Facilities master plan. Mister Boxtrot, can we have roll call to establish quorum, please? Yes. On the roll call to establish quorum. Student director Simmons, student director Smith, director Latta, director Williams. Present, sir. Director Hutchinson, director Berry, Director Thompson. Present. Vice president, Bachelor. Here. And president Brohart. Here. Quorum, present. Thank you. And mister Allis, can we have a interpretation check, please? Yes. For tonight's meeting, we have three languages available for live interpretation. They are Cantonese,
Arabic, and Spanish. We also have a, we have a closed caption feature that you can use by clicking the closed caption feature on your Zoom taskbar. With that, we will go on to, announcements of announcements of languages. We will start with Cantonese. I will lower all attendees' hands on Zoom. Please only raise your hand if you need the language being announced, which at this time is Cantonese. And I will ask Ms. Ho if she can come off mute and do the interpretation announcement for Cantonese. Miss miss Ho? We'll move on to Arabic.
I'll ask mister Tarek if he can come off mute and do the interpretation announcement for Arabic. One moment. Alright. To, go back, we will do interpretation announcement for Cantonese. I will ask miss Ho if she can come off mute and do the interpretation announcement for Cantonese. Thank you, miss Ho. Checking the attendees on Zoom to see if there's any hands raised for Cantonese interpretation. Seeing no hands, we will not start with Cantonese interpretation at this time. Moving forward to Arabic, I will lower all attendees' hands on Zoom. Please only raise your hand if you need the language being announced,
which at this time is Arabic, and I I will ask, mister Tarek if he can come off mute and give the interpretation announcement for Arabic. Thank you. Language interpretation by mute original audio. Arabic announcement is done. Thank you. Thank you, mister Turek. Checking the attendees to see if there's any hands raised for Arabic interpretation. Seeing no hands, we will not start with Arabic interpretation at this time. Moving forward to Spanish. I will lower all attendees' hands on Zoom. Please only raise your hand if you need the language being announced, which at this time is Spanish. And I'll ask miss Walker Marquez if she can come off mute and get the
interpretation announcement for Spanish. Spanish announcement is done. Thank you. Thank you, miss Walker Marquez. Checking the attendance to see if there's any hands raised for Spanish interpretation. Seeing no hands raised, we will not start with, any languages, any language interpretation at this time. That concludes this interpretation announcement, and I will pass it back to you, mister Rickstraw. Madam president, the availability, of translation services announcement has been completed. Thank you. For tonight's agenda, we have, quorum only for one hour. So we have one business item, C2, which we need to take care of quickly,
and then, Mr. Thomas and Patrick, whose name I don't remember last name, sorry, will go through an abbreviated, Facilities Master Plan presentation. So is there a motion on Item C2 20 five-three thousand '48, Out of State Student Travel, High School Girls Basketball, Nike Tournament of Champions, Phoenix, Arizona Open Technical High School. Is there? So moved. I second. Thank you. Okay. Is there any public comment on this issue on this item, sorry? Yes, ma'am. President, we have Assalo Lobala. Can we do one minute? Why one minute?
There's nobody in the room. Why one minute? One person speaking on the item. They're so prejudiced. Timeliness of approval. It is not legal for you to allow students to go out of state on events like you did. You had a meeting on December 3. You you canceled it. There was on the agenda a out of state to Seattle basketball tournament. That happened. And then last week, you approved it. You can't do that. You can't legally do that. And by the way, McClymon's gym has bleachers where if you sit on the bottom,
your feet are on the court. That was supposed to be taken care of. So we playing right now and legally, we do not have the type of bleachers we're supposed to have. Sit at the bottom bleacher, stretch your leg out, and your legs are on the court. Thank you. Are there any board comments on this item? Mister Raistach, may we roll call on the vote, please? Yes. On the roll call to approve item c dot dash two as stated, student directors are absent. Director Lauder. No one. Okay. Director Williams? Yes, sir. Director Hutchinson is absent.
Director Berry? Yes. Thank you. Director Thompson? Yes. Vice president Bachelor? Yes. President Brothar? Yes. Motion is adopted. And with that, we will move into our abbreviated, Facilities Master Plan. And I believe Good evening, board and community members. I'm Tranika Ranvisi. I'm the Executive Director of Facilities Planning and Management. Thank you for the opportunity to present updates on the facilities master plan. I will try to make it the initial portion as brief and abbreviated as possible. Before we begin, we just wanted to let you know this is not the final draft of the
facility's master plan. It's an opportunity for us to present where we are, in terms of the, plan development and get your feedback, get input, as we, design the decision making framework within the plan. Before we begin, I'd also like to introduce our team. Hasson Thomas, our chief assistant services, will be presenting alongside. But we also have Perkins Eastman, our, planning partners, who will be presenting. Patrick Davis is here who's the principal. We did have, two planners from their team as well support extensively on the development of the plan, as well as we have our Brown Fund program management team.
Megan Fung is here who helped extensively with our data systems and dashboards that she will be seeing early next year. With that, I'll dive into, the presentation. So we begin all of our conversations and presentations grounding our conversation with, the district's core, vision and mission. So at its heart, the mission is about student success, equity, and opportunity, and facilities play a huge role in that. So as we review, our process and talk about the facilities master plan, we would encourage that we focus on a foundational question, which is do our facilities support the outcomes that we say we value the most?
As an effort a department wide effort across facilities, we also built off the district's mission and created a facilities mission that I'll just take a moment to read. We support whole student growth and success by planning, constructing, and maintaining facilities that are flexible, healthy, resilient, safe, and joyful. These spaces maximize inclusion, collaboration, empower innovation, and inspire creativity, preparing our students to be college, career, and community ready. So the facilities master plan is one of the key tools that we use to
carry out this mission in a more thoughtful and transparent manner. This mission reminds us of how the decisions that we make around facilities also has a long term impact and a generational impact. So for today's outcome, we will provide progress updates on where we are, what we have heard so far from our students, staff, and community members, present the first draft of what it might look like in terms of the plan itself that we will be presenting in January. It will be open for public comments from January, to February when we bring it back to the board.
But this is an opportunity for us to hear from you all, around, informing what that decision making framework looks like, to provide input on recommendations, including what are the priorities, for facilities investments, what type of projects we can consider, and just the implementation, process around it. Also engage in a discussion of trade offs, equity considerations, and long term facility choices. This would give us an opportunity to get guidance from you all on what you would like to see in the first draft in January. In terms of the agenda, since this is a little abbreviated,
I will go very quickly over, an overview of what the facilities master plan looks like, what our process has been, and then dive a lot more into, the decision making framework, around the investments that, you can make across the district within the next five to ten years as it relates to facilities, and then just get some regional or planning context briefly. We do have, breaks in between the presentation to continue to engage with the board, and to get some feedback and input. And we do have a section for public comments as well to continue to engage
with our community. With that, I will pass it on to Mr. Thomas. Thank you. Preston Thomas, Chief Systems and Services Officer. I wanna kind of ground this slide as this is my thirty first year in Oakland, and I came in to Oakland in 1995. And if we were sitting here talking about the Facilities Master Plan, the context was incredibly different. You have one of the most historic districts in the state of California that the foundation of many of our buildings started in the 1910s, 1920s. Right? That infrastructure still exists today, and those schools were designed dramatically differently.
When I was coming into this district, the issue was the number of students and the population in Oakland was about 53,000 students, and we were the only game in town. Right? And the at that time, the district was put placing portables all over the district to try to expand to meet the capacity. So your Facilities Master Plan at that time would have been telling you, you need more capacity at all of your sites. That landscape in the last thirty years during my career has shifted dramatically. Right? And so there's competition from charter schools within the district's infrastructure,
now competition from outside surrounding districts, and our facilities infrastructure is thirty years older than it was when I came into the district. Right? These are all the complexities, and I just want to name this facility's master plan. And one of the reasons we picked Perkins Eastman is they do a lot of work across the country in districts urban districts similar to OUSD that have aging facilities, changing enrollment dynamics, and they bring that wealth of information to us. So one of the things this is a long term planning tool for you all.
It is the deepest dive that we've done in over a decade. And so one of the things that is going to be different in this, framework is that we will own the data. It will be the district's data. We will be able to operate the dashboards, so the dashboards will be dynamic and updated as conditions change. So you've heard a lot of, you know, experiences in the community where there wasn't enough money That was because a lot of the frameworks that have been established in our master plans have not been dynamic and changed with inflation and conditions that are real time. So this is a huge shift in all of the master plans that the district
has done previously. We are coordinating with the City of Oakland and where their developments are so that we're kind of building that into the plan so that we know where the long term ten year, twenty year projections are for future enrollment in the district. And then this master plan will be the foundation for the next bond that the Board, decides to, move forward in the in the future. So, this becomes a reprioritization of all that. A couple of things that it's not. There's a time and place where the Board starts talking about what the capital projects are. We're not going to be talking about specific projects.
It's not your budget for the measure wise spending plan. That is the measure wise spending plan, but it will help you inform decisions you make about how if if there's additional funding that becomes available, how do you prioritize that funding? It's not to determine program changes. This isn't about mergers and closures. It's about a foundational document that you use to make those decisions. And this isn't the asset management plan. The asset management plan will cascade off of this. And so we created just a little bit of a guide so that it's kind of grounded where the Facilities Master Plan,
sits. It is your primary planning tool. And from that, you determine academic programming, like where where do we need to place new programs and different Asset management, deferred maintenance there's a lot of research that they've done over the last year around the condition of our facilities, energy management, ed specs, all those different elements come off of that. And then as you move to the right, it's strategies that the district wants to move forward with as you move forward around the shape and the direction of the district. And that includes priorities, different initiatives, re envisioning the footprint,
budget, how we collaborate with the City of Oakland. So and then finally, down that path is outcomes where you have project lists. So I just want to name where this sits. It is your foundational tool that you use for all of those plans that come forward after we finalize this master plan. Okay, I'm going to pause and see if there's any clarifying questions before we jump into of any of the Board Directors. Thank you. Just a quick question. When was the previous master plan completed? And how has it changed from this to from that to this?
Like, I'm I'm seeing this current iteration, but I have no idea what the comparable look like, how much we've changed since the last one. No. That that's a great question. I'm glad you asked. I should have said it actually in advance. In 2016, was the last full it was the Jacobs did an assessment of OUSD schools, where they went through and they did engineering around, like, reviewing each of the individual sites. One of the things that happened is that the Jacobs data just was their data, and they gave us a flat file that came over to OUSD.
So the next master plan was that master plan at that time was based on that. In 2020, we just used old old data from the Jacobs Master Plan. This is the most deep dive that we've done across assessments of each of the facilities, deep engagement within the community that, miss Rambisay is gonna talk about. But, like, that that was the last time that any real deep analysis of the district's facilities was done. And that was from measure j? Or is it measure b? Was that Yeah. It was within it was within the time frame of measure J and then it
led into Measure Y. Okay. All right. Britney, I'll turn it over to you. Thank you, Preston. So as Preston was mentioning, this has been a very comprehensive process. It's not looking at one data metric or a single data point in isolation. It's looking at a more holistic view. As you look at facilities, you're also looking at what the district wide priorities are, what the policies are, what the needs are across all of our facilities, what are some of the indicators in terms of, some of the board policies, LCAP.
So it's a very comprehensive review looking across the district, looking at programmatic changes, looking at program distribution. As Preston mentioned, a very extensive conditions assessment of our facilities, but also for the very first time, conducting a educational adequacy as it relates to facilities. So you're looking at how our physical environments are supporting the programs that are placed at our facilities and how adequate those are, as it relates to these physical spaces that we are creating. What are some of the,
experiences and the quality of education that these physical environments, lead to. So that's an that's a new, data point that we have explored across the district through this facilities master plan process. Another data point that we have, are bringing availability of funding opportunities. There are several, state funding opportunities, grants that staff continue to explore and expand. There's, there's the budget, for each side, in terms of state eligibility that we will be presenting as part of this master planning process as well. So taking all of this input,
that's a lot more, I would say, quantitative data, and then there's also hearing from our students, staff, and families on what's important to them. So putting all of those together, synthesizing in what you see in this graphic in step two to build a decision making framework. And that's what we are here today to talk about what that framework could look like. And then the step three would be to present a draft plan. We wanted to bring this graphic here again, as director Williams you were talking about the connection with the 2020 master plan. So the district,
goes to update the facility's master plan every five years. The last master plan from 2020 master plan every five years. The last master plan from 2020 helped inform the development of this measure y, what we call as the spending plan that you see here. So there are several initiatives that were identified within the spending plan or the measure y that were based on some of the findings and priorities from the 2020 Facilities Master Plan. All that to say this master plan would then help inform what our facilities investments would look like in the next five to ten years and that bond development.
I'll spend thirty seconds here, but we'll talk briefly about it. One of the things that staff has been doing is not relying on a single source of funding for our facilities projects but continuing to expand these funding sources. So while we're using the $735,000,000 measure wide funding source, we have been expanding it to use several other opportunities through state, and federal grants, through, state funding opportunities, through partnerships, both private and public, expect continuing to expand that to be able to bend build a more sustainable,
and strategic investment opportunity for facilities. So it's not just tied to one funding source, but you're making you're expanding this to build a more diverse portfolio of how you're investing within your facilities. And, also, expanding what you can do within a bond, but also then through these other district wide initiatives like the Living Sullyas as an example to be able to continue to leverage and build on our existing bond opportunities. So the core of our process has been around, engagement. The 2020 master plan had three community wide sessions,
and also had, published a, survey for community input. I believe had received around 300, three sixty responses. This time around, we started engagement early on. We started at the visioning session itself. We started before we even launched, the data assessment, we started to, engage with our community and staff and students. We conducted several, visioning sessions with facilities committee, with CBOG, with some of our, staff as well through and and and we had Fort Town Halls. We met with the community over the summer break. We also engaged with our students in the summer programs.
And, one of the one of the extended, engagement for this master plan was talking to our, community advisory committee, the the CAC, as well as our parent and student advisory committee, the PSAC. A really significant difference from the previous master plan is the student engagement that we've had. We've had extensive student engagement. We met with our all city council. That led to engaging and conducting workshops with, our city council, but also in four to five high school leadership classes. So we engaged over 130 students just in those leadership through workshops.
We workshop where we ask them to prioritize what's important to them. This time around, we also engaged with special education, staff and students. We, conducted sessions with visually impaired students to understand what's important to them in the spaces that they are in and how they relate to facilities and how we've been talking about it. So it's be it's a significant expansion of, collecting, community input and then also just hearing from our students on what they value as we make build this decision making framework that we've been talking about. With that, I'll pass on oh, I do have one more thing.
A really important piece that we heard from the students is, what's important to them is restrooms. As we talk about it in making facilities investment, they've been talking about their daily reality reality of how restrooms, what it means to them, about the cleanliness, around safety, around accessibility. And you'll see in the prioritization that we're seeing from what we're hearing from the community, restrooms has been one of the key points again. So, again, just having to hear from students on their lived and shared experience and reflecting that in the data that we have been collecting. With that, I'll pass it on to Patrick.
Great. Yeah. Thanks, Puneetah, and and thanks for having me here tonight. Excited to, to be with you. So as Pernita mentioned, a survey was launched, as part of this process, and there were over 1,200 responses, which is fantastic. It's it's really nice to see the the a variety of stakeholders and constituents engaging in this process. So what we're showing here is just a high level summary of those key takeaways that came out of the surveys, but also through some of those, conversations that Puneetah had mentioned, but, this slide is really focusing on some of the survey responses. In general, the the main priority that that came out of the the responses was really, you know, thinking about the sort of core infrastructure reliability in the buildings,
ensuring that mechanical systems are working, HVAC systems are working, or access to HVAC systems where maybe they don't exist. So ensuring the students feel comfortable, in the climates, obviously, in the spaces where they spend the most of the day. Obviously, along with that is making sure the electrical systems are able to keep up with how we're thinking about teaching and learning these days. Obviously, we're using a lot more technology and computers and the systems and the structure needs to support that. As Pernita mentioned, restrooms, that's something we hear from students honestly around the country. It's just the availability of good and safe bathrooms is a critical thing for many
students. So that was sort of the main, main sort of set of priorities that came out that sort of infrastructure reliability. Next was a big theme was continuing the investments that around the outdoor spaces and really thinking about the whole campus. You know, instruction is not just happening in the classroom these days. We're thinking about outdoor classrooms and play fields and playgrounds. All those things are critical. The district has done a great job investing in those, and the community, I think, is seeing that and wants to continue that investment as a priority. And then the next one is really thinking about, as Preston mentioned, your your buildings were built many, many years ago in in some cases.
How do we think about sort of the next generation of learners and how do we modernize classrooms to really think about supporting students for a twenty first century learning environment? Classroom is a lot more dynamic now. There's a lot more need to move and flexibility within that. So how do we modernize classrooms to support that? And even thinking about the specialty spaces that exist within schools, really having intentionally designed spaces for art and music and science. Too often around the country, art is just in a found room in the 3rd Floor of a building, right? It's just whatever is available. It's not really a great experience for art or science, so really thinking about how to give students really nicely designed,
specialized spaces. And that's gonna vary depending on the grade. Early early younger learners and families will focus on those art spaces. As kids get older, starting to think about science and STEM and CTE, really thinking about how to prepare them for the next step. So modernizing and preparing for that next generation of of learning was was critical. And then just overarching key themes that really came out of the conversations and survey was, as the district is investing, making sure those are long term sustainable investments so that the district is making physically responsible decisions. You know, how do we use the facility investments to strengthen enrollment?
Preston mentioned the changing enrollment dynamics. There's a few slides at the end if we can get to it talking about that enrollment shifts that shift that's happening not only here in Oakland, but obviously around the country. It's a it's an issue that everybody's dealing with. But how do we use this, you know, this plan and facilities to perhaps boost and strengthen enrollment? And then obviously, it's not just the students programs. How do we use the buildings to make sure staff feel supported in the building? So use this as an opportunity to invest in in the buildings and the spaces that staff spend most of their day in and thinking about how to how to support staff through investments as well.
So just a high level summary. Preston will talk about a little bit how these are starting to work their way into some of the the tiers and how we're thinking about organizing some projects. So very flexible. Great. So a couple of things. I'm just gonna set this up because this theme is gonna come through in the data slides that you're gonna see. There's a couple of things that we invest in in our bond program to support, one, focused improvements. Right? And so there's two styles of that. Right? One is condition based. So we do these assessments, and we look across the system, and we see where the roofs are in most need of repair,
and we allocate some funding for that. Right? So those are focused on on the condition that comes with the assessment. Right? You've heard me talk about boilers. That would be an area where boilers right? Secondly is focused improve improvements that are program based. When you hear people talking about safety, there's a lot in Measure Y around safety, around the living school yard. So those are more program based. And those go across your entire district. Right? Then you have your major modernizations, and there's 453,000,000 in measure y that's dedicated to that.
There are some choices that the district has. If you go through some of our schools, you see modernizations. Right? Some of them are done for very good reason, like they're historical buildings that the community has said, this is a historical building, and we want to modernize it and bring it up to the modern code. Right? Some of them are more transformative projects, and Glenview would be, like, kind of Glenview on the building that we're sitting in right now, we're, like, we're building new facilities that reset the clock on all that and bring everything up to a modern modern standard. You'll also see when the bond funds are kinda spread around,
a lot of our campuses will have one building that's new and the other one that is old. Lincoln is a really good example of brand new building, but that you have one of your oldest buildings on that campus as well. And so we're tonight, we're gonna propose some frameworks that are embedded within this master plan around this topic, and it's really grounded on data driven, and data informed. And so Patrick's gonna go through those next sections. And then at the end of, like, kind of the data section, we'll have an opportunity for board to provide, comments and questions. Great. Yeah. Thanks, Preston. So just to go through this quickly,
Preston mentioned sort of the key word that I like to frame a lot of these conversations with, which is everyone talks about sort of a data driven process and you sort of have all these inputs that, you know, you have an output from that. We like to think about actually a data informed process where you can actually bring a little bit more contextual information in there. Too often, data driven decisions create inequities across the district. So how do we think about using the data to form a foundation? Then we can also bring the context and history of the district into the conversation so that we're not blind, by the data. But data is critical, right? We don't have a foundation of understanding.
But a few sort of key points as Preston mentioned earlier, we want this to be a dynamic plan. Things change all the time, right? Costs go up, you know, we don't we can't always predict when there's gonna be a war that impacts cost inflation or whatnot. Enrollments gonna change but we wanna have a sound foundation that allows you to understand conditions today but also projecting forward so we'll talk about the conditions assessments where we're looking at not just what's happening today we're also starting to forward look and project the next four to five, you know, five to ten, fifteen years. But in order to do that, we wanna think about how to bring all these data pieces together.
So, you know, thinking about dashboards that Puneet had mentioned and Megan is working great, doing a great job on. Because too often, you know, we look at data in a silo. You start you get a spreadsheet, you filter on just one one field, and you organize. There's a lot more data and a lot more information that really comp that describes the holistic experience of the campus. So we wanna think about finding those three lines between the data, how the data can come together. So we're not just looking at one data field, we're looking at multiple things, that really describe the experience. We'll talk a little bit about some of the new data points, like educational adequacy, here in assessment in in a minute.
But also acknowledging, that we need to factor in some of the other things that have been going on in the district. So water quality has been obviously a topic of conversations. So how do we start to use this plan to inform a long term strategy around, improving the water water quality conditions? So go to the next slide. We're gonna just go through a few of the key key data points. Again, we're gonna talk about them in sort of slide by side, but ultimately what we wanna be able to do is bring all these data points together. But a really critical one which Preston talked a little bit about, which is a really sort of key data point, which is the facility condition assessment. So these are are driven by engineers going up to facilities,
walking every single building, every single campus, and looking at key systems, structures, and assets within the building to understand how what are the conditions today, and then starting to think about the remaining useful life of the system. So, again, we're starting to project needs. So these are looking at things like electrical systems, mechanical systems, plumbing, the roof, the envelope of the building, or the sort of exterior, the windows, really looking at sort of those nuts and bolts and sort of operational elements of of the building. So every building has been assessed by a group of engineers. And like I said, we have a condition analysis of sort of conditions today.
But part of that work was doing some forecasting and saying, well, the HVAC system in this building might be okay today, but based on the condition, based on the manufacturer, we think in the next five years, it's actually gonna start to expire. So so we're not just making planning decisions based on today, starting to work in some of the future, future assessments and remaining useful life into the process. Also things like ADA accessibility, obviously ensuring buildings and grounds are accessible for all students, and also thinking about things like elevators and and, stairs as a critical aspect of it. That's one piece of the puzzle.
One thing we're really excited to bring into the conversation, in this plan, I won't go through every single word here. It's a lot, but, which is what we call educational adequacy. So the facility condition assessment is looking at, again, the systems. Educational adequacy is really trying to explore and understand how well our buildings and campuses supporting a modern twenty first century learning, environment. How are they supporting students and staff in the building? So rather than looking at the mechanical system and whatnot, we're looking at things like, are classrooms big enough? Do students have access to daylight? Is the campus properly organized so students can easily,
navigate across the campus? What's the arrival experience, that families and students have? Is the entrance clear? Is it safe and secure? So there's a lot of there's about 270 different metrics we look at, which is really trying to explore the experience, in the building. So both of those things really give us a clear, good sort of understanding of the condition of the building, whether it's the experience side, which is really educational adequacy, or the sort of operational side, which is mechanical assistance. So as we start thinking about frameworks and and sort of bringing the data together, you you know, looking at these things in parallels can be critical because both of them are critically
important to the experiences of students. So this is a really, a fantastic data resource. The other sort of leg to the assessments that we did which was really trying to get a clear understanding of the building capacities or how many students can a building or campus support and there's a lot I won't go through all the different iterations here but there's a lot of different ways to look at building capacity. One is just looking at how many rooms are there and what's sort of the maximum amount of students can fit in there. But one of the things we've done through this plan,
is really number four which is looking at that programmatic capacity, thinking about thinking about the sort of programs that exist in those buildings and how do we define, decide, and sort of develop a capacity that's reflective of the programs that exist in there. So thinking about special special education. You have a different number of students per room in a special education room, or community schools might have a different factor to think about. So we've got to layer deeper to really think about, the programs that exist and how do we align capacity to reflect the programs. I'm gonna go through this quickly. As I mentioned, we wanna make sure we're bringing all this stuff together,
through living tools and documents and creating dashboards that allow us to start to look at all these different, data elements, together. So, Preston mentioned, this will be a a OUSD owned, data platform and all the data is yours. So as things change, you have the the ability to update and understand if enrollment moves here, what does that do for utilization there, but a really living and dynamic tool that allows you to comprehensively understand, conditions at every single school but also across, the districts. If you go to the next slide, we have school views, but also the ability to look at conditions geographically and look at,
like, at conditions across the, across the district. So excited to to keep building, this with the team to make sure you have these tools and resources to to move into the next phase of of the planning. So I know we're short on time, so we're going relatively quickly here. I'm gonna jump into this piece. And there is a bunch of I just would highlight, there's a bunch of data at the back of in the appendix for this, so that if you wanna go and look at the different ways and different slices that's there. This is kind of like the discussion point, and I'm gonna try to go through these really fast so that I can give you an opportunity to kinda provide some feedback.
So there's the depth of the breadth of the district. Right? And with this T structure, something that Perkins Eastman brought to us, that these are your focused investments in strategic areas across the district. Right? In the current lawn, that's $200,000,000 Right? That it means that every school gets touched in some way. So when we did safety, it was for all of your schools. Right? And there were investments made across it. But then there's also kind of the depth, which is where you're looking at your school facilities and you're making a strategic decision to invest in these schools.
Those schools are, in this current round, McClements, Roosevelt, Garfield, MLA, CCPA. Right? So that is where you do massive transformations of your schools. So in this, you know, these different projects and and I'm actually gonna skip through this. The way that this is kinda coming out based on the data is this, is that there are tier one high investment areas. Things that is coming up in the survey that the district should invest a significant portion of that money, whatever that dollar amount is, in HVAC modernization and air quality improvements.
Air quality, plumbing and electrical infrastructure. Right, the restroom modernizations, fencing, lighting, seismic safety upgrades, and deferred maintenance. That is where the bulk of the the dollar should go in those district wide focused investments. There's medium investments where, like, really focusing on the program and some of that educational adequacy or areas like the TK expansion that was proposed by the governor and then adopted. There wasn't really a facilities based, like, response around that piece. And then three, the thing that we heard loud and clear is these areas that you've done a great job in, continue to do that.
Don't stop doing school yards. Continue to make sure you're on a cycle of of updating those things. So that is the, you know, the kind of the district wide piece. I'm gonna skip through this since I know we're very short on time. Then when you talk about, like, kind of the deep, investments that you're making, the other part of the T, I think there's a decision point for the district around whether you're going to move forward with transformative projects to think about rebuilding the district anew, or whether or not you're gonna do major modernizations. And there are some distinct advantages and disadvantages to each,
and so those are articulated here. And I think what we would like to hear from and here's more examples, and we've already talked about some of those. Yeah. So that's a lot real fast. I know we're trying to cram two hours into into an hour. So here here's what I just in terms of there's really two aspects. When you think about a framework going wide in the district and you're thinking about the what we've heard from the community and those investments and those tiers, is there anything missing there? Right? Is there anything that you feel like that we haven't addressed? Like, the student example is a great example of something that wasn't necessarily coming up where
the restrooms and things like that became elevated for us based on our engagement. And are there any guiding principles or decisions or rules the board would want to establish to help future boards and staff consistently evaluate major projects? Because remember, those major projects are gonna get established 2027. Right? Like, so two two years from now. So, like, what is is this the right framework or are there other things that you want us to consider? So with that, I'll turn it back over to you, President Brohard. Sorry that it's so truncated, but I appreciate you doing that.
So I know it was hard to truncate this this report and it's really worth, I don't know, I think, spending the time on. We have about fifteen minutes. I'm gonna go with public comment first, and I'm only gonna do a minute and a half, and we really have to stick to it so that we can hear your voices, and then hopefully we'll have a chance to also hear from the Board as well. In case we don't get to hear from the Board, we can talk about how to get chat input. Thanks. Can we have the 1st Floor to speak first, sir? Yes. Four of our speakers. We have Megan Parker, Allison Mehta,
Asaro Alabala, Viola Gonzalez, Andrea Dawson, and Rachel Kirk Cortez. Those are the six speakers. And if you could, line up so that way we can just get the speakers through that would be great. Thank you so much. Hi there. My name is Megan Parker, and I have a first grader at Manzanita Seed. First and foremost, I wanna say thank you for getting our community area opened, but we'll still talk about getting our playground opened, please. Basically, we've been attending all of the facility meetings because of heat mitigation in the classrooms. There is a website that we've built with several other schools called cooltoschools.org.
I highly recommend that you take a peek at that. What we are asking for is out of the measure y to spend $6,300,000 on heat mitigation in the classrooms. So that's about 3,000 per 2,100 classrooms, but we know that there's closures and mergers occurring, so that's gonna be less. And what we're asking is that there be ceiling fans, window clings, and a few other items put into the classrooms to help cool the rooms for our children and our teachers. The optimal learning environment is 68 to 74 degrees,
and our classrooms are reaching 94 to 96 degrees between the months of August and October. We hear I hear from teachers daily. They're writing and reporting their temperatures. The kids are struggling in the classrooms. So I'm really asking that when you are thinking about, the facilities plan moving forward that you think about heat mitigation being your top priority. Thank you. Hi, I'm Viola Gonzalez, I'm the new chair for the CBOC citizens oversight on committee. And I guess I wanted to express first gratitude that the staff have done such
an excellent job really trying to use data to inform the board. I really appreciate that. However, when I reviewed and you know, there's always room for misunderstanding, but I think the word transformative, maybe you just cross that over and say brand new. But and how realistic is brand new? Because sometimes, you know, transformative is can mean different things. I mean, a child learning to read is pretty darn transformative. So I don't know how realistic it is in this scenario. It seems like as though it, there's a lot of information in here that suggests that we really can build brand
new schools. And I'm not sure quite frankly that this poor school district can really afford that. And it's something that you should be thoughtful. Because at the end of the day, what it is that most of us want children to be able to read and write. But unfortunately, when they go in there, the compact that we have with them is that they're going to be secure, they're gonna be safe, they're gonna be warm, they're gonna be dry. And, in those school grounds and to the time that they are with us. So thinking about that, you know, as you balance through what the money situation is,
it's I don't see a lot of joy out there coming from either the national scene or necessarily the state. So we're gonna have to grope with what we have. Thank you. Andrea Dawson. Many years on Citizens Bond Oversight Committee and many years in Facilities Management. And I just will continue on to say really I think we need to focus on Tier one. So we touch all the schools because safe warm and dry. Thermal comfort, which means windows and roofs. And the aesthetics,
you know, kids can learn and as long as schools are clean and bright and beautiful and safe. Beautiful to me means paint. I mean it's it's some of it's so basic and good restrooms. But just the example, if we if we had a bond every six years and we spent 200,000,000 on two schools, in sixty years we would only touch 20 schools for, quote, a transformative school. And we have a lot more schools than that and a lot more kids. And what happens is basically the parents that have the most,
you know, just umppin' and power, I'm just gonna put it bluntly, they pound on the table and they get a new school. I mean, Glenview did not have to be a new school. It could have been a beautiful, modernized school. But not to say that it isn't wonderful. Not to say that. But we can't do that across the district. So I think we need to get back to basics and serve all of our kids in safe warm and dry, well friendly schools and build a culture of leadership in that mindset.
Hi. My name is Allison Mata. I am a mother to a, third grader at Manzanita SEED. And, as Megan mentioned, there is the website, cooltoschools.org, And we know that, basically, there's 8,000,000 that it should be allocated to heat abatement that was included in measure y. And so I really want to urge the board to approve doing the basic, basic plan that was outlined in the school, Cool the Schools during the summer in order to get the kids cooler for the new year.
We start now in August versus September, which we used to start, you know, school. So now we have, August, September, and October with really hot days. And we live in the Bay Area where HVAC is not a thing. So we need to do the basic things that will provide heat mitigation for all of these schools that don't have HVAC, which we know that there are 2,100 classrooms. And if we did the heat mitigation efforts that were outlined on cooltheschools.org, then that would cost 6,300,000.0. So that is under the 8,000,000
that is allocated for this work. So thank you. Hi. My name is Rachel Kirk Cortez. I have a first grader at Sequoia and soon to be TK student, but I live in Patrice Berry's District 5. So I just wanna connect that if community input to this plan is coming in January or February, that's also the time when you're doing the summer projects. And the community has given extensive input both throughout this plan process as well as for many, many years. So we know about, petitions from Laurel and from Lockwood Steam asking for the heat to be fixed.
We've heard that, Horace Mann's HVAC hasn't worked for three years, and they've put in a bunch of tickets. I'm sure similar issues have arisen with the restrooms related to deferred maintenance. So schools and the community have already spoken up, and we cannot wait for this plan for what we're doing this summer. I, director Bachelor, in November at this meeting, you brought up parents, community members providing additional funds, that there was an interest of folks providing funds to be able to do this type of work. I think that people could do that if they felt there was more trust in
this happening. But right now, they feel like they might as well go around the district to get things done, whether that's the power that was referenced or whether that's through equity allies even or just spending money at their own schools. And so the district has a responsibility to rebuild that trust and to, enable to show up as a partner and to show that they've already heard what everyone has been saying for many, many years. Thank you very much. So if it's not racism, when the first item comes up, you give the one black person in the room one minute.
Second item comes up, it's a minute and thirty seconds. That could be perceived as a bias, prejudice, or racism. You cannot have a facilities plan that doesn't identify all of the processes that exist in facilities department. I wanna thank the member of the facilities department that gave me a copy of your notice of exemption that you applied for on November 13 to be exempt from removing the contaminated soil at Maclimus. You ain't writing that down.
Okay? You also indicated that the project would start on in February 2026. It was scheduled to start in the summer. You got all of these backdoor things going on in this department. Notice of exemption has never been brought before this board so that you can avoid removing the contaminated soil. You also have at Skyline that you have converted the bathrooms so that the bus driver for bus number 39 can use the bathrooms.
When did that ever come up? What do you mean by you converted the bathrooms? I know about that because at non agenda item last meeting, the parent thank you. And who was involved? You, the facilities department, the principal, and Vanessa. And the Department of Transportation had collaborated with, transit AC transit to do this. So y'all doing backdoor stuff until you stop. And this McCliman's thing, when are you gonna get rid of him? Exemption from not having the soil removed?
That's ridiculous. I'll be back. Thank you. We have two minutes for Board comments. I don't know if there are any questions or if we wanted to, maybe set up another two by two where we could Director Batson? Thank you and I appreciate everyone, coming out and, providing public comment as well. I guess one thing that came to mind for me, especially when we're talking about HVAC systems, is we do have a climate resilience resolution, and that calls for climate friendly solutions to some of these issues. And I know that, at MLA, CCPA, and McClymonds, we're set to have heat pumps at those campuses,
which will not only, support the cooling of our classrooms, but also the heating of our classrooms now that we're all wearing jackets. And so can you explain to me I know that Pernita, Ms. Bambasie mentioned kind of earlier that this Facilities Master Plan also kind of takes into account some of those resolutions. Can you talk a little bit about how that is kind of weighed as we're thinking about what are some of the areas that we wanna focus on and how we wanna focus on them? Patrick, feel free to tie, dive in. So in terms of the assessments itself, we look at the physical condition.
And then there's a layer that we look at what our policies and procedures and priorities are. So as you evaluate where we are with the needs at each facility across the district, then we're layering in sustainability policy. There's a living school yard policy as well. There's, so bringing some of these together to be able to come up with recommendations to meet some of those Policy needs. So there is a layer where we will bring, what we would recommend based on what the board and the district priorities have been
through some of these projects. They will not necessarily, explicitly identify, specific policy needs, but that'll be the general framework. Those will be our guiding principles as we provide those recommendations. Yeah. I would just add, I mean, it's not always replacing systems in kind or just sort of a one to one. So ops as you're going through mechanical projects, HVAC projects, going through and actually installing newer sustainable, initiatives as part of the recommendations that we could of course, it's not just replacing what you have today. It's improving on those systems as you start to have your projects. Any other boardcom director Thompson? Yeah. First of all,
I just wanna appreciate, the the fact that, you know, you gave a very comprehensive, report. Now we have heard it, in the Facilities Committee and so I don't really have a necessary question but I am going to, mention two things. Number one, I'm really excited about your starting the engagement earlier than the 2020 report because I'm sure that gave you some more information to help you go along with with what you're doing. And the other thing, please, please, please keep everything you do equity based.
That's that's alright. Thank you, president Brochart. Thanks for the presentation. So first, I think I'm thinking of this as, like, the first draft of the facilities plan, which means that they're we can go back and look at some conversations, inputs, and then continue to work on modifying that. So I don't I I just wanna make sure that this is not the final. This is actually a step towards the final. Okay. Great. Second is I didn't hear much I've heard a couple of members from Cebak have
a conversation. I didn't hear much about their input in this process. Subak, have you been given input into there? I wouldn't say we had a deep dive, but we, along the way, we got presentations. And so, I mean, I think, really, now is the time, truthfully. And so I hope this comes to our January meeting so we really have time to really have the rest of our members really ask to see this. I mean, you you are the oversight. Thank you. And so that that conversation is part of it as well. In the appendix, I had a meeting with Seabot out here.
Right? Thank you, number two. And then number three, I do wanna be really clear. I'm I'm a little confused by the statement that miss, one of constituents. One of the community members mentioned in regards to the exemption. I think we've been really, doing our due diligence and holding regular meetings in the climates and continue to address all the concerns there. So I think if there's, any conversation about the exemption that would have been brought down as well to to the the Climates family, and the community, that'd be a great conversation to have if even if that's on the table.
I think, also, with Measure Why, there is just a number of particular projects that were, you know, initially associated. I'm not sure if we're talking about moving some projects around to, you know, really address the high needs of particular schools. And if that's the case, then, you know, hopefully, that conversation will happen as well. I really want to support the the educators, families who are coming out talking about the challenges that that's needed and so many other 2,100 classrooms. What I Mr.
Williams, can I I'm sorry? We're gonna lose quorum in about two seconds. And I do want, Mr. Thomas to be able to answer the question about, the exemption. Sure. Is that So you got my vote. Let me just put it right. You already got my vote. Sorry to interrupt you. Thank you. So to really quick, I'll go over a bunch of this is kind of the the last opportunity for input, and then we'll create a draft, and CBOC will be the first group to spend their first session in January on it. It'll come to the Facilities Committee, and then it'll come to the board for a first read and a second read.
So just in terms of timing with adoption in February, it is required by the state of California to have it to access Prop two funds, so I just want to name that there are some legal, requirements about making that happen. The second piece that I just wanted to name about the CEQA exemption is different than the soil mitigation plan, and I do want to name that there's absolutely a soil mitigation plan that has been developed specifically for McClements. You've heard a lot of conversation about soil testing. There's been extensive soil testing on the campus. There is a plan around mitigating those soils and actually off hauling those soils,
and so that is something that we're happy to come and report to, which is different than the CEQA exemption. It's not it CEQA exemption is around the size of the school and the capacity and whether you need to do traffic analysis. The DTSC is a different type of, process in the it's the Department of Toxic Substances and we only use acronym. Anyway, but so I do wanna say, and I'm happy to share at the facilities committee, we we are meeting also with the McCliments community as well on Thursday engagements where we can walk through, and it is really addressing some of the soil mitigation in the areas where the
turf field will be replaced. So those are one of the things that are up upcoming. And we even have, like, the count of off haul, the the number of things that need to be off hauled from the site. So, so Thank you, mister. And we now officially lose quorum. Thank you for staying the extra few minutes. There'll be further engagements. This is a little awkward to do this display, but Madam President, before you adjourn, I just wanna note for the record that, Director Berry will join us at 06:09 and Director Latta joined us at 06:14 as
noticed, remote participation. Thank you. And with that, we are adjourned. Thank you.