Hello everyone. We're going to get started to my friends at KLCS. We're ready when you are, so let us know. Perfect. Great. I think we're live. Good afternoon everyone. 3:03 on Tuesday, February 24th. Our executive officer of
the board, Mike McClean, will be down in a few, but I am going to attempt to do his his role as well um with a very capable team uh helping out. But um welcome to today's facilities and procurement committee. I'll note that we
have um oh, I should have asked actually if board member Hendy Nubble if we had an update on her timing, but she should be here in person and board member Ortiz Franklin is online. We're also joined by um Dana Greenspan online. Is Cammy
online? Um and so Nicole, Eric, and Cammy weren't able to make us. We have here Steve Newton, David Rodriguez, Rebecca Cunningham, Christina Toes, our chief facilities officer. I don't know if Mr. Freriedman's joining, so just um but yes, but good afternoon. Um I'm
going to ask for the slides to go up so that we can post our agenda. Oh, they are up. There we go. Uh, not on these little monitors. Okay. Um, so all the as a reminder, the committee's purpose um is to examine district facilities and procurement processes and
projects to promote public transparency and awareness. The committee will identify barriers and make recommendations to streamline and improve current policies and practice. And I will note that at the board's committee of the whole this morning, we also discussed facilities and the measure US and facilities um
prioritization updates. Um so today we're going to have our welcome and introductions. We are going to then have an overview from some esteemed guests uh of how pre-engineered structures can be utilized by school districts to save time and money in construction. This is
something the committees uh discussed over the years. I know Mr. afternoon brings this up quite often and we're we're excited to be joined by two guests who I'll introduce in a few minutes who are going to present to the committee. Um we're then going to have a deeper dive on shade structures which was something members of the committee had
requested following our last meeting. We'll then receive a brief update on my resolution to update our district's policies and systems around thirdparty use of district spaces through the leasing and civic center permit mechanisms. And then we're going to end our meeting with public comment. I know we have like five speakers who have
signed up and there may be more. We do hope to wrap by 5:00 p.m. today and appreciate everyone's participation and not only Steve because of the state of the union which I know everyone is eager to watch. Um I'd also just like to remind folks of some of the prior recommendations of this committee. Um,
we decided as we convened this this committee in the last few years that we were going to focus on depth uh and not just breadth and so have really just been honing in on these nine recommendations and presentations and conversations that address them. Um
really looking as you can see at uh improving uh time and um cost efficiencies for district projects. Um today's uh recommend presentations will focus mostly on recommendations two and
three quantify cost and time savings from identified improvements and then the review of modular structures um and also maybe number six uh when we think about using potentially buying contracts to look at shade structures and and some
more offtheshelf solutions. Um I did want to uh take a moment to uh mention recommendation number seven which was expanding the scope of qualified biders to at least three because we have heard from both the procurement and the facilities team about recent efforts to
expand the number of folks bidding uh on construction projects to help manage time and project costs. Uh and Mr. Freeman has shared that thanks to the team's concerted efforts um uh we have um the efforts following this recommendation including industry form
and office hours and improved customer service. Last month's number of pre-qualified contractors more than doubled the district's historic average. So nice to see progress there and appreciate the team for following up on our committee's recommendations. So thanks to Mr. Freriedman and his team
and we look forward to that discussion and other procurement topics in coming months. Um so with that I will uh can begin to introduce our first presentation. Okay. There's a nice little nature explorer outdoor learning
center. Okay. So from time to time the committee has discussed how we might use pre-built or pre-engineered components to increase construction speed and reduce costs which is a benefit to everyone involved. Uh, and we've heard from district staff around some barriers
to this type of construction, including maybe the expertise available within the district. And so, um, we reached out to some folks who have, uh, use this process to build with some other entities, including other school districts, and they're going to share some of the ideas on how this could help
LA Unified. Um, so I'd like to introduce our two presenters, neither of whom, I should mention, work with Los Angeles Unified, but both who have extensive experience in school construction across California. Michelle Fox is with the KYA Group in Santa Ana and is an expert in public sector construction. Has worked
for decades with school districts on projects including the expansion of TK and elementary classrooms, school gymnasiums um throughout California and the Midwest. Chef Blood Horn is a K12 facilities and construction professional who currently works with Cube, a
provider of pre-engineered building solutions. He started out in the trades as a plumber and has gained decades um has gained decades in construction has spent decades in construction utilizing public bond dollars with a focus on planning and delivering pre-engineered building solutions. Um so I'm going to
turn it over to Michelle I think first and then Jeff for a brief presentation and I'm hoping that members of the committee might follow up with questions uh of them and of our team about this topic. So thank you so much for joining us and we'll start with uh Michelle Fox.
And I think you have a clicker down there or to go through your slides. >> Perfect. Yeah, of course. >> You know, and if you come closer and then this is where usually Mike would figure out how to because I don't think the mic is on.
>> Is it on? >> Oh, there we go. Now it is. Great. Thank you. Uh, okay. Perfect. >> Wonderful. Thank you again for having us to uh do a presentation for your committee and board members. We appreciate the opportunity. And we've prepared a quick slide presentation to
review pre-engineered structures. And um with that, I'll let Jeff start our presentation and we will jump in back and forth as we go through. >> Thank you for having me. So today is about 15 slides that go pretty quickly over an overview of a
pre-engineered sections for specifically for school districts and the benefits and then a case study on districts that have used it and how it worked for them uh as they move forward through this. I don't want to read through every single slide. I feel like that's kind of a waste of your time. But uh the the
overview is just largely to go over a pre-engineered section. there is a little bit of a a misnomer in terms of what's pre pre-engineered and what's modular just to kind of break the ice. Um so that I will break down a little bit further. Obviously uh you guys know about this
situation. Uh you're not alone in the fact that most districts are are not necessarily struggling to be able to build things. They're struggling in my opinion to be able to predict things, predict the cost, predict the design, predict the predict the time. And so in
this particular case, I feel like a pre-engineered building section fits three of those modules fairly well. It it gives you a predictable price uh the timeline pressure and the predictability gap um needed for a consistent outcome.
The core definition, this is what I was talking about earlier. um the the main system you can think of a pre-engineered section as a kit of parts or an erector set per se that would be delivered to the site and then assembled
not uh built off site then delivered. So there's a a big difference between uh a modular and a pre-engineered section. And pre-engineered doesn't have to be a steel building. It can be shade structures or or in that same manner. They're built offsite and then delivered. So, in a pre-engineered
building section, it is essentially welded and put together offsite under the guise of a DSA inspector that's offsite and then delivered to your site and then erected. The advantage or key advantage is the speed at which it stands. So, in one day, uh, you have a
footing and a and a bunch of Jbolts that are sticking up out in the air and then the next day there's a building standing there and so on. So, it's very very fast. two approaches to the the building delivery. Part of me doesn't want to like read every one of these, but you
get a bulk of what happens on the left uh the yellow section on the right. Uh part of the recovery or the predictability of speed is in the procurement and how you buy the building in advance of the physical drawings being completed because in in most cases
they're a PC which is a a pre-checked uh system through DSA. So you're not redesigning the whole building. There is no structural purview. There's really only fire and and life safety review ADA. So fire, life, safety and ADA, two two of the three. And so each site is
sight specific, but the building remains the same. Uh it's an early cost clarity, meaning you can budget the physical cost for the building in advance of actually building the building because you know what the set erector set in a sense is
going to cost you. So, it's it's uh an interesting piece. You you you play this game about budgeting projects and what it's going to cost and what you think it's going to cost and you kind of watch the market and then depending on fire, floods, and killer bees and stuff like that, uh you know, you're kind of you're kind of out there. But in this
particular case, you can you can have a predictable cost pretty much no matter what. The other interesting part about buying in an approach of a pre-engineered section is as you procure the steel, which is one of those elements that that fluctuate quite a bit, uh you can lock in the price at
that time as opposed to the time that you physically build it. Most of the time it works in your favor because it most of the time escalates, but uh you you get the idea there. Uh multiple building replacements obviously. So we we you are well aware
of why something like this would be needed. Um but in the case of a a pre-engineered section, you could pick the building that you would like and then not necessarily boilerplate it, but have it used time and time and time and time and time again. And so what I like
to to use as an analogy is each time you do it, it gets faster. Each time you do it, it gets because it's faster, it ends up being a little bit cheaper. And so it perpetuates in a good way as opposed to in a bad way in in most cases. Um it goes back to that cost predictability.
Um Michelle will talk to you about a situation where a district had a situation. The contingencies were almost as much as the price because they weren't sure what the building would cost after they've they've never built it after all. So
part of the predictability is the builder building the same building over and over again. Once you do it uh in stick framing, it's called dingbat. It it goes quite quickly. It's almost like it's muscle memory type scenario. This is based so it's a little bit rough
to give you a price based on what stick frame is versus a steel frame. And I I use a th00and square foot as an analogy. The initial cost looks like it's pretty much the same. Uh the savings is the
time. It's the lack of, you know, when the the quicker that you can get get on a job, the less impact you have on the site, both from a student and staff and parking and all those things associated with a school that you're running on a day-to-day basis. What this is where the
greatest piece comes up in in in making up time in that once you've decided that that's the the direction you're going to go go uh that section goes so much faster than a conventional section of the layown area is smaller the delivery times are coordinated. It's uh it's
almost like an Amazon purchase for a building if you can think of it that way. That's how it's delivered as an on-time uh mechanism. This is uh a timeline advantage. And I apologize. I can read every slide if you want me to. I just feel like that's a
little bit weird. Um sorry. Uh I'm trying to highlight each slide. And so this is kind of going back to where we were. Uh the the pre-oordinated section means in my in my experience when you sit down with a staff or an
architect, you start talking about a classroom and the architect comes back with a round triangular all these crazy things and you end up with a 960 rectangle by the time you're done. Just it's just the way it seems to work out. Even though the best efforts
are to change a classroom, I'm not saying that classrooms shouldn't change and they haven't changed in a long time. I'm just saying it seems to be quite a bit faster to go through design when you give somebody a prescribed footprint to work within as opposed to saying okay
architect start from zero where does this you know teacher come in and figure out the section and add the components that make the the learning environment better. In this particular case you give them the size. This is the coordinates. This is what you do. Can you live in it? I I've never had anyone say no I can't
live in it. I have them just move on and the process goes that much faster. Repeatable. Uh once you, you know, dial in whatever the classroom would be suited for or the situation, whatever gym building or lab, what once you dial that section in and you're
doing it in multiple locations, it goes back to that perpetuating speed. So, it goes faster and faster and faster. Uh streamline accelerate through DSA because it's a PC. It's literally doing two of the three uh disciplines as it goes there, which gets pretty quick. I'm
not saying that access isn't troublesome and they're going to find stuff. They always do. Uh but the structural purview is already taken care of, which is I don't know 60 or 70% of the headaches that you typically get as you submit a building through DSA. Faster install. I
talked about that already. I already talked about that. Um and then insure on time occupancy. So the other section of the predictability is you know how long it's going to take. You're you're not estimating from a builder's first perspective of a building that I think I can build this in x amount of time. You
have a track record to say everybody kind of rolls in at this timing and it it's it's more predictable. So when you say it's six months, it's generally six months. It's not well six months. Oh, uh you know what? Two weeks. Two weeks. Two weeks. You know that joke about two weeks
a meeting student success standards. So this is a big one. So typically a building would come um at a minimum meaning you you'd have to add in the sections that make it a district standard from acoustics from
daylighting from indoor air qualities type mechanical systems energy efficiency stuff like that. When you do a pre-engineered building, you can prescribe those buildings in advance. So your systems that you have that the let's say you know current train is your
HVAC of choice, you can prescribe that in already. You're not going to get an or equal. It's going to be prescribed into that building section. So that makes it really really nice. You don't have alternates which um interestingly happen both on a cost
perspective and a timing perspective. So, I I didn't I don't know if I did a slide on this, but it just comes to me now. When you do things like this, you can buy the long lead item issue types, you know, air conditioning, uh, switch gear, those types of things. You can buy
those in advance that you typically wouldn't be able to do until after you had a drawing. So, it's it paves the way for another roadblock to be kind of blasted out. Uh, consistent high quality learning. So you you can implement your uh district standards or anyone can uh
very very very easily. >> So this is where I'll jump in because we've got a couple of different projects that um are case studies to share with you. Um the first one here is Fullerton Elementary. Uh they originally planned to do a traditional masonry gym after
passing their bond and like many districts they wanted to move quickly and show the community visible progress, something tangible that demonstrated the bond was delivering. Um as they evaluated their delivery options, they explored a pre-engineered approach and allowed them to move faster while still
delivering a permanent highquality facility. The first gym was delivered successfully and received very positive feedback from both their district and their community. And based on that experience, the district chose to repeat that approach and additional sites uh rather than redesigning each time like
Jeff was talking about. Uh to date, they've completed two uh gymnasiums and they have moved forward with a third location using a similar model. Uh this is Downey Unified School District. Um they were in the middle of
a large elementary school bond program involving multiple campuses. uh the first group of their projects uh were brought forward and came in significantly higher than their original budget projections. So like many districts they were facing the challenge on how to deliver multiple permanent
buildings while maintaining cost and predictability across their program. Uh the district then began exploring more standardized pre-engineered delivery approaches and better understood to better understand how repeatability and early cost clarity might improve their
overall program outcomes. Uh by shifting toward a more predictable building approach across the initial group of projects, the district was able to realign their scope and budget and move forward with greater confidence in that. Over time, that predictability allowed them to stretch their bond
dollars further than they originally anticipated across those first sites. And based on that experience, the district has continued using similar repeatable approaches uh for additional classrooms and TK kindergarten space uh administrative and facilities. across
multiple campuses. >> Want to discuss anything regarding some of the costing on that? >> Sure. >> Yeah. >> Savings. >> One of the other things uh going back a little bit on Downey, Downey had four sites running at the same time, four different architects, four different builders also problematic. Uh relaying that
information four times as would attest to is is difficult. It's it's a lot because you have to make sure whatever discoveries you have you transfer to the next person, it becomes a little bit overwhelming. Um, but when you're doing the same thing at four different sites,
it does seem logical to have in in theory this a similar building if not the same building. Uh, just to kind of make one for parody so you're you're getting exactly the same thing as everyone else which you don't have this finger pointing across the district why y type of thing and then also the speed
at which you can move through. So just to go on that Tmacula um in this particular case the this building that they had they they were performing a modernization project on the main campus. They were rolling up with flat work against the an existing first
generation modular that was there. Uh getting ready to to to set up the concrete up against the building and then discovered that the the C channel the actual main frame of the bottom of the building was gone deteriorated. uh had it inspected, had it looked at, uh
they basically condemned the building and then wanted something that would go in quite quickly in a very similar if not the same footprint. And so in this particular case, uh from start to finish, so fast talking about the speed at which things can move, it took nine
months from the time you walk the job to the time they got the building, which is a lot. And and I will say that was COVID. So that was in March of that, this was February. In March of that year is when CO started, which was obviously interesting, more interesting. Got that
special paper that said I was a worker that was able to drive on the freeways. I don't know if you guys all remember that, but uh the outcome they were they were they were happy with the footprint that it it was a much better building. I mean, I'm a little bit biased, but much better building than what they had. Uh but the speed at which they were able to
do that was uncanny >> and it limited the disruption to their faculty and students to be able to build with that. Uh the last one that we have that we'd like to share with you is uh Spencer Valley and San Pas Valley. Both of these districts faced a very different challenge because they're in
rural areas. Um and as small single-sight rural districts, they were finding it difficult to get um consistent competitive pricing for their buildings. Um limited contractor availability and travel distance that created a lot of uncertainty and they didn't know what kind of bids they were
going to be expecting on bid day. uh they chose uh to go the path of early engineering and construction estimates to take a look at pre-engineered uh the delivery of pre-engineered buildings and um that approach seemed to provide much
clearer pricing for them, reduce that variability that they often experience in those remote locations. So using a more coordinated building approach, uh it allowed each of the districts to move forward with permanent facilities and aligned with their available budgets and timelines despite their changes of
remote or the challenges of remote construction. The key for both of these districts was predictability again. So that's the the running theme through this presentation. Um, we have found that the pre-engineered structures do
offer a a framework that gives you set costing, set timelines, phased construction. Um, that does put a sense of calm around what a project schedule looks like. And it allows you to be back in control, I think, of what some of
those schedules are when you're building new new construction. >> Key considerations. So, I I will also add that this would not be the first time that LA Unified has looked at pre-engineered buildings. In fact, it's fourth time. Um
been looking at different different opportunities to speed up. I I think one of the woes, one of the bigger woes that we have is DSA as a school district navigating through and this constant uh speed bump that DSA represents. I'm not I don't Is anybody here? Is that I
thought that was Doug. No, it's not Doug. Um, one of the one of the battles that we constantly face is rolling through DSA in a in a predictable manner and it's very difficult to do. And so I think this method again looking at it when talking to Alix about how this all
rolls through uh is is really really good for that section. Um, some of the questions I'm not going to read them. There's stuff for you guys to think about, but these are types of things that when we start talking about things like that, these are the types of questions that you'd be asked.
Obviously, it's super fast. Well, I'm super nervous or whatever, so it sounded super faster than it probably should have been. I feel better now. Um, but it's the last slide, so it doesn't really matter. Um, anyways, super fast. It was an overview of of what's out
there. It's just an option uh for the district to look at in terms of speeding up projects and getting them on budget or to a budget that you can predict. Great. Well, thank you. It's, um, fast presentation for a fast way to do
construction. So, uh, that's how we'll spin it. I'll note too, uh, my colleague, Miss Hendy Newell, has joined us. Also, Mr. Freriedman and Matt, I was giving you a shout out, um, before you arrived on your concerted efforts to increase the number of pre-qualified biders. And so, just as the work of the
committee continues. So, thank you. Um, I know there are questions. I know that Charlotte Charlet and I were saying, you know, nine nine months for a building seems like um uh six years shorter than some of the projects we see here. But what is notable and the reason that we
wanted um Michelle and Jeff to join us is that the work they're doing is within California within DSA within you know project stabilization and project labor agreements and all that. Um and but no current work with Al Unified so there's no conflict but it's within the the same
it's not private schools it's not in another state where they don't have to deal with it and yet we're seeing what they're what what's possible so I guess Miss Tes is your preference I definitely you know I think the questions that we're going to have some of our questions will be for you some of them will be based on your presentation for the district team and so do you want to
like you know I want to give you the floor first or would you rather hear from the committee just kind of about like we see something like this and we're like yes when we think of the portable classroom placement project that was actually uh teased a little this morning. You know, why aren't we doing this for every building? What are we not considering? So, maybe we start
with just like the not the district response as if it's adversarial, but what is your what are your thoughts and then we'll have committee members ask questions, give comments, etc. >> Sure. Thank you, Nick. Uh so, first definitely not adversarial. I think that we think that this is a great product.
Um and we have used it before. We completed two classroom projects that opened in 2021. um that were pre-engineered buildings and then we used them on our wellness clinics when we had a series of wellness clinics. Um we did those as well and
each time we've learned really valuable lessons. Um when we did the clinics we um we were not as quite familiar with design builds and so we got stuck with using a proprietary design system and
then putting it out to bid and >> you know kind of having to soul source that. I think we've worked through that. We're now very familiar with design build. I think the last time we did an RFP, um we selected someone and then they went bankrupt, right? It has been like an kind of in a emerging um
industry. Um and then also over the last two years, we really haven't brought any projects that were classroom replacements. We've been focusing on building components and greening, but we do think that with the programs that we have moving forward, which are going to be in the building side, um, removing
portables and replacing them with classrooms, that this would be a great fit for looking at use of. And then also, um, we have a seismic program where we're going to probably be demolishing classrooms and replacing it with new classrooms because it's much more effective than seismically
retrofitting old existing buildings. that this would be a really good fit as well. So, I know you had a very constructive, no pun intended, meeting with Alix um and we're already working at kind of what are the next steps so that we will have uh kind of a procurement methodology in place. So,
when we start defining buildings, we might be able to use this. >> Great. Thank you. That was going to be one of my questions when you had the gym. I'm thinking of some gym like seismic replacements, some roof replacements, like doing the costbenefit analysis to say does it actually make more sense to tear it down and then do a
pre um engineered gym as opposed to the tweaks. Uh questions, comments? Yes, Mr. Newton. >> Yeah. Um other than Christina and Matthew, you know, not a lot of people understand what pre-engineer really is still. I mean we just a little bit of it
but modular portable those all come up and so forth but for most of the committee they don't really understand exactly what that is just pre-engineered so can you tell us what is actually delivered and then the process after that to go ahead and complete the project.
>> Sure part of the pre-engineered section the biggest part of it is a pre is the drawing. So the drawing is a PC that's been approved and so structurally let's just say it's a square box that square box has been engineered. So all the calculations for that barring a
sight specific for soil conditions and stuff like that which in theory you you have about 910 you know you you get to a level where you can do about 9/10 of everything that's out there but the drawings are the first part of what's part of that package. Meaning that drawings is there are there and they're
already done. You don't have to redo the drawings. Now, that's just four walls in a roof. The kit of parts that I was referring to earlier would be the base plates for the the basically the the mounting the bolts for the the hardware to mount the columns, all the structural
steel, the exterior insulated metal panels, the roofing that's a foam core insulated panel, and the epic deck, which is our lid or basically our ceiling. And those are the four. and then air conditioning if you'd like. I mean, you can throw on a bunch of other
stuff, but those are the the four or five items that we repeatedly do uh in in most cases. And so what that does is that then you buy that in advance. So that locks in your price. So even if you're talking about a job that's six or eight months out of DSA or whatever, you're you're in just planning stages,
you could in theory buy all those things or you you could buy all those things. That's your price. It doesn't matter if you know whatever index changes and whatever the price changes that's the price that you lock in which is which is a benefit to a school district. I found
myself buying something or thinking I was going to buy something and then by the time I had to buy it everyone else was trying to you know like you get into air conditioning mode and then the whole you know the state releases a bunch of money for that and then you're competing with everyone else that's buying the same exact equipment. it become it
became a a section where I'd have to make compromises and put in dis non-district standards to meet the timelines which is super frustrating. So, uh you know maintaining stuff that you're not familiar with or stuff that doesn't last as long problematic ultimately and so those those types of
things are are very very helpful in that regard. >> Yes, I would say you know the biggest difference to think about with a modular building versus pre-engineered. So pre-engineered are the pieces parts, all the columns, usually steel construction. Um they're coming to site and you have
to erect it or assemble it and put it together on site. So there's really no restrictions as far as how you want to organize that on the site. Um when you're talking about a modular, it is sections of a building coming on the back of a flatbed truck and you're
limited to 12t lengths, right? So you you can add on to those, but you have less flexibility with those. Um, and it doesn't necessarily address uh a permanent structure like a pre-engineered building would.
Pre-engineered has a concrete slab for the base of that floor. Um, and then of course everything gets assembled on site versus pieces of it coming in preassembled and just tipping it up basically. And and the other one of the
bigger segways I I find that modular is necessary. Uh portables are necessary. It's just part of the bag of tricks that you have in facilities to keep moving. So there's no way that you're going to get rid of I mean truthfully you're going to do them if interim housing happens or if it just makes sense. It
just makes sense. Um but I don't feel like it's permanent. So I don't I don't even though I think that the line of modular has moved I I even though they're sort of slab on grade but they're not really slab on grade they're not necessarily a permanent solution. I I don't feel like they are. I think
they're a 2530 at best problem solver. Um a pre-engineered section uh with a steel building is 100 let's say 50year building. So 50 to 100year building. It's it's a permanent solution. It's just the mechanism in
which you're doing it is a little bit different than what you would typically do. That's that's really the biggest differentiate differentiator. Can I just ask on as a follow-up to Steve and then let you go back to your questions the um the time like help us understand you
know you remove that portable or that modular from a classroom from a school and then compared to typical stick build the timing like what's actually happening those pillars come on and then within a month the rest of it's constructed within six months like what's because besides the the time
savings for just cost escalation the other thing that we're seeing at our campus is is disruption to students when half the campus is cordoned off because of construction. And so I'm just curious how that looks and what the what the time savings is
>> in the time savings. So another job I whatever another job at Tmicula that isn't posted here was a literal battle, pardon the pun, a battle between a stick frame configuration and uh a pre-engineered section. Uh the
interesting thing that was happening is the stick frame as you're watching two buildings identical. They were it was a perfect storm to watch uh the two mechanisms compete against one another. The stick frame and the uh pre-engineered started at the same time. The pre-engineered had four walls in a
roof in in a week. The stick frame had and oh and and the other interesting part there was eight people on that site. There were 22 carpenters on a wood site that played catch-up the entire time. Now, the difficulty with that is
it depends on the contractor. I I have to be honest with you. I can't just say it's a magic brush and everybody does it the same. When someone knows what they're doing, a building that building that you that that picture that I took uh last Thursday is all four walls are
up and the roof's up. Now, I say four walls, the columns. So the the columns are up, the the roof system, the epic deck is up. So it goes probably 30% faster than a conventional stick frame. The the disadvantage with stick frame today in my opinion is even a wood
building is so riddled with Simpson ties and steel and all sorts of other things that don't really bode well with wood construction that it it doesn't even end up being a wood building anymore. And so a lot of times a lot of schools that you see now are are you know 60 40 40 60%
steel anyways. So I I think you know if you're doing a whole school stick frame may have some advantages in terms of cost but certainly not in in in terms of speed. >> And so you a week to get kind of the four walls in a roof and then what about
like to completion HVAC I mean everything like turnkey basically. >> So I Okay. Okay. So, I'll use the TmAcula, the one that we did in 9 months. Now, that was an accelerated all hands- on deck. The other part that happened is because COVID happened, it was really the main focus. So, I I will
say it's uh that they typically are I would say 9 to 11 months in construction. Obviously, depends on the contractor, obviously depends on the size. That one we built. So, we built all of our own floor plans at least once on purpose. And so we had full control
of working through the bugs and trying to figure out if it's a system that's that's doable and and and can can do that. That I wish I had the time elapse and I can send you that which might be helpful. Uh and it it will show you the time elapse section of how it looks and what it looks like and how fast it goes.
It it's very very fast. And so the panel so the other thing I might add is the exterior panel is prefinished. So it's a pre it's a 3 and 1/2 inch. You can change the RV value depending upon what you're looking for, but it's a prefinished panel. It's a we use metal
span. Kingspan is is another brand that does this. So, the panel goes up shiplap like a a conventional siding would go, but it's finished. It's painted. It's waterproof. It's insulated. It's done. So, once the walls are up, it's the
building is weathertight, which is really, really nice. Uh the other thing that makes it a little bit faster is whatever components you end up changing because it's moment frame you can do whatever you want wherever you want in terms of openings. So if you wanted a giant garage door here, oh okay, let's
do that. There's other than playing with the columns, you're not violating or changing the PC in any way. That's a nonstructural moment to them. The structure, the superructure sits inside of the the steel stud wall. So it goes really really fast. >> I I think if if you're cool, I can send
you that. And I think that might be >> I would love to share that with the committee that kind of time elapse too. Mr. Non and then we'll go to Mr. >> Yeah. regarding these four districts that we just talked about is there commonality in terms of how the um pre-engineered buildings were procured.
>> Uh some of them yes to answer your question a few of them were on lease lease back. Um, we've answered RFPs to go that route. And the probably more popular is selling, as Jeff was referring to, a kit of parts, the the
four walls in the roof. Um, and that typically goes through on CMAS seems to be the popular uh cooperative. >> Thank you. >> The the biggest advantage that I saw from a district perspective is when you when the district buys it, they don't have to manage the materials. So, that's
one part. you're not getting a bunch of stuff that you have to figure out how to get it to the site. It's an on-time delivery, so you're not forced to take on this giant slew of items that come. Um, but I I I think that that's that also is is a
bigger part of how that comes together is you don't have to sit. It gets delivered as it's needed. As the framer is done and they're ready for that insulation, it comes. So, that means a lower layown area. That means less vandalism, hopefully less uh thievery and stuff
like that, but it's it's not just sitting there uh waiting for somebody to take it home type of scenario. >> In terms of your experience, uh you've been in in the um industry for some time. Uh in terms of change orders, do you see less change orders with the pre-engineered building approach rather
than um the regular stick build RFP process? >> Yes, >> I think so. Yes, >> 100%. So, I the change orders that I typically see are ads that the district wants for I didn't think of this, but can you add that? They're not change
orders that happen because the contractor didn't have that in the set of drawings or see that in the set of drawings and then fights you on whether or not the architect had it there or not. So, that that's the predictability part as as we prepare. So, this is our fourth code cycle of getting PCs. this
one right in current. And so each time we do that and in between we we fix the areas that have gaps, meaning if there's a weak spot or the drawing isn't clear or it's not viable, we fix that. So each time it it just perpetuating into a
better engineered type system that you can count on type of scenario. Um, you know, the other uh the the piece about the the seamass the the section the district if the district buys it which some
districts like it some districts don't you don't then take the burden of a markup from a vendor or a contractor which is also nice. So I if I mean terms of scalability and cost you know if you're going to have somebody else buy that and then supply that they're going to naturally mark it up because they're
touch it's just the way it kind of works and then depending upon the contractor they would mark it up whatever they sort of see fit. So the good news is as you know as you roll through this you would know what that is and then you could ask them what that price is perhaps and and if they're honest they'll tell you oh
I'm only doing 10%. But if the district navigates and buys it, they they can save all of that. >> Thank you. Great. Uh, Mr. Rodriguez. >> So, I had a question in regards to the pre-engineered. Is there a standard uh
price for for uh let's just say for a a standard size classroom, that's what you want to go with. Is there a standard price or is everything basically made to order by whichever district's ordering? >> The standard price? Yes. I would say on the four on the the the main four or
five parts. Yes, that's a given. You can get that every time. The difficulty with a per square, you know, a price per everybody has their own outfit. Everybody has their own fitment in terms of what do they want tackboard from floor to ceiling? Do they want 2 x two or 2x4? What you know, the ceiling tile
pick out all those things change. Um but the the physical four or five structures never change. Uh you could change that in terms of what you added. So if you wanted R30 on the walls, you know, you could go with a 6-inch panel and that obviously would change the price. But
yes, there is a direct price for say a thousand square, you know, a thousand square foot building. Yes, there would be a a fixed everyday price. >> So these aren't these aren't just it's not just I I need an extra classroom. You can say I need an extra building with >> Yeah. So So So the the other part that's
interesting, so I I spent a lot of time in school districts. I ended up taking out autoshops and putting in computer labs. Everybody knows about this story. Everybody had one to one and they sat there on their computer and then everybody got laptops and then everybody started putting
autoshops back in. And so what I thought was interesting is flexibility is a big big deal for school districts because it changes the n and I'm not saying that it's the latest greatest thing. It's just things change and you want to adapt and you want to offer that to your students. The nice part about a a a
building uh similar to this is it's four walls in a roof. What you do inside, you could do anything you want. You could have a two-story, you could have a mezzanine, you could have a gym, you could have an auto shop. I mean, obviously, you're going to have differences in uh you know what your the
wall between the classroom and an auto shop would be, but for the most part, you could do whatever you want inside. I got just one more question and then I'll So in regards to the pre-engineered, would you say the pre-engineered would be the better the best value for the for our dollars
instead of a modular if we wanted to have something that we want to have a life a certain amount of lifespan for on that school site. I would say if you did the life cycle costing, yes, I would say, interestingly enough, modular the modular business has literally just
creeped up to stick frame costs. >> Okay, >> no surprise. I I mean, I'm not saying they're not supposed to do that, but in theory, what what used to happen is you buy a modell and it was maybe 50 cents of the dollar of stick frame, but as soon as you alter it or change it or add
something to it, now you're deviating from the PC and now you're more along the lines of stick frame cost. So then you end up building a modular for the same price as you could have ultimately done for stick frame. >> Thank you. >> Yeah, sorry. Hi. >> Well, as a follow-up to Mr. Rodriguez,
one of the things this committee has talked about is purchasing through seamass and other um contracts. And my understanding, and maybe Mr. Freriedman or Miss Toes can correct me, is that we the district's not able to to buy pre-engineered structures through a
buying contract like Camass. the uh the district's has taken a position uh a few years ago that anything via p a piggyback could not be done onto a fixed foundation. Um we have
the ability to and have done formal solicitations for items. So uh that would technically be the route we would take, but we can always look at things. when you say the district has taken the position. Um, so it's a it's district policy
that we don't wouldn't do some sort of buying contract like CMSS to piggyback for a what did you say for a permanent structure >> a a modular structure onto a a fixed foundation um that's uh based on
precedent set with DGS uh and then also legal opinion internally in the district. >> Yeah. And is that something I know we have Mark Miller here. I don't know Mark is there something you can share with the committee on that analysis or maybe at a follow-up around the why we couldn't purchase because we've also
discussed from the procurement side how to reduce the costs for everything from shade structures to now buildings and I'm just curious where or if at some point we can have an updated analysis on that. >> Yeah, I'll have to look into that. Um, I know with piggybacking the state
attorney general weighed in on that when you have construction involved with that that the um public contract code section would not be um applicable or we wouldn't be able to use that. And so I'm I'm guessing that
with CMASS and it's under the state if the schedule uh also requires like let's say installation. No, there's so it good segue. Uh part of the issue with that
section is uh everybody frowned upon piggybacking because the modular uh companies were now installing under a piggyback and you're not supposed to have labor on a piggyback. So the idea was okay, no more piggyback because you're hiding labor and you're doing all
these other things. The system in which we're talking about is is parts components of a building. It'd be no different than if you pre-ordered air conditioning units or roofing in advance of a project. And so because there's no labor, uh districts all I mean I'm not
saying I'm just saying that a lot of districts are utilizing seamass because there's no labor. They're not even using it as a piggyback. >> Do you know are there other districts in California that are using CAMS for pre-engineered structures? Downey, uh,
LA County right there, they they they just bought 34 buildings on a seamass. Um, LA County wise, uh, Orange County is tighter and so Fullerton bought their buildings on a seamass. >> Yes. >> Uh, they bought the components of, let
me, let me rephrase that. They bought the components of the building. They're not buying on a contract labor associated with the parts. >> Correct. >> That's the click. And I I think then that's the question internally as a district to do that cost analysis to say right cass or do we go to market and and have this available.
>> Yeah. Great. Well, appreciate both Mark and and Matt and um would love some sort of followup that we can discuss at the committee about that. Uh given that these are other districts in the state under the same state legal framework to figure out but but to Matt I think what Mr. Freeman was getting at is maybe even
even if we could it might not be the most cost-effective thing for us. So would love a followup on that analysis. Um, Becky questions. >> So, I understand the Sears Robuck aspect of this, like I can visualize, you know, the old turn of the century magazine
coming in and you're getting all the parts, right? And it it's like, so I can see that. So, it doesn't include the labor, but then when you go around middle America, you can drive through and you can see and you're like, "Oh, that's a Sears Robuck house. That's a Sears rub house." Now, impressive.
They've lasted a hundred years later and many of them are still standing. But are we going to get LA is such a diverse ecosystem? We're diverse cultures. We're diverse neighborhoods. Are we going to drive around and it's just going to look like that's another elementary school
and they all look the same? >> The stack stone that they did. >> Yeah. So I and I think the answer from what you've said before was no, you can put whatever you want inside. This is just the the four walls. I just want clarity to make sure that, you know, if we're building something by the water on
the west side, we're addressing the climate that's over by the water on the west side that is completely different than what's happening in a very kind of um almost decorative way. >> Intentional, right? So, intentionally you can change the exterior to match, right, >> the existing campus, whether it's a
facade, a brick or stone or whatever you want it to do. >> So, we're not as locked in as you might be with >> the finishes can be. So, so part of that section goes back to whoever the desire the architect of record is and however they choose to outfit the inside or outside to better match the particular
on purpose. Uh we don't have a a modular portable looking building. So I always laugh when I sit in a room with people that sorry uh provide unintelligs. They're literally a portable that just maybe they add a bunch of stuff on the outside. It's literally the bones are
the same. It's a moment frame four four corner moment frame. It's the same. Our ours like so if you look is a mono pitch on most of the buildings. The gym is uh has a ridge but pretty much everything else is a monos slope on purpose to to not look like you're just putting taking
out a portable and then putting in a better portable type of scenario if that makes sense. >> Miss Heno. >> Yes. Um, I I just had a few questions of amenities kind of like what you put into them kind of like electrical panels. How
does that how does that work? How does like you said HVAC? Do you kind of catalog style like Okay, we're going to add that, you're going to add that. Can't add that or you can't add that. How does amenities work for a building?
it would typically go through. So, so the arrangement goes so say you decided you wanted this square classroom. The architect of record would then outfit the either the interior or the design of the exterior. Not necessarily changing the finishes, but changing the colors,
changing the, you know, whether you want a flag configuration on the window door configuration, those types of things are subject to whatever the site architect wants. So, as long as it's not structurally, like if you're putting a I don't know, like a lift that requires
uh some weight that's shared by the building as opposed to it's on its own four legs, you would have to go back and add that into the PC. Not a big deal. Uh they wouldn't see that as a problem. But whatever you do to the inside or outside does not impact the PC. The the other
thing and to talk I kind of escaped this while we were talking about a box is on purpose it's it's meant to be configurable. So it's you know if you're stuck in a a configuration where it's this size you can just keep adding. You can make it an L a Z or or whatever. I
mean they only have to be 8 in apart but but that's it. And you can't really tell it's a a seismic joint that happens in there but if you didn't know you wouldn't know. Um, but that it's con built on purpose to be configurable. So if you could have a gym that's say a 100
and then have a 36 by 36 classroom right literally eight inches apart but right up against it. And so however you outfit it inside or outside wood floor, rubber floor, whatever it's that would be up to whatever you want to do. That's why I get really concerned when people say
what's your square foot number because the changes you know of the building are literally sight to sight, district to district. how how the fitment is >> got it >> is like a Lego set. So you can do it now or you can wait until later and say a
building needs to grow to accommodate more classrooms, you can literally punch open one of the walls and add right onto it. >> So you can add to existing spaces uh you know growth of campuses. I don't know where that's happening but um you know
campuses have grown they need more you know square footage you can add on to it. >> Yeah. Yes. As a >> matter of fact to further to this, um it's not just classrooms. We're talking about gymnasiums. We're talking about
>> lots of different types of things. Can you kind of >> add add that to your discussion? >> Sure. I I mean, okay. So I I was in a school district and and the the sort of the the purpose of this the design of
this building was meant to solve the problems I was facing. And the problem remotely was the modular business is a little bit of a pirate business because the pricing changes until it happens. And so you're locked in on a set price. You go to DSA, you get
another price. Then you say, "Oh, I should have went stick frame." But by the time you're already the drawings are done, you really don't want to. That would cost too much to go backwards. So you move forward and then you end up with a building that at ribbon cutting, you're kind of like hiding in the corner because it's like just another one of
those buildings, right? And so the design of this was intended to fit I most things that happen in a school or could happen in a school from a flexibility standpoint. So the classroom sets whether you divide them into 1350
modules or 960 where you put the doors however you do that can be an arrangement that you do on any of the buildings whether like kind of was like alluding to earlier you could just keep going and just keep going. Um, and so that section is designed on purpose to
meet what I consider to be more flexible for school districts, not locked into it's 24x40 and if you want to do something, you can cut in an 8ft opening and you could just pass through and pretend like it's one giant room. I I I didn't quite like that. I I didn't like that experience. I I wanted something
that I could pick from that would be quickly uh you know designed because I can take a a box and and design what it's going to have because I already know the the the confines of it. When I started with a an architect typically like I and I'm not even kidding. I'd
come back and there'd be these octagon classrooms. I'm like no teacher wants an octagon. I'm sorry. I'm not even taking that to them. And you just wasted, you know, two more weeks on this and I I don't need that. Here's what I need. I need a square or a rectangle, whatever. and this is the square footage I want
one door so 960 go and it just goes faster and people can accommodate that what they believe is going to be theirs as opposed to what they believe they could have and so that that's part of the premise of the outfitting this particular building
>> and I know you mentioned nine months and I know it was uh COVID in a regular world how long would it take >> 10 >> okay >> yeah it's not that but but here's what I will say, so it's 10 for construction. That one was crazy. So I talked to Ron
Lant, gave him the I, you know, here's what the situation is. They have a condemned building. We need to go through as quickly as we can. He Ron Llant, who is the regional manager of San Diego DSA, no problem. Let's slide it through. It's a PC. Oh, by just so happens we did those PCs. No problem. So
the the the start from finish was literally 9 months. Typically what I tell people is the construction is 9 to 10 months construction not hey we're sitting here today and then in nine months you're going to have a building. I'm not saying it can't be done but there are efforts that need to be done
in in order to do that. For Downey for example as they're moving forward and they standardized their TK sets to be cube. So moving forward every building will be a cube that they do moving forward. So now what we're doing is we're arranging their PC to be that
three basically that three building configuration and it will literally just be boilerplate boiler plate boiler plate. The orientation will change sight to sight but the three rooms will stay or the three buildings will stay the same and that speeds things up dramatically. So I could honestly say
moving forward once that PC is done and we have their Downey PC it would literally be we're talking today at in nine months they could have it. >> Yeah. In addition to the time lapse, Downey is under construction now and we're watching the first two sites of four going up. Um the construction and
getting the structural framing up has been about 5 days for each of the buildings. So you could see it in real time if you wanted to visit a site. >> Got it. And then are there other entities I know we're talking schools but wrecks and parks are they utilizing
you mentioned a gym. Are they able to do the same or have you done that with >> We are currently talking with several municipalities about those fire stations. Um we've got a couple of those in the works now. Um we do look at a lot of community centers. Uh our product
does have a moment frame and it is considered a safe place of refuge. So for communities and schools um you know it's a structurally sound building that you has the integrity to go in after a an earthquake basically. So um that's
very attractive to municipalities and so more and more of our cities are looking at those for their community buildings. >> Thank you. >> I know Miss Ortiz Franklin who's online has a question. There she is. So I'll turn it to her and then see if anyone else online wants to chime in.
>> Thanks. Super quick. Um, this definitely sparked my attention as we had a workshop a couple of months ago about the lift slab buildings, many of which were in my district. And so, um, just thinking about, you know, where we might use this going forward. I'd be curious, um, not for today, but maybe Christina
and team can help us think through like schools are getting excited about those renovations, like at what point do we bring the community into conversations about this potential um, if they're on that list of the lift slab renovations? So, I don't know if you have a comment
on that. If not, totally fine to just like think about it. We can chew on it, come back to it. Um, I'm looking at Christina. Uh, what I was referring to at the my opening comment is the uh seismic work is regarding our lips labs. So, um, a
prioritization plan that we showed the board in November, we have identified a number of campuses where we anticipate that we're going to be removing those structures and replacing them. And so, I know um, in the meeting you had with Alex, and we can talk more about it at a
later date, there's some specific next steps that we need to take in order to explore the viability of the system for those campuses. We think that it would lend itself to be appropriate for this. You know, we need to find three viable
kind uh modular models or that work for the district. Um we have to make sure that you know DSA is on board. Um we have to go out to the factories and see how they're done, make sure that their inspections work with kind of what our
criteria is. And then our big lesson learned the last time we did this is um finding a very kind of fair balance between our district specifications and what the specifications are in your pre-approved PCs. And we build for you
know a um resource kind of deprived maintenance and operations um environment. So, we need things that will last um long and kind of endure all the use that you're I'm sure you know you come from a school district, you
understand. But we can't have them be so specialized that they have to be only customuilt. So, you know, when we did this earlier on, we had ceilings that were 8 feet. If at a high school, kids were throwing stuff up onto the ceiling that would embed itself in the, you
know, ceiling substructure. and we didn't have people who would climb ladders and take that stuff out of the ceilings, right? So, all these kinds of kind of nuances when you get into the details, but we have done it before. We think that on these types of sites, there will be applications. And then
Tanya, to your question of when do we bring in the community? Um, we bring in the community at kind of the planning and the design stages. We'd be walking them through um kind of the considerations of where we make these decisions. We also have to line that up
with kind of how does that work on the procurement side and what is the vehicle that we're using to buy these. So, a lot of stitching to happen and obviously we would keep our board up to date with that. I appreciate that. Um and you know also
thinking about something uh Mr. Meloyne said related to our you know long-term realignment potentially of um campuses and facilities. So, I know we're going through this, you know, landscape analysis and in our fiscal stabilization, we have some
conversations about school consolidations at some point. And so, um, I know it's a lot of moving pieces to line up, but I would just, you know, encourage the team as we are continuing to make renovations where necessary, particularly in the seismic concerns.
Um, that we are also thinking about the the realignment or the right sizing. um because I think several board members are in the space where you know we're a little bit nervous about approving too many facilities projects um for campuses that might you know serve a slightly
different purpose. Uh I'm really interested in you know span schools and um a little bit of what we've seen about the middle school decline um and just like where some of those policy decisions might then impact our facility um decisions as well. So, I know the
team is already thinking about this, but you know, when you said that, Nick, it just reminded me of like how timely this really is. Um, so appreciate the the creative thinking um and look forward to lining up all these conversations. >> Thank you, Miss Ortiz Franklin. Is there
anyone else online who who has questions, comments? Otherwise, we'll thank our presenters. Um, thank you to Michelle and Jeff. Really appreciate it. I know there'll be some followup that the committee and the board does. So, very helpful. Thank you. >> Thank you for your time. >> Um, we're going to transition to our
shade structure follow-up. So, at our last committee meeting, we talked a bit about shade structures. We had many questions that folks on the committee wanted to discuss further. So, I've asked the team to share some additional information with a couple sample projects. Hi. Um, also included in the
materials for today, um, uh, presentation from this morning that I alluded to earlier from the district's the board committee of the whole about the district's bond priority programs and where shade um, the shade structure program shade structure over play structures uh, where that is embedded.
Um, and then also an estimate um, that we received a few years ago from a shade structure at one of my elementary schools, Lai Road. um just to give you more of a sense at a deeper level of the co the categories of costs involved with these projects. So that that's the
supplemental materials related to item two. And with that, I'll turn it over to I guess Alex and the team. Hello. Thank you for having me back again. So last time we s Oh, wait. What's that last time too? So last time we
spoke in December, I talked to you about projects that we were bringing to the board. They were just had been brought to the board and they were shade shelters in a playyard. today to frame
the coming measure US projects which are shade over shelter whole program for these we're focusing on this I think um as I go through these slides think about the fact that this is what
we've been researching looking at trying to understand explain some things to you but really what we're doing is we're queuing up to do things differently and better as we move into
this program. So when you see things that um you think we should change, that's what we're considering. So um we're adding green and we're adding
trees and we're adding shade across our projects. We all know that this is a $40 million uh measure US shade overplay program. We're going to go through design and cost considerations, some of which we've talked about in the past. I have two
projects that are already built that we studied and studied and studied. Um Melvin and Silvin Park. And then we're going to talk about when you um Silvin Silvin Park is in a
liquefaction zone. So what how were those impacts and how did they translate to differences in construction and cost? And then we'll look at um planning and procurement strategies for the future.
So, we've talked about this before. Um, when but for these specific projects, usually the height is different. So, you're usually starting around 12 ft when you cross under that first beam to
be under the shade. So, they're a little taller than you see if you're not trying to clear the play equipment. Um, typically we cover the whole yard. Uh, I shouldn't use the word yard. We cover
the whole play area. That's usually defined by the playmatting. So, when you look at the photos, you'll see a little difference. I'll point it out. Um, the challenge with these projects are you're trying to clear play batting.
You're trying to clear underground utilities. you have to clear the height of the equipment. Um, when we look at trying to do this better, we're looking at trying to find a size or two that'll
work on all of play equipment. We need to study that. Um, and then we'll talk about liquefaction, fire life safety, and what happens when we run into that. So, we've talked about this before.
Department of the State Architect DSA basically sets all the rules for us to follow. Not all of them but most of them that challenge our cost and building and approach. So they are DSA regulated.
We have structural and access and safety particularly fire life safety. When I was here last time in December, there was a project I described where we had to upgrade fire alarms, and that does happen. Um, I was just looking at a
project today that we just bid, and turns out the fire access for the fire truck isn't compliant with today's standards. And so that shade shelter project has to com
now take on the cost of making a wider firet truck access. So th these things happen on older schools. um structural design is seismic and wind load and seismic
translates to our sight specific soils and of course we've talked about this in the past the ADA um SB515 limits our investment in ADA accessibility for a shade shelter to 20%
or less and we're falling into that um percentage we've been analyzing making sure we're right there. Um so that has been beneficial to us. So let's talk about this project. So the two projects I'm
going to show you, we started looking at these in 2022 and we completed them in January 2025. They were both rebid. We'll come back to that. Okay. So, this is a 30x40 shade
structure. You can see the columns clear the play matting. You can see all the columns, there's four here, are protected. So, children if they run into them are hitting a soft surface.
And that's very typical. That's what we do at all of them, all the sites. So, it has the higher clearance, 12 ft. and it had 20% or less in ADA. Actual project costs construction all
costs in $318,000. That's the big question. Why does it cost that much? Here's a bit of a breakdown. So the f the first at the top of this you see a categorization of
preonstruction, construction, management and other costs. And then on the right we total everything up. I'd like you to note under other costs, project contingency, change order contingency, that's two
different things, and escalation. So when we put the original estimated budget together, this was the breakdown. And if you look at other costs, you'll see that $40,000 over there. That
assumes you're going to need that money. You don't know everything about the site. You're going to have unforeseen conditions. You're going to have change orders and you'll have escalation. So that's a pot of money that's set aside
that you know you're going to absorb and you'll look down at actual cost and you see it it goes to NA because it's been rolled into the construction. When you look at the actual costs
that's why that's 44% drives up to 68%. But look at the costs. 88,000 was what we assumed the structure and installation of the shade shelter was
going to be. But when when it came down to it all in it was $183 well $184,000. So that means that we had to do other work on the site. We had to and we also
absorbed the project contingency, the change orders and the escalation. So, what was the cost of the shade shelter itself? Well, when we first started looking at the shade shelter cost, and
costs go up all the time in every category. Nothing goes down. Um, we were looking at $76,000. When we bid the project, the actual was a 90,000 shade shelter.
And we're seeing that today. I when I was looking at this data, I was looking at 117,000 that today is 177,000. So costs for the shade shelters are going up just like all our other costs.
I don't have a breakdown or understanding of what what's contributing to that other than there's a pattern there. Let's look at Old Melvin I mean Silven Park. So Silven Park, two
things. One is it's a 30x60 structure. Same height starts at 12 feet to 12 feet above your head when you enter. Uh this has six columns. So that's going to cost us more money. And this is in a
liquefaction zone. So look at that cost. $491,000. So here's something when I examine this, how could we do better? So you can see under the construction, we thought, oh, it's going to be
$88,000. it. We did not take into account the liquefaction. We just used a standard, hey, this is what it that what these things cost us and we just fill out a form.
But as we move into the future, when I get to the last slide, we need to correct that approach. Okay? So, that's why you have sticker shock when you get to actual that, oh, we had to we had to liquefaction. We had to redesign it. And
I'll talk about that too. So what happens when you have liquefaction? Why do we have liquefaction? Well, we have plenty of sites with liquefaction. What happens is on the first bullet is
over time when you build the foundation and it's really not the s the frame of the shade shelter that's so heavy. But it all in all what can happen is the foundations and the colum columns can settle differently acing.
Uh tilting or rotation of columns over time with differential settlement would be a result. But that would also happen in an earthquake if you hadn't properly designed the col the foundations. Um what else happens? You can have wind
that can create uplift. So believe it or not, we don't just design for liquefaction. We do have zones. We have schools that have high wind zones where we have to design to the wind zone. Um,
so you don't want these structures with wind or an earthquake having uplift pulling up your foundation or pulling your anchor bolts out. Your anchor bolts are attaching the steel above ground
structure to the columns. And of course, you want to avoid damaged underground facilities uh which could be torn out. And typically, by the way, the the um the electrical systems, they're
not really electrical systems. We have PA systems and fire alarm systems that of course are out on the yard to protect students who are underneath the shade shelter and may need to be communicated
with in an emergency. Sorry, I went the wrong way. So here to help you visualize what are these foundations like. So if you look on the right hand side you see finish grade that's where your ground
plane is. So above that ground plane is the structural columns the structural steel frame and the fabric and what's underground is the foundation. So for a typical
column foundation, you see you go about 8'6 deep. That that foundation is 2 feet in diameter filled with reinforcing steel. At Silven Park, because of the specific
liquefaction zone, you have to go down to 14 ft. That's a lot more concrete. That's digging a hole deeper. That's more concrete. And that's more steel framing in that column.
It's not cheap. So, let's talk about as we're stepping back and looking toward the future, some of the things we're talking about doing. So one is as as we're moving into this
program because at the cow this morning our prioritization for these projects is set. We are have the list. Everybody will go out to each site. They will find out now if they have liquefaction. They
will get specific geo testing for exactly where we're putting this shade shelter. And then we can properly budget for that before we go to the board. We will also do other due diligence
now before we go to the board. So that your initial budget should be a better budget than what we were doing in the past which was kind of a template approach. Second bullet, same thing. When I looked
at everything we had been doing, I said,"Well, we're going to fix fix these budget templates and improve them so you're really capturing better design and soft costs upfront." Again, a better expectation
that everyone sees the number early and doesn't see twice the number when we come back to bid when we bid it. Um, we have been looking at job order contracting in formal bids and as I said on Melvin we
actually bid it three times. We are typically bidding multiple times trying to see like what are the factors why don't we why why are these numbers so high so when you see those numbers that I showed you those
numbers are after we multiple take multiple bids to try to find out can we get a better price um not I'm not taking a position on job order contracting or formal bid because we need to study if there's a better way
if And I don't think there's a better way. Sometimes one one is better than the other because the price comes in like we like it. It's not that the work is um in and of itself is different. Uh we're looking at additional
procurement approaches. So since we have this body of work we know we're going to do these are not oneoffs. So we're going to look at bundling, we're going to look at design build, we're going to look at building uh efficiency into our approach. So that would start with can
we use 30 by 60 or 30 by 40 on what percentage of these projects and so that we are consistent and we're not customizing every single site. Um
I think design build might be a very good way to go. If we bundle these and we have a certain amount um we should be able to be more efficient. Uh consider the number of I already mentioned that and then outreach to
contractors. So what I noticed on the two most recent bids was we did have nine biders or eight eight biders and our our bid came very very close to our estimate. So the more biders you have
the better the competition and that's just a starting point. So we've had a series of meetings of what what have we learned? What can we do better? We've got a series of meetings scheduled next week. These
meetings are with both procurement and with our project execution side of the house. So, we will be putting a model together for the first group of projects. And we hope that they come in uh reasonably priced.
They're not going to get down to 200,000 because we know the in the actual columns, shade shelter, and the foundations are just under 200,000. >> Alex is referencing a comment I made in
the board meeting earlier when I was saying that I think that we've had now months of >> of justifications of why these things cost so much. And I think I know I am at a point where um we can't justify it to parents and to the school. And so whether that's at the state or federal
level, we have to like if it's $200,000 for columns, then like let's get metal poles or let's attach a tarp to the existing structures and figure out what codes need to change to do that. It's just um it's not uh yeah, I mean it's
just laughable. But um with that, I will um pause and ask my questions after. Thank you for this. Um questions, comments, rebuttals from the committee. Uh yeah, Steve. >> Um regarding the um Lai Elementary
School. >> Um >> yeah. >> Is that is that still a correct um uh purchase price? >> This this I I picked this up out here, so I haven't studied this. >> Um >> this is a completed project. This is a
completed project and I think this is a budget worksheet that was probably >> it was an estimate. I don't know. We should get as follow up the actual >> so it hasn't been installed yet or >> Oh no it's complete. This is an old form. >> Okay. >> Steve to this we have asked for a greater level. This this was more
specific from the team than last month. We've been trying to get more spec specifics. This was something my office had. It's one of my schools as the estimate. This is complete. I was at the ribbon cutting. It took 5 years to get done. Um but then uh so I don't know and it would be actually how can we get the
completed doc like this but the completed version >> well first of all um we don't usually publish our prices because then people know exactly what our prices are but yeah um >> we don't publish our
>> yeah then that makes too expensive um >> um so by the way this is obsolete and so when I was talking about reviewing um evalu valuate budget templates. That's what I'm talking about. Re-evaluating how we budget these and is this what we
should be doing and what's the long history of the last 10 projects, right? >> And how can we improve this? >> Yeah. >> So, this is very formulaic. >> Yeah. >> As opposed to taking bullet number one, walking out there, doing your due diligence, and doing your geotech report
in advance, you can make a much better estimate. >> I get you. Yeah. And the reason I asked that is because I just looked at the um specifications and so forth and I had a quotation done based on seamass and it was $50,000 less than this with the same
products. Of course there may have been differences in terms of the foundation as you say and of course you know that's that's huge. you don't know what you're going to run into. >> But um as old as this is, you know, still in terms of the prices, you know,
the prices haven't escalated like >> Yeah, I don't I don't know when this was put together. >> Okay. Just needed to know. Thank you. >> But that is a question. Um well, and I know it's addressed here about considering the limited number of shade shelter configurations and we
talked Mr. Freeman last time about kind of off-the-shelf purchasing because I do think I mean in this estimate the plans for the shade structure which look exactly like all these other shade structures are $44,000 and I think that schools I I think should not have the discretion
necessarily to design. I mean these should be off the off the shelf. And so I'm curious when it comes to where we are in potentially purchasing and saying, you know, for the because one of the things in that's in the supplemental materials from the board meeting this morning is we're going to do 49, you
know, seven in each board district um shade structures overplay structures. And so if we said we're going to buy one and we're going to buy 49 of these and put them and if if the top seven schools that I choose and that doesn't work because we can only use five of my seven and we have to go to the next two, fine.
But I'm I'm curious. I mean that that's somewhat of an oversimplification, but why not just buy or put out a bid for 49 of the same shade structure, C mass or otherwise, and see how like is that the going to be the plan or or tell me why not? >> The ones that minus the ones that are in
a liquefaction or a high one zone, those have to be re-engineered specifically. And it's not just the foundation, it's the whole frame. So once we have the 49, subtract the ones that are in a liquefaction zone or in high wind and
maybe have 30. Maybe have 30 >> or or choose a different 49. And then I also am so I guess let me ask the first question or like choose we get to 49. I mean I there are what percentage of our schools I mean I know it's relatively high but are in a liqufaction zone.
>> Oh I have no idea. I mean >> most are the west side >> and the west valley too but you know I still like you can definitely start with 49 schools that are not liquefaction or in lique the liquefaction zone so that I also don't know why we can't stipulate
that as part of this first 49 like no liquefaction zone but I guess to the question of just why can't we just purchase one 49 of the same >> I hope we could pick have probably two models that work >> two let's do two I I cannot believe that
you're going to do 49 and you're going to have one size. >> Why not? >> Because you're dealing with existing conditions just like me and Silven Park >> one's 356. >> Yeah, but Matt, can you talk to me about >> But we can study that.
>> Well, I'm asking I know but this we're trying to move quickly. So I'm trying I just would like to know why like those look I mean one six column one four column but you could I mean >> I think in general if if you can standardize the models right >> you get the purchasing power and it's
probably no different than our previous guests talking about >> pre-engineered I'm not arguing definitely I'm proposing that we that's what we need to do >> yeah so that's what we'll do we will >> and just to clarify that's the conversation that we're having together
so that's kind of a collaborative effort to make sure that we're all on the same page as far as where we're going to market with. >> The other thing that would be helpful, you know what, I'll pause and go to my colleagues and then come back on the questions. Um, Miss Heny Nub, >> so I just want a clarification as you said liquefaction as we're looking at these two projects here. What is the
cost to test for liquefaction? >> Uh, it was $22,000. >> So would it have because I mean the difference in cost of the two projects wasn't $22,000. Oh, no. The difference is not about the testing. It's about the
foundations and the specifics about the steel framing, welding conditions. The connections are different for for the Silven Park. It has to withstand more forces. >> And so that's not a standard. That is
above standard. >> Above stand, right? So, you know how we used the term pre-certified PC earlier? >> Yes. >> So, off the shelf, it's a PC. It's got certain size, strength, connections are
already designed. Got it. >> The bolts to the foundation are designed and it's an 8 foot6 foundation. If you have liquefaction, the manufacturer of that shade shelter has to
update his design for the steel frame and for the foundations >> and that >> specific to the project >> and that and that cost because obviously we're trying to find a way to get the
Costco version of this where it's safe but yet not have to pay a hundred grand more for the project. That's not a that's not possible. Is that >> if you're in a liquefaction zone, you're going to have to pay more for the sha
same shade shelter that you want to have over it. I mean, they appear to be the same, but one costs a lot more because of the specific engineering. >> But I guess certain two two follow-ups to Miss Anya. One is have we thought about doing a bulk liquefaction testing
and trying to reduce that $22,000 per site cost like as part of the shade prioritization. >> It's it's specific to the exact site. >> So we couldn't say to some soil expert >> we could take the worst condition across all of the 49 sites and design
everything to that. But that may not be the best thing. But you're saying that sorry the 22,000 is to test to see if they're in a liquefaction zone or to figure out >> no the specific conditions of that specific site. So liquefaction varies
across the site. So how much jello you have under the ground plane is can be different. >> But I was can you still procure like a consultant at a lower cost to do a >> a mass number? would look into it, but
they have to go to the exact sites and do the exact testing and >> right, but if we say that we're going to be paying somebody to do 49 sites instead of >> look into that if there's an efficiency. >> And then the other thing is for those liquard
that's pretty close to both the chain link fence and the building. Um, and this is maybe a question for Miss Alvarez. When it comes to our state advocacy, instead of paying $500,000 to put in six posts 14 ft in the ground, why not just
uh have a shade sale that we see at most other institutions like not um LA Unified necessarily, but a lot of independent schools, others, and like that is the solution for that school. >> Uh I'm sorry, what's your question? My question is if in that case rather than
spending $500,000 we would say oh in this instance we're actually going to put a shade s we're going to put a tarp that's like connected to the building on one side and the fence and the tree on the other and that's how we're going to get shade over the structure. >> Why? >> I'm sure there are some sites you might be able to do that but not within
current DSA. So we'd have to look at what what is what regulation and codes have to change to do that. >> Okay. So one of the things >> which is what you're asking us to do. >> Yeah. And so that would be helpful. I'll have my team follow up too because Senator Stern has brought again a new shade bill in the last week and I would
like to look at not just reducing the DSA costs because even on like even at 20% that's still prohibitively expensive but also what alternatives to concrete >> pillars and a tent uh and a and a canvas
there are um that could reduce our costs. Sorry, but >> that's fine. No, that that's helpful. And I guess, you know, as we look at the cost, and I guess we're often trying to compare being one of the largest districts, where is the cost savings? Do
we get that cost savings being the largest district or you're charged more because you are the largest district? and being able to compare to other municipalities that are building play structures across the district. Do we have those analysis to say
>> so this is this is an ongoing uh research project. So, I just did my own uh chat GPT Google and uh found that San Diego, maybe I shouldn't say which
school districts, last July bid three school shade shelter projects for $960ome,000 construction only. Now, I didn't go into the exact I didn't go into the plan room
and drill down in what exactly did they build, but if you think about it, take 960 divided by three, that's 330,000 without soft cost, without an architect. So, we could we will do more re research on that. Um, I also talked to another
local school district. I sent them an email and I said, "Hey, you know, what's your experience with what's going on with shade shelters?" And I wrote this at like 7:00 at night, 8:00 in the morning. He writes to me and he says, "I
don't know what's with your timing, but I've got three projects for shade shelters in front of me at $800 a square foot. I don't know what's going on, but I'm gonna see him uh later this week and I'll get more information.
>> Sounds like the greatest hustle. That's what it sounds like. That's what it sounds like. >> It sounds like we got co-sponsors for our new legislation, San Diego and Santa Monica. Santa Monica. >> Yes, that's what it sounds like. >> Did I tell you Santa Monica? But I think too I mean I do appreciate the team following up because I think
we've been trying to as this committee the shade structures I think is an important microcosm because one with the climate emergency it's affecting everyone's district but two it's like the great it's a great um it's illustrative of these things we're talking about what is the district's own
regulations that's leading to cost taxation what is the state what is federal and so I appreciate you looking into it and this is not to throw shade pun intended on LA Unified this is to figure out like if we're saying that this is is crazy. That's half a million dollars to put shade over a play structure. Um then let's figure out how
to to to where which levers we can pull. Um including DSA and in Sacramento. Um >> David, I think you I was just real quickly I was going to comment too that I'm looking at this picture of the stage structure at Sven
Park. I see six six columns as you call them, Alex. >> Yes. and I see two tarps and I'm looking and I that I'm a working class guy. Okay, that doesn't add up to almost a half a million dollars there. Not not from what I'm seeing. It just it doesn't
make sense to me. >> I know you gave the breakdown, but >> above ground. I I >> just >> it's all underground and it's probably all in >> and >> some other factor. I believe if we told the parents of that school what that
costed, I believe there would be a slight uproar. That's just what I'm thinking. I'm no longer a parent of of uh children who are in school. So, I'm I'm just there has to be a better way, I think. Thank you. >> Yeah. I mean, I think when you look at
the picture, too, because we're try we're trying to get I mean, I think Silvin's a good example because we've got this is why we've prioritized as a board and district shade and greening because look at that campus. There's no green except for a few trees which are also great shade structures. So, we
should be encouraging more more planting of trees and that tiny tiny tiny little shade structure. Um, and so for what you could cover the whole school, the black top with, you could, you know, build tons of pre-engineered structures. Um,
so I I don't disagree. I'd also be curious as kind of digging deeper, again, pun intended, but on the liquefaction cost, like to go from 6 feet under to 14 feet, what's that additional cost in materials and labor? Um, >> because that also I mean, again, I'm I'm
not an expert, but it's like you're already six feet down. and you go 8 ft more and you need >> this much more of a thing. Why is that costing another $100,000? Like, and again, I'm not being facicious. I'm trying to understand like how I get, okay, great. We're there. We have to go deeper. Is it for every foot we're now
adding another 25K to the project and and why? I just would like to understand that. >> Okay. >> Um Yeah. Um >> and by the way, it's not only in the foundation. there are improvements within the structural frame above your
head. >> I I'd also be, you know, I'm I'm reticent to say this in public, but I think one of the things we're trying to do with the DSA, no, because that's is like when is the last time a in California a shade structure collapsed or fell? Because my, you know, bad and
tragic facts make bad policy. And so my hunch is that in the 70s or something, a shade structure was shily built and fell and injured or worse killed a kid. and it's horrible. And now this apparatus um has been created and you have millions of kids who are now subject to the
climate emergency um heat stroke and can't go outside and many because of this and it's it's worth asking like at what cost? And so I I I would be curious like when the last time a shade structure and I because I think too at least when I looked at this last time um
the the reason you couldn't attach like just a tarp to a building is because then it triggers fire safety regulations. And again, probably well intended, but like when's the last time a shade sale caught on fire and brought down a building? And like is it worth having these I mean these are tough
conversations to have, but there is a cost on the other side and it's the cost of kids at Silven Park who many days now like who wants to go out and play on that guard? Um and so uh Mr. Ortiz Franklin anything I know Dana Miss
Greenspan's online too. The only thing my schools ever want to know is when is it their turn? I have several who have been asking. So if there's any extra special advice we should give them when we get this question, would love to pass it along.
So I'll respond. Tanya, the good news is with the presentation that we get on the cow, we now have buyin of the 49 sites that we're going to um start with. So, we'll be able to or you can notify your schools that they're on the list and then we're going to be bringing the
first round of projects. Um, I think we're planning to bring all of them with a idea of how quickly we'll be able to pulse them out by the a uh this summer hopefully before the board goes on recess.
>> Great. That's good news. Thank you. >> Sure. >> Great. Miss Greenspan. Um, I guess I was just wondering a couple more things about liquefaction, which in all my years of construction I'm not that familiar with. So, it just it seems like if the entire west side is
dealing with liquefaction, I don't know. I just um So, but I guess my question is is like if you find some liquefaction, are there tiers of it? Is there like a little bit of treatment versus like it's all or nothing? Um, are those de is that state architect regulations? It does
differentiate. It's not all the same. >> Say it again. >> It there each site is there's a difference. In other words, liquefaction is not equal from one piece of property to another. Some
have, if you think about it as jello, some have a deeper bowl of jell-o. You know, I'm saying is that the the the requirements to build are they all like once you say it's liquefaction, then are all the requirements the same or are
there different requirements for each condition? >> Different requirements for each condition? >> Okay. And the and the state architect makes the rules for liquefaction. Um >> like who it's a structural issue. So
yes, it's under the the collection of the data is by geotech engineers who provide their specific report for the specific site and that goes into the materials that are given to DSA to
evaluate uh the revised design for the specific >> I just know structural engineers they like struct they build it thing. Um I just wondered is there have there been any improvements in design of um you know uh in liquefaction
design in recent years? I mean we we've improved different aspects of construction and design. You know we just heard a um a presentation from not modular but I forgot what they're called. Um, you know, it seems like could there be any improvements or new
types of design for this condition? Seems like we keep building the same type of building with these conditions when you know lighter materials or I don't know are there have have we seen any in recent years? >> I'll look into them. >> Great question.
>> Can I can I I I realize that we might be getting into like a technical arena. Um, so it might be just helpful to back up and and describe what liquefaction is in other soils. So whenever you're designing a building, um, a shade
shelter, anything that has a weight and is going to move, um, you have to analyze the structure that you're putting it on. Um, and so we know in the LA area, we have different types of soils types. Liquefaction is a type
where you have a sandy soil and it could depend if you're kind of a geology wonk where there's kind of an aluvial flow of sand. Um, it performs very different in a seismic event. So, it performs like
jell-o. It will start to move and settle very quickly. Unlike areas that have um bedrock in it, we also have areas that have a high like clay content. And so we have to do a soils uh geotechnical study
no matter what we're building or where we're building um to understand how the soil is going to inform the structure. And it could not even be a structure. If we're building a field, we have to understand how quickly is the water
going to percolate down so that we can design the drainage. If there's liquefaction, it's more sandy, it'll drain faster. If there's mud or clay, it's not going to drain. It's going to sit there and pull, and we're going to need to maintain that water. So, soils,
uh, you know, geotechnical is done on all of our projects. Um on these we know because we're not draining water. We're putting in um essentially columns. We just have to figure out how far those columns go. As Alex pointed out, if you
are in heavy liquefaction, you could go down to 16 ft. If you have no liquefaction, you can just be at eight. And so you're right. You know, you can look at this and be like, well, it looks the same everywhere, but you have no idea. Is that, you know, column length
twice as high as I am or, you know, only eight feet. Hope that helped. >> Yes, Steve. Thank you, Christina. >> Yes, Alex. Um, I understand you haven't really looked at this document, but >> No, but I'm familiar with the form in general. I was very familiar. pretty
much looking at the thing here that says that um there was an upgrade of 20% which is about 30 to $35,000 to ADA upgrade that and so I'm wondering
>> you know what the >> oh I see under >> 401 under construction >> under construction 401 >> 401 >> yes so that's a lot of money for ADA what would that be >> other than just padding around the
columns such >> the ADA. Okay. So, this is probably pre SB515. I'm going to guess this estimate. >> Um >> I don't know because I thought SB515 limits it at 20%. Now, so this was
probably post >> but >> right. So typically um the the standard approach pre SB515 is you started at the parking lot and you went to the front door and you went
to the office and then you took a path to the shade shelter and you might have to do a restroom along the way. >> But Alex, can you explain because to Steve's question to clarify, it's not about the shade structure being accessible. It's the triggers. It
triggers per federal law is my understanding the all these other upgrades. Right. So we we carry legislation to limit it >> to 20% but it's still >> That's right. So typ typically what we do is we do um
let's say from uh the back door of the school or the back doors the shortest route to the shade shelter in that play area. We check if that's compliant with code. Does it need a ramp? Is the cross
slope 2% uh need to be addressed. Are there steps along the way and no ramps? So, typically we limit it to 20%. What's the what's the best use of those funds? Some schools, by the way, which we saw in
December, have a compliant um path of travel and you don't even necessarily need to update it. >> Thank you for clearing that up. >> I think another to my earlier point, another well-intended
act that then is leading to I mean the reason and when you tell parents um I think to Mr. Rodriguez's point that the reason you know parents who have gotten donations or raised money or district money that it cost like yes the money that you've raised or that you had donated for your shade structure you also have to spend on this which is has
nothing to do with shading your structure it's very frustrating which is why we've been looking at it. Um thank you. Uh we have one quick kind of final presentation. Um thank you Alix. um on the update on on my leasing resolution on our efforts to modernize policies,
rates, systems for thirdparty use of our school facilities. Um and so I'll turn it over to Isam and Mark um to uh give us the quick update and then we'll I know we'll have followup and then we'll we'll wrap up soon. So, thanks. >> Good afternoon, Assam Abdul, director for facilities planning and development. Um thank you for the opportunity to walk
through an update of the um leveraging school facilities for engagement, the resolution that was passed by the board back in November. Um so I'm going to provide a little bit of context um before we get started in terms of who we are. So um the purpose of this um
presentation is to provide a status update on our use of districts or efforts of modernizing our policy rates or systems for governing third party of school facilities um our school facilities persuade into the uh board resolution back in November. So before I
dive too in too much into that let me just give a little bit of background of who we are. Um so within the facility services division there is a real estate group. Um that real estate group is responsible for the development um of licenses and lease agreements um charter school agreements purchase and sale
agreements etc. So the a big bulk of what we do is the third party use school facilities um after school we manage all of those agreements and we manage that process. So just to give a couple of examples of
what that uh means. So, we have kind of three main tranches of agreements um as it relates to thirdparty use. We have what's called the civic center um use which is actually regulated by the ed code. It's typically nonprofits approximately 60. If they're um charging less than $60 a month, then we would
they would qualify under that specific. And so, you can see there what types of uses um fall under that category of civic center. And then we have short-term license agreements. So this could be, you know, a club soccer team, a club basketball team that's using our facilities, fundraising, PTO's, child
care, etc. And then we also have longerterm agreements, which could be our wellness clinics, um, also any religious services, open air markets, um, and any longer term joint use agreements. So just a little bit um, this is the data that we have from 242 um, school
year. So you can see the volume of the work that we do um in terms of processing um applications for the use of our facilities. So you can see we had process about a thousand um civic center permits back um in 2425 about 5,000 in license agreements and then we also do
um filming at a lot of our schools. So that helps generate some revenue um for the district. Um so we had about 600 of those. Um, I won't talk through each of these things, but you can see generally in terms of the cost. Um, right now the way we're structured is if you're a civic center permit user, we're um, our
current rate is $38 an hour. That was set back in 2018 was the last time we've um, set or updated our policy as well as updating any of the costs um, associated with it. And then we've also got our market rates which varies depending on whether you're using a gym, uh,
classrooms, playground space, fields, etc. And then we we work with Film LA and we've got a rate sheet for the uses um for filming. Okay. So, um what we're really here to talk about is the updates to our um
policy and our systems. And so, back in November, the board um approved a resolution. And our takeaway from from that resolution um and I think this language comes directly from that is to update our policy and fee to provide an update to the policy and fees. Um and so
really we've been looking at you know revising the policies facil for the facility access looking at our fees looking at our uh prioritization of the uh different users on our site. In addition to that kind of a separate function is our document management system. We've been using the same
document management system for quite some time. It's a little bit archaic and could could use an upgrade. And so we're looking into possibly issuing an RFP or I shouldn't say possibly, we are issuing an RFP uh for uh for a new system so that we can better track um all of our
different agreements. And then last but not least, looking to upgrade our community use platform, which is another fancy way of saying our website or how we um engage outside users and how they go through the process of um submitting an application to the school district
for the use of facilities and how we process payments etc. And so we are also in the process of going through a request for proposal um which you'll hear about more in a second um which we are also working on. So let's talk very quickly in terms of
our update on the policy um and fee. And so ultimately we've been working internally to identify uh to to work with our internal stakeholders um office of government government relations finance beyond the bell um our IT department as well legal um and looking
at our third party policy which again was last updated back in 2018 and looking to update that. Um our plan going forward is to look at, you know, current rates. We're looking at compar comparable um rates with other districts
so they see that we're comparable. Looking at the different users user groups and how we might be able to work with different user groups and and uh align our uh process so that it maximizes use. Um and then we're looking to come to the board um in uh the second
quarter. So it by next month we'll be providing an update to the board with a policy um kind of a draft if you will umformational that we can then come back in the third quarter of 2026 to come to the board for final approval um and then hopefully
issue that updated policy at that time and then from there we would take some time to go ahead and incorporate um and roll that out as we go forward. Um, switching gears a little bit and now talking more about our community use platform. Um, this is an example of um,
another school district in terms of community use. You can see here um, it's very user friendly. You can actually go in, click on a date, uh, make the request, see the pictures. Um, usually they've got specific information on what the rate um, is. Um, and so this would
be something that we're going to strive to to achieve as we go through this RFP process. Okay, last but not least, the in terms of the timing and next steps. Um, so for the community use platform, which you just saw an example of, our milestones
are to issue the request for proposal this spring. We're actually hoping to have it issued by the end of March. So, it's already been drafted. We're working with procurement to try to get that RFP out um no later than the end of March. Once we issue the RFP, obviously we have to go through the procurement process,
receive proposals, and we would um anticipate coming back to the board for approval in the third quarter of 2026. Depending on who the um selected uh vendor is, we would then look to roll it out. We might want to roll it out in terms of in a wave of maybe starting
with a pilot program um to kind of see how it goes and then eventually a full implementation. I know I was talking fast because it seemed like we wanted to get through this fairly quickly. >> I was just going to note I appreciate that. No, thank you. But but there is a lot in here. Um particularly exciting.
Obviously, it was my resolution, so I care deeply about this, but I'll turn it to the committee for any questions or comments, but then maybe we'll agendaize just a little followup because there's great stuff here. Um questions, comments, Becky.
>> So, I'm a past uh PTO over involved mom. uh served on little league boards in our local area and AYSO. Um so everything about what you do and my husband works in the film industry is is my life and I I think maybe I don't need to ask you a
ton of questions but things that immediately came to mind when I saw the agenda for today that I was like these are hot button for me. Um, I think the district isn't always um looking deeper into the organization that is uh wanting to rent the space and really making sure
that we understand is the entity that's coming to us a for-profit business that's paying their coaches and their their adults that are doing youth activities or is this AYSO that has three people that might receive some
$500 stipen but they're servicing 1500 children. So those to me are as a as a sport parent, those are radically different populations. Um we in Westchester have have struggled with renting this space where a park uh poor
area of Los Angeles and there are some beautiful spaces. Um I think Westchester High is still considered one of the largest um elephies, consecutive properties we've got, right? Um, but it is challenging on our community to be able to come into those
spaces. Um, because sometimes the charge seems uh astronomical to then the the group that's doing it. If you're a preparing for the Olympics and you've got $100,000, that's different than when you're charging $135 and trying to make a wreck everyone plays opportunity for a
large number of people. So, um, that, uh, price, um, I would love for us to think when you're going through this process, um, I do a lot of things. Girl Scouts, we are able to use a very similar system and Girl Scouts of Greater Los Angeles to go and look at
spaces nearby. Um, it can be very frustrating when you're talking about your hyper local space and you find out someone from an hour away got to it before you did. So, I would encourage that we when we talk about how we don't want our students driving all over Los Angeles, I would say especially when we
talk about our youth opportunities after school, figuring out a hierarchy that we can kind of get that that hyper local there and um I would love if you ever would like to chat more about it. Um this this is a a passion piece of mine. >> Yeah, that would be great. Well, and what I one of the things I was going to
ask, so thank you, Becky, is around um because the resolution does call for those tiers and under and and coming back with a policy that looks at as it says on slide six, uh def eligibility, priority tiers, cost recovery standards, all that. Um I guess you mentioned kind
of an internal working group. How are you engaging the parents and the public to get that feedback? Yeah. So, we haven't done a formal engagement with with the community, but we've been doing more informal in terms of a lot of the users, especially the heavy users that we've been working with for years. We've
had lots of conversations even before the resolution to try to um see how we can become better. Right? So, we've worked with a lot of the different um uh current users that are utilizing our site to see how we can improve. >> There's an informal process for you.
>> Yeah. No, we'd be happy to reach out. So, I mean, even one thing that we ran into was like we've got families and their kid their kids played AYSO for eight years and then, you know, when the price changes on your side, how are we then making sure that we offer that to a
family? And we're talking wreck again here. We're talking everybody plays, you get your three quarters. We want as many children out there running, not under shade, right? They're totally running and having a great time. But for those families, the difference between 135 or
250 or 500 might mean that they can't participate. And so sometimes what we have run into is you guys are changing your policies, but we've already set and had our registration six months ago and so our budget gets locked. So yeah, the more I think that you can find those
hyper intense users and really sit with them, I think and it does make because aren't because I get the phone calls in Westchester when they're like, "Wait a second, we couldn't use that space." And it's not always even the people that are filling out your form. It's the mom of some kid who's like, "Wait, because we
didn't get more soccer space, now they're not opening up more teams, now I can't participate." And that makes LA USD look bad. it makes it look like we're not here for the greater community that we just want to protect our little grass and not let anybody have it. So yeah, anything we can do. >> Yeah, absolutely. We we'll touch base.
And I I will say even under the current policy and how we're structured, a AYSO that charges, I'm assuming less than $60 a month would qualify under Civic Center. So they would be charged they would be charged a lower rate. They'd be charged the $38 per hour for a facility use. Whereas, if you were a club soccer
team, then you would be charged a short-term license, which would be market rate because you're charging, you know, thousands of dollars for kids to participate and you have to go through a tryyout process. So it might make sense to even relook at that 60 because just I can tell you with
AYSO and I mean it's it because of the cost with you guys going up a lot of our local leagues both little league and and AYSO have had to reook at that and depending on exactly how you define that and do that math that that might get kind of tight. >> Yeah, that's fair. And I believe that's
uh dictated by the ED code. So we we can so that the Civic Center permit act requires the or dictates the $60 and so we're pulling it from there. But it is a very good point because $60 10 years ago is not $60 today. And and one of the reasons we did the resolution was to create a policy and then have it
iterative and re-evaluate it is that you know there are um competing values like school you know from a community partner and I was an lifelong AYO kid um you know you want to have lower cost options from a school who is getting 60 cents on the dollar of what's being leased they
might want to charge to the club team because then they get more money for their budget and then we also need to figure so we've also we've we've discussed that in some areas this policy could be a revenue generator for the districts and other ways it's going to cost us money because the more partners that we say but that we're a public institution so and then how do we make
sure that schools that have limited budgets aren't on the hook for the wear and tear and so but that's why we did this to kind of get this feedback and and I think we can strike that balance even better than we have been so great other questions comments Mark wants to
chime in maybe no >> yeah so yeah Mark brings up we've talked to Sasha um uh at the in Sacramento or uh outside uh I'm not sure what his exact title is, but he helps us uh pass pass new laws um um about uh looking at
that $60 per per hour, $60 per month um with the uh with the state. >> Yeah. And there are >> advocate for that. >> Yeah. And there's some legislative um I would even say fixes, but we've also discussed looking at the state liability shield and like when we are opening up to the community, how do we make sure I
mean every day now there's a new article in the paper on liability and how that's limiting so much what county cities and school districts are doing. So how can we get state relief on that as well? Um great this is very helpful. Thank you. We we will um continue to bring it back to discuss it and then maybe review the
draft policy at the committee at some point too. So thank you. Thank you Mark and Christina. Um I think with that we will turn to public comment. Thanks for folks patience. I'll note I know Miss Heny Nubal had her community meeting around the landscape analysis that the
the district's doing in every board district which is why she had to leave. But I will ask um there's Mike. I'll ask Mr. McClean to help us with public comment. >> All right. Five folks are signed up for public comment. All inperson speakers. So let's call in the first person.
Whitney Weston, are you here? Come on down, Miss Weston. You'll have two minutes to speak once you begin. >> Hi everyone. I'm Whitney Weston. Hello. I'm with Greenway Arts Alliance. We are on the campus of Fairfax High School. Uh we do inschool and after school
programming in the arts and literacy and leadership. Um our dance team just performed at Dodger Stadium. Uh we have two long-term uh license agreements at at Fairfax High School. Uh we would be considered a third party, but we
certainly don't feel like a third party. We've been on the campus for 28 years and we definitely feel like we are family with Fairfax High School. Uh we serve over a thousand students uh in in these programs and uh we're now at five
schools. Um there is no bucket for us uh in leasing. We have a long-term agreement, but we are in a bucket that does not recognize the contributions that we make to Fairfax High School. There's really no differentiation from
us providing those services versus somebody who wants to rent a room or an auditorium or a parking lot. And so we do pay market rate. Um should there be structure? Absolutely.
Right. But it should be fair and we're hoping that it becomes fair and we so I'm here today because I just genuinely appreciate the work that you're doing and addressing this issue. I appreciate board member Melvoy's leadership. Uh
procurement has been very helpful to us to keep our programs going. Leasing has been amazing and listening to us. So that's why I'm here today. I just appreciate this committee and I'm hoping that uh we can make changes and I would love to be a part of that committee if
you if you create that. Thank you. Thank you for your time. Eloa Galindo, are you in the room? I can't see if she's here. Miss Gindo, no. Uh Juan Mandi, are you here? I do not see you. Let me
check online to see if these folks are with us online. They are not. Maria Louisa Palma, are you here? Also not online.
And Pinner Contracting, are you here? Okay. So, that concludes public comment. Thank you. And I'll just take the chair's prerogative to thank Whitney uh and uh and the Greenway Arts Alliance. they are uh been with them many times and I was thrilled that we could bring the superintendent out recently to see
the work that you're doing and it is a unique partnership and and one that we want to honor in our policy but also find ways to replicate um and I'm thrilled that there's a researcher now studying this partnership and the national implications of what um of what it can be. So, thank you for that. And I
do I just want to before we adjourn I do have an adjourning motion which is something we do at our board meetings just to adjourn meetings in honor of folks who have recently passed. Um and I'd like to adjourn this committee meeting in memory of Margaret Fairley a longtime district leader who passed away in November. Margaret was LA Unifi's
first female head of maintenance and operations a division which she ran for 11 years. She also played a critical role in leading LA Unifi's recovery from the Northridge earthquake which damaged hundreds of school buildings. She later served as the CFO for Santa Monica
Unified School District and Margaret who was born in Glasgow, Scotland, blazed a trail for women in the school facilities landscape. She has survived and remembered fondly by many friends and colleagues and her husband a longtime LA Unified educator, two children, and
several grandchildren. Uh so may her memory be a blessing and we thank Margaret for her service and her legacy of female leadership in facilities and beyond continues very proudly here at LA Unified. Um thank you all for participating today. Our next meeting is on April 28th. Uh we look forward to
seeing everyone again then. So thank you all.