems with that room.

971
01:51:56,000 --> 01:51:58,000
Ventilation and all those kinds of things.

972
01:51:58,000 --> 01:52:00,000
Mr. Council member.

973
01:52:00,000 --> 01:52:10,000
I think so just a couple of quick comments on and actually I thought maybe.

974
01:52:10,000 --> 01:52:12,000
Diana's going to mention the.

975
01:52:12,000 --> 01:52:14,000
The two story window.

976
01:52:14,000 --> 01:52:18,000
The issues the potential issues with solar gain.

977
01:52:18,000 --> 01:52:21,000
I when you when I can include my comments.

978
01:52:21,000 --> 01:52:24,000
You might want to if you want to speak to that.

979
01:52:24,000 --> 01:52:28,000
And I've been interested also knowing what the secure bike storage is.

980
01:52:28,000 --> 01:52:30,000
That's very very.

981
01:52:30,000 --> 01:52:32,000
Yeah, very interesting to me.

982
01:52:32,000 --> 01:52:35,000
When I heard that there might be store a bike there.

983
01:52:35,000 --> 01:52:37,000
I thought bike racks for there not not a good idea.

984
01:52:37,000 --> 01:52:40,000
But if it's secure storage that could be a cage or something.

985
01:52:40,000 --> 01:52:43,000
That could be great.

986
01:52:43,000 --> 01:52:47,000
And it is I do agree it's a great design.

987
01:52:47,000 --> 01:52:50,000
And I was very happy to see the roof pitch.

988
01:52:50,000 --> 01:52:52,000
The PV ready.

989
01:52:52,000 --> 01:52:55,000
And so I ask you why not do PV.

990
01:52:55,000 --> 01:52:58,000
You know, if we can afford it.

991
01:52:58,000 --> 01:53:01,000
Well.

992
01:53:01,000 --> 01:53:05,000
And I think the secure bike storage is bike racks with bulls.

993
01:53:06,000 --> 01:53:09,000
We can have more discussion on it.

994
01:53:09,000 --> 01:53:11,000
It's preliminary.

995
01:53:11,000 --> 01:53:13,000
Should I address those questions.

996
01:53:13,000 --> 01:53:15,000
Yeah, so we get on.

997
01:53:15,000 --> 01:53:21,000
The the secure bike storage is envisioned as a fence caged area.

998
01:53:21,000 --> 01:53:24,000
I think there might be some backstory to that I don't know.

999
01:53:24,000 --> 01:53:27,000
So that's what it is.

1000
01:53:27,000 --> 01:53:30,000
It's a place to secure bikes.

1001
01:53:30,000 --> 01:53:32,000
And then in this drawing.

1002
01:53:32,000 --> 01:53:40,000
We're showing is a series of horizontal elements that would shade that window.

1003
01:53:40,000 --> 01:53:44,000
And and that's a on a south facing window.

1004
01:53:44,000 --> 01:53:50,000
That's a pretty common way to do it because it blocks the high sun and the summer and

1005
01:53:50,000 --> 01:53:55,000
let's the the low sun in the winter which can be a good thing.

1006
01:53:55,000 --> 01:54:07,000
I can only say sort of artistic license in that drawing.

1007
01:54:07,000 --> 01:54:10,000
And it's not it's not yet precisely laid out.

1008
01:54:10,000 --> 01:54:12,000
You'll be more discussion.

1009
01:54:12,000 --> 01:54:14,000
We'll see you then.

1010
01:54:14,000 --> 01:54:15,000
Thank you very much.

1011
01:54:15,000 --> 01:54:18,000
You're welcome for all the work and thank everyone else.

1012
01:54:18,000 --> 01:54:22,000
Yeah, and thank you for the opportunity to work with you guys.

1013
01:54:23,000 --> 01:54:26,000
Moving on.

1014
01:54:26,000 --> 01:54:28,000
And thank you, charter.

1015
01:54:28,000 --> 01:54:30,000
Okay.

1016
01:54:30,000 --> 01:54:35,000
Review an action resolution number 2015-16-20.

1017
01:54:35,000 --> 01:54:39,000
Sustainability and design and construction of high performance schools.

1018
01:54:39,000 --> 01:54:43,000
And I know we had a number of comments that you were reflecting on.

1019
01:54:43,000 --> 01:54:44,000
So.

1020
01:54:44,000 --> 01:54:48,000
Yeah, I'll just turn it over to this is a review and action item.

1021
01:54:48,000 --> 01:54:49,000
Thank you.

1022
01:54:50,000 --> 01:54:55,000
So it's another guys review an action in the agenda in the board pack up.

1023
01:54:55,000 --> 01:54:58,000
I'm a secondly put review and discussion, but it's.

1024
01:54:58,000 --> 01:55:01,000
Really brought for review an action.

1025
01:55:01,000 --> 01:55:04,000
This is a resolution that was developed.

1026
01:55:04,000 --> 01:55:09,000
With the sustainability integrated design committee.

1027
01:55:09,000 --> 01:55:13,000
Utilizing the chance that chips template.

1028
01:55:13,000 --> 01:55:18,000
But then updating it and incorporating all the new values.

1029
01:55:18,000 --> 01:55:24,000
In to the resolution.

1030
01:55:24,000 --> 01:55:28,000
This resolution is designed to.

1031
01:55:28,000 --> 01:55:33,000
Trying to encourage the participation in chips.

1032
01:55:33,000 --> 01:55:37,000
With the flexibility of.

1033
01:55:37,000 --> 01:55:41,000
Maybe utilizing it for.

1034
01:55:41,000 --> 01:55:47,000
Some projects, but then others that are maybe small and scale or.

1035
01:55:47,000 --> 01:55:50,000
Not feasible for whatever reason.

1036
01:55:50,000 --> 01:55:54,000
The board would have that ability to.

1037
01:55:54,000 --> 01:55:59,000
To make that determination.

1038
01:55:59,000 --> 01:56:02,000
And it incorporates.

1039
01:56:02,000 --> 01:56:05,000
It's encouraging that.

1040
01:56:05,000 --> 01:56:09,000
Any facility project we do is.

1041
01:56:09,000 --> 01:56:12,000
In line with the.

1042
01:56:12,000 --> 01:56:16,000
City of Albany general plan that was developed as well as the.

1043
01:56:16,000 --> 01:56:20,000
Climate action plan and the goals.

1044
01:56:20,000 --> 01:56:22,000
And achievements that are embedded there.

1045
01:56:22,000 --> 01:56:26,000
As well as just being.

1046
01:56:26,000 --> 01:56:29,000
As well as incorporating.

1047
01:56:29,000 --> 01:56:31,000
Systems and routine.

1048
01:56:31,000 --> 01:56:34,000
Updates to the board so that.

1049
01:56:34,000 --> 01:56:39,000
You know, sustainability and efficiency resource efficiency is.

1050
01:56:39,000 --> 01:56:41,000
Is a is a.

1051
01:56:41,000 --> 01:56:44,000
Always up the forefront for for for Albany.

1052
01:56:44,000 --> 01:56:46,000
And so with that.

1053
01:56:46,000 --> 01:56:47,000
You know, we could open up.

1054
01:56:47,000 --> 01:56:51,000
Any questions or.

1055
01:56:51,000 --> 01:56:53,000
So we have some modifications.

1056
01:56:53,000 --> 01:56:54,000
I think.

1057
01:56:54,000 --> 01:56:55,000
Okay. Well, one.

1058
01:56:55,000 --> 01:56:57,000
Alan responded to.

1059
01:56:57,000 --> 01:56:59,000
The second whereas.

1060
01:56:59,000 --> 01:57:02,000
It's not really a full sentence.

1061
01:57:02,000 --> 01:57:04,000
You had.

1062
01:57:04,000 --> 01:57:07,000
Rewarding for that one that was fine.

1063
01:57:07,000 --> 01:57:11,000
They all been a unified school district work closely together.

1064
01:57:11,000 --> 01:57:12,000
It's not.

1065
01:57:12,000 --> 01:57:13,000
So that is a part of your medical.

1066
01:57:13,000 --> 01:57:14,000
It's you.

1067
01:57:14,000 --> 01:57:15,000
And to be transparent.

1068
01:57:15,000 --> 01:57:20,000
I plagiarized from the city of Albany general plan.

1069
01:57:20,000 --> 01:57:25,000
It's led.

1070
01:57:25,000 --> 01:57:33,000
So it's fine in be city of Albany plant because it was referencing the city's.

1071
01:57:33,000 --> 01:57:35,000
Perspective in working with.

1072
01:57:35,000 --> 01:57:37,000
The school district.

1073
01:57:37,000 --> 01:57:41,000
And it didn't work in the city it didn't work as far as.

1074
01:57:41,000 --> 01:57:44,360
as the school district working closely together.

1075
01:57:44,360 --> 01:57:47,640
So you started reworking for this, which was,

1076
01:57:47,640 --> 01:57:54,280
it's it up one, which is, it's says that the school,

1077
01:57:55,640 --> 01:57:57,800
we should get that up on the screen.

1078
01:57:57,800 --> 01:58:00,760
And because we want to make sure we have the exact wording

1079
01:58:00,760 --> 01:58:03,560
that we're going to vote on it.

1080
01:58:03,560 --> 01:58:05,720
I have an email.

1081
01:58:05,720 --> 01:58:09,160
The Albany Unified School District, the City of Albany,

1082
01:58:09,160 --> 01:58:11,640
and community will work closely together.

1083
01:58:11,640 --> 01:58:13,080
Right.

1084
01:58:13,080 --> 01:58:15,000
That's good.

1085
01:58:15,000 --> 01:58:16,360
Work goes, yes, good.

1086
01:58:16,360 --> 01:58:17,480
OK.

1087
01:58:17,480 --> 01:58:19,080
That's fine.

1088
01:58:19,080 --> 01:58:23,320
My other comment, this is a little bit more complicated.

1089
01:58:23,320 --> 01:58:24,920
That's not what I'm going to do.

1090
01:58:24,920 --> 01:58:25,720
Oh, yeah, well.

1091
01:58:29,160 --> 01:58:32,760
I saw a couple of those, but I've gotten tired of it.

1092
01:58:32,760 --> 01:58:35,080
Anyway, on this, on the next page, I'm

1093
01:58:35,080 --> 01:58:41,880
under the results, there's a lot of results in this one.

1094
01:58:41,880 --> 01:58:46,920
Three up from the bottom.

1095
01:58:46,920 --> 01:58:49,640
Resolved further that the Board of Education

1096
01:58:49,640 --> 01:58:54,840
directs staff during the design phase of the remaining project,

1097
01:58:54,840 --> 01:58:57,000
in the current construction and modernization program,

1098
01:58:57,000 --> 01:59:01,880
and all such future projects to require architects and staff

1099
01:59:01,880 --> 01:59:04,760
to verify that their district projects

1100
01:59:04,760 --> 01:59:09,960
have met or exceeded the minimum requirements for CHIP certification

1101
01:59:09,960 --> 01:59:13,000
and report the scores for all of the CHIP categories

1102
01:59:13,000 --> 01:59:15,960
that strongly recommends project participation.

1103
01:59:15,960 --> 01:59:20,280
I have a problem with that resolved,

1104
01:59:20,280 --> 01:59:25,880
because there's no mention of any bounds.

1105
01:59:25,880 --> 01:59:28,120
There's no mention of budget.

1106
01:59:28,120 --> 01:59:32,360
So, for example, 10 years from now, we decided to do a modern,

1107
01:59:32,440 --> 01:59:37,400
you know, a minor modernization program at Cornell School,

1108
01:59:37,400 --> 01:59:39,720
we would be required by this resolution

1109
01:59:39,720 --> 01:59:42,120
to bring the whole school up to CHIP's code,

1110
01:59:42,120 --> 01:59:47,000
which I don't think is probably ever going to be in our budget.

1111
01:59:47,000 --> 01:59:52,520
So, I just need to have something in here that

1112
01:59:52,520 --> 01:59:59,880
put some bounds on this, that the recognizes that there are budget.

1113
02:00:00,000 --> 02:00:14,000
Constance, in some cases, you know, you could just take out the required, take out the required, the Board of Education, direct staff during design phase,

1114
02:00:14,000 --> 02:00:26,000
modernization to ask architects, to direct architects, you know, something less than require, request, right?

1115
02:00:26,000 --> 02:00:32,000
You know, just something that gives us a little bit of wiggle room if it's just going to be beyond our budget to do this.

1116
02:00:32,000 --> 02:00:37,000
Do you want to include the escape clause or the board can decide if it is not likely to be finished?

1117
02:00:37,000 --> 02:00:39,000
If feasible to board may weigh the weight of this required?

1118
02:00:39,000 --> 02:00:41,000
Yeah, that would be fine to any.

1119
02:00:41,000 --> 02:01:01,000
You know, I'm sorry, usually I suggest specific wording, but I kind of wanted to leave it up to the people who worked on this to come up with wording for that, but I just really can't require every modernization program in the district.

1120
02:01:01,000 --> 02:01:11,000
To meet chip certification, every time, knowing what I know now.

1121
02:01:11,000 --> 02:01:14,000
There's a lot of sense to me.

1122
02:01:14,000 --> 02:01:17,000
I'm thinking the same.

1123
02:01:17,000 --> 02:01:23,000
Sometimes I know in other items, you've used the wording to the extent possible.

1124
02:01:23,000 --> 02:01:24,000
Yeah.

1125
02:01:24,000 --> 02:01:29,000
Maybe we could use some kind of language there.

1126
02:01:29,000 --> 02:01:35,000
That's an easy way out.

1127
02:01:35,000 --> 02:01:39,000
So in all of the teacher projects.

1128
02:01:39,000 --> 02:01:42,000
To the extent.

1129
02:01:42,000 --> 02:01:45,000
To require to the extent.

1130
02:01:45,000 --> 02:01:47,000
We'll try to determine or exceed it.

1131
02:01:47,000 --> 02:01:52,000
That's a word to record.

1132
02:01:52,000 --> 02:01:57,000
I think if you just see to the extent possible, it doesn't limit it to just fiscal.

1133
02:01:57,000 --> 02:02:04,000
It would be inclusive, but what would happen if you want to be possible is a little bit, you know, because you're well, it's possible.

1134
02:02:04,000 --> 02:02:10,000
You know, it may cost more than, you know, but it's possible, so.

1135
02:02:10,000 --> 02:02:13,000
Well, we're designing this for the board that isn't us.

1136
02:02:13,000 --> 02:02:14,000
Yes.

1137
02:02:14,000 --> 02:02:15,000
You're right.

1138
02:02:15,000 --> 02:02:20,000
And I think if you say where unless it's not possible, you're giving too much wiggle room.

1139
02:02:20,000 --> 02:02:24,000
Whereas you put it in an actual, you will do this.

1140
02:02:24,000 --> 02:02:28,000
Unless the board says it is was in, well, that's not really in the budget.

1141
02:02:28,000 --> 02:02:32,000
I couldn't put it, put it something that says unless the board directs otherwise.

1142
02:02:32,000 --> 02:02:38,000
I have a suggestion since Paul brought out that the people who wrote this should.

1143
02:02:38,000 --> 02:02:40,000
Should answer this question.

1144
02:02:40,000 --> 02:02:47,000
Maybe we can send that back and bring it back as a consent item at our next meeting.

1145
02:02:47,000 --> 02:02:49,000
That would be fine, you know.

1146
02:02:49,000 --> 02:02:51,000
Instead of us hammering it out now.

1147
02:02:51,000 --> 02:02:52,000
So.

1148
02:02:52,000 --> 02:02:53,000
Coming up with.

1149
02:02:53,000 --> 02:02:54,000
So let's clarify.

1150
02:02:54,000 --> 02:03:00,000
So if it's a consent item, it means that it's usually going to be something that's just accepted by us.

1151
02:03:00,000 --> 02:03:01,000
Right.

1152
02:03:01,000 --> 02:03:03,000
And we can pull it forward.

1153
02:03:03,000 --> 02:03:04,000
We can send it.

1154
02:03:04,000 --> 02:03:05,000
Right.

1155
02:03:05,000 --> 02:03:10,000
But but usually when it's on the consent, the assumption is that it is.

1156
02:03:10,000 --> 02:03:13,000
And I know that is.

1157
02:03:13,000 --> 02:03:17,000
Well, let's say who is going to do it.

1158
02:03:17,000 --> 02:03:18,000
Who's.

1159
02:03:18,000 --> 02:03:20,000
It's you and Charlie.

1160
02:03:21,000 --> 02:03:22,000
Okay.

1161
02:03:22,000 --> 02:03:23,000
Okay.

1162
02:03:23,000 --> 02:03:24,000
So.

1163
02:03:24,000 --> 02:03:25,000
So.

1164
02:03:25,000 --> 02:03:26,000
You start.

1165
02:03:26,000 --> 02:03:28,000
It's Charlie still with us.

1166
02:03:28,000 --> 02:03:29,000
I think so.

1167
02:03:29,000 --> 02:03:30,000
Yeah.

1168
02:03:30,000 --> 02:03:31,000
I am here actually.

1169
02:03:31,000 --> 02:03:32,000
And I do have a suggestion.

1170
02:03:32,000 --> 02:03:33,000
I'd like to.

1171
02:03:33,000 --> 02:03:35,000
Okay.

1172
02:03:35,000 --> 02:03:36,000
I.

1173
02:03:36,000 --> 02:03:38,000
I definitely hear what you're saying.

1174
02:03:38,000 --> 02:03:40,000
And I.

1175
02:03:40,000 --> 02:03:41,000
I would concur.

1176
02:03:41,000 --> 02:03:43,000
The board wishes to.

1177
02:03:43,000 --> 02:03:48,000
Have some revisions made and then bring it back to the consent calendar.

1178
02:03:48,000 --> 02:03:49,000
I'm fine with that.

1179
02:03:49,000 --> 02:03:54,000
I think maybe the language you're looking for could be.

1180
02:03:54,000 --> 02:03:56,000
Instead of saying.

1181
02:03:56,000 --> 02:04:00,000
To require architects and staff to verify that.

1182
02:04:00,000 --> 02:04:05,000
The language you're looking for might be.

1183
02:04:05,000 --> 02:04:10,000
To get a require or to request architects and staff to need.

1184
02:04:11,000 --> 02:04:15,000
And then.

1185
02:04:15,000 --> 02:04:18,000
And then it's just the question of.

1186
02:04:18,000 --> 02:04:21,000
We're asking them to determine.

1187
02:04:21,000 --> 02:04:25,000
Basically, chip scores and report the scores.

1188
02:04:25,000 --> 02:04:29,000
And and and that's all that's that's what we're asking.

1189
02:04:29,000 --> 02:04:30,000
I.

1190
02:04:30,000 --> 02:04:31,000
Charlie.

1191
02:04:31,000 --> 02:04:32,000
Maybe.

1192
02:04:32,000 --> 02:04:35,000
You can rework this and maybe we'll bring it back.

1193
02:04:35,000 --> 02:04:36,000
As a action item.

1194
02:04:36,000 --> 02:04:38,000
You know, you know, Charlie that that.

1195
02:04:39,000 --> 02:04:43,000
I answered my objection, but might be a little bit too weak because we want them.

1196
02:04:43,000 --> 02:04:48,000
Not just to determine if but to attempt to do it.

1197
02:04:48,000 --> 02:04:49,000
That.

1198
02:04:49,000 --> 02:04:52,000
How can I.

1199
02:04:52,000 --> 02:04:53,000
I think.

1200
02:04:53,000 --> 02:04:55,000
Just a little bit.

1201
02:04:55,000 --> 02:04:57,000
I think that might have an answer here.

1202
02:04:57,000 --> 02:04:59,000
I actually I have a suggestion.

1203
02:04:59,000 --> 02:05:00,000
Yes.

1204
02:05:00,000 --> 02:05:04,000
Instead of saying to take the part where it says that the Board of Education direct staff.

1205
02:05:04,000 --> 02:05:05,000
Take that piece out.

1206
02:05:06,000 --> 02:05:13,000
And it would be resolved further during the design phase of the remaining projects in the current and finish that sentence.

1207
02:05:13,000 --> 02:05:18,000
And then just tag in unless the Board of Education direct direct staff.

1208
02:05:18,000 --> 02:05:19,000
Otherwise.

1209
02:05:19,000 --> 02:05:20,000
Okay.

1210
02:05:20,000 --> 02:05:25,000
So the the Board of Education come during the design phase of the remaining projects in the current construction

1211
02:05:25,000 --> 02:05:28,000
Modernization program also for the project.

1212
02:05:28,000 --> 02:05:32,000
So I would take out the wording that the Board of Education direct staff.

1213
02:05:32,000 --> 02:05:33,000
Take that out.

1214
02:05:34,000 --> 02:05:37,000
No, there's a problem in there because it doesn't.

1215
02:05:37,000 --> 02:05:38,000
The problem.

1216
02:05:38,000 --> 02:05:43,000
The problem right now is that you don't have your computer set up so we can see across now.

1217
02:05:43,000 --> 02:05:44,000
I.

1218
02:05:44,000 --> 02:05:45,000
I have a suggestion.

1219
02:05:45,000 --> 02:05:48,000
It's just not and it's not just because I'm trying to avoid work.

1220
02:05:48,000 --> 02:05:57,000
I think that I think Paul, you know, has some strong feelings about the wording and he works very well with Charlie who seems to have some ideas.

1221
02:05:57,000 --> 02:06:02,000
So how about they form a little subcommittee to bring us back.

1222
02:06:03,000 --> 02:06:12,000
I trust them in the conversations that we've had to to to bring back language, which would.

1223
02:06:12,000 --> 02:06:14,000
I, yes, that I'd be happy with that.

1224
02:06:14,000 --> 02:06:17,000
And I think Val has a germ of an idea here.

1225
02:06:17,000 --> 02:06:20,000
No, I'm not I'm not I'm a green was with Pat that.

1226
02:06:20,000 --> 02:06:22,000
Yeah, no, but I think.

1227
02:06:22,000 --> 02:06:24,000
I think I could work with what you just suggested.

1228
02:06:24,000 --> 02:06:25,000
So.

1229
02:06:25,000 --> 02:06:26,000
What?

1230
02:06:26,000 --> 02:06:28,000
You could really work together.

1231
02:06:28,000 --> 02:06:29,000
Okay.

1232
02:06:29,000 --> 02:06:30,000
Wait a minute.

1233
02:06:30,000 --> 02:06:31,000
I'm not.

1234
02:06:31,000 --> 02:06:32,000
I'm not.

1235
02:06:32,000 --> 02:06:33,000
I'm not.

1236
02:06:33,000 --> 02:06:34,000
Okay.

1237
02:06:34,000 --> 02:06:35,000
I'm not.

1238
02:06:35,000 --> 02:06:36,000
I'm not.

1239
02:06:36,000 --> 02:06:37,000
I'm not.

1240
02:06:37,000 --> 02:06:38,000
Okay.

1241
02:06:38,000 --> 02:06:39,000
Okay.

1242
02:06:39,000 --> 02:06:40,000
No, I don't.

1243
02:06:40,000 --> 02:06:42,000
I don't know if Charlie has agreed.

1244
02:06:42,000 --> 02:06:44,000
He was very sorry.

1245
02:06:44,000 --> 02:06:45,000
Okay.

1246
02:06:45,000 --> 02:06:46,000
Okay.

1247
02:06:46,000 --> 02:06:47,000
Okay.

1248
02:06:47,000 --> 02:06:48,000
Charlie.

1249
02:06:48,000 --> 02:06:49,000
Give me your salary for the next three.

1250
02:06:49,000 --> 02:06:58,000
So the agreement Charlie would be that you and Paul would work on the language and we would bring it back.

1251
02:06:58,000 --> 02:07:01,000
On consent at our first August meeting.

1252
02:07:01,000 --> 02:07:05,000
It would not be ready for the July meeting because we'd have to post the agenda in two days.

1253
02:07:05,000 --> 02:07:06,000
Right.

1254
02:07:06,000 --> 02:07:08,000
Give that a point.

1255
02:07:08,000 --> 02:07:09,000
But.

1256
02:07:09,000 --> 02:07:13,000
And then just to let the people know who have sat through this meeting to support this.

1257
02:07:13,000 --> 02:07:15,000
I think.

1258
02:07:15,000 --> 02:07:19,000
The other board members can contradict me if if if if I am.

1259
02:07:19,000 --> 02:07:22,000
Miss speaking, but I think.

1260
02:07:22,000 --> 02:07:25,000
Everyone appreciates the resolution.

1261
02:07:25,000 --> 02:07:32,000
The support it would just want wanting to be very careful in the language because it.

1262
02:07:32,000 --> 02:07:38,000
It's going to direct future board members who aren't us and so we want to make sure that it's it's clear.

1263
02:07:38,000 --> 02:07:40,000
How strong.

1264
02:07:40,000 --> 02:07:41,000
That recommendation.

1265
02:07:41,000 --> 02:07:42,000
Yes.

1266
02:07:42,000 --> 02:07:43,000
Thank you.

1267
02:07:43,000 --> 02:07:44,000
And I agree.

1268
02:07:44,000 --> 02:07:45,000
I'd say I support the resolution.

1269
02:07:45,000 --> 02:07:47,000
It's just that one small tweak that I wanted to.

1270
02:07:47,000 --> 02:07:54,000
And I'll caution my my fellow board members to read it carefully because it becomes back and consent and any of us want to pull it.

1271
02:07:54,000 --> 02:07:57,000
I have to have to make sure we we've seen it.

1272
02:07:57,000 --> 02:08:02,000
I'll just jump in here there.

1273
02:08:02,000 --> 02:08:13,000
I just pulled up the resolutions online and what we had pulled from was chips resolution that mandate minimum certification, which is what we were recommending.

1274
02:08:13,000 --> 02:08:23,000
But there is a different template and it is the using chips as a resource and you know there were like 30 schools that took the mandate.

1275
02:08:23,000 --> 02:08:27,000
And there are only one, two, three, four, five, six, seven.

1276
02:08:27,000 --> 02:08:29,000
They did it as a resource.

1277
02:08:29,000 --> 02:08:34,000
So we can look at that and maybe get some help from that language as well.

1278
02:08:34,000 --> 02:08:44,000
And I think the problem is with the current projects that we're looking at, you know, but in the future we don't even know if chips will exist and what's in me.

1279
02:08:44,000 --> 02:08:48,000
And they're getting something 10 or 20 years out.

1280
02:08:48,000 --> 02:08:51,000
Doesn't make sense.

1281
02:08:52,000 --> 02:08:53,000
Okay.

1282
02:08:53,000 --> 02:08:54,000
Okay.

1283
02:08:54,000 --> 02:08:55,000
Okay.

1284
02:08:55,000 --> 02:08:58,000
So we are putting that on our August agenda.

1285
02:08:58,000 --> 02:09:01,000
We put them to our gender committee.

1286
02:09:01,000 --> 02:09:04,000
And that brings us to second reading adopting more policy.

1287
02:09:04,000 --> 02:09:07,000
Sixty one, fifty two, placement in mathematics course.

1288
02:09:07,000 --> 02:09:09,000
I think this is actually the first reading.

1289
02:09:09,000 --> 02:09:11,000
I think it was.

1290
02:09:11,000 --> 02:09:13,000
Ah, table.

1291
02:09:13,000 --> 02:09:15,000
First reading.

1292
02:09:15,000 --> 02:09:17,000
No, we did talk about it.

1293
02:09:17,000 --> 02:09:19,000
We did read and talk about it.

1294
02:09:20,000 --> 02:09:21,000
And we do this week.

1295
02:09:21,000 --> 02:09:27,000
We put this on as a second read, but rather than put it on consent, it was decided that there would probably be additional discussion.

1296
02:09:27,000 --> 02:09:29,000
So we brought it back as an action item.

1297
02:09:29,000 --> 02:09:33,000
Because I had a lot of changes asked for the last time that didn't happen.

1298
02:09:33,000 --> 02:09:38,000
So I don't think we actually discussed it.

1299
02:09:38,000 --> 02:09:39,000
The resolution.

1300
02:09:39,000 --> 02:09:41,000
We talked about.

1301
02:09:41,000 --> 02:09:46,000
Math placement, but I don't think we talked about the actual board policy.

1302
02:09:46,000 --> 02:09:47,000
We're having.

1303
02:09:47,000 --> 02:09:48,000
Oh, I said it's a good distinction.

1304
02:09:48,000 --> 02:09:49,000
I might be right.

1305
02:09:49,000 --> 02:09:51,000
There's no rush to pass this.

1306
02:09:51,000 --> 02:09:52,000
Where is there?

1307
02:09:52,000 --> 02:09:53,000
We have a statement.

1308
02:09:53,000 --> 02:09:55,000
We don't really need to pass this.

1309
02:09:55,000 --> 02:09:56,000
We need to pass this.

1310
02:09:56,000 --> 02:09:58,000
Because the state says that it will just be passed.

1311
02:09:58,000 --> 02:09:59,000
Yeah.

1312
02:09:59,000 --> 02:10:02,000
So let me just talk a little bit of introduction here.

1313
02:10:02,000 --> 02:10:03,000
If I could get.

1314
02:10:03,000 --> 02:10:04,000
It's called.

1315
02:10:04,000 --> 02:10:13,000
We can't pass it unless we are agreed to all the language.

1316
02:10:13,000 --> 02:10:19,000
Let's take.

1317
02:10:19,000 --> 02:10:20,000
Anything.

1318
02:10:20,000 --> 02:10:21,000
Okay.

1319
02:10:21,000 --> 02:10:22,000
So the.

1320
02:10:22,000 --> 02:10:23,000
No.

1321
02:10:23,000 --> 02:10:24,000
I'm going to work.

1322
02:10:24,000 --> 02:10:25,000
Can we put this up?

1323
02:10:25,000 --> 02:10:28,000
It's going to be a little bigger because.

1324
02:10:28,000 --> 02:10:30,000
It's a little plus in.

1325
02:10:30,000 --> 02:10:34,000
We're not going to stay on this document for for the duration of the meeting.

1326
02:10:34,000 --> 02:10:37,000
I just want to call attention to the backup.

1327
02:10:37,000 --> 02:10:42,000
So that I can reintroduce since there has been time that is passed.

1328
02:10:42,000 --> 02:10:45,000
Thank you.

1329
02:10:45,000 --> 02:10:48,000
So.

1330
02:10:48,000 --> 02:10:50,000
On October 5th, the governor approved Senate bill 359.

1331
02:10:50,000 --> 02:10:52,000
The California mathematics placement act.

1332
02:10:52,000 --> 02:10:56,000
The legislation requires governing boards that serve pupils entering grade nine.

1333
02:10:56,000 --> 02:11:00,000
To adopt a fair objective and transparent mathematics placement policy.

1334
02:11:00,000 --> 02:11:03,000
Before the beginning of the 1617 school year.

1335
02:11:03,000 --> 02:11:05,000
At May 10th, school board meeting.

1336
02:11:05,000 --> 02:11:09,000
The Board of Education engaged in a robust discussion about the new mathematics placement policy.

1337
02:11:09,000 --> 02:11:15,000
And recommended revisions to ensure that the policy reflects the district's values related to equity for students and all grade levels.

1338
02:11:15,000 --> 02:11:20,000
Furthermore, the board recognized the value for district staff to engage in more than.

1339
02:11:20,000 --> 02:11:25,000
In more substantial and authentic conversations about equity and bias rather than simply receiving training.

1340
02:11:25,000 --> 02:11:27,000
Those were one of the highlighted topics.

1341
02:11:27,000 --> 02:11:33,000
And during that time, I took notes on a Microsoft board document, which I'll now transfer up to my screen.

1342
02:11:33,000 --> 02:11:36,000
That reflect the revisions that were suggested.

1343
02:11:37,000 --> 02:11:45,000
Both during that meeting and afterwards from board members who submitted questions and responses.

1344
02:11:45,000 --> 02:11:47,000
Okay, can I add a little bit more background here?

1345
02:11:47,000 --> 02:11:49,000
Because there was a question.

1346
02:11:49,000 --> 02:11:52,000
The last time this was on.

1347
02:11:52,000 --> 02:11:56,000
The agenda when we I'm pretty sure did not actually discuss it.

1348
02:11:56,000 --> 02:12:01,000
About why there's all this stuff in here about elementary grades.

1349
02:12:01,000 --> 02:12:08,000
When the actual mandate is to write a policy about placement of math courses in the second years.

1350
02:12:08,000 --> 02:12:11,000
And the reason is because I asked for it.

1351
02:12:11,000 --> 02:12:23,000
And the reason I asked for it is because I think that if you're only looking at math placement in the second areas, you're way too late to fix the problem.

1352
02:12:23,000 --> 02:12:30,000
And so we don't have the kids before they start school, which is where you really want to attack it.

1353
02:12:30,000 --> 02:12:37,000
But we can at least start in the elementary grades addressing the problem.

1354
02:12:37,000 --> 02:12:48,000
So I wanted our policy to go well beyond the SESPA recommended policy and address that issue if we can.

1355
02:12:48,000 --> 02:12:50,000
So it's just a point of information.

1356
02:12:50,000 --> 02:13:00,000
On the Tuesday, May 24th agenda, the second reading was scheduled, but we postponed it, but I haven't found the first reading yet.

1357
02:13:00,000 --> 02:13:02,000
Yeah, I don't think there was one.

1358
02:13:02,000 --> 02:13:04,000
I'm going through a month.

1359
02:13:04,000 --> 02:13:06,000
No, there might have been.

1360
02:13:06,000 --> 02:13:10,000
It might have just been the straight CSBA version.

1361
02:13:10,000 --> 02:13:12,000
And then I asked for changes to that.

1362
02:13:12,000 --> 02:13:17,000
I don't remember, but I'm sure that we never discussed this version.

1363
02:13:17,000 --> 02:13:26,000
My recollection was that they, if the first version was, it was the CSBA.

1364
02:13:26,000 --> 02:13:29,000
I was on our, I haven't now.

1365
02:13:29,000 --> 02:13:32,000
It's on our Tuesday, May 10th agenda.

1366
02:13:32,000 --> 02:13:34,000
And I have to find the actual page.

1367
02:13:34,000 --> 02:13:36,000
And I know you'd asked for revisions.

1368
02:13:36,000 --> 02:13:41,000
And then we did not have a chance to discuss this at the last board meeting.

1369
02:13:41,000 --> 02:13:44,000
So we moved it and created this board meeting.

1370
02:13:44,000 --> 02:13:46,000
So what, let's, let's move on.

1371
02:13:46,000 --> 02:13:52,000
So on the 20 page, 27 on that first one, it was.

1372
02:13:52,000 --> 02:13:54,000
Is the actual board policy there?

1373
02:13:54,000 --> 02:13:55,000
Yes.

1374
02:13:55,000 --> 02:13:56,000
Yes.

1375
02:13:56,000 --> 02:13:57,000
Okay.

1376
02:13:57,000 --> 02:13:58,000
Yes.

1377
02:13:58,000 --> 02:13:59,000
I just found it.

1378
02:13:59,000 --> 02:14:01,000
All right, so let's go on.

1379
02:14:01,000 --> 02:14:02,000
Yeah.

1380
02:14:02,000 --> 02:14:04,000
I just want to make sure we clear and get that on the record.

1381
02:14:04,000 --> 02:14:05,000
Okay.

1382
02:14:05,000 --> 02:14:09,000
So if I could go, if it's helpful to the board, I can go through.

1383
02:14:09,000 --> 02:14:13,000
The language of the policy as it was presented on May 10th as well as the strikeout.

1384
02:14:13,000 --> 02:14:16,000
It's an addition that we're already included.

1385
02:14:16,000 --> 02:14:19,000
And so you'll see that through the document here.

1386
02:14:19,000 --> 02:14:28,000
The first change was to strikeout the word courageous and change that word to insightful.

1387
02:14:28,000 --> 02:14:34,000
The next change was instead of creating language that went on and on in a paragraph format.

1388
02:14:34,000 --> 02:14:38,000
Instead to create a bulleted listed format.

1389
02:14:38,000 --> 02:14:41,000
Recognizing these particular issues.

1390
02:14:42,000 --> 02:14:45,000
Tell me if I'm going too fast, you can always stop me there.

1391
02:14:45,000 --> 02:14:51,000
A third change was to change language instead of saying a positive experience.

1392
02:14:51,000 --> 02:14:52,000
Let me go backwards.

1393
02:14:52,000 --> 02:14:56,000
A child's self perception of their competencies and mathematics begins very early in life.

1394
02:14:56,000 --> 02:15:00,000
And that parents, teachers and community members need to be aware of the impact.

1395
02:15:00,000 --> 02:15:13,000
That encouragement and high expectations can have on the long-term future of a child's education in mathematics, instead of a positive experience.

1396
02:15:13,000 --> 02:15:19,000
There was some reordering of vision statement, and also some drafting of the new language.

1397
02:15:19,000 --> 02:15:28,000
This addition says that the district will encourage and facilitate training and education for parents and guardians of preschool and elementary school students to help them engage.

1398
02:15:28,000 --> 02:15:39,000
In insightful conversations about issues of bias and about the impact of encouragement and high expectations on later achievement in mathematics.

1399
02:15:39,000 --> 02:15:41,000
A change here.

1400
02:15:41,000 --> 02:15:57,000
There was a request to add teacher and or counselor to the list of people who could disagree with the placement of a student's initial mathematics course and to the list of people who may appeal the decision.

1401
02:15:57,000 --> 02:16:09,000
So before this version, teachers and counselors were left out in it just said that a student and his or her parent.

1402
02:16:09,000 --> 02:16:12,000
And further, those were the revisions that I took note of.

1403
02:16:12,000 --> 02:16:14,000
And there was another courageous.

1404
02:16:14,000 --> 02:16:18,000
There was another courageous.

1405
02:16:18,000 --> 02:16:23,000
On the non-discrimination and district programs.

1406
02:16:23,000 --> 02:16:27,000
You made the change you didn't highlight it.

1407
02:16:27,000 --> 02:16:29,000
Engage in insightful conversations.

1408
02:16:29,000 --> 02:16:31,000
Oh, sorry.

1409
02:16:31,000 --> 02:16:32,000
Sorry.

1410
02:16:32,000 --> 02:16:34,000
So it should have been here.

1411
02:16:34,000 --> 02:16:37,000
Go ahead.

1412
02:16:37,000 --> 02:16:38,000
Sorry.

1413
02:16:38,000 --> 02:16:43,000
So I very much like the addition of teacher and counselor.

1414
02:16:43,000 --> 02:16:52,000
If you look at different identification programs and different districts that have been revised for identifying gifted children.

1415
02:16:52,000 --> 02:17:05,000
That's one of the things that they want to make sure you know prevents bias that it's not just sort of your stereotype of the upper middle class parent pushing their kid forward.

1416
02:17:05,000 --> 02:17:14,000
But there are many caring adults in a student's life who might be able to help that recognize that young person's talent and pushing forward.

1417
02:17:14,000 --> 02:17:16,000
So I really like that.

1418
02:17:16,000 --> 02:17:17,000
I need a little clarification.

1419
02:17:17,000 --> 02:17:24,000
I don't understand why you can't have, I mean, it's fine to take a courageous, but then why can you put it in insightful.

1420
02:17:24,000 --> 02:17:25,000
So I just need a little clarification.

1421
02:17:25,000 --> 02:17:27,000
Well, I think I'd be ahead to give a better word.

1422
02:17:27,000 --> 02:17:30,000
I thought courageous is kind of.

1423
02:17:30,000 --> 02:17:34,000
Doesn't mean anything for one thing or it means too much.

1424
02:17:34,000 --> 02:17:35,000
I mean, right.

1425
02:17:35,000 --> 02:17:37,000
You've coined courageous conversation.

1426
02:17:37,000 --> 02:17:38,000
Courageous.

1427
02:17:38,000 --> 02:17:39,000
Right.

1428
02:17:39,000 --> 02:17:41,000
It's too emotionally laden.

1429
02:17:41,000 --> 02:17:43,000
And insightful is not.

1430
02:17:43,000 --> 02:17:44,000
Yes.

1431
02:17:44,000 --> 02:17:46,000
But if you've got a better word, I'd be glad.

1432
02:17:46,000 --> 02:17:52,000
You know, my problem with it is it's sort of the buzzword of the actually the buzzword of last year.

1433
02:17:52,000 --> 02:17:54,000
Not even a courageous conversation.

1434
02:17:54,000 --> 02:17:55,000
Courageous conversations.

1435
02:17:55,000 --> 02:17:59,000
I don't like keeping those in the future.

1436
02:17:59,000 --> 02:18:00,000
People are going to say what?

1437
02:18:00,000 --> 02:18:01,000
What would he talk about?

1438
02:18:01,000 --> 02:18:02,000
Engage in serious conversations.

1439
02:18:02,000 --> 02:18:04,000
You could just say engage in conversations.

1440
02:18:04,000 --> 02:18:06,000
I'm not way too insightful.

1441
02:18:06,000 --> 02:18:09,000
I just don't really like those adjectives.

1442
02:18:09,000 --> 02:18:11,000
It's like you're just like not in personal experience.

1443
02:18:11,000 --> 02:18:12,000
Isn't it?

1444
02:18:12,000 --> 02:18:15,000
But we are just picking one above and the other.

1445
02:18:15,000 --> 02:18:17,000
And what's I don't.

1446
02:18:17,000 --> 02:18:21,000
Actually, I would prefer to strike the attitude then.

1447
02:18:21,000 --> 02:18:25,000
Well, I mean, I'm actually wondering about the word conversation.

1448
02:18:25,000 --> 02:18:28,000
So I mean, what do we really want to do?

1449
02:18:28,000 --> 02:18:32,000
Yeah, conversation might be a little weak.

1450
02:18:32,000 --> 02:18:35,000
We want dialogue.

1451
02:18:35,000 --> 02:18:36,000
What do we want?

1452
02:18:37,000 --> 02:18:38,000
Yeah, I like that.

1453
02:18:38,000 --> 02:18:39,000
I'm just going to say that.

1454
02:18:39,000 --> 02:18:42,000
We have dialogue is good.

1455
02:18:42,000 --> 02:18:44,000
Engage in dialogue.

1456
02:18:44,000 --> 02:18:46,000
These are important dialogues.

1457
02:18:46,000 --> 02:18:51,000
Because dialogue has a stronger connotation.

1458
02:18:51,000 --> 02:18:53,000
You're just chatting about it.

1459
02:18:53,000 --> 02:18:55,000
Yeah, you're engaging in dialogue.

1460
02:18:55,000 --> 02:18:57,000
I feel comfortable with that.

1461
02:18:57,000 --> 02:19:00,000
And I feel more comfortable with striking the adjectives.

1462
02:19:00,000 --> 02:19:01,000
Because I think it's a bit over time.

1463
02:19:01,000 --> 02:19:02,000
I'm happy with that.

1464
02:19:02,000 --> 02:19:05,000
Take out the insightful conversations and just change it to engage in dialogue.

1465
02:19:05,000 --> 02:19:07,000
I like that better.

1466
02:19:07,000 --> 02:19:08,000
That's.

1467
02:19:08,000 --> 02:19:10,000
I'm happy with that.

1468
02:19:10,000 --> 02:19:11,000
Okay.

1469
02:19:11,000 --> 02:19:14,000
So I have a couple that I didn't say.

1470
02:19:14,000 --> 02:19:16,000
Do you have any more?

1471
02:19:16,000 --> 02:19:17,000
No, I think that's mine.

1472
02:19:17,000 --> 02:19:18,000
I'm just wondering.

1473
02:19:18,000 --> 02:19:22,000
Do we include the U.E. and dialogue in America?

1474
02:19:22,000 --> 02:19:23,000
Is that British?

1475
02:19:23,000 --> 02:19:25,000
We put it in the United States.

1476
02:19:25,000 --> 02:19:27,000
Okay, happy present.

1477
02:19:27,000 --> 02:19:28,000
Okay.

1478
02:19:28,000 --> 02:19:30,000
I'm happy with that.

1479
02:19:30,000 --> 02:19:32,000
I'm happy with that.

1480
02:19:32,000 --> 02:19:34,000
On the first page, Peter,

1481
02:19:34,000 --> 02:19:35,000
and I'm sorry.

1482
02:19:35,000 --> 02:19:37,000
And it's in the third paragraph.

1483
02:19:37,000 --> 02:19:39,000
To the extent possible.

1484
02:19:39,000 --> 02:19:40,000
I'm sorry.

1485
02:19:40,000 --> 02:19:41,000
I'm sorry.

1486
02:19:41,000 --> 02:19:42,000
I'm sorry.

1487
02:19:42,000 --> 02:19:43,000
I'm sorry.

1488
02:19:43,000 --> 02:19:44,000
We don't want to strike conversation.

1489
02:19:44,000 --> 02:19:45,000
Dialogue.

1490
02:19:45,000 --> 02:19:46,000
Oh, yeah.

1491
02:19:46,000 --> 02:19:47,000
You do.

1492
02:19:47,000 --> 02:19:48,000
You do.

1493
02:19:48,000 --> 02:19:49,000
So that actually makes it perfect.

1494
02:19:49,000 --> 02:19:50,000
Which is good.

1495
02:19:50,000 --> 02:19:51,000
Good.

1496
02:19:51,000 --> 02:19:52,000
Perfect.

1497
02:19:52,000 --> 02:19:53,000
Okay.

1498
02:19:53,000 --> 02:19:54,000
Thank you for waiting.

1499
02:19:54,000 --> 02:19:55,000
I'm sorry.

1500
02:19:55,000 --> 02:19:56,000
Okay.

1501
02:19:56,000 --> 02:19:57,000
Where can I go next for?

1502
02:19:57,000 --> 02:19:58,000
Third paragraph.

1503
02:19:58,000 --> 02:19:59,000
In this first page.

1504
02:19:59,000 --> 02:20:00,000
I go.

1505
02:20:00,000 --> 02:20:01,000
Yeah.

1506
02:20:01,000 --> 02:20:02,000
And I'm sorry.

1507
02:20:02,000 --> 02:20:03,000
To the extent possible.

1508
02:20:03,000 --> 02:20:05,000
Like that.

1509
02:20:05,000 --> 02:20:09,000
I think we, I would love to see that's stringent and saying,

1510
02:20:09,000 --> 02:20:12,000
this could student shall be provided an opportunity.

1511
02:20:12,000 --> 02:20:16,000
I don't see why it's the extent possible that sort of orders it down.

1512
02:20:16,000 --> 02:20:17,000
It does.

1513
02:20:17,000 --> 02:20:18,000
It does a little bit.

1514
02:20:18,000 --> 02:20:19,000
I would.

1515
02:20:19,000 --> 02:20:21,000
I don't remember who came up with that wording.

1516
02:20:21,000 --> 02:20:22,000
Probably Peter.

1517
02:20:22,000 --> 02:20:25,000
But to me, that's just a little bit.

1518
02:20:25,000 --> 02:20:28,000
Much for our special needs.

1519
02:20:28,000 --> 02:20:30,000
Kids who can't be.

1520
02:20:30,000 --> 02:20:32,000
Given that opportunity.

1521
02:20:33,000 --> 02:20:36,000
Well, but they provided the opportunity.

1522
02:20:36,000 --> 02:20:37,000
And that's.

1523
02:20:37,000 --> 02:20:39,000
We should provide the opportunity.

1524
02:20:39,000 --> 02:20:40,000
Some students came.

1525
02:20:40,000 --> 02:20:41,000
Can't.

1526
02:20:41,000 --> 02:20:42,000
Or take of it.

1527
02:20:42,000 --> 02:20:43,000
Okay.

1528
02:20:43,000 --> 02:20:44,000
I wouldn't argue.

1529
02:20:44,000 --> 02:20:48,000
But I mean, this, this, this, this says that, you know,

1530
02:20:48,000 --> 02:20:49,000
well, if it's not possible.

1531
02:20:49,000 --> 02:20:51,000
And it doesn't say, you know,

1532
02:20:51,000 --> 02:20:54,000
the special needs to do something like that.

1533
02:20:54,000 --> 02:20:56,000
Same like a little bit too much of a weasel out.

1534
02:20:56,000 --> 02:20:57,000
Yeah.

1535
02:20:57,000 --> 02:20:58,000
Sounds a little weaseling out.

1536
02:20:58,000 --> 02:20:59,000
Okay.

1537
02:20:59,000 --> 02:21:00,000
All right.

1538
02:21:00,000 --> 02:21:01,000
Everybody else.

1539
02:21:02,000 --> 02:21:03,000
Okay.

1540
02:21:03,000 --> 02:21:06,000
I've asked Charlie if he would like to wait in.

1541
02:21:06,000 --> 02:21:09,000
And I'm.

1542
02:21:09,000 --> 02:21:11,000
Sorry.

1543
02:21:11,000 --> 02:21:12,000
It's midnight.

1544
02:21:12,000 --> 02:21:13,000
Where he is.

1545
02:21:13,000 --> 02:21:15,000
He said he says.

1546
02:21:15,000 --> 02:21:17,000
I tend to agree with Ron.

1547
02:21:17,000 --> 02:21:18,000
Thank you.

1548
02:21:18,000 --> 02:21:20,000
It's nice to have.

1549
02:21:20,000 --> 02:21:26,000
Down in the third from the bottom.

1550
02:21:26,000 --> 02:21:30,000
The governing board recognizes that there is.

1551
02:21:30,000 --> 02:21:37,000
There are significant gaps in opportunity in achieving for certain groups of students.

1552
02:21:37,000 --> 02:21:40,000
That I don't know why that also bothers me.

1553
02:21:40,000 --> 02:21:42,000
Certain groups of students.

1554
02:21:42,000 --> 02:21:46,000
I mean, we're, we're.

1555
02:21:46,000 --> 02:21:48,000
Students in a.

1556
02:21:48,000 --> 02:21:50,000
Yeah, but.

1557
02:21:50,000 --> 02:21:51,000
Well.

1558
02:21:51,000 --> 02:21:53,000
I can, I can live with it.

1559
02:21:53,000 --> 02:21:54,000
Just.

1560
02:21:54,000 --> 02:21:55,000
I think the term.

1561
02:21:55,000 --> 02:21:56,000
Yeah.

1562
02:21:56,000 --> 02:21:58,000
I think the term achievement gap.

1563
02:21:58,000 --> 02:21:59,000
It's also.

1564
02:21:59,000 --> 02:22:02,000
We'll become a term and already has become a term that is.

1565
02:22:02,000 --> 02:22:03,000
It's going away.

1566
02:22:03,000 --> 02:22:04,000
Yeah.

1567
02:22:04,000 --> 02:22:05,000
It became a bit more obsolete.

1568
02:22:05,000 --> 02:22:06,000
It made smooth.

1569
02:22:06,000 --> 02:22:08,000
And that to opportunity gap to.

1570
02:22:08,000 --> 02:22:09,000
I'm to.

1571
02:22:09,000 --> 02:22:10,000
I'm to serve students in it.

1572
02:22:10,000 --> 02:22:11,000
It for that language.

1573
02:22:11,000 --> 02:22:12,000
That work.

1574
02:22:12,000 --> 02:22:13,000
I would change.

1575
02:22:13,000 --> 02:22:14,000
Yeah.

1576
02:22:14,000 --> 02:22:15,000
Okay.

1577
02:22:15,000 --> 02:22:16,000
I can live with it.

1578
02:22:16,000 --> 02:22:18,000
I think that was it.

1579
02:22:18,000 --> 02:22:20,000
I had courageous.

1580
02:22:20,000 --> 02:22:21,000
Okay.

1581
02:22:21,000 --> 02:22:22,000
Thank you.

1582
02:22:22,000 --> 02:22:24,000
Good.

1583
02:22:24,000 --> 02:22:26,000
I'm happy.

1584
02:22:26,000 --> 02:22:27,000
You know what?

1585
02:22:27,000 --> 02:22:28,000
So with the revision.

1586
02:22:29,000 --> 02:22:31,000
We've got over our time and we didn't extend the.

1587
02:22:31,000 --> 02:22:32,000
Did we?

1588
02:22:32,000 --> 02:22:33,000
What was our time?

1589
02:22:33,000 --> 02:22:34,000
A 45 is the German.

1590
02:22:34,000 --> 02:22:37,000
Oh, I've moved that we continue the meeting until nine o'clock.

1591
02:22:37,000 --> 02:22:38,000
Thank you.

1592
02:22:38,000 --> 02:22:39,000
Okay.

1593
02:22:39,000 --> 02:22:40,000
That's fine.

1594
02:22:40,000 --> 02:22:41,000
Okay.

1595
02:22:41,000 --> 02:22:42,000
Good.

1596
02:22:42,000 --> 02:22:43,000
Does the border.

1597
02:22:43,000 --> 02:22:44,000
Agreed to.

1598
02:22:44,000 --> 02:22:46,000
Bring this for approval tonight.

1599
02:22:46,000 --> 02:22:48,000
I'm given the changes that have been made.

1600
02:22:48,000 --> 02:22:49,000
Yes, I will.

1601
02:22:49,000 --> 02:22:51,000
I will move that we approve.

1602
02:22:51,000 --> 02:22:52,000
More policy.

1603
02:22:52,000 --> 02:22:54,000
652.1 with the.

1604
02:22:54,000 --> 02:22:56,000
Change is specified tonight.

1605
02:22:56,000 --> 02:22:57,000
Do we have a second?

1606
02:22:58,000 --> 02:22:59,000
All in favor.

1607
02:22:59,000 --> 02:23:00,000
Hi.

1608
02:23:00,000 --> 02:23:01,000
Hi.

1609
02:23:01,000 --> 02:23:02,000
Thank you for the work.

1610
02:23:02,000 --> 02:23:03,000
Yes.

1611
02:23:03,000 --> 02:23:04,000
Charlie.

1612
02:23:04,000 --> 02:23:06,000
Charlie says approve.

1613
02:23:06,000 --> 02:23:07,000
Okay.

1614
02:23:07,000 --> 02:23:08,000
Can I.

1615
02:23:08,000 --> 02:23:09,000
Can I make a call it?

1616
02:23:09,000 --> 02:23:10,000
Yes.

1617
02:23:10,000 --> 02:23:14,000
So this work is dear to my heart.

1618
02:23:14,000 --> 02:23:21,000
But even more important is the reception from the parent and teaching community of this work.

1619
02:23:21,000 --> 02:23:24,000
This conversation when it was passed.

1620
02:23:25,000 --> 02:23:33,000
By California was a conversation I brought to our teachers and they're very anxious and eager to move forward with this.

1621
02:23:33,000 --> 02:23:36,000
It gives them permission to have more difficult.

1622
02:23:36,000 --> 02:23:39,000
Maybe courageous, maybe insightful conversations.

1623
02:23:39,000 --> 02:23:44,000
Several of the middle school teachers have signed up along with me to attend a county wide.

1624
02:23:44,000 --> 02:23:53,000
Monthly conversation around how to advocate for social justice using mathematics instruction and how to elevate student achievement.

1625
02:23:53,000 --> 02:24:06,000
And I have a parent engagement committee who selected math and science for next year as an opportunity to focus on student achievement.

1626
02:24:06,000 --> 02:24:08,000
So they appreciate the support.

1627
02:24:08,000 --> 02:24:09,000
They've told me that.

1628
02:24:09,000 --> 02:24:13,000
They appreciate the board's focus at the policy level along with.

1629
02:24:13,000 --> 02:24:16,000
The district's focus at the action level.

1630
02:24:16,000 --> 02:24:17,000
Thank you.

1631
02:24:17,000 --> 02:24:19,000
Thank you.

1632
02:24:19,000 --> 02:24:22,000
We have any comments from the good or.

1633
02:24:23,000 --> 02:24:26,000
I just want to ask Charlie make sure he doesn't need too much gumbo.

1634
02:24:26,000 --> 02:24:29,000
And we are adjourned.

1635
02:24:52,000 --> 02:24:54,000
Thank you.

1636
02:25:22,000 --> 02:25:24,000
Thank you.

1637
02:25:52,000 --> 02:25:54,000
Thank you.