Heat. Heat. to welcome the audience and thank you for attending. Um, please rise and join Miss Forsight's first grade from central grade in the pledge of allegiance. I also and to the republic for which it stands,
one nation under God, indivisible, with liberty and justice for all. >> Slow. It's hard to go slow. >> It was slow, but very timely.
>> Yes. >> And good good timing for Central Park. >> Um, so we the review approval portion of the agenda, but I do have uh one change that we'd like to make. Um so u
so if uh what we'd like to do is add superintendent's report um in as number item number five put moving everything down one item. Uh if there's no questions with that. Uh then I'd like to make that change and uh take a motion to
approve as amended. >> So moved. >> I need a motion to >> I move that we approve the agenda as amended. >> Okay. I'll second that. >> Second. All right. Um, Tammy, please conduct the work. >> Uh, Trusty Hardy, >> hi.
>> Trusty Beris, >> yes. >> Trusty Moonar, >> yes. >> And trusty Newman Bale. >> Yes. Motion carries. You'll be happy to know there was an awfully large number of eyes at the executive committee if you haven't seen it yet. So, >> let's adhere to Henry Roberts, please.
>> Uh, so moving on to uh public comment. Uh, Tammy, I think there is public comment. So the board has set aside this time and individuals addressing the board should have one opportunity to speak and shall be limited to 3 minutes. Individuals should not make personal attacks unrelated to actions affecting the school system and we strongly
encourage common courtesy and constructive feedback. Detailed rules and procedures including complaint process are outlined in board policy 25504. >> Ark mccclur. Thank you for this opportunity to address the board may not be specifically to address the
agendas that you planned on today, but the first agenda was the pledge of allegiance and addressing our nation's flag. And I do believe there's a compliance issue with our flag being displayed to the right, not to the left of the audience viewing. And I would ask
you not to respond to me, but to check your protocols for how this important symbol of our nation and these men who who fought so valuably for that. That flag needs to be on the left. I'll leave it at that.
The next issue came up Friday. I did read what looked like a comment from the uh guiding advice from your superintendent for what happened Friday afternoon at the sixth hour for Central
High School. It does seem that coming up this year because of legislation last year that mental health might be at the forefront of what this city is facing. And we know that education is has so many facets. We realize that behavioral
health too often permits uh the instruction and uh when class is in session. So when students believe that in the sixth hour it's okay to split from class
I believe those students have selfidentified and I would hope that by October 1st the schools according to the law will have a threat assessment for teens this year
because for students to believe that they can be out picketing and protesting rather than being schooled does that say something about our school system and how it's functioning and what it's teaching. Civil rights notwithstanding, I think this issue does need to be addressed and I think these students
have self identified with a mental health issue and it should be part of the conversation. Thank you. >> That's public comment. >> Okay, thanks for the public comment and uh moving on to superintendent reported
Dr. Amendment. >> Okay. Um, so tonight, uh, we have on our consent agenda, we do have a class that we've been working on for quite a while, uh, talking about a junior ROC program. So, I'm going to pass it over to Jesse
H. Hot. Hotton um, to talk about that and, uh, and introduce a guest. >> Sure. Sure. Thank you, Dr. Van Wagner. So, the course that we are thinking about adding next year to both of our large high schools is the junior ROC
course. Um, and we have met with a few of our friends that are here today. And I'm going to invite up Lieutenant Lieutenant Colonel to come on up to the microphone here. And he's going to share a little more details about what this program provides to our students. Um, the different opportunities and the
goals of this program. >> Well, first of all, thank you very much for the introduction. And uh thank you the board for hosting us on behalf of General Dudley and General Bernett the both commanding general for recruiting command and for cadet command uh for allowing us to be here. So really
excited you you led in with the pledge of allegiance. You know just as we start to talk about JOTC it's an investment program and it's also a good citizens program and one of the things to make clear at the beginning is it's not a recruiting program. Uh but it is about developing and creating stronger
communities and preparing those young adults and and as we talked about this will start with the the first year class. It is a four-year class. So you take leadership one two three and four over your years consecutively but you can take those as you need as a senior
as an elective or starting as a freshman. Some of the neater things about the program uh is we're going to be focused on college career and postsecary uh support and care. And we also want to care into our communities. So, one of the big things we work is these programs are established around
Michigan. Uh we just put one in Adrian. Uh we have them throughout Grand Rapids, uh the Detroit metro area. But it's about bringing our good citizens back to our communities. Uh as we look at the long-term the longevity of Northern Michigan, we've got to bring people back to these communities and we want to
bring good citizens back. One of the beauties of the program is also the cost effectiveness of it. So all the uniforms, all the drill, all the things you may have remembered or that you've seen that we do that kind of get a lot of the publicity. They do drill teams, archery, they do summer camps, all
funded by the army, uh 100% of that. The one thing that is share costed is the instructor and that's really depending on what rank structure you bring into the school. So they do have to have a bachelor's degree at a minimum. Uh and they will be an army certified instructor. Uh they also will go through
the same things that we go through in my command as I'm the commander for the state of Michigan, but we go through the same uh position of special trust and authority like you would for your teachers, the same background checks. Uh but we'll hire a retired NCO or officer and that will be your instructor as you
go there. So what you're thinking about is the talent that's either in the army right now that's retiring or your national guard or counterparts that'll be your instructors for that program. uh that it does cover everything from leadership, skill development and so as you go forward this program provides a
lot for the school. One of the exciting things we can do in TCAPS is we can actually put that program at a school and because over the 4-year initial entry period you do need to get up to a 10% enrollment. We can actually put it at a school, count one of your schools
as that enrollment, but then allow West to be on top of that, for example, if it was Central. So that wouldn't count against your population and we could teach at both schools. Uh it's something we do in some of our bigger uh school districts. I'm familiar with the program from when I was a professor of military
science in Chicago. It works very well in some of our suburb communities when we're able to do that in addition to the career centers that we have and I know you have a career center too. And so as we can combine those populations, we're really providing good opportunities for our young adults. So that's kind of my
entry to it. And of course, I'm I'm more than willing to answer questions. I brought with me today, if I could just introduce everybody. Part of the battalion leadership for the state of Michigan is Command Sergeant Major Hazy. And then in the back, I have Captain Kahan. He's my junior company officer for the Grand Rapids Company, which has
from Wyoming to Traverse City. Sergeant G, your local Traverse City station commander. And Sergeant Bro, our recently selected special forces uh session candidate and uh which is probably the hardest school in the army. and one of your local Traverse City uh soldiers. So, thank you for having us
tonight. >> Thank you. Thank you for being here. >> Thank you for your service. And I don't know if we have any questions or board and >> I don't think so right now. >> Yeah. And the logistics for us for next year, what we're looking at is we're looking at u running the course probably
first hour at West Senior High. That doesn't conflict with career tech center has the most availability for students. And then running at either fifth or sixth hour over at Central High School. Same thing. we just have less student conflicts. But as the lieutenant colonel said, the course is going to be open for 9th graders all the way up through 12th
graders. So it'll be a nice environment where I think our students will get to know each other across grade levels and ages. They will tailor the activities appropriately to the students in there. We are going to be able to offer a half a credit of the required uh PE through what their curriculum looks like. So our
students have to take a full year of PE. That first half of credit includes that health which they'll get with our instructors, but that second half of credit we can incorporate into this program. So that's nice for students too to knock off a graduation requirement as well. So
>> and thank you just as a item of protocol. Normally we don't we were allowed to consider business in the study session but we try not to. So it is a consent agenda item but since you're here we definitely wanted to hear from you and appreciate uh you coming. So thank you so much. Well, thank you very much, uh, Superintendent
and the board. Thanks for hosting us and, uh, look forward to working with DAPS. >> Great. Thank you. >> All right. Um, anything else on superintendent? >> That's it. >> Okay. Uh, moving on to consent, which does include the item we just uh, heard
about, but um, do I have a motion to approve the consent calendar? I move that the board of education approve the consent calendar as presented and without discussion. Second that second. All those in favor say I. I. >> Those post say nay. Motion carries.
Uh and I was I didn't say it. Um so study study session moving on to central grade construction and defer to Dr. Bagna. >> Yes. So, this is a long long time coming conversation on um Central grade School
and uh the uh renovation project uh that uh we are ready to to present. Um we've had the chance to have a lot of conversation with it across the community, but um this is an opportunity to really see it in depth, ask questions in depth for the board um before uh we get ready to move forward. So, I'll go
ahead and pass it off to Christine Thomas Hill who has a team here that's going to take you through all of the uh plans for Central Grade School. >> Thank you. Super excited about tonight. Um, we're going to start with introductions. So, I have Gabe Elvie here from Diko Mahamean Architecture,
John Dancer from Cornerstone Architects, and Jackabati from Miller Davis, our construction management firm. So, um, today we're going to review, um, as you can see, I've displayed some boards up top here, and you've seen the presentation ahead of time. We'll review some exterior renderings, some internal
floor plans and renderings, and then some sample playground options. Um, I'll report out on some staff feedback we got just last Friday. We were at Central Grade most of the day on Friday with staff. Uh, discuss the overall budget and construction schedule. And then we're going to get into some energy
evaluations. Quite a long time ago, the board asked us to look at some energy options that might be uh something that we could potentially do in the future. all options, especially as related to heating and cooling. Um, and then we'll get into those heating and cooling options that we explored and who we
explored them with. We'll take a look at our utility costs and how some of those options impact our utility costs. And then, um, I'll make a recommendation from administration to the board and to follow up with questions, but as you know, throughout the presentation, if you have questions, just stop me at any time.
>> Christine, when we're all said and done, what would you like to have come out of this when we're >> this meeting? I would like an approval on the recommendation so that we can move forward to get uh construction documents ready for bid.
>> Okay. >> All right. So, I'm going to turn it over to John Dancer for exterior rendering review. >> Thank you, Christine. So, what we're looking at is this is the new entry um that we're proposing for Central grade. Um this is in a different location than
any of the existing ones. It's more centrally located. Uh what you're looking at is Lars to the left. Um and then the rest of the the building to the right. The architecture, we're trying hard to really not replicate it, but do something for the new entry that it says
that it's the entry, but it really works with the existing architecture. Um this the the site walls that you see there, the kind of seat walls, those are actually functional. Those aren't just architectural landscape elements. What we're doing is we're changing the grade.
If you're familiar with central grade, as I'm sure all of you are, you walk in and you go down three or four steps. And so what we're doing is these are retaining walls so that we can lower the elevation. So you're no longer coming in through steps. You're actually entering the building at grade. So it now meets
all the ADA accessibility pieces and there's no more stairs that are happening there. Um, also you can see there's a the flag poles there and then uh the ornamentation that's that's on the walls. Those are actually um we're
relocating those and reusing them. We're salvaging them. Those are part of a garden wall that's back by where the library is right now. And so we're taking those architectural elements and we're now putting them um on the on the front as as part of this new entry element. So, is that is that a decline?
A slight del a very fractional decline. >> It's a very very gradual decline. Yeah. And it goes all the way over to where the parking lot is and then it's even more gradual as it comes out to Seventh Street, but it's very very gradual and kind of goes all the way along the whole facade of the building. Um, when you get
down to where Lars is, uh, in the left of the photo, that entry stays the same. So there you're still coming down the three steps, but if you go around to Pine Street, that entry is at grade as it is today. Um we're actually changing the ramping of that internally slightly,
so it's not even as much as it is now. But yeah, >> and this is looking from Seventh Street. Is that right? >> Seventh Street. Yes. Yep. Yep. So one of the major things that we had envisioning was is really the preservation of the front lawn along Seventh Street. That was very very important to the entire
community. I mean, everybody said it's, you know, we need to to maintain this facade that happens all along there. And so, we are replacing all the windows. Um, they will be uh, you know, look historic, but they're going to be thermally broken, much more energy
efficient um, than the ones that exist today. And this is just another view kind of looking back the back towards the other way, back towards where the parking lot is towards Wadssworth. John, this building doesn't have historic designation to it, does it? >> It does not. It's not on the register.
No. >> And one other question. There's a neighbor, maybe a couple of neighbors who were not all that thrilled about the placing snow on that lawn all winter long. Um, I'm assuming that we'll
continue on with the new building as well or not. >> I'm going to defer to Christie. Yeah, we have other ideas that we're exploring right now for that. Um, it's not we're not complete with it, but I'm looking at other options for storing snow. >> So, we'd like to not store it there. I
can't say that we wouldn't store any there, but the amount that is being stored, we'd like to reduce that. So, >> and that turf would withstand that. >> Oh, yeah. Yeah. Everything that we're doing is would withstand that. Um, you know, obviously the snow wouldn't be piled on these walkways, but there is
still space if you needed to do it. >> Is there an issue with a slight grade for water when it rains, when the snow melts? >> Um, we our our civil engineers have actually taken care of that so that it's not running in the door. >> I assume so.
>> Yeah. And it's not that steep. Um, you can kind of see it actually in this rendering. the the walkway extends, like I said, all the way over to where the existing parking lot is. And we're expanding that parking lot. So, if you can imagine, if we were going to hit the one of the very first doors, it would be
steep. But we've got this whole length of this building for this grade. And it is very, very, very subtle as it goes down. >> So, there are no requirements for retention on any of this site. There is requirements for retention, but that's
um storm water is being retained underneath the parking lot in subsurface retention basins. >> A swirl system or something like that. >> Yeah, they're the big, you know, semi- round ones that that go into and then the slow release that goes in there. Yeah.
>> I don't know if you remember the large underground containers at Monosuri when that site was developed, but similar idea. >> And they're a natural civ. Yeah. >> Yeah. >> But they tie into the city storm system. Correct. >> I think for overflow purposes, but the
idea is that it's supposed to manage itself on the site and it doesn't add to the >> to the city's um demand. >> Asking questions I'm going to get asked. >> You'll be happy to know I've been so concerned about budget that I said this
looked really fancy. Where are those fancy things coming from? How much do they cost? He goes, "Well, they're free. They're already on your side. I'm like, "Oh, okay. Thanks for that." >> Actually, Christine, I brought you this picture so you can see where they were cuz you ask on Friday where they're coming from.
>> Yeah. Very cool. >> If you want to pass it right, >> so they're on the right. >> A little TLC. It's also a great hiding spot on the playground. >> Yes. >> Yes. >> Yeah. >> You would you would know,
>> John. I maybe this is all interior stuff, but one of the things that's interesting is Lars and Central grade school sort of are all one. So there's total access back and forth. >> Are we going to maintain that as well?
>> There's actually a set of security doors and and Gabe will get Gabe will get into that in a lot more detail, but but yeah, there's ways that actually the whole place kind of closes down where the public spaces can still remain public. you can't get to Lars and you can't get to the to where the classrooms are if
you're having a basketball game. Gay will get into much more detail on my thunder. >> Well, and since Scott brought it up, I'll just ask my question now. So, the Lars there's no gradual entrance, right? You will still have stairs for any ADA
compliance. Did I hear that wrong? Pine >> Street off of Pine Street. >> Okay. So off of Pine Street, which actually has a ramp in it now, but we're it's going to be a little more subtle than it even is now. Um, but it meets ADA even the way it is today. So that entry does meet ADA.
>> I found off there's still stairs to get No, >> only in the back towards where we have that room when we do graduation that Pine Street right where they bring kids in from the bus. It's a ramp. Okay. Building. >> Okay. Yeah.
>> Perfect. Yep. Um so this uh rendering um we're tearing down and you probably remember this from our previous um presentation, but we're tearing down a portion of the west wing. And where that happens is kind of where the break is. If you're looking on the
left of the drawing, you can see the the old existing school and then there's a break which is actually where a new fire stair that's required for fire is. And then as it wraps around, this is our new addition. And um the new addition, it's, you know, it doesn't exactly mimic uh
what the historic piece is, but it's it has the exact same proportions um of it. And even the way the windows are are broken up is very very similar to the way that the windows are broken up on the existing piece. So we carry that all the way around. And then on the first floor of this, this is where the prek
classrooms are. And those prek classrooms all have doors that go directly into their classrooms. And the way the parking lot works, it's a little bit different than it is now. This is there's actually a drop off lane. So the little kids can be dropped off because they need to be escorted into school. So
they can get escorted and dropped off and picked up and then their playground, we don't have the playground uh stuff drawn in here, but the playground is is right there. So their playground is immediately outside their door. And then kind of in the the foreground back
there, that's the cafeteria. So there's a brand new cafeteria. It's no longer on the seventh street side. It's now back towards the eighth street side. Has a new kitchen. Um, and then now the cafeteria empties directly out to the playground. So, if you're familiar with
the school now, you kind of have to go through. It's really disruptive and that no longer has to has to happen. >> And the new cafeteria is not part of a hallway. It's an actual room. >> It's an actual space. Yes. >> Looking from the corner of like ETH and
Wadsworth. >> This is Yes. Yes. Yes. Exactly. Yep. >> This would have been the courtyard right here. >> That's the old Yeah. >> So, yeah, if we were looking at it now, you'd just be seeing the west wing, you know, it would just continue all the way kind of across there and and that's the
part that we're we're tearing down. >> And I know it's okay because obviously you've drawn in, you guys know what you're doing, but then from a access, you said each door has its own access, but >> that's different for the pre >> It's just on the new edition side. It's very hard to do on the front because of
the grade changes. So, this will be the licensed programs and parents are required to come in and sign their kids in and out >> which is why we have it that way versus the school where we have a single entrance. >> Correct. >> Okay. >> But on the other side is the single
entrance. So, we're now eliminated all the other ones and now there's one entrance with a security vest. Yes. Um, since most of my time at boards deals with parking at some point or another, how many spaces are we eliminating and how many are we going to
be left with? >> We're adding. >> Yeah, >> this proposal adds how many? 10, 12. >> I don't know. >> Yeah, it's not a lot. >> Well, it's a tight site to begin with, >> but we also did add around it a drop off lane. So, you have potentially a parent
pickup drop off lane. Again, it's not huge, but it will take some of the traffic off of seventh or eighth >> because you would imagine that the the preschool or any of the licensed programming would park and come in and get their kids. So, then we do have a true moving car line.
>> Yeah. So, we we've expanded the parking lot towards Seventh Street all the way to the edge of the building facade. We didn't want to go any further than that because of the front lawn. And it also expends expands back towards Eth Street, but the way the playground still wraps
around, but it is expanded both ways. >> So that's to accommodate staff as well as parents. >> Parents, >> it's it's primarily for parents and staff when we had visioning sessions recognized that there's no way to get enough parking here, especially by
preserving the front lawn. So there was a recognition there that we're never going to be able to provide all all parking for staff. All right. So, we'll move into a summary. Gab's going to give a summary of the um interior floor plan. So, we'll go over uh the first floor and second
floor, and then I'll review third floor. >> Oh, yes. You might want to put it on paper. It moves a little easier. >> Okay. >> So, I'll try and fill in the gaps that John didn't already cover. So, there's not much left. But anyways,
>> sorry. Um so like John talked about if you look little red dot this is the new entry uh to the building again this is to follow standards that the district has already set for a single point of entry secure vestibules that can load
the building as well as secure after or after everyone is in the building and then everyone who comes in then is forced to then be seen at the office and and allowed to be in the building. Once that happens, the rest of the doors in the building are locked and you have
that secure vestibule. Now, at the front, um, as you go around the plan, um, these yellow boxes here, these are the classrooms. Uh, the classrooms on the first floor are the preK classrooms, kindergarten, and first grade. That's
intentional. Um, the state requires us to keep those kids on the main level of the building. That also means that any services or extracurriculars that they are part of have to also be on the first floor. So it's very intentional that the
media center, art, music, cafeteria, gym, all of those spaces are accessible from the first floor now for those grade levels. Um so as you're coming around, like uh John pointed out earlier, these four rooms on the bottom do have an exterior
door. This is to be able to accommodate the prek requirement for drop off. Um, in the middle, this is currently what faces the courtyard, which is a kindergarten classroom right now. That is now going to become the new media
center in the center. We are preserving some of that architecture along that exterior wall here along with that bay window that's there and making that part of the interior architecture. Um, as you go to the right,
this box that's right here, this is the I'm sorry, I'm having trouble with the cursor. >> It's very touchy. >> Yes. Uh, this is currently what is the small gym, which is sunken down about three or four steps. Um, this is going to be brought up to be level with the
main floor. So, that will be raised up. Um, but we've also got some images that John will explain in a minute about what we plan for that space. um preserving some of the architecture that's there as well. But this will also allow us to provide a new main staircase right at
the main entry so that folks can be directed right up to the upstairs as well. You go further to the right. I'm sorry, I'll keep going around the left um left and towards uh 8th Street. Um this is now the new cafeteria addition
which is going to be added on to the small gym space to make one larger space. This is also your um after school program gets housed here. This allows doors not only for direct access to the playground but also for parents to pick up students at the end of the day for
after school. Um the uh cafeteria space then also obviously has the kitchen just below that. And then further down, these gray boxes that are next to them are boiler room, utility spaces, electrical room, as well as uh maintenance. Also
has an entry there with an overhead door for equipment. Stop working. There it goes. Uh further to the right here on the bottom, these are the art and music rooms. These have storage rooms for both of them, including a kil room for the art room.
And then big box in the middle is the gymnasium. One of the things we wanted to point out here is that currently the gym court runs east and west on the plan. We are going to remove a portion of the gym at the uh columns here and
we're going to turn the gym back and remove the bleachers, the concrete bleachers that were added as a renovation and return the gymnasium to its original shape and design in the building. Um, this allows us to take
care of a number of different things uh related to the bleachers. Um, get better use of space. It also allows us to add this corridor now along this side. So instead of folks having to go all the way around the building to get to this corner, now they have a better path to
get to this end of the building. Lars is still Lars. We're doing very little in Lars. U mainly just code upgrades that are required as part of the rest of the building's upgrades. Um and then there is one more classroom here on the bottom. Um this is also um
has the capability of doubling as a green room. >> Okay. >> So when you say very little to liars that means we're not air conditioning liars at this point. >> That's later in the recommendation. >> For God's sake
questions at the end at least. All right. I know. >> At least from staff. Uh where do the the bus So what happens with the busing the kids that get that are >> stays on Pine Street. >> Okay. So they do come off. >> Yeah. So that um that door there um
where they come in is the one that's currently ramped and it'll be less of a ramp in the future. >> So they're they don't go in the main entrance which is a little bit different from some of our other elementary schools >> because there's um we'll work with the principal on that but usually there is supervision by a staff member. So then
we can we can use our card access to let them in. >> Okay. >> And supervise that. >> Okay. Moving up to the second floor. Um on the second floor, this is second grade and up. In these spaces, um classrooms run along the north side
here. Um, these pink spaces, and I didn't point that out on the first floor, but these pink spaces are your itinerate resource rooms that are mixed around in the building, giving closer access to the classrooms for those individuals to take three or four
students at a time in and whether it's speech therapy or uh English support or things like that, they can work with those students in those rooms. There is uh the new staircase that John talked about here on the left side of the building. that kind of starts the
addition like we talked about. And then these classrooms along the bottom are part of that new addition. The white area here which is right above the small gym. This is now open. So we are opening that space up to the roof. So that will
be an open space instead of the kind of split level configuration that you have right now where you got to take steps up into the music room and that kind of thing. So this will all now be open. The gray box is no fun. That's just where all the mechanical equipment is, air
handlers, that kind of stuff. But um again, in a multi-story building, it's much better to have that equipment on the second level. It allows us to branch into the building much easier and distribute that. Um big green box is just the upper volume of the gymnasium.
Then on the south side here, you've got the teachers lounge and workroom. Um and you've got four additional classrooms um on the lower part of the the floor here. And then this is the upper level and balcony of Lars.
>> What's the green space right over here? >> This one on the left. >> Good question. So this is what we're calling a multi-purpose room in the center. This is right above the media center. Okay. >> On the first floor. So, with this building, um, even though
we've done some demo, because we're doing the addition, we evaluated how much it would be to do the addition as a one-story or two, and there really isn't a significant change to add that second floor. We have more classrooms than we need, but it does give us some flexibility in how we use them in the
future. So, we had that. We had originally thought about maybe doing a library for the upper L, but that's really hard to manage. Two floors of that. So, it's a space where a couple classrooms can come together to do projects or sessions or um just another area if if we have larger groups that
need to do something or after school programming. >> Yeah, we thought about you could bring a whole grade level together and you could do some team teaching. >> So, we kind of made that space. We actually bumped out a little bit itinerant to make it big enough for a whole grade level to go. >> What? Which is nice because there's not
a lot of big spaces in that building. This might come later, but just I'm thinking about dismissal. >> Trust me, IT WILL >> through the one door facing Seventh Street. >> Is there been >> um I think dismissal we'll have to
review with them because I do think that having the different doors for dismissal works for where people park, but I I can't say how they'll use it. Um I think it's just a matter of working with administration to figure out what works best. and filtering 250 people out that
way. >> Yeah. >> Did you when you were at central grade, did you stagger dismissal? >> Pick up carine and buses. >> Two different doors. Well, buses went first. >> Yep. >> And then the third fourth grade door is
where kind of the new current door is, >> but you will have a car line on the other end now, right? >> Yeah. So, yeah. It's hard to say exactly how they use it. They'll be able to separate some grades and and figure out what was works best. >> Perfect. >> Hopefully they can identify where
parents should park so that it's closer for them, but it's a little bit easier dismissing because you have a staff member exiting with the kids versus the door just being open and anybody coming in. So, I'm sure they'll use multiple doors for dismissal. >> Perfect. Okay. Thank you. >> You just want to make sure no one comes
in during Right. >> Real quick, just to touch back on something we talked about previously. Um right now we have added cross corridor doors in this hallway and this lower hallway again to isolate the large space
so that that can be used and we can close off the rest of the school building um when that's in use. That also occurs in the same location on the first floor as well. >> And on the first floor we had to add another um another secure point before
the cafeteria so that people can get to the gym. So we have another secure if there's after school gym activities. >> The entry door is on the left. So we have added another secure entrance point there. >> We started on the first floor. Am I
safe? And assuming you're going to use the tunnels and the basement and the old boiler room simply as pipe chase or something. Is that >> they're going away? >> Most of it. >> Most of it is going away. Now, what's underneath the footprint that you see here will still be there, and we will
reuse those tunnels and spaces, but the old boiler room that's in the courtyard, all of that is going away as part of the demolition of that and the portion of the west wing. >> So, for the third floor, um as I said a second ago, we have plenty of classrooms
at this building. So um what we did uh with the third floor and we had talked about this with the board before is um we have identified um a bunch of conference rooms for PD. So we could have um all teachers PD in the summer on
the third floor in one location which provides a lot of flexibility uh for getting the groups together in different ways. We have flexibility with these rooms. So, we sized them to be approximately a classroom so that in the future if they need to be a classroom, it's going to be pretty easy to add a
drywall and not have to do a lot of renovation to make the classroom. But, we've got operable partitions here. So, you could have a smaller room with 50 people. You could have a larger room um with 100. I think you can even go up to 150 people if needed. And we have technology identified so that you can
make any one of those things happen. So really it's um unused space until um we have I know that there's going to be a lot of activities up there. And I did tell no to Dan about his office being up here. >> So this will be really nice especially
in the summer um to be able to have our teachers. It's really nice to go into a conference room with tables. They can sit down and actually do work and you're not trying to disturb an existing classroom that a teacher has already set up to go for first day of school. So, it's nice to be able to do that and not disturb what they've got going on.
>> Now, you explained the um secure doors on the second floor. Will that prevent h how will you secure the third floor so people don't go up there? So, um >> we will have different doors. >> Yeah. At the entry point here, there's
doors, but also for the elevator, we usually do a key card access to that and you can limit where they have access to go. So once they're in the elevator, you can limit based on their their card where they're allowed to go. >> And there's no access to large on the
third floor. >> All right. So I'm going to turn it back over to John Dancer for a creative way to restore the little small gym. >> Yeah. So what you're looking at here is the small gym. And one of the other things that came out of the visioning was um to keep the architectural
character of the of the small gym. There's um some really nice historic tiles that band it and there's some pretty nice masonry um detail that happens on the precinium over the old stage. And so when you're looking to the
end of this, that's what you're still seeing. So that opening that we've just glassed in uh down there, that is the precinium. all of that seeing staying and then you can kind of see the dark bands. It's a little hard to see in the re rendering that run horizontally, but that's where we're keeping all of those
historically old tiles. And then to keep the volume as much as we could, we've we're doing this glass box that separates the the common stair from the rest of it. So that provides us some visual security, also isolates the noise
from the cafeteria going through there, but you still get to understand the whole volume of the existing small gym. And then um to create enough space for the extended day uh offices and storage, we're recreating we're we're actually taking some of the old terracotta and
masonry and creating this this arch. And then underneath the stair and behind this is where the office and the storage goes. And so, um, and this also doubles where the archway is. It also doubles as a projection screen from the cafeteria. So, the cafeteria is to the left of
this, uh, if you're looking in there. So, the cafeteria is that way. And so, it it all opens into one space. >> It's essentially, um, an extension of the cafeteria. So, if they need to add more tables or spread students out, they're able to do it all the way to the back there. They can fit the tables they
need on the other side, but if they would like to spread out, they certainly have the ability to do so. And then this is looking at it from the other side. This is the new common public stair. This is how most students will will get to the second floor. So this is a a wide stair that can have
traffic going up and and down um with multiple people going in both directions. And so this stair, if you look to the right where it starts to come down, this goes directly to that main cross corridor that's right across from the the office. And so we have
visual connection of kids going up and down and moving through the whole school at the same time. And then it's also then separated from the rest of the cafeteria and the rest of the space. >> And these are um columns of the the regular brick that's currently in
>> Yes. the gym. Yep. >> So, we needed to punch a hole here for security and supervision issues, but we're still maintaining the brick that's in the existing small gym. >> Yep. >> So, playground options. Um, just showing you uh how the playground is laid out. We're still working on the pieces and
parts. We got some good feedback for some minor changes from staff on Friday that we're going to incorporate. Um, but the nice thing about the entire playground is it will be completely fenced in and on the if you're from the 8th street side will be on the left of
the service drive. So, no longer will be kids be going to across a driveway to get during playground. Plus, it helps with supervision. So, we've got really great feedback, especially um from the playground assistants, um that it'll be much easier to supervise kids in an area
like this versus having them cross over the old service drive to get to the rest of the playground. So, it is a little bit smaller, but it's um much more usable and friendly and better supervision. So, there'll be a fence all the way around this concrete area here, all the way up to the building where the
cafeteria is. We do have a plain planned shade structure here. It's not shown. and he just put in a a concrete pad for me so you could see the plants shade structure. One of our intentionalities here was to add soccer goals but also leave that open area. Kids just like to run and play and play football so they
still have an area to do that. So this is where the playground or the parking lot got shoved back. So this is a little bit skinnier but not really by much. >> And for the surface uh still going to be wood chips. >> Yeah. Okay. We haven't found a better
cost-effective way to deal with that. In fact, we've gotten feedback from some that have done the hard surface material that kids complain how hot it gets. >> So, it it's just really tough to do anything else. These are just other views. You can see
um this is just up close of some of the playground structures. So, this would be the upper L512. Um and we've gotten feedback on these. Um, and then it does show somewhere the small kids playground. >> Can I mention one thing too? Just this
is a little bit off subject, but you know, we have asked have some questions about some of our other playgrounds in the district and with building a new building or renovating. So, one of the things that I am planning on bringing to the board is when we do sell the property at Blair uh Township with the housing project, I'd like to take the
those uh um revenues and put it into some of our playgrounds. Um we have an ADA issue at Willow Hill is one that we'd like to address. We have some older also um units at Blair. One of the things we built a new structure into the housing project. Um so a couple of the
other buildings as well. So that might get brought up about what about some of the other schools just because they're not new, they don't get playgrounds. We're working on that from that aspect. So I just wanted to mention that. >> Can we take Sorry. Can we take any of the existing playgrounds? No, we've evaluated it
>> and the cost to um take it out and put it back in based on the life expectancy didn't really make sense, but we did evaluate that. >> So, this view here from essentially 8 Street, but you can't see it because it wasn't really put on the the real plan, but this is the um the sidewalk leading
to those playground um those preschool rooms. So, this here is the identified preschool area. So, this is a two to five area. We do not have to have a a physical separation. We have to have some separation um between the 2 to 5 and 5 to 12. Typically, we just use
cones. So, when we're out there, the other students know this area is for the younger students. And that's worked well. Um physical barriers create issues just based on the fall space and how far away from each space. You just lose some space by having those. So, we opted not
to do that here. All right. So, feedback. Um, we met with central grade staff on Friday. It went great. We got really, really great feedback from staff. Um, I think, uh, most people really appreciated the preservation of the front lawn. Um, they
appreciated that. I mean, really, the building looks the same as it is, just cleaned up and polished. Um, and the intentionality of the addition looking similar, but not necessarily trying to match it, so it complements it. um really like the new main entrance and
having a secure entrance festival and onepoint entry and that connection with the walkway um we could put bike racks in that walkway it's a nice entrance for support for students to get directly to that front walkway um the number of restrooms I didn't realize how much of
an issue it was at central grade just to find restrooms for students so um we have um much more obvious restrooms uh appropriately sized more located in areas that make sense Plus, by just doing the addition, you now have like a
square block that you can walk around and find everything versus walking down a dead end corner corridor and then coming all the way back if what you needed wasn't down that hallway. So, really appreciate the supervision in the hallways. Um, we did show them some design colors and features and so we got
some good input on that. We gave a few options and had a lot of them overwhelmingly sway one way. So, it gave us some great feedback. Um, and then the improved uh supervision on the playground. We did specifically have the the um noon duty staff come in and share their opinions on how hard it was to
supervise and certain pieces of equipment that didn't work well. So, we're making changes. We're actually meeting with the um playground contractor tomorrow to make those changes. >> Can I just ask you a question about the bathrooms? Um so, first floor, second floor, the group bathrooms. I know we've been through a lot of this at the high
school level with doing single stalls. Just curious if like our elementary kids if that's an issue of having these group bathrooms. I know at Monasuri we did um those group bathrooms with kind of the open door concept and and that works
okay for elementary kids like that's what's preferred. >> So what we're doing here um is a combination of both. So we do have some single stall users that are available for those that would need them. But also in the group restrooms all of the stalls are considered single stalls. It's just
the um sinks that are common. So all of our stalls are complete floor to ceiling doors and walls. So you have no more of a a teacher looking into the hallway to make sure kids are behaving and you see feet. It's complete um privacy. So you do have essentially
>> different from Monasuri, right? >> It's different from Monator. >> Okay. Okay. Okay. Okay. >> Yeah. It's more like what we just did at West Senior High. It's just not as open as West Singer High. But um you can see from the outside the sinks, which is typically an area where we have some
student behavior issues. Um so it's open at the sink, so you can see anybody standing at the sink, but you can't see them in the toilet rooms. >> Okay. And the teachers and staff were that works for them. Okay. Okay. Okay. >> I think they were more concerned about finding the bathrooms and helping kids
identify where they are. And there's a really cool interior feature that um we're bringing in some different tile work that the staff like to identify bathrooms just in general. If you look for the it's just a really cool tile with a big blue dot on it, which I wasn't really all about until I saw it
in a full rendering. Um yeah, I was a big no on it up front, but um it looks really good. So, it's just identifying the outside wall by the bathroom so you can tell kids where to head. Okay. >> That's where the restroom's located. >> Yeah. including locker rooms.
>> Locker rooms. No. >> Okay. >> No, we do have in this building, much like others, family restrooms. We also have a restroom with a dedicated shower for any needs of staff or students. >> Nothing for athletic teams to change in or
>> We do not have them at any of our elementary schools. >> No. >> We did at North. >> We have them still dating. We have dating elementaryaries that are older. So like Silver Lake has them. We don't use them for that anymore. We've turned them into student support network rooms.
Um so we don't use them as locker room. So I'm an alumnest here. >> Yeah. >> Had plenty of trouble in that locker room. >> So budget um we have estimated direct cost uh 42 million. Uh we have contingencies of about 5 million. Um
estimated technology, furniture, fixtures and equipment is around 3 million. And then the uh costs just associated with architects, engineer, construction management, all our other consultants, civil in um uh landscaping and things like that are all in there uh
for about 5 million with a total project budget of 55 million, which is on track with what I've shared before. >> And I thought it was 44 million, which I mean I thought that was the original estimated. No, >> we originally had 50 million quite a
while ago before we really got into the heart of the building and we bumped it to 55 and I had shared that with the board. >> Okay. >> Some of the struggles we have is just right now trying to estimate um well the costs will know when we go to bid. So we've been carrying a high contingency
and as we get uh plans and drawings that are more clear, we're able to reduce some of those contingencies. So sometimes the the direct cost might go up and the contingency will go down as we move along and get closer to bid. construction schedule. So, looking for some direction from the board here so we
can move forward with completing our construction documents and actually go out for bid. Uh, we'd like to bring this for full board approval of contracts in June or July. Um, I think we're currently slated for the July board meeting, which I think is the 13th. Um, yeah, I have it right there. Look at
that. Um, July 13th would be the presentation of all of the bids. Um, and then we will have a pretty hefty job of moving Central Grade into Glen Lumis, July and August. Um, that might be closer to August just based on when I'm able to move some people out of the
building. Um, but we have a lot of time to get the building cleaned and finish the construction that's going on here. Um, and then abatement and demolition will start as soon as we um, issue contracts for all of the contractors um, in late July. And then um really it's
construction for three solid years with um substantial completion around May. Then we need to do our furniture delivery, move all the contents that are going from Glen Lumis over and then make sure we get those LAR inspections for our preschool programs. >> One thing while it's not in
construction, and I may be Scott getting ahead of us, but um we are planning on later this year of doing a um come see it one last time before the renovation happens. open to the community evening for people to come and take pictures and stuff like that. Something the
community's requested that we're going to make sure we honor. >> And what about preserving any like old doors like any chance to like auction those off or like fun >> fun auction? We're looking at some ways if there's some staff and others that may have an interest. We're looking at that. But it's just by time you pay
staff costs all that. It's just they're not worth it. So we are looking at some options for some of those things that are not a part of the construction and not a part of that. if there's something that somebody might want us keeps saying. We also even have some artwork things that much like when we when we
were at a Boardman to see put online and see if anybody happens to recognize that it was theirs or a family members some of those kind of things a little bit. We're keeping some, but there's some like that. So, we're we're going to work on a plan like that, but it's just we we don't we don't find from a dollar
standpoint there's enough there of the scrap of a door or things left like that to, you know, try and price and staff and people carry out like we're going to work with some staff momentos a little bit like that of a few things that might might want to keep. >> Yeah. Having the ability to give some
things away, but it's the cash handling that really is an issue. So, we're going to stay away from that. This is all all deemed um meeting its end of useful life. So there's no requirement to auction it off. >> But you know, we've got things, you know, key items such as brass clock, you
know, things that'll be incorporated apart, you know, the building. So, you know, those kind of good things like we want to keep in that element, but >> dedicated spot for the bell inside. >> Yep. But but a onewood door. >> Okay. >> Okay. >> Okay. You guys in the construction?
Yeah. I have a question. I don't know who's going to answer this one. >> Construction would be Jack. >> Yeah. All right. Well, Jack, where the heck are you going to stage? >> Question. >> Uh, good question. So, we have a few uh preliminary diagrams we're using, but
most of the most of the staging will come down uh on Wadssworth. >> Come down on Wsworth. >> That side that the site access will be off >> on the site. You think you're going to be able to stage everything on site >> once we remove all the playground
equipment and they do the demo there. >> It depends what you mean by everything. So, we to have on-time deliveries, but we're going to get all the steel there. We think we're going to create some parking lots for our use. Um, it's going to be tight. Parking is going to be an issue, especially this time of year if
it snows like this. Uh, it's going to be really tough getting around uh around the area. So, two of the streets, um, at least A Street, I believe, is the brick. And so, we got to stay up a street cuz we don't want to damage that road. So,
there's all kinds of things to consider about staging, but we're working on that plan. And so far, we got you got to come in off Wadssworth, drop your material, then leave off Wadssworth. And if we have any um we often have staging of materials that aren't used
for sometimes we work with the contractors and either stage it at facilities we could potentially use um there will be field the the old softball field. So we have other areas they could stage bigger pieces of equipment until they're ready to actually use it. >> I'm just talking from the neighbors
perspective because it's a tight site and those people are going to be >> at some point irritable. I will not be irritable. >> You're further down. >> We will be abiding by the city ores for
noise and everything. So >> we we'll minimize the impact as much as possible. >> Okay. >> And you won't have all the teachers and parents parking on the street. So, you know, I mean, >> that's what takes up a lot right now, like if you drive by in the, you know.
So, yeah. What time do you think you'd start in the morning? >> Uh, we start 7 o'clock during the the summer hours and then be 8:00 during the winter hours. Depends on lighting. >> Okay. >> And then go to 7 to 3:30 or 8 to 4:30.
>> If you have any ideas, we're welcome. >> Ideas. >> This is what I >> just identify problems, no solutions. Yeah. >> So, now we're going to get into the energy evaluation. So, quite some time ago, um we did have quite a few suggestions about going all electric. We
were asked by the board to explore multiple options. So, we did um I'm going to let um John Dancer and Gabe Elvie go through a lot of that evaluation. We worked with um a couple of different outside companies and used Dika Mahaman Engineering to evaluate everything. So, um I will start off with
the evaluation of geothermal and let John run through that. >> Yeah. So, this is um the whole site plan and the little red dots represent where we would need geothermal wells. There's a hundred of them and they need to be
spaced 20 ft apart. And this diagram is a little deceiving um because you can see some of them that are up on Seventh Street outside of Lars. Those are not 20 feet apart. But we there's they would need to be everywhere on the front lawn, everywhere in the playground. And there
honestly there just isn't enough physical space. And um before everybody got here, Mr. Hardy asked me a little bit about it and I explained to him, you know, we did geothermal at NMC's innovation center, which is a relatively
new building that has 60 geothermal wells, but they have a campus and they don't have an urban site. And so we could find a place for them. And and similarly with Interlockan Center for the Arts, we did geothermal for their new uh dormatory Dow House. And again,
they have, you know, a fairly large campus that we can spread those out. And it was just really impossible to fit enough space to to do it. And then there's also a premium cost of about a million dollars to to do it. >> So um
we >> and you you talked to multiple experts in this. Yeah, we actually even, you know, we we talked to um you probably know Tim McKeen and we we kind of vetted through this idea of maybe some different types of geothermal wells and and pretty quickly came to the
conclusion that this just really isn't the best site for geothermal. So that I'm sorry that million dollar approximate cost is based on sort of the estimated wells that on this diagram but you're saying that that those what is
shown here isn't necessarily >> accurate enough to what you need. >> Yeah. Yeah. It's they're really tight in here and you can see all the ones in the front lawn. So I mean if you can kind of imagine us drilling those wells uh
everywhere um you know that it would be very very very disruptive. >> Yeah. >> But when we talk about a million dollars of additional cost did you factor also then in the savings you might acrew over a period of time? Yeah, we'll get into
that. And again, >> I think that would be a natural question. >> This one was really more um the site not being conducive to having them that led to the let's explore. >> Yeah. So, we didn't really look at we didn't really look at the offset of what the geothermal would be because we
literally couldn't fit the the wells on. So we we discounted that and then we started looking at other other pieces of it. >> So the other piece of it is exploring a heat pump chiller option that was recommended by train. And so I'll let Gabe Gabe give kind of a rundown of that
exploration. >> Yeah. And um I'm going to try and break it down into two pieces that are simple for everybody to understand. Um but this is also a system that is fairly simple
um in concept. Um you I hope many of you many of you understand what an air cooled chiller is. You see them a lot where um they're a big fan array that blows air across coil coils that provides chilled water and then you feed that into your building. A heat pump
chiller is um a little bit different than that in the sense that it adds a second set of piping that goes into the building which allows you to switch and provide hot water instead of chilled water. So the system has the ability to
change whether it's pri providing cooling or it has or it's providing heating, right? So the costs for that really are the cost of that additional piping because then that feeds into your hot water piping inside the building and then the the uh slightly higher premium
for what they call a hybrid uh system or a heat heat pump chiller as part of that system. It looks very much like a normal aircooled chiller. it sits pretty much in the same footprint. Um, when we were sizing the building, you would need three of them. Then, and if it was an
aircooled chilled system, it would also be three of them. So, you're kind of just replacing one for one, the two different types to go to the other system, but it's not currently in the budget, and it would carry a premium of $225,000
total. >> Total. >> And that's in excess of everything else we need. the bond cost to put it in, >> right? >> Not necessarily the >> I was just where there was one like it was >> unit. >> And do those units where did those
physically sit the the hybrid systems? Are they are they rooftop systems or they would they be in like that mechanical room chamber type? >> They currently sit on the roof. So that second floor mechanical room, um there is a a little roof courtyard area just
outside of that that these would sit in and then they feed into that mechanical room. >> Okay. >> And they're screened. >> They are screened. >> You don't see them. >> Okay. >> And they have acoustic baffles in the screening, too. >> Okay. Right. >> So because they're loud. >> Well, they make noise.
>> Okay. >> Yeah. There used to be an issue with the heat pumps in terms of how how low the temperature could be before they didn't function well. >> You're really good at asking the next question. Really good.
>> It's almost like you've seen the presentation. >> Yeah. >> Why don't you just send me a >> We did actually. Well, that's why I'm asking him ahead of time. he's preparing for the next. So
after a lot of conversation um like John said with Keen Energy also with Train um Train did recommend us we that we look at this hybrid model. I guess a lot of corporations are looking at it. We couldn't find any schools especially in the state of Michigan that were looking at this but we thought we'd take a stab
at looking at the cost the break even um and the cost analysis for how much would we save to offset that $225,000 premium. So, I'll let Gabe um go through this. Um it's a great chart, but it can be kind of confusing. >> Yes. And I will do my best to explain it
and say again. Um there are a lot of us that on the team that still had to ask the engineers three or four times on, okay, what does this mean? So, to start off with, what we're doing is we're plotting on one side the cost of your electricity and then on the other side,
we're plotting the cost of your natural gas. Okay? because the true effectiveness of the system is at what point does it make sense to heat with electricity with this system versus the cost of heating with your boiler system
if that makes sense. So then what you see in the middle and there's a little um legend on the right side too the lines represent the outside air temperature. So the green line on the top represents
65 degrees outside if that's the temperature outside all the way down to the purple line that's on the bottom that represents 0 degrees outside. And what we're trying to do then is show where your costs are versus when it
would make sense to switch over. Right? So, when we first started reviewing this last fall, your current rates at the time for gas and for electricity is the little red plus up there, which means
anything above 65°, right? So, that means that it would be really hard for you to justify turning the electrical system on because the gas rate is that much less expensive. you guys have a very good
natural gas rate from your utility. So the blue box after some time and just recently we got new information from uh TCLP on them working with the district and providing a much more aggressive
electrical rate which is really good. It bring it drops that down significantly which is what that blue box represents. it gets a lot closer to the green line to switch over at 65 degrees, but it still doesn't get there. So then what we
were trying to do is we also looked up historical data on well what's the average temperature in the winter that you would need to be concerned about and your average temperature in the winter is about 35° in your her in your heating period. It goes up and it goes down and
obviously it's down right now but >> this year is probably going to change the average. Yes, that's going to blow the everything. But >> historically, it's about 35°. So then we kind of aimed for that. Okay, what would it take to hit that 35° switch point?
And that's what the green boxes represent. So the arrows that you see going to the right and going down on the graph, they're showing that for one of two things has to happen, right? Either your gas rate has to change or your
electrical rate has to change. So, if your natural gas price stays the same, your electrical rate would have to drop down to about 4.3 cents a kilowatt. And right now, it's at about 7.4 cents on
average with the new program >> from 13 cents. So, we did get a drastic significant drop. Yeah. From TCLP. Um, then let's say your electrical rate stays the same and instead gas rates go up. Like I said, you guys have a very
good gas rate right now. You would have to exceed uh 68 cents per therm. Now, per therm is different than what you see in your bill. Your bill, and I'll show that on the next slide, has a different structure, but we would we use two kind
of apples to apples as close as we can get to reflect the same heat. Does that make sense? But that's what that shows. So you would have to jump to that 68 to then get closer to justify the cost >> from about 40 cents. So it's a 70%
increase in our natural gas rate, >> right? >> If you went with hybrid if our rate goes that high, it would say go with hydro hybrid, >> right? >> Okay. >> It would say it would say heat with electricity if our rate went that high.
So this is a a little further summary on what I was just describing in the graph. So at the current rates when we first did the calculation um and you were heating with boiler heat only, we're estimating you'll spend about $25,000 a year for heating cost.
In that scenario, like I showed you, you're on the wrong side of the line. It really doesn't have any payback to to go the other direction. Now, if you get closer to the state's natural gas rate average, like what everybody else is
paying, which is closer to 11.1 from 4.1 MCF. Now, MCF is a confusing term, too, but it basically means cubic feet. And M is a Roman numeral for a,000. So, it's a,000 cubic feet at $11, uh, $11.1
for that gas. Then it gets a little bit closer and at 50° outside temperature, it's a minimal payback of about $2,000 a year. There's also a factor to throw in here too, and that is that although the
systems are very sophisticated and you can set them to set points and you can adjust when things happen, um we talked to Train about this. They're not really at the point where it can calculate what you're paying and feed that into the
system to decide when the right temperature is to change, you know, between those two different utilities. You still need somebody to do that math. In this case, our engineers did that math. So, the added cost there would be somebody in the district who knows how
to monitor that and make that decision. Okay, now it's 34 degrees outside. we're going to switch the system over, turn the boilers off or on, that kind of thing. If that makes sense. >> And that bullet point, so let's say our gas rate goes up to the state average,
which is about 70% higher than it is today. You would save $2,000 a year. So at $225,000 premium, that's $112 payback on equipment that will likely only last 30 to 40. So if both happen, right, your
electrical rate plummets even further, your gas rate goes way up, you get closer to that scenario, which is the other part of the graph that we were showing you. Um, that 70% difference that Christine was talking about, you could then be talking about maybe a 9 to
10 year payback on the equipment versus the utility cost. >> Yeah. questions. >> I don't dare ask a question. >> That's the end of the slides.
>> Focus just on this stuff. >> Well, let me let me say this that the only thing we've evaluated here right now is cost savings. There's also an environmental impact savings that we ought to at least
consider because that's really why we've been pushed towards electrification of the system. So, nobody's told me yet the big difference between a natural gas burn and electric powered system in terms of their impact
on the environment. So I will talk a little bit about um at the end about our carbon footprint and some options. Um we know that in general natural gas has a higher carbon footprint than electricity. Right now
it's hard for some things like in the state of Michigan I don't believe an electric vehicle has a lower carbon footprint because the infrastructure isn't quite there yet but eventually should get there so that it would have a lower carbon footprint. Um, but there are a lot of options as it relates to if
that's the target goal. There's a lot of options for the district >> and we'll talk about that more. >> Oh, sure. >> So, let's talk about air conditioning. Um, we really tried to take a stab at what it would cost to run air conditioning in this building. So, um,
if we assume that we don't have a lot of AC use during the summer, we know we will have some. If we have PD on the third floor, there will be a need. So, we tried to estimate minimal summer usage of AC and very minimal during the school year um to estimate about
$20,000. That is an added cost just the the nature of not having it and then moving on to it. And then um at the current rates, if you fully uh had the entire building running on AC, it'd be about $40,000. We have a lot of opportunities with
zoning to control that. So we would never really be running the whole building unless we had school running during the summer. So we can control what operates based on events that are taking place. So I'll let John share. Obviously we
have more um energy efficiencies in this building than our equipment. So I'll just let him go over some of that with you. >> Yeah. So, with the modifications that we've made to the building, we've reduced the area of our envelope by about 15%. By taking off the west wing,
even though we haven't reduced, you know, that much square footage, it's just the configuration of the west wing and how the old boiler room went, it had a lot more perimeter area. So, we've reduced the perimeter area by about 15%.
And then of the total building, our new exterior wall is about 28%. And so we've superinssulated that part of it to make it very, very good. And we're also insulating the complete roof of the whole building to upgrade that. And
we're also putting in much better windows than are in there. Thermally broken insulated glass windows are going back in there. So those are the improvements that we've made to the exterior of the of the envelope. >> So now we get to the recommendations. So
this is what administration recommends. So due to the nature of having a thirdstory building that does also have an auditorium which none of our other elementary schools have. We do recommend um air conditioning the whole building. We analyzed air conditioning for second and floor and not the first. And again,
the incremental cost to do some when you have to do the base level anyway, it didn't make sense to us to just do a couple floors. It made sense to do the entire building. We obviously can control exactly what we're using and when. And we have a lot of zones that are identified in the in the um project.
Um we do recommend installing boilers and equipment similar to what we have for the rest of the district for consistency purposes and to avoid additional general fund expenditures. So what I mean by that is just a reminder we have two two HVAC people for the whole district that's 23 sites. So to
have one site with different equipment than the other 22 and to have to monitor and evaluate and take care of that site differently we do have controls that can help but on the backside trying to determine every time we have a rate change what temperature to use which system. We just don't have somebody to
do that. Um, and it would be evaluating at least annually or if our rate changes throughout the year. Um, and then I think that for me the bigger discussion why I think people asked us to look at going all electric was really about our car carbon footprint. So I really would
like to have a conversation about that. I think if the board's goal is to offset or reduce our carbon footprint, I'd like to talk about that as a goal and to provide opportunities to have a conversation. No matter what you do, there is a cost associated. So, if the board could give us some guidance on
what the goal is and how much they're willing to spend in general fund, we have options we can recommend. There's a program I talked to DTE Energy and they have a program where you can pay a little bit more on your utility cost for natural gas to belong to a program about
carbon offsets. So, it doesn't reduce your carbon footprint, but you're paying money to belong to a program that um has opportunities to uh offset carbon footprint. So, we're talking about engaging in um new uh farming
communities and providing um waste uh for energy. We're looking at um uh trees and making sure that they're doing the correct um forest forestry of trees. So, by paying a premium on our utility bill and we can decide how much to belong to
that for as little as $10,000 a year, we can belong 25%. So we can say that tw by paying that extra premium about 10,000 that was based on our current utility cost. Um we can belong to that program and help provide them with funds to engage in those opportunities and create
new sustainable ways to offset our carbon footprint. You can go all the way up to 10 100% which obviously would have a higher general fund cost. And the nice thing about a program like that is you have the opportunity to engage or not engage on an annual basis. So, um, if
times are tougher and it's harder to dedicate some general fund money, um, then that would be an option to make a change with DTE. The the concern I have about, um, installing certain system that doesn't go with the rest of our building when we do have li buildings,
when we do have limited staff, and being locked into a system that frankly no other school district that I can find is using in the state of Michigan. It seems to be used more by corporations because they have the staff to maintain and monitor it. That would be my concern is trying a new system that we don't have.
I don't know who necessarily would do the maintenance on that and how the controls would work and we wouldn't have any excess parts on hand like we do for all of our other equipment. So, that would be my recommendation is that the board have a conversation about our carbon footprint and if that is a goal,
set a dollar amount that you're willing to spend on it and let us come back with some recommendations how we think we can meet it. This is so far over my understanding. I mean, truthfully, I I mean, I >> I've learned way more about this than I think I wanted to, but
>> yeah, it's hard to um you know, it's really hard to even give input, you know, regarding this. And I I'm curious though in your meetings like what Tim Pium said, like was he a part of the conversations and kind of laying out things or not really?
just curious what all of our conversations were evaluating different programs and as I ask very detailed questions I get a response those are great questions I'm not sure who you would have worked on this equipment I'm not sure what person would be able to do the math for you it's it's just hard in
a school where we have limited funds we have limited expertise we certainly could outs outsource a maintenance contract but that would be an expense in the general fund in an annual basis >> um I don't know about cost of parts and how that that compares.
>> Geothermal is also expensive to maintain from my understanding. >> I don't know much about that. Again, we eliminated that more based on the limitations of the site itself. >> I think it's great savings, but yeah, have
>> a from my understanding it would be >> the longevity. We would never get to that point. Well, I just even look at, you know, for example, we've talked about these solar panels that we have at our some of our schools or some want and, you know, all
in great theory that if we could offset some of our electricity costs and, you know, but again, we've seen those kind of go into, you know, dysfunction and then there's no funding to upkeep them or people knowledgeable enough to know what to do with them. Um, now, do I
think that can change? Sure. but we're going to have to have, you know, like we're talking about our students giving them this, um, you know, opportunity to kind of be the voice there. And so, um, yeah, it just, um, yeah, I'm
>> yeah, I struggle with because this is important to me, but at the same time is looking holistically at the district, even doing something like you say with DT, whatever number dollar amount is, there's so much low hanging fruit in this district that we have really
aggressively taken on with especially the train thing, like that is a huge lift, But it's really hard to say, okay, we should spend x number of dollars doing it here when we could take that same number of dollars and do it in other buildings
and maybe have a greater effect on both ROI and actually energy efficiency as well. So I'm I'm struggling with it. Um >> we um one of the things that inherently throughout this project if we are approved to do AC um we used to have a policy with set points and they were
aggressive and then our staff had the backing of a board policy to follow those. We don't currently have a policy since we moved from Trun and so we just have a challenge of um staff members asking for mod modifications of a couple of degrees but it's outside the it could
be outside the board set point and just knowing that right now our people are just accommodating whatever is requested and we don't have a board approved policy that would help guide them. Um we have recommendations we have an old policy that we could pretty much mirror. Um, but also we used to employ an energy
manager. Now that was with a contract through synergistic, but all of the data said showed that the position more than paid for itself. So by cutting it wasn't necessarily a savings. Um, we lost a lot of practices that were put into place and and let's face it, a lot of our
practices that could help save money as human behavior. And by having somebody actually address that, oversee it and stay on top of it was very helpful. Mhm. >> But with computer AED systems now and with all new controls and all that, we can do some of that. >> And so I think to Christine's point, if
we can sit and say, okay, this is a comfortable temperature that we, you know, feel a room should be, you know, that there's some industry standards that, you know, if it varies a degree or two, but the computer sets it, there's no going over to your, you know, thermostat in a room and changing and
all that. you know, we we are very, you know, we we put by time the end of the summer, we will have brand new train controls across the entire district, all computerized, able to identify that and do that. So, that's what she's saying. We would like at some point to say, especially if we're going to put air in
a building, this is the number that it's going to be. You don't ask for it to be five degrees more or can you come over here and make it five degrees warmer? Like, you know, like we don't staff like a computer going to set that and that's the standard. We operate within a range
and it it is and let's face it, you know, when you don't have it, you get it. You would appreciate if it if air was set at 7576 because it's taking the edge off. It's taking the humidity, but then when you get comfortable at 75 76, then boy, 72 would feel a lot better. And we just need to do a better job as a
district of supporting, you know, it's there to take the edge off to reduce the humidity. It's not necessarily to make you completely comfortable. Um, so it's just a matter of how how that goes and where people get comfortable and what our stance is on that.
>> Okay. I have a question. >> I just want to tell them go outside and come back in then you will love 76°. Yeah. >> Will you be using like CO2 sensors and Lars so that I mean because a lot of the temperature set you're talking about is based on the loading capacity of the
people that are in that space. So, we'd use those to help monitor that whatever those set points are. >> The well, what it's the there is CO2 monitoring in the building in the larger spaces for sure. Um, what that's really monitoring is how much the ventilation
system has to run, how much fresh air has to be brought into the space and that does have a cost, right? If we can throttle down the air handler conditioned when it's brought in. So, >> yeah. Um it it says install boilers and similar equipment. Is it?
So we're going back to a hot water system. We're going to what what kind of a system is that with the boilers? Is that going to have duck work with it? Is that a forced air system? Yes, it's both of those. So there will be there will be air handlers that supply air to the
gymnasium, the cafeteria, Lars. There will also be VAV boxes that serve each of the classrooms that have hot water pipes that run to those from the boilers. Okay. No more radiators. No more
baseboard heat. No, >> no baseboard. There will be some heat along the perimeter, but that's also to accommodate for the historic building construction and try and keep a more comfortable room, but not what they have today.
Not anywhere near >> not even close to that. Yes. >> Were you asking if LZ is like just outside the CO2? Are you asking if it was like zoned like >> Well, I I mean I was asking primarily about Lars because that having been in there in the summer when they're trying
to put events on. >> It varies dramatically depending on the people load. >> So, a lot of that is controlled by us when we when we set the event up and tell if it's unoccupied or occupied. There's different set points with that. So we control that based on our schedule
and events that we know. >> Yeah. Talking about when the film festival was there and we were doing temp and >> yeah this would alleviate that graduations there as well. >> I can't remember what there was one that was particularly intense.
>> So this is the recommendation you're looking for. My recommendation is for AC through the whole building and that we use hot water boilers, natural gas boilers to heat the building versus the hybrid one. >> Just because someone will ask, you can't do those boilers in an electric fashion.
Those have to be natural gas. >> That's really what the hybrid system was. >> That's what the hybrid system is. It's just not a cost effective. >> It would cost us more to run electric. >> Okay. I just >> It's an option. and it has a cost associated with it
>> and that that's the biggest part is just what's the flavor of general fund dollars each year for that system and again it's a system that's new technologies that we we don't have a person employed that has any understanding in in nor capacity so you
would have additional FTE and staffing you would have additional training probably service contracts of companies coming in and again it's you saw your cost of payback was over 100 years. So that is general fund dollars each year that you're going to have to put towards it if the if that's your that's your
your choice. You know that's what it comes down to from that standpoint. >> And one of our biggest challenges just our weather. So as the temperature gets colder, the system will run more, making it less efficient, making electricity go the use of
electricity go up, and at some point we'll have to call on the heat, the boilers to run because it will get to a temperature where it simply can't keep up. >> Yeah. The what Christine's describing is the the hybrid system or the heat pump
chiller as it gets it has like a sweet spot, right? So as the temperature gets colder, it it has to produce or use more energy actually to get to the colder temperature offset that you need >> that. So it
>> Scott question you know at some point the heat pumps are degrees and depending on the efficiency >> typically below zero you'd be calling for the natural gas boiler. >> Yeah. >> Well I I appreciate um just bringing this information to the board. I know
we've asked about it. we've been questioned about it and so I do appreciate uh the time and the energy as much as it is over my head um honestly but um I do appreciate it and I support your recommendation. I do the zoning I think is going to be critical um you
know keep because I'm thinking of summer programming and do they need Lars Hawkstead and can that be closed off and the third floor until we know what's going to happen there and so um just with regards to you know air conditioning and and we know it's only really honestly a couple weeks of the
school year um that that heat can get um you know a lot um >> for the classrooms >> for the classrooms right third floor in Lars is a different consideration. We don't have another elementary school with an auditorium in it or third >> floor. Yeah. Yeah. But we've talked a
lot about our second floor buildings >> and that'll be a future conversation as we get to pre-bond planning for those who've been through all that like >> start over and we'll begin that conversation this summer. >> Yeah. So I I I support you know your recommendation and so
>> yeah. Well, the other thing that hasn't been brought up here is at some point, probably when I'm well off the board, somebody's going to be talking about year- round schooling, >> and I don't want to be sitting here, if I'm here, um, talking about a building that can't accommodate it that we just
redid five or six years ago. Um so it that >> I think that I think the easy part is that you see is yes we're seeing it continuously like it's getting more and more extreme and it's becoming more and more problem so I don't know
>> that part I think is the easy part um I think we're struggling with the with the other parts but I think we agree it's not like we don't agree so >> having lived that I appreciate that very very much. Yeah,
>> you leave AEC comes in. >> Yeah. So, back to what Christine is asking for from the board >> recommendation. So, I'd like a motion with this kind of identified >> that way we can move forward and not change our records. >> You know, we're going to have other
opinions. We're going to surface here. >> Yeah, I do know. >> I think we have to keep throwing. Obviously, it's not ideal to have uh only four or seven board members as well, but um I I still think it's going to continue regardless. So, >> yeah.
>> But we have to start prepared for it, >> but we'll continue. you know, we've said this is going to be a standard practice like you know, even like with the fieldhouse next conversation, I've gotten a price on that like every time we do one, you know, and maybe there's one that does make sense to, you know, do or we will present the carbon, you
know, footprint part that isn't as a, you know, environmentally friendly thing that the board may want to consider. So, we will make sure to give that information to the board as well. We'll continue to evaluate when we do these processes moving forward and present this just like we did here to the board
to know what the opportunities and paybacks and challenges are for all those. >> We're just in a critical spot right now with timeline that we need the decision so that we can move forward. Otherwise, we won't be able to bid it on time and it will delay construction. >> Yeah, I think we're going to give you
the decision. It's just a case of we're setting you up for the uh uh discussions later as well. So with that, I move that the board of education uh approve the recommendation that's been presented um here tonight. >> I second that.
>> All right. Um any other discussion? Uh Tammy, please come over. >> Um Trusty Moonmore, >> yes. >> Trusty Veraris, >> yes. >> Trusty Hardy. >> Um yeah. >> Yes. >> Trusty Newman. >> Yes. Like that.
Um so does motion car is uh yeah um difficult uh yes so we appreciate that. So um any other questions as far as central gate construction >> can I just say thank you as somebody who
went to central grade as an elementary student. My kids went to central grade as a former teacher of central grade. I really appreciate all the work you guys have put into this. I live a block down the street, so it is very much part of my home and who we are as a family. So,
thank you. >> Yeah, I'll second that. >> My dad graduated from there. I graduated from there. My kids graduated. >> My mom graduated from there. >> Yeah. >> Yeah. Having I mean having that I mean to be honest like even with the walkway improves the whole everything. It looks
great. Yeah. I mean, when my kids were there in fourth, I remember my mom coming to the school and said, "It looks the exact same." I was like, "Okay." >> Wow. >> Is that good or is it >> Yeah. The lockers of the >> kind of like the West music.
>> Yeah. Exactly. >> That's right. >> It looked just like it did. >> Yep. Yep. Exactly. So, yeah. Thank you for all your work and >> and preservation. >> Yeah. and incorporating these artifacts and the tiles you've talked about. That's important, too. And I think all
the community members would appreciate those those things and the front lawn for sure. So, >> yeah, >> there was a lot of evaluation done on those tiles. >> The architects were very excited about those tiles, >> finding out where they came from. >> Yeah. >> And I don't think were any of you us on
visioning? I know I wasn't. Okay. So, I think it was Beth. >> Josie was >> I think was Josie and Beth. >> Okay. Josie and Beth. John and I had a conversation about all of this when I was on the board previously. >> Jack, could you talk just a bit about I know your firm, you know, has worked
with this building for quite a while. >> Yeah. Since uh since I I think it goes back to 2004, so it's a little over 20 years we've been uh looking at this building. Um when Scott was previously on the board, that was maybe what 2014? >> Yeah, something like that.
>> We had a pretty big study from you in 2009. I still have >> 2009. Yeah, but it really started in 2004. We that long ago. So, yeah, we're excited to be part of it. It's been a long time coming and we really really appreciate the
building. >> Yeah. >> So, it's going to be fantastic. So, it'll be fun to see. So, yeah. >> And I love the idea of inviting community members back in as one last walk through. >> Yep. >> Yeah. I think that'll be
All right. Um, yeah. Thanks. That's all right. No other discussion. Then we'll move on to the second public comment. Is that public comment? >> Yeah. >> All right. So uh with the public comment the board
has said sign this for time for public comment. Individuals addressing the board should have one opportunity to speak and chair will be limited to three minutes. Um, individuals should not make attacks, personal attacks unrelated to actions affecting the school system and we strongly encourage common courtesy and constructive feedback detail rules and procedures including complaint
processor 25504. Phil Wener, >> I'd like to speak on uh us versus them, the high conflict that Tai went to that uh two-day conference in Washington DC.
And uh he's not the only one that is trying to get on to this high con this us versus them issue. Leon County just had a meeting in the last two weeks uh where they allowed people from all aspects to
come in and share your feelings and how you believe this and that and just get to know each other and not you know to not have that conflict. Well, I've known people for 26 years now and I
like them but the ideas that are being promoted are harmful. So just understanding other people, I like them anyway, but we're going to disagree and we should we should be seeking truth rather than just understanding each
other. Seek the truth. And uh the other people Leon County had I missed the meeting. I would have gone if I had known about it. Dr. David Pilgrim, he's got something called the Jim Crow Library or something down at Fair State.
He was up here in 2013 and 2015. He came back both years. Had the at the main museum at NMC. Had pictures all up about Jim Crow and plus I think there was some about u the Holocaust and the Jewish
victims. Well, in the auditorium I brought up the point that the Holocaust basically was led by homosexuals. You can find that in the pink swastika book. You can find it on uh my website. You
can find articles on it. And so just understanding the other people. I I mean they're not really seeking truth on this. Another one was Susan Metler. She spoke at the City Opera House. Hers was urban versus rural and it was also on uh
us versus them. But she's not, she came in and in her books she said, "We just have to agree with the election officials. There's no, you know, you you have to agree and whoever wins wins and
we just say we accept it and we're going to just fight better next time." Well, I was there and I played interviews from Democrats, 30 Democrats in 2018 that were just saying all the evidence why they don't trust the machines. And all
that went away in uh 2018 because they realized they needed the machines instead of us versus them. Let's have honest elections and let's seek the truth and show both sides. and uh the handout takeback toclassroom.com.
Get rid of the pornography in the schools that all of those books 300 takebackroom.com. Thank you. >> Thank you, Mr. Weer. Your time's off. >> All right. Any other public comment? >> All right. Uh moving on. Um, no closing
remarks other than we have uh another board meeting, a regular board meeting uh next Monday, February 9th at 6 p.m. Does back to our regular start time of 6 p.m. for more meetings. Um, with that, do I have a motion to adjurnn the meeting? >> Make a motion to adjourn the meeting.
>> All right. Is there a second? >> Second. >> All right. All those in favor say I. I. I. Say nay. Meeting adjourned.