[1. Bond and Levy Planning ]
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HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568
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HD492(CC1) #2568 HD492(CC1) #2568[01:12:39]
>> AS WE CONTINUE ON OUR EXPLORATION REGARDING
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CONSTRUCTION IN LAKE WASHINGTON, CAPACITY IN LIKE, FOR THE NEXT[01:12:49]
SET OF DATA, WE HAVE THREE GUIDING QUESTIONS. FIRST, WHAT[01:12:54]
ARE THE CRITICAL CAPACITY NEEDS OVER THE NEXT FIVE YEARS? AND I[01:12:59]
DON'T THINK WE'VE WRITTEN DOWN OUR OPERATIONAL DEFINITION OF[01:13:01]
CRITICAL CAPACITY. BUT WE DEFINE THAT AS WITHOUT[01:13:08]
ADDITIONAL SEATS FOR STUDENTS. WE WILL HAVE TO DO SOMETHING[01:13:13]
BORDERLINE DRASTIC, BECAUSE THERE IS NOT ENOUGH SEATS FOR[01:13:17]
KIDS. >> OKAY. AS WE CONTINUE OUR --
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WHICH IS DIFFERENT THAN LONG-TERM WHEN WE THINK OF[01:13:41]
CRITICAL CAPACITY, IT'S NOT ABOUT GETTING RID OF PORTABLES,[01:13:44]
IT'S MAKING SURE THERE ARE SEATS FOR KIDS. THE SECOND ONE THERE[01:13:49]
IS -- JUST GOING BACK TO FACILITY ADVISORY COMMITTEE RECOMMENDED CAPACITY AND AGING FACILITY NEEDS OVER THE NEXT TEN YEARS, THAT GROUP HAS SPENT A LOT OF TIME IN THEIR WORK. WE KNOW THERE WAS A DATA POINT THEY DIDN'T HAVE, WHICH WAS THE PURCHASE OF A 25-ACRE PIECE OF PROPERTY IN REDMOND. WE NEED TO TAKE IT IN CONTEXT THERE. THEN, WHAT ARE THE LONG-TERM CAPITAL CONSTRUCTION NEEDS? THAT'S THAT LONG-TERM OUTLOOK ON OUR CURRENT CONSTRUCTION PROJECTS. I'LL HAND IT TOBARBARA. >> OKAY. THANK YOU. YOU HAVE SEEN THIS LIST IN A LITTLE BIT DIFFERENT VIEW AT THE LAST STUDY SESSION. BUT WE WANT TODAY GO OVER WHAT THE CRITICAL CAPACITY NEEDS LOOKING AT OUR PROJECTIONS AND SPACE NEEDS, WHERE WE'RE OVERCAPACITY IN THE NEXT FIVE YEARS. WE REALLY BELIEVE THAT WE NEED CAPACITY IN OUR REDMOND AREA AT THE ELEMENTARY LEVEL.
AT THE MIDDLE SCHOOL LEVEL, WE NEED ADDITIONAL CAPACITY IN
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KIRKLAND AND REDMOND MIDDLE. AGAIN, IN THE RIGHT-HAND COLUMN, IT'S THE CAPACITY OF 200 STUDENTS. THAT'S AN EIGHT CLASSROOM ADDITION. AT OUR HIGH SCHOOL LEVEL, THE ORIGINAL NEEDED CAPACITY IN REDMOND AREA IN LAKE WASHINGTON WAS AGAIN, 600 STUDENTS TYPICALLY. BUT THE CHOICE SCHOOL ENROLLMENT. SO MEETING CAPACITY AGAIN IN THE SHORT-TERM, ABOUT 2,300STUDENTS. >> AND IN THE HIGH SCHOOL CAPACITY NEEDED THERE, ISN'T -- WE'RE NOT SAYING A CHOICE HIGH SCHOOL IS NEEDED. WE'RE SAYING THERE IS A NEED FOR 600 ADDITIONAL SEATS FOR STUDENTS IN BOTH THE REDMOND AREA AND THE
LAKE WASHINGTON AREA. >> (INAUDIBLE).
>> YEAH, I THINK, AGAIN, WE CAN -- REALLY, IT'S EAST
SIDE/WEST SIDE. >> WE HAVE PICTURES.
>> EAST LAKE -- SORRY, WE'RE TALKING WITH THE MIC IN THE MIDDLE. ANYWAY, EAST LAKE, YOU'RE CORRECT, MARK, EAST LAKE
IS AT CAPACITY AS WELL. >> SO THIS DOESN'T HIT THAT VALUES TARGET OF, YOU KNOW, GETTING OUR HIGH SCHOOLS. THIS IS JUST MAKING SURE THERE ARE SEATS FOR STUDENTS.
SO EAST LAKE'S CAPACITY, I THINK WAS 2,300 OR SO. THEY'RE GOING TO HIT THE 2,400 STUDENT MARK IN THE NEXT COUPLE OF YEARS.
WITHIN A SCHEDULE, YOU CAN ACCOMMODATE 50 STUDENTS IN A
HIGH SCHOOL. >> 43 STUDENTS. SO TECHNICALLY THEY DON'T HAVE AN OVERCAPACITY THERE. THEY'RE AT 2,400.
SO OKAY. NEXT SLIDE. THEN, WE WANTED TO AGAIN REMIND YOU OF KIND OF THE FACILITY ADVISORY COMMITTEE RECOMMENDED PROJECTS WHICH INCLUDE NOT ONLY CAPACITY BUT AGING FACILITIES. AND THEIR PROJECTS THEY RECOMMENDED AGING FACILITIES BECAUSE IT WILL CREATE NEW CAPACITY WHEN WE REBUILD THOSE SCHOOLS. FOR EXAMPLE, IF YOU REBUILD AND EXPAND MICAH MIDDLE SCHOOL, WE WILL WITH'S MOST LIKELY BE BUILDING A 900-STUDENT SCHOOL, SO YOU GAIN CAPACITY FOR 330 STUDENTS. AGAIN, BUILDING A 660-STUDENT SCHOOL SO WE'D GAIN PERMANENT CAPACITY OF 200.
EVERGREEN IS ALSO ON THE LIST AS AN AGING SCHOOL. SMITH, ROCKWELL. AND THEN, THE FACILITY ADVISER COMMITTEE RECOMMENDED NEW PRESCHOOL SPACE. SO EARLY LEARNING CENTERS IN BOTH LAKE WASHINGTON AREA AND THE JUANITA AREA. THAT CAN PROVIDE, IF YOU BUILD -- RIGHT NOW WE HAVE OUR PRESCHOOL PROGRAMS IN MANY OF OUR ELEMENTARY SCHOOLS OTHER THAN REDMOND SCHOOLHOUSE. BUT THE REST OF OUR -- YOU KNOW, WE HAVE PROBABLY 15 MORE CLASSROOMS THAT ARE SPREAD OUT AMONGST OTHER ELEMENTARY SCHOOLS. AND SO THE OTHER PROJECT THAT IS ON THE LIST IS REFURBISHING THE JUANITA HIGH SCHOOL FIELD HOUSE AND POOL. THAT DOES NOT CREATE STUDENT CAPACITY BUT IT WAS A PROJECT IDENTIFIED BY THE COMMITTEE. AND A NEW ELEMENTARY IN THE LAKE WASHINGTON AREA. AGAIN, EVEN THOUGH WE PUT THOSE ADDITIONING ON THE THREE SCHOOLS, THAT AREA IS CONTINUING TO GROW AND HAS A SIGNIFICANT NUMBER OF PORTABLES.
AND SO WE'RE RECOMMENDING A NEW ELEMENTARY SCHOOL. THEY RECOMMENDED A NEW ELEMENTARY SCHOOL THERE.
LET ME FINISH ONE THING AND I'LL LET YOU ASK YOUR QUESTION, MARK.
ONE OF THE OTHER THINGS WE KNOW IS IN ORDER TO REDUCE OUR -- OUR LONG-TERM GOAL IS REDUCE THE NUMBER OF PORTABLES THAT WE HAVE ON OUR SITES. SO EVEN THOUGH WE HAVE THE EQUIVALENT OF FOUR ELEMENTARY SCHOOLS AND PORTABLES. AT THIS TIME, WE RECOMMEND TWO ELEMENTARY SCHOOLS TO REDUCE PORTABLES. SO CREATING CAPACITY FOR ALMOST 1,400 STUDENTS.
SO, MARK, DID YOU HAVE A QUESTION?
>> (INAUDIBLE). >> THIS IS A PERMANENT CAPACITY CHANGE. SO EVERGREEN HAS A LOT OF PORTABLES ON THEIR CAMPUS NOW, SO IT ALLOWS THEM TO HAVE MORE CAPACITY. THEIR PERMANENT CAPACITY IS JUST A LITTLE BIT OVER 800 STUDENTS. AND SO IF YOU REBUILD TO A 900-STUDENT MIDDLE SCHOOL, WHICH IS OUR TYPICAL SIZE OF A MIDDLE SCHOOL, FROM A PERMANENT CAPACITY
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STANDPOINT, YOU GAIN 79-STUDENT CAPACITY. BUT AGAIN, YOU ARE REPLACING AN AGING BUILDING AS WELL.AND THEIR RECOMMENDATION WAS, YOU KNOW, WE DON'T KNOW UNTIL WE DO A NEW STUDY IF EVERGREEN WOULD BE FULLY REPLACED OR IF IT WOULD BE ENLARGED OR JUST, YOU KNOW, UPDATED. SO THAT'S ALL DEPENDANT ON WHAT THAT STUDY TELLS US ONCE WE GET TO THAT
BUILDING. >> IT'S MORE OF A REBUILD THAN
AN ENLARGEMENT PROJECT? >> IT COULD BE BOTH.
>> (INAUDIBLE). >> YEAH. THE THAT ASSUMES, AGAIN, WE BUILD IT AT 900 STUDENTS. WE PUT -- KING COUNTY ALLOWS US TO GO OVER THE 110%, WE CAN BUILD LARGER AND THAT INCREASES THE COST, SO. OKAY. SO THAT'S --
>> I HAVE A QUESTION (INAUDIBLE).
>> NO. SO THE OTHER THING WE WANTED TO SHARE WITH YOU, WE HAVE HANDOUTS TO TALK ABOUT THE 50-YEAR, 75-YEAR PLAN ON OUR LONG-TERM CAPITAL IMPROVEMENT NEEDS, BECAUSE THAT WAS THE QUESTION. WHAT GOES BEYOND THIS TEN-YEAR VIEW? SO I'M GOING TO PUT THE MIC DOWN. AND YOU CAN -- SO -- SORRY.
>> I CAN HOLD IT. >> OKAY. SO YOU SHOULD HAVE FOUR WHITE HANDOUTS IN THE NEXT PART OF OUR PACKET. AND I -- THE FIRST HANDOUT SHOWS ALL OF OUR AGING SCHOOLS. AND WHAT BRIAN WENT THROUGH IS HE TOOK THE YEAR EACH SCHOOL WAS BUILT.
AND THEN, BASICALLY -- SORRY. I'LL HOLD IT. SO BRIAN TOOK EACH OF OUR SCHOOLS AND KIND OF LOOKED AT THE YEAR IT WAS BUILT.
AND THEN, DETERMINED WHAT POINT IN TIME, YOU KNOW, IN 50 YEARS IN THE FUTURE WOULD WE NEED TO RELOOK AT THAT SCHOOL? OUR SCHOOLS BUILT IN KIND OF THE EARLY '90S, ARE KIND OF THE PREMODERNIZATION, OR LAST PHASE OF CONSTRUCTION, KIND OF A 40-YEAR LOOK AT. AND THE SCHOOLS BUILT IN OUR 2016 BONDS ARE 50-YEAR LOOK. SO YOU COULD SEE THAT IN -- REALLY WE DON'T HAVE ANY AGING SCHOOLS THAT'S CRITICAL IN 22-24. BUT THE 24-30 TIME PERIOD, THE SCHOOLS WE LISTED ARE IN THAT. AND THEN, BEYOND THAT, EVERY TWO TO THREE YEARS, WE HAVE A GROUPING. AND THEN, AGAIN, THIS GOES THROUGH 2072. YOU COULD SEE HOW MANY SCHOOLS NEED TO BE REVIEWED. AND AGAIN, IT DOESN'T NECESSARILY MEAN THEY NEED A FULL MODERNIZATION. BUT THEY JUST NEED TO BE EVALUATED FOR ANY MAJOR CAPITAL IMPROVEMENTS. AND THIS AGAIN, GOES BEYOND OUR ROOFING AND OUR HVAC THAT WE HAVE IN THE FOUR-YEAR CAPITAL LEVY. SO YOU COULD SEE, AGAIN. IN SOME YEARS BETWEEN 2050-2057, NOT MANY SCHOOLS WERE BUILT 50 YEARS PRIOR IN THAT TIME PERIOD. BUT YOU COULD SEE THERE'S ABOUT, AGAIN, FIVE TO SIX SCHOOLS IN EACH PHASE.
AND I WANT TO POINT OUT, TOO, IN THE OTHER, WE REALLY DO -- OUR SUPPORT SERVICES BUILDING, FOR EXAMPLE, WAS BUILT IN 1977. AND THAT BUILDING HAS NOT HAD ANY MAJOR, YOU KNOW, UPGRADES OTHER THAN, YOU KNOW, INTERIOR PAINTING AND SOME, YOU KNOW, INTERIOR WORK. BUT THAT IS A BUILDING THAT REALLY NEEDS TO BE REVIEWED AND LOOKED AT. AND THEN, OUR RESOURCE CENTER IS
IN THAT NEXT TIME PERIOD. >> I HAVE A QUESTION ABOUT THE JUANITA FIELD HOUSE AND SCHOOL. (INAUDIBLE)
>> RIGHT. I HAVE A BIT OF A RESPONSE.
>> GO AHEAD. YOU START. >> I'LL START AND PASS IT ONTO BARBARA AND BRIAN. SO ONE OF THE THINGS AS WE WENT
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TO THE 2016 BOND CAMPAIGN, IT WAS DECIDED NOT TO INCLUDE THE FIELD HOUSE AND THE POOL IN THE CONSTRUCTION PROJECT AT JUANITA HIGH FOR A VARIETY OF REASONS. I THINK COST ULTIMATELY WAS THE DRIVER OF THAT. THE SO THAT'S WHY IT CURRENTLY IS SEPARATE FROM, YOU KNOW, ANYTHING ELSE, BECAUSE AS YOU KNOW, ALL OF OUR OTHER SCHOOLS HAD THEIR AMENITIES UPDATED WHEN THE OVERALL SCHOOL WAS REBUILT, LAKE WASHINGTON HIGH SCHOOL, REMNANT, EAST LAKE. TO CONSIDER IT, THAT'S WHY IT'S PULLED OUT. AND TO CONSIDER THE POOL, THE COST IS BEYOND WHAT WE COULD DO INOUR CAPITAL PROJECTS LEVY. >> FOR THOSE OF YOU THAT WERE HERE IN THE 2010-2014 TIME FRAME, THERE WAS ONE OF THE PROPOSALS WHEN WE REBUILT JUANITA HIGH SCHOOL WAS NOT REBUILD THE POOL AT ALL. SO THAT WAS KIND OF THE NEXT PHASE.
SO ONE PROPOSAL WAS JUANITA HIGH SCHOOL WITHOUT THE POOL AND FIELD HOUSE, AND JUST BUILD IT AS OUR, YOU KNOW, THAT WE DO THE GYMS WITH THE OTHER HIGH SCHOOLS. SO THE DECISION WAS MADE, AGAIN, TO KEEP THE FIELD AND POOL HOUSE AS-IS. AND THEN, BUILD THE REST OF JUANITA HIGH SCHOOL AROUND THAT.
>> I THINK THE OTHER PIECE AROUND THE FIELD HOUSE IS SUCH A COMMUNITY ASSET. AND THERE'S A LOT OF COMMUNITY PRIDE AROUND THAT. AND SO LEVERAGING THAT IS ALSO, YOU KNOW, KEY FOR OUR COMMUNITY. IT IS A UNIQUE STRUCTURE ON THE
GREATER EAST SIDE. >> (INAUDIBLE) IF THAT'S THE CASE, THERE MIGHT BE (INAUDIBLE) IT MIGHT SUPPLEMENT OVER TIME.
HAS THAT BEEN CONSIDERED? >> I KNOW WE'VE HAD CONVERSATIONS AROUND THE POOL SPECIFICALLY. IF THERE'S COMMUNITY GROUP INTEREST AND THINGS LIKE THAT, THOSE ARE -- I WOULD SAY RELATIVELY FLEDGELING CONVERSATIONS STILL, MORE AROUND KIND OF THEORETICAL, THE BENEFITS OF HAVING A POOL IN THE KIRKLAND-JUANITA AREA. I KNOW THE CITY OF KIRKLAND HAS WORKED TO FUND A POOL OVER A NUMBER OF YEARS. I KNOW THERE'S AN ORGANIZATION THAT THEY WORK WITH DURING THAT TIME. BECAUSE YOU'VE MET WITH THEM AND COUNCIL MEMBERS. SO THERE IS INTEREST.
SO, YES, I THINK ULTIMATELY AT SOME POINT THERE WILL BE THAT OPPORTUNITY THAT WILL PRESENT ITSELF.
BUT DO WE HAVE A DETAIL OF THAT? NOT YET.
BUT THERE'S DEFINITE CONVERSATIONS.
AND I DON'T THINK WE'VE TALKED ABOUT A PARTNERSHIP AROUND THE FIELD HOUSE TO DATE THAT I KNOW OF.
AND YEAH. NO ONE HAS COME AND SAID WE'VE GOT $25 MILLION FOR YOU TO UPGRADE THIS POOL. SO THAT'S THE OTHER --
>> I UNDERSTAND THAT. (INAUDIBLE) MAYBE IT'S TIME TO GET A COMMUNITY TASK FORCE TOGETHER PERHAPS.
>> (INAUDIBLE) >> I HAVE A LITTLE BIT OF A
DIFFERENT OPINION. >> (INAUDIBLE)
>> HOW DOES THE GYM UTILIZED BY THE STUDENTS?
>> (INAUDIBLE) >> ABSOLUTELY. THAT'S WHERE THEY'RE PLAYING BASKETBALL AND VOLLEYBALL. RIGHT. ABSOLUTELY.
IT'S THE GYMNASIUM FOR JUANITA HIGH SCHOOL.
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WHEREAS, WE JUST CONSTRUCTED A SECOND GYMNASIUM FOR LAKE WASHINGTON HIGH SCHOOL. THE THEY HAVE THEIR ORIGINAL GYMNASIUM. SO IN THE AUXILIARY, CORRECT. THEY JUST MODIFIED IT.>> (INAUDIBLE). >> SO AGAIN, THIS -- WE JUST WANT TODAY KIND OF PUT ON PAPER THE -- YOU KNOW, WHEN WE TALK ABOUT LONG-TERM CONSTRUCTION AND CAPITAL PROJECT NEEDS, THINGS WON'T END AFTER THE TEN-YEAR RECOMMENDATIONS FROM THE FACILITY ADVISORY COMMITTEE. WE STILL HAVE TO PROVIDE LONG-TERM FOR OUR ONGOING, YOU KNOW, MAJOR CAPITAL IMPROVEMENTS.
>> AS I'VE THOUGHT ABOUT THIS SCHEDULE THAT YOU HAVE IN FRONT OF YOU, YOU KNOW, I THINK ABOUT THE 2031-2033 TIMELINE AND EAST LAKE HIGH SCHOOL COMING UP. AND IT FEELS LIKE A LOT OF THESE BUILDINGS THAT ARE COMING UP, ARE STILL IN REALLY, REALLY GOOD SHAPE. SO THE LEVEL OF EVALUATION -- AND THAT'S WHY KIND OF THE TITLE OF THAT 2031-2072 IS "AGAGING SCHOOLS SUPPORT SPACES EVALUATED FOR MAJOR CAPITAL IMPROVEMENTS.
"BECAUSE IT'S ABOUT ALIGNING THE SCHOOLS WITH THE SPECIFICATION AT THAT TIME. I ASSUME BY 2072 OUR ED SPEC WILL UPDATE. TRULY, BEING ABLE TO EVALUATE AND MAKING SURE WE'RE DOING OUR DUE DILIGENCE AROUND THE COMMUNITY ASSETS THE COMMUNITY HAS FUNDED TO MAKE SURE WE ARE ADDRESSING THEM APPROPRIATELY, BUT NOT JUST -- I DON'T ASSUME ANY OF THESE ARE JUST TEAR DOWN AND REPLACE. BUT THAT WE DO THAT FULL ANALYSIS TO MAKE SURE THAT WE ARE BEING FISCALLY RESPONSIBLE AND RESPONSIVE TO EDUCATIONAL NEEDS OF STUDENTS. DO YOU WANT THEM TO HOLD ONTO FLIPPING TO THE NEXT SET OF WHITE SHEETS?
>> YEAH. BEFORE WE GET TO THE NEXT SET, WE WANT TO GO OVER SOME SLIDES AS WELL. SO WE WANTED TO TALK ABOUT KIND OF WHAT HAVE WE BEEN THINKING ABOUT? WHAT ARE THE CONSIDERATIONS FOR HIGH SCHOOL CAPACITY? AND SO A COUPLE OF OPTIONS THAT WE'VE TALKED ABOUT AND WE WANTED TO KIND OF SHOW SOME DATA WITH YOU AS WE LOOK AT THESE DIFFERENT OPTIONS. AND SO, YOU KNOW, THE FACILITY ADVISORY COMMITTEE RECOMMENDATIONS WERE ADDING ADDITIONAL CHOICE HIGH SCHOOLS. ONE ON THE WEST SIDE AND ONE ON THE EAST SIDE.
ANOTHER OPTION IS ADDING A COMPREHENSIVE HIGH SCHOOL PLUS A CHOICE HIGH SCHOOL. AND ANOTHER OPTION COULD BE ADDING TWO COMPREHENSIVE HIGH SCHOOLS. SO AGAIN, WE WANT TO WALK YOU THROUGH KIND OF THE DATA AROUND THOSE POTENTIAL OPTIONS.
AND SO THIS CHART SHOWS THE CURRENT ENROLLMENT PROJECTIONS, ANALYTICS ENROLLMENT PROJECTIONS AND WHERE OUR HIGH SCHOOLS WILL BE IN 2030. YOU COULD SEE IN THE FIRST COLUMN WE'VE GOT ALL OUR HIGH SCHOOLS REALLY -- JUANITA APPROACHING THE 2,000-STUDENT MARK. AND THE REST, ALL AT THE 2,400 TO 2,500 MARK. AND TESLA S.T.E.M. AT 600. SO ALMOST 10,000 HIGH SCHOOL STUDENTS. IF WE ADD TWO CHOICE HIGH SCHOOLS, AND WE TALKED ABOUT BUILDING TWO LARGER CHOICE HIGH SCHOOLS SO 1,000 STUDENTS EACH, WE WOULD DRAW STUDENTS FROM EACH COMPREHENSIVE HIGH SCHOOL. SO THIS IS JUST ONE EXAMPLE OF WHAT THE ENROLLMENT MIGHT LOOK LIKE IF YOU DRAW -- BUILD TWO CHOICE SCHOOLS DRAWING STUDENTS FROM ALL FOUR HIGH SCHOOLS. SO WE WOULD BE BRINGING JUANITA DOWN TO 1,600. THE LAKE WASHINGTON TO 18. AND REDMOND AND EASTLAKE AT 1,900 EACH. WE COULD USE THE PARK 188 PROPERTY. IT COULD BE USED FOR REDMOND AREA CHOICE.
AND AGAIN, WE'LL SHOW YOU SOME PICTURES OF HOW WHAT WE CALL TEST FITS THAT WERE DONE FOR THE PROPERTY. AND YOU COULD STILL USE THAT SPACE FOR A CHOICE SCHOOL AND ELEMENTARY SCHOOL.
>> (INAUDIBLE). >> UH-HUH. AND THEN, GO AHEAD TO THE NEXT SLIDE. THEN, I JUST WANT TO MAKE SURE I DON'T HAVE IT OUT. SO THEN, WE ALSO DID ADDING A FIFTH COMPREHENSIVE HIGH SCHOOL -- SORRY. THIS SHOULD
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HAVE SAID UNDER OPTION 2. SO ADDING THE FIFTH COMPREHENSIVE HIGH SCHOOL, WITH AN EQUAL ENROLLMENT. WHAT WE DID -- WE'LL SHOW AWE PICTURE OF THIS NEXT.SORRY. I JUST WANT TO MAKE SURE MY SLIDES ARE --
>> THEY'RE CORRECT. >> ARE THEY CORRECT?
>> THIS IS UNDER THE BUCKET OF OPTION 2.
>> THE NEIGHBORHOOD WOULD BE BOUNDARY INTO THE NEW HIGH SCHOOL. YOU COULD SEE WITH THE NUMBERS, WE HAVE UNEQUAL SIZES OF HIGH SCHOOLS. WE WOULD HAVE TO REBOUNDARY PROBABLY THE MIDDLE SCHOOLS. WE HAVE TO SHIFT POTENTIALLY THE ELEMENTARY LIKE AUDUBON TO REDMOND. IF WE BUILT A HIGH SCHOOL ON PARK 188 IT WOULDN'T HAVE SPACE FOR A STADIUM AND MAY NOT FOR A ELEMENTARY SCHOOL. THESE ARE THE IMPLICATIONS OF BUILDING A
FIFTH COMPREHENSIVE HIGH SCHOOL. >> (INAUDIBLE).
>> SO PARK 188 -- YOU WILL SEE SOME OF THE TEST FITS WHAT COULD BE LOCATED ON THERE. IF WE WANTED, WE COULD FIT TWO SCHOOLS ON THAT CAMPUS. A CHOICE HIGH SCHOOL AND AN ELEMENTARY SCHOOL. IF WE WANTED IT TO BE FOR OUR, YOU KNOW, NEIGHBORHOOD COMPREHENSIVE HIGH SCHOOL. THAT IS REALLY WHAT COULD BE LOCATED THERE, GIVEN PARKING, SOME LEVEL OF FIELDS FOR ATHLETICS AND ACTIVITIES AND THINGS LIKE THAT.
BUT WE'LL SHOW THAT AS WELL. BUT IF WE DID THAT, IT COULDN'T
BE USED FOR TWO SCHOOLS. >> AND I WANT TO CLARIFY WHY ONE OF THE BULLET POINTS SAID REQUIRE SHIFT TO ELEMENTARY FEEDERS. IF WE ADDED THE NEW HIGH SCHOOL, YOU CAN SEE LAKE WASHINGTON HIGH SCHOOL IS STILL AT 2,000 AND REDMOND CITY AT 1,400. TO BALANCE THOSE ENROLLMENTS OUT, WE WOULD SHIFT FEEDERS FROM LAKE WASHINGTON TO REDMOND HIGH. I WANTED TO
>> AND THESE AREN'T FULLY -- IDEAS. WE SHIFTED AUDUBON TEN, 12 YEARS AGO. SO IDEAS LIKE THAT ARE FOR ME, DIFFICULT TO RECONSIDER, BECAUSE EVERY TIME YOU DO THAT, EVEN IF IT'S EVERY TEN YEARS, FAMILIES GET AFFECTED BY THAT.
>> OH, YEAH. >> AND COMMUNITIES GET AFFECTED BY THAT. AND LITTLE LEAGUE. I MEAN, YOU NAME IT. JUST COMMUNITY RESOURCES GET DISRUPTED. SO ANYWAY. BUT AS WE'RE THINKING ABOUT THE SCOPE OF THE WHOLE PROBLEM, KNOWING THAT 2,500 ISN'T AN ACCEPTABLE OUTCOME. THAT IS ONE OF THE THINGS, IF ALL WE DID WAS ADD A FIFTH COMPREHENSIVE HIGH SCHOOL, WE WOULD NEED TO
CONSIDER. >> I THINK GO AHEAD AND GO TO THE NEXT SLIDE. THIS GIVES YOU A VISUAL REPRESENTATION.
>> (INAUDIBLE). MY HIGH SCHOOL IS A MILE FROM THE STADIUM. AND BEEN THERE FOR 50 PLUS YEARS. (INAUDIBLE).
THE POINT IS, IT CAN BE DONE WHERE YOU HAVE THE STADIUM OFF SITE, IF YOU WILL, HALF MILE, MILE (INAUDIBLE).
>> ABSOLUTELY. THOSE ARE SOME OF THE THINGS THAT WE HAVE OF'S THOUGHT ABOUT. EVEN TO THE POINT OF SOME OF OUR PROPERTIES OUTSIDE OF THE URBAN GROWTH BOUNDARY CAN ACCEPT FIELDS AND THINGS LIKE THAT. I ALSO KNOW I BELIEVE IF DALE WAS
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HERE, HE WOULD CORRECT ME, BUT LIKE THE SHORELINE HAS ONECENTRAL STADIUM. >> AND EDMONDS DOES AS WELL.
>> IT'S RARE AND UNIQUE THAT WE HAVE THE STADIUMS.
>> SO THERE'S LOTS OF OPTIONS THERE. AND, YOU KNOW, WHEN I THINK ABOUT THE OTHER COMMUNITY FIELDS AND THINGS LIKE THAT AND LOCATION, THERE'S LOTS OF GOOD OPTIONS.
>> SO THIS MAP IS JUST, AGAIN, IT'S AN OPTION OF IF WE CREATED A NEW HIGH SCHOOL, WHAT A POTENTIAL BOUNDARY COULD LOOK LIKE. SO THIS IS REALLY REPRESENTING THE TIMBERLINE AND EVER GREEN FEEDER PATTERNS, THE GRAY. OF YOU CAN SEE WHAT REDMOND HIGH BOUNDARY WOULD LOOK LIKE AND LAKE WASHINGTON. THE IDEA IS MOVE AUDUBON BACK TO REDMOND AS AN OPTION. SORRY.
I'LL STOP SAYING THAT. >> I'M KIDDING. DO YOU WANT TO
TALK ABOUT THIS GREEN LINE? >> THE GREEN LINE IS THE CURRENT EASTAKE BOUNDARY. THAT'S THE EXISTING HIGH SCHOOL ATTENDANCE AREA. OKAY. THAT'S JUST A VISUAL.
AND THEN, ANOTHER IDEA IS YOU HAVE ANOTHER WAY TO LOOK AT IT, I SHOULD SAY IS YOU HAVE A FIFTH COMPREHENSIVE HIGH SCHOOL AND YOU DRAW BOUNDARIES SO YOU EQUALIZE ENROLLMENT. SO EVERYBODY HAS 1,800, ALMOST 1,900 STUDENTS. HERE'S A MAP OF
WHAT THAT WOULD LOOK LIKE. >> (INAUDIBLE).
(LAUGHTER) >> AGAIN, I KNOW ALL BOUNDARY PROCESSES HAVE TO GO THROUGH A PROCESS. THIS IS AGAIN, ONE QUICK SCENARIO. PRESIDENT SO THE DASHED LINE REPRESENTS THE CHANGE AREAS. SO YOU COULD SEE THE NEW HIGH SCHOOL THAT'S ALL DASHED. YOU CAN SEE IT CHANGE BETWEEN LAKE WASHINGTON AND REDMOND HIGH SCHOOL. IT'S ALL DASHED.
>> AND JUANITA. >> AND LAKE WASHINGTON. THAT WOULD BE HOW YOU WOULD REDRAW THE BOUNDARIES TO BALANCE THE
ENROLLMENT ACROSS THE DISTRICT. >> WAS IT FLOW THAT LOOKED AT
NUMBERS? >> YEAH, FFLOW ANALYTICS DID THIS FOR US AND LOOKED AT NUMBERS AND CREATED A SCENARIO.
>> (INAUDIBLE). >> THAT IS AVONDALE I BELIEVE.
>> NO. THAT'S REDMOND FALLS CITY. THE BLACK LINE? I'M NOT SURE WHICH LINE YOU'RE TALKING ABOUT, MARK.
>> (INAUDIBLE). >> THAT'S 520 THAT TURNS INTO
SO AGAIN, THAT'S JUST ONE WAY THAT YOU COULD LOOK AT THE NUMBERS. AND THEN, THIS NEXT SLIDE --
>> OUR REAL OPTION 2. >> BACK TO REALITY.
>> THE REAL OPTION IS ADDING THE FIFTH COMPREHENSIVE HIGH SCHOOL AND A CHOICE HIGH SCHOOL. AND SO AGAIN, YOU'D ADD A NEW HIGH SCHOOL, POTENTIAL FEEDER PATTERNS AS WE MENTIONED OF TIMBERLINE AND EVERGREEN AND BUILD A NEW CHOICE HIGH SCHOOL TO HELP WITH ENROLLMENT AT JUANITA AND LAKE WASHINGTON.
WE DON'T HAVE A MAP OF WHAT THAT WOULD LOOK -- WE DON'T HAVE A MAP OF THAT. BUT THAT IS ONE OPTION.
>> YOU MADE PRESUMPTIONS -- >> RIGHT, EXACTLY. WE MADE SOME PRESUMPTIONS OF THE 1,000 STUDENTS THAT WOULD COME OUT OF JUANITA AND LAKE WASHINGTON. THOSE ARE JUST PRESUMPTIONS AT
THIS POINT IN HAD TIME. >> (INAUDIBLE).
GIVEN THEIR NATURE. I'M TRYING TO THINK.
>> NO. THE I HEAR YOU. >> WHAT THIS DOES IS ADDING A FIFTH COMPREHENSIVE HIGH SCHOOL ON THE EAST SIDE OF THE DISTRICT, IT ACTUALLY REDUCES THE TRAFFIC FOR EASTAKE HIGH
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SCHOOL. >> THEY'RE STAYING IN -- IT'S THE EVERGREEN AND TIMBERLINE FAMILIES.
> (INAUDIBLE) SO YOU DON'T HAVE PEOPLE MOVING ACROSS AN ENTIRE
DISTRICT. >> MY BACK OF THE NAPKIN IS YES. BECAUSE WE KNOW -- I MEAN, YOU SAW THE NUMBER OF STUDENTS SPREAD ACROSS THE WEST SIDE THAT ARE TRAVELING --
>> CORRECT. >> I THINK OF THE HUNTERS POINT
>> RIGHT. IT WOULD HAVE TO BE HIGH INTEREST THAT STUDENTS WANT
TO ATTEND. >> RIGHT. (INAUDIBLE). THAT
MAKES IT EASIER. >> IF JUANITA COULDN'T SUSTAIN
ENOUGH STUDENTS (INAUDIBLE). >> THAT'S A PROBLEM.
(SIMULTANEOUS SPEAKING) >> (INAUDIBLE).
>> I'M NOT SAYING WE SHOULDN'T HAVE IT. I'M TRYING TO FIGURE IT OUT. (INAUDIBLE) WE HAVE A BAD CONNECTION. THE IDEA OF PUBLIC HEALTH/MEDICAL ORIENTATION OF THE SCHOOL. THE IDEA OF THE -- FILLING THE NEEDS OF (INAUDIBLE) GOING INTO THE S.T.E.M. PROGRAM. GOING INTO A SCIENCE PROGRAM AT UNIVERSITY.
JUST A THOUGHT. HEALTHCARE INDUSTRY IS DOING SO MUCH.
THEY'RE NEEDING SO MANY PEOPLE RIGHT NOW.
>> YEAH. BUT IT'S HIGH INTEREST BEING THE
KEY. ABSOLUTELY. >> (INAUDIBLE).
>> SO, BARBARA WOULD GIVE YOU ONE ANSWER, AND I WOULD PROBABLY
GIVE YOU A DIFFERENT ANSWER. >> (INAUDIBLE).
(LAUGHTER) >> I MISSED THE QUESTION.
>> SO THE QUESTION IS: WHERE WOULD WE SITE A WEST SIDE CHOICE SCHOOL? WHY DON'T YOU ANSWER FIRST.
>> YOU WANT ME TO ANSWER FIRST? >> YEAH, GO FOR IT.
>> SO ONE POSSIBLE PLACE IS WHEN WE REBUILD ONE OF THOSE SITES UNDERUTILIZED SO REBUILDING ALLOWS US TO CREATE SPACE TO PROVIDE ADDITIONAL, AGAIN, CAPACITY, BUILD A SEPARATE BUILDING THERE. SO LET'S SEE.
>> (INAUDIBLE). >> AND JOHN HAS ANOTHER IDEA.
>> I'D LOVE TO FIND ANOTHER SITE.
>> YEAH. >> WELL, THAT DIDN'T HELP ANYTHING. (LAUGHTER)
>> OKAY. READY FOR OPTION 3? ? >> YES.
SO OPTION 3 IS ADD A FIFTH AND SIX COMPREHENSIVE HIGH SCHOOL.
SO AGAIN, THAT WOULD BE ON THE SIX COMPREHENSIVE HIGH SCHOOL WOULD BE ON THE WEST SIDE. AND SO WHAT WE DID IS CREATE EVEN ENROLLMENT BETWEEN JUANITA, LAKE WASHINGTON AND A NEW SIX HIGH SCHOOL. AND THEN, THE REMNANT, EASTAKE AND FIFTH HIGH SCHOOL AS YOU'VE SEEN BEFORE. SO AGAIN, WE WOULD ALSO NEED TO SECURE PROPERTY IF WE WERE TO DO A SIX COMPREHENSIVE HIGH SCHOOL.
>> IN THE WHOLE DISTRICT? >> OH, IN THE WHOLE DISTRICT?
>> THAT'S THE LOW END ON THE PROJECTION.
[01:50:15]
>> HAVE YOU TALKED WITH RICK? ? >> WITH THE CITY OF REDMOND, WE HAVEN'T HAD SPECIFIC -- WE'VE HAD CONVERSATIONS WITH ALL OF OUR CITIES ABOUT, YOU KNOW, HEY, AS TO YOUR BUILDING NEW DEVELOPMENT AND INCENTIVIZE DEVELOPERS TO PROVIDE SPACE FOR SCHOOLS IN, AGAIN, HIGHRISES, WHETHER WE GET THE FIRST THREE FLOORS. WE'VE HAD THOSE CONVERSATIONS WITH ALL OF OUR JURISDICTIONS. THERE'S NOTHING SPECIFIC. YOU KNOW, WE DID TRY WITH THE CITY OF REDMOND TO DO A PARTNERSHIP WITH THEIR SENIOR CENTER. THE THAT DIDN'T WORK OUT. BUT WE ARE HAVING THOSE
CONVERSATIONS. >> I THINK THE OTHER PIECE OF
IT -- IS THIS ON? >> I DON'T KNOW.
(LAUGHTER) >> YOU MUTED IT. IT'S OKAY. I
GOT YOUR BACK. >> THANKS, JOHN.
>> THE OTHER PIECE IS THE SCALE. TOO SMALL OF A FOOTPRINT OPERATIONALLY BECOMES MORE DIFFICULT. AND SO THERE'S ALSO KIND OF THAT MAGNITUDE OF SCALE THAT WE NEED TO HIT. I THINK WHAT THIS DOESN'T TAKE INTO ACCOUNT IS NOTHING THAT YOU SAW IS WHEN WE FIND THOSE OPPORTUNITIES TO PARTNER, I WOULD ALSO ARGUE THAT THERE'S BENEFIT IN PROBABLY THINKING ABOUT K-8 SITES IN SOME OF THE DIFFERENT --
>> THAT'S WHAT I WAS THINKING. >> SOME OF THE DIFFERENT LOCATIONS ACROSS THE DISTRICT. WHEN WE THINK OF KIRKLAND AND SOME OF THE NEW DEVELOPMENT GOING IN THERE. THE CONVERSATIONS WE'RE HAVING THERE. WHEN I THINK ABOUT MARY MOORE VILLAGE, I BELIEVE IS WHAT IT'S CALLED. YOU KNOW, THESE ARE VERY -- THESE ARE SITUATIONS WHERE ONE OF THE VALUES IS KIND OF CONTAINED ENVIRONMENT, WALKABILITY, EASE OF ACCESS FOR THOSE LIVING THERE. SO YOU KNOW, WHY NOT CONSIDER THOSE? SO THIS ISN'T TAKING INTO CONSIDERATION PARTNERSHIPS THAT AREN'T THERE YET. BUT HOPEFULLY, IT WOULD BE FLEXIBLE ENOUGH FOR US TO THINK ABOUT THOSE THINGS AS THEY COME UP AND WE'RE WORKING ON THEM.
>> THEN, WE'RE DOING OUR QUARTERLY MEETINGS WITH JURISDICTIONS, WHICH IS PROBABLY ALL (INAUDIBLE).
ALWAYS BRINGING IT UP. TO MAKE SURE THEY UNDERSTAND WE'RE STILL INTERESTED. IT'S HARD TO KNOW WHO IS DROPPING THE BALL WHEN WE'RE AT THIS STAGE TO GET THE CONVERSATIONS GOING. (INAUDIBLE).
>> THERE'S A DIFFERENT SCOPE OF OUR CAPACITY.
(INAUDIBLE) WHEN YOU'RE TALKING ABOUT ADDING TWO LARGE CHOICE SCHOOLS, YOU KNOW, HERE I THINK WE'RE TALKING 3,600-STUDENT CAPACITY. IS THAT CORRECT?
>> YES, THAT IS CORRECT. AND SO WHAT ADDING TWO COMPREHENSIVE HIGH SCHOOLS DOES IS IT ALMOST TARGETS THAT 1,500-STUDENT MARK AS THAT IDEAL CAPACITY. I THINK ONE OF THE CHALLENGES WITH ADDING A SIXTH COMPREHENSIVE HIGH SCHOOL IS, YOU KNOW, WE JUST DID A 20-CLASSROOM ADDITION AT LAKE WASHINGTON HIGH SCHOOL.
THE WE JUST REBUILT JUANITA HIGH SCHOOL TO 1,850 CAPACITY. SO WE ALSO HAVE TO CONSIDER WHAT WE'VE DONE IN TERMS OF ALSO WHAT WE DO
IN THE FUTURE. >> WE BUILT THOSE IN -- WHAT'S THE INDEPENDENT FUNCTIONING CAPACITY, OUR EFFICIENCY RATE? WHAT IS THAT EXPECTED OPTION? 90%, 95% EFFICIENCY?
>> I BELIEVE WE ASSUME 84% EFFICIENCY.
>> 83%. AND THAT DRIVES THE CAPACITY.
SO YOU'RE ACTUALLY BUILDING CLASSROOMS FOR 2,000. BUT WE'VE BEEN USING 83% BECAUSE WE ALSO KNOW THAT EVERY CLASSROOM IS NOT BEING -- THAT ASSUMES EVERY CLASSROOM IS USED DURING OUR PLANNING PERIOD. TEACHERS DON'T GET TO STAY IN THEIR CLASSROOM.
>> THAT ASSUMES THERE'S NO -- (INAUDIBLE) ON CLASSROOM SIZE.
>> SO THERE'S VALUE OF HAVING ADDITIONAL CAPACITY.
(INAUDIBLE). >> YEAH. BECAUSE IT'S NOT THAT WE WOULD HAVE EMPTY CLASSROOMS. IT'S THAT THERE WOULD BE LESS TEACHER MOVEMENT AND THINGS LIKE THAT.
ONE OF THE THINGS THAT HAVING OUR SECONDARY CAPACITY THE WAYS
[01:55:01]
THEY ARE IS SETTING UP FOR LAB SCIENCES AND THOSE KINDS OF THINGS, VERY CHALLENGING. TEACHERS ARE TYPICALLY HAVING TO DO A CART-BASED MODEL WHERE THEY'RE PUSHING IN AND SETTING UP IN REAL-TIME VERSUS HAVING THE CHANCE TO SET UP AHEAD OF TIME AND THINGS LIKE THAT. SO THERE IS A BENEFIT HAVING ADDITIONAL CAPACITY TO YOUR POINT FOR KIND OF CURRENT CONSTRAINTS THAT WE HAVE AS WELL.THIS PROBABLY GOES BEYOND THOSE CURRENT CONSTRAINTS. BUT I HEAR
YOU AROUND FUTURE CONSTRAINTS. >> THE OTHER QUESTION IS, THESE
ARE REVENUE (INAUDIBLE). >> THAT'S THE NEXT SLIDE.
>> THANK YOU. >> GREAT SEGUE, CHRIS, THANK
YOU. >> HERE'S SOME OF THE COSTS.
SO AGAIN, OPTION 1, WITH TWO CHOICE SCHOOLS, $3 MILLION IN OPERATING COSTS ONGOING OPERATING COSTS. CONSTRUCTION COSTS, OF $200 MILLION. $100 MILLION EACH. AND I DO WANT TO NOTE THAT WHEN WE TALK ABOUT OUR CHOICE SCHOOL MODEL, IT'S JUST LIKE S.T.E.M., WE'RE TYPICALLY BILLING THOSE -- THEY'RE NOT BUILT THE SAME WAY AS, YOU KNOW, COMPREHENSIVE HIGH SCHOOL OR A MIDDLE SCHOOL EVEN. SO THEY TYPICALLY SHARE -- HE DON'T HAVE A SEPARATE GYM. THEY HAVE ONE COMMON SPACE. THEY DON'T HAVE A LOT OF THE SHARED LEARNING AREAS. AND SO WE DON'T HAVE A NECESSARILY A NEW ED SPEC YOU'LL CALL IT FOR A 1,000-STUDENT CHOICE SCHOOL, WHAT THAT LOOKS LIKE. THESE CLASS ESTIMATES ARE JUST THAT, ESTIMATES. THAT'S THE OTHER THING YOU NEED TO BE MINDFUL OF. WE HAVEN'T DESIGNED 1,000-STUDENT CHOICE HIGH SCHOOL. KNOWING WHAT THAT MIGHT COST. BECAUSE S.T.E.M. WAS A UNIQUE SCHOOL THAT WE BUILT. WE COULD BUILD ANOTHER S.T.E.M. OFF SITE AND HAVE IT BROUGHT IN, AND THAT WORKS FINE, TOO. SO OPTION 2, THE FIFTH COMPREHENSIVE BUS ONE CHOICE IS OPERATING COSTS OF $5.2 MILLION.
CONSTRUCTION COSTS, $408 MILLION. THAT'S FOR A 1,800-STUDENT COMPREHENSIVE HIGH SCHOOL. AND $100 MILLION FOR THE CHOICE HIGH SCHOOL. AND THEN, OPTION APPROXIMATE, TWO COMPREHENSIVE ALSOS, $7.4 MILLION IN OPERATING COSTS AND $667 MILLION IN CONSTRUCTION COSTS.
>> (INAUDIBLE) IF WE BUILD THE THIRD OPTION, IT'S BUILT AT THE
SAME TIME? >> YEAH. AGAIN, A GOOD
PRECURSOR TO WHERE WE'RE GOING. >> OKAY.
>> (INAUDIBLE). IT'S SOMETHING TO THINK ABOUT.
CAN YOU ALSO PHASE IN A NUMBER? >> WE COULD PUT IN SPECS THAT
THESE ARE LIMITED. >> I DON'T BELIEVE A SPEC NEEDS TO BE REVISITED. I THINK POPE FRANCIS IT APPLYING THE ED SPEC TO 1,000-STUDENT CHOICE. WE HAVEN'T DONE THAT. AND THAT'S WHY THE COST FIGURE IS VERY -- IT'S 100 MILLION DOLLARSISH BECAUSE WE HAVEN'T DONE THAT LEGWORK TO IDENTIFY THAT SPECIFIC COST. THAT'S MORE OF A SWAG.
>> DO CURRENT ESTIMATES ALLOW US TO HAVE THE FIRST THREE FLOORS IN A BIG BUILDING GOING UP?
>> I SEE WHAT YOU MEAN. IN TERMS OF AN URBAN DESIGN SCHOOL?
>> YEAH. >> WE COULD TAKE OUR ED SPEC AND APPLY IT TO URBAN DESIGN. BUT WE MAY NEED TO UPDATE IT. I
BECAUSE WE MAY JUST BECAUSE OF THE SPACE THAT YOU HAVE. THE AND IF YOUR LAND IS LIMITED AND YOU NEED TO GO UP FLOORS, THEN WE MAY NEED TO -- WE MAY NEED TO CHANGE THE ED SPEC TO FIT.
>> YOU TELL ME IF THIS IS A TRUE STATEMENT AS WELL. I'M THINKING ABOUT WHAT SIRI ASKED ABOUT. THE LET'S SAY WE WENT WITH OPTION 1, THERE ARE OVERHEAD COSTS THAT ARE CURRENTLY ALREADY BEEN ASSUMED IN THE SYSTEM THAT ARE ACCOUNTING FOR OUR STUDENT POPULATION.
DO YOU SEE WHAT I'M TRYING TO... >> WELL, I GUESS WHEN YOU SAY --
[02:00:03]
I MEAN, WHEN WE ADD NEW SCHOOLS, THE FIXED COSTS ARE WHAT IS REPRESENTED THERE. BUT LIKE TEACHERS, THOSE GROW AS OUR ENROLLMENT GROWS. IS THAT WHAT YOU'RE GETTING AT?>> (INAUDIBLE). >> I SEE WHAT YOU MEAN.
>> BECAUSE MY DENOMINATOR IS DIFFERENT, OF COURSE IT'S LESS.
>> BUT THERE IS -- AGAIN -- SORRY. WE'LL HAVE TO DIG INTO THE DETAILS. BUT A COMPREHENSIVE HIGH SCHOOL BECAUSE OF THE ADDITIONAL ATHLETICS AND ACTIVITIES THERE ARE ADDITIONAL COSTS. IF WE HAVE A COMPREHENSIVE HIGH SCHOOL THAT WAS ONLY 600 STUDENTS AND STILL PROVIDED THE ATHLETICS, IT WOULD BE MORE COSTLY THAN THE CHOICE SCHOOL.
>> ABSOLUTELY. (INAUDIBLE). >> UH-HUH.
>> OKAY. >> OKAY. SO THE OTHER THING WE WANTED TO SHOW YOU IS SOME TEST BIDS THAT WHEN WE WE WERE DOING OUR EVALUATION OF THE PARK 188 SITE, THE ARCHITECTS DID SOME EXAMPLES FOR US. AND SO YOU'LL SEE SOME EXAMPLES OF A SECONDARY SCHOOL THAT'S POTENTIALLY TWO TO THREE STORIES. A SECONDARY SCHOOL FOUR STORIES WITH STRUCTURED PARKING. AND THEN, A CHOICE SCHOOL WITH AN ELEMENTARY SCHOOL. SO YOU'LL SEE THOSE OPTIONS. SO JOHN, IF YOU HAVE THE NEXT SLIDE.
>> AND HIGH SCHOOL FOUR? >> AGAIN, SECONDARY. THEY JUST DID A TEST. IT'S A SECONDARY BECAUSE THERE'S BEEN NO DECISIONS MADE ON WHAT THAT SITE WILL BE. SO THIS IS AN EXAMPLE OF A TWO TO THREE-STORY SECONDARY SCHOOL WITH SURFACE PARKING. SO YOU COULD SEE THE ACADEMICS, THE PERFORMING ARTS, ATHLETICS. AND THEN, PARKING TO THE SOUTH. PARKING ON THE EASTERN AND NORTH EASTERN PART OF THE PROPERTY. AND MULTIUSE ATHLETIC FIELDS. SO AGAIN, THE FIELDS WOULD NOT BE -- YOU WOULDN'T HAVE NECESSARILY SEPARATE SOCCER AND BASEBALL,
BUT IT WOULD BE MULTIUSE. >> DO YOU RECALL THE STUDENT
CAPACITY FOR THIS? >> THIS ONE I BELIEVE DID THEY
DO 1,800 STUDENT? >> I THINK THEY HAD TO.
>> I DON'T RECALL SPECIFICALLY. >> OKAY.
>> WE'LL CHECK THAT. THE AND SO THEN, THIS IS A SECONDARY SCHOOL FOUR STORY WITH STRUCTURED PARKING, PARKING.
AND AGAIN, DIFFERENT FLEXIBLE FIELDS. SO WE'VE GOT, YOU KNOW, A SEPARATE SOFTBALL-BASEBALL, TRACK, FOOTBALL-SOCCER AND TENNIS COURTS THERE. THE YOU COULD SEE A LOT LESS PARKING AS
WELL. >> THAT'S NOT A STADIUM.
THAT'S JUST A STAND-ALONE. >> NO STADIUM.
>> YEAH. ADDITIONAL COSTS FOR WHEN YOU'RE DOING THAT. OKAY. AND THEN, THIS LAST PICTURE IS REALLY SHOWING AN ELEMENTARY SCHOOL. ON THE EAST SIDE OF THE PROPERTY WITH THE PLAYGROUNDS AND PLAY FIELDS. AND THEN, YOU KNOW, PARKING. AND THEN, THE CHOICE OF TWO -- A TWO-STORY CHOICE BUILDING SIMILAR TO S.T.E.M. BASICALLY, THIS IS THE S.T.E.M. FOOTPRINT. SO THEY BASICALLY TOOK S.T.E.M. AND PUT
IT ON THIS SITE. >> I GOT FOHN CONFUSED. EARLIE OF THE SLIDES SAID IF YOU HAVE A CHOICE HIGH SCHOOL ON THE SITE,
IT MAY NOT BE ABLE TO -- >> COMPREHENSIVE.
>> IT WAS COMPREHENSIVE AND YOU COULDN'T POTENTIALLY DO THE
ELEMENTARY. >> IT'S FAIR TO SAY MOST LIKELY
IT WOULD NOT BE ABLE TO? >> WITH COMPREHENSIVE?
>> RIGHT. >> IT'S ALMOST FOR SURE WE WOULDN'T BECAUSE OF THIS. BECAUSE YOU HAVE YOUR SOFTBALL,
>> I THINK IF YOU WANTED TO MAINTAIN THE FIELDS, SO
>> MARK? >> YEAH. (INAUDIBLE). F THERE WE GO. (INAUDIBLE).
>> I THINK IT -- >> I'M SORRY. THANK YOU.
>> WHAT THIS DOESN'T SHOW IS STUDENT PARKING REALLY. IS THAT
>> IT'S REALLY STAFF PARKING. AND THEN, WE'D HAVE TO FIGURE
OUT IF THERE'S -- >> GREAT TRANSPORTATION.
[02:05:19]
(INAUDIBLE). >> SO NEXT STEP IS WE'D LOVE TO HEAR AND RECEIVE FEEDBACK FROM THE BOARD. SO GIVEN THAT IT'S 4:09, WHY DON'T WE TAKE 11 MINUTES. AND COME BACK AT 4:20.
(RECESS) >> BEFORE THE BOARD PROVIDES FEEDBACK AROUND HIGH SCHOOL CAPACITY.
WHEN WE SAY DIRECTION, PART OF IT IS DOES THE BOARD WANT TO HAVE THAT CONVERSATION TODAY AROUND HIGH SCHOOL CAPACITY AND DIRECTION. YOU SAW US THINK ABOUT IT A FEW DIFFERENT WAYS.
I KNOW SIRI, WE TALKED ABOUT DID THE BOARD WANT TO TAKE A FORMAL STANCE. AND TAKE FORMAL ACTION AROUND DIRECTION, AROUND HIGH SCHOOL CAPACITY. SO JUST WANT TO HAVE THAT CONVERSATION. AND IF NOT, YOU JUST WANT TO PROVIDE DIRECTION TODAY, WE COULD MOVE FORWARD WITH THAT. YOU ALSO HAVE THREE ADDITIONAL WHITE SHEETS THAT ARE IN FRONT OF YOU THAT BARBARA JUST WANTS TO WALK THROUGH TO HELP PROVIDE CONTEXT FOR TIMING OF SOME OF
THESE. >> SO AGAIN, YOU SHOULD HAVE THREE WHITE SHEETS THAT SAY OPTION 1, OPTION 2, OPTION 3 IN FRONT OF YOU. AND SO REALLY, OPTION 1 IS THEY ALL FOLLOW WHAT WE SHARED IN THE SLIDES. SO EVERYTHING IN BLUE IS REALLY A NEW SCHOOL. SO YOU WILL SEE IN THE FIRST PHASE -- THAT WAS WHAT WE ORIGINALLY PROPOSED AS CRITICAL CAPACITY NEEDS WAS A CHOICE HIGH SCHOOL IN THE EASTAKE LEARNING AREA AND LAKE WASHINGTON LEARNING AREA. AND THEN, SEE WHAT IS DIFFERENT THAN THE OTHER -- ON THE OTHER SHEET. BUT A NEW ELEMENTARY ALSO -- OR NEW ELEMENTARY CAPACITY IN REDMOND LEARNING AREA IN PHASE 1. WILL IN HAD PHRASE 2, THE PROJECTS THE FACILITY ADVISORY COMMITTEE RECOMMENDED AND USE OF PORTABLES. NEW ELEMENTARIES IN THE LAKE WASHINGTON LEARNING AREA. TWO NEW ELEMENTARIES TO BE DECIDED IN EARLY LEARNING SPACES. AND THEN --
>> CAN I ASK A QUESTION? >> YES.
>> DID WE MEAN TO TAKE OFF THE ADDITION --
>> I APOLOGIZE. WHAT THAT MEANS IS -- WE NEED TO TAKE THAT OFF, DEPENDING ON THE SIZE OF THE CHOICE SCHOOL AND THE FACILITY ADVISORY COMMITTEE RECOMMENDED THAT BE REVIEWED. SO YES, WE
>> THE ADDITION OF REDMOND HIGH SCHOOL.
>> UNDER THE 2024-2030, THERE'S AN ADDITION OF REDMOND HIGH
SCHOOL 14. >> THAT COULD BE TAKEN OFF.
SORRY. THEN, AGAIN, AS WE EXPLAINED ON THE OTHER SHEET, PHASE 3 AND BEYOND IS REVIEWING OUR AGING SCHOOLS AND SUPPORT SPACES, EVALUATING THEM FOR MAJOR
CAPITAL IMPROVEMENTS. >> AND THEN, OPTION TWO, WOULD BE -- THAT'S THE OPTION WHERE WE ADD A FIFTH COMPREHENSIVE HIGH SCHOOL AND CHOICE HIGH SCHOOL. SO WHAT WE HAVE THERE IS WE'RE POTENTIALLY DOING THE CHOICE HIGH SCHOOL IN THE FIRST PHASE AND THEN YOU'RE BUILDING THE FIFTH COMPREHENSIVE HIGH SCHOOL IN PHASE 2. ONE, BECAUSE THAT'S A LARGER FUNDING ITEM THAT YOU NEED HOW MANY YEARS TO PLAN A HIGH SCHOOL, FOUR? FOUR OR FIVE YEARS TO PLAN A HIGH SCHOOL BEFORE IT COULD OPEN. HOW MANY
YEARS DID WE DO JUANITA? >> JUANITA IS SOMEWHAT UNIQUE.
(LAUGHTER) >> THEY'RE ALL UNIQUE, RIGHT?
>> AT LEAST TWO. >> YEAH, AT LEAST TWO. AGAIN, DEPENDING ON THE SITE, THERE'S A LOT OF, YOU KNOW, PLANNING THAT NEEDS TO GO ON. SO. OKAY. THEN, THE THIRD OPTION, YOU CAN SEE WHERE WE ADD A FIFTH AND SIX COMPREHENSIVE HIGH SCHOOL. YOU COULD SEE WE WOULDN'T BE DOING A CHOICE HIGH SCHOOL, BUT WE WOULD BE DOING A FIFTH AND SIX COMPREHENSIVE HIGH SCHOOL IN PHASE 2 ALONG WITH THE OTHER NEW PROJECTS. AND AGING SCHOOLS.
IT'S JUST A VISUAL WAY OF KIND OF LOOKING AT WHAT PROJECTS
WOULD BE NEEDED. >> I THINK IT'S IMPORTANT TO NOTE THAT THE HIGH SCHOOL CAPACITY DOES NEED TO BE ONLINE BY 2030 AT THE ABSOLUTE LATEST. EVEN THOUGH THE CRITICAL
[02:10:06]
CAPACITY ISN'T TO THE DEGREE OF, YOU KNOW, THOSE SIZES OF SCHOOLS. THAT REALLY IS KIND OF A LIFETIME ADD. BUT WE DO NEED THE HIGH SCHOOL CAPACITY. IT'S JUST ANOTHER CONSIDERATION WHEN WE THINK ABOUT TIMING OF THOSE COMING ONLINE. AND THEN, LATER ON OUR CONVERSATION AROUND FUNDING, THERE'S CONSIDERATIONSTHERE AS WELL. >> OKAY. ANY --
>> SO QUESTIONS, COMMENTS, DIRECTION REGARDING HIGH SCHOOL
MY CONCERN IS EXACERBATES -- AND ONLY GETS WORSE. IT HASN'T CHANGED OVER SEVERAL YEARS. I DON'T FORESEE IT CHANGING OVER THE YEARS. SO AT LEAST ONE COMPREHENSIVE WOULD (INAUDIBLE).
UNLESS WE REALIGN THE WAY WE OPEN THE CHOICE SCHOOLS FROM THE
NEW -- (INAUDIBLE). >> I'M HAVING TROUBLE ENVISIONING THE JUANITA LEARNING COMMUNITY VOTERS VOTING FOR
ANOTHER HIGH SCHOOL. >> A COMPREHENSIVE HIGH SCHOOL?
>> THERE IS THE OPTION. >> WE COULD FIT IT COMPREHENSIVE HIGH SCHOOL ON -- PROPERTY. IF THERE WERE NO LONGER -- HIGH SCHOOL. IT WOULD NOT HAVE EVERYTHING.
>> WHAT'S THAT? >> YEAH. SO I MEAN SHORT OF THAT, WE WOULD HAVE TO ACQUIRE PROPERTY. AND JOHN BROUGHT UP A POINT ABOUT THE SATELLITE -- BUILT ON THE WEST SIDE. IT'S NOT A WHOLE LOT. UNLESS HE WANTS TO GIVE US A PARK.
>> A FLOATING LAKE WASHINGTON. >> YEAH, COULD HAVE JUANITA BAY. > (INAUDIBLE)
>> BUT I DON'T KNOW. I'LL SAVE MY THOUGHTS. I'VE JUST BEEN
>> THE ONLY OTHER THING IS THAT I DON'T KNOW WHAT THE TOLERANCE IS FOR VOTERS RIGHT NOW ON ACTUALLY -- I JUST DON'T KNOW.
HAVE WE DONE ANY POLLING OR ANYTHING ON THIS?
>> YES. AT THE LAST MEETING WE HAD THAT PRESENTATION. AND IT WAS -- I DON'T KNOW. MY TAKE AWAY WAS HARD TO SAY. AND NOT LIMITED. RIGHT. PEOPLE FELT PRETTY GOOD ABOUT THE DISTRICT. THE NUMBERS WERE A LITTLE BIT LOWER ON
FUNDING. >> REMEMBER, THEY DID AN
>> AND THEN, WITH KIND OF FEEDBACK OR MESSAGING, IT INCREASED BY TEN POINTS BUT NOT IN THE SUBSTANTIAL CATEGORY.
JUST IN THE GENERALLY YES CATEGORY. I DON'T REMEMBER WHAT THE CATEGORIES -- LIKE SPECIFICALLY WERE.
[02:15:03]
> (INAUDIBLE). >> RIGHT. DO YOU REMEMBER, THOUGH, WHAT I'M REFERRING TO? ABOUT 51% -- 19% LIKE SUBSTANTIALLY AGREED THAT THE DISTRICT NEEDED MORE FUNDING.
AND YOU KNOW, WHAT IS THAT 32% SAID, YEAH, THEY MIGHT NEED MORE FUNDING. AND THAT MIGHT NEED MORE VAFUNDING INCREASED TEN POINTS WITH MESSAGING, UP TO 61%.
>> I KNOW WE'VE BEEN TALKING ABOUT FUNDING. THIS IS PART OF MORE LIKE -- I THINK IT'S WORTH TALKING ABOUT BOTH POINTS. BUT ALSO IN MAKING A DECISION, I CAN'T DIVORCE THE FUNDING PART.
IF WE'RE GOING TO GO THE ROUTE BUILDING TWO COMPREHENSIVE HIGH SCHOOLS BY 2030, THAT WOULD REQUIRE BOND FUNDING, RIGHT? WE COULD NOT DO THAT -- WE COULD NOT DO THAT -- WELL --
>> THE LEVY IMPACT WOULD BE SO SUBSTANTIAL.
>> AS A PRACTICAL MATTER. >> WHAT IS THE CAP ON
>> IF YOU'RE GOING TO RAISE THAT AMOUNT OF MONEY IN THAT SHORT OF TIME --
>> I DON'T THINK THAT WOULD WORK.
>> SO I JUST -- I MEAN, I GUESS MY FEEDBACK ON THIS IS THAT YOU HAVE CRITICAL CAPACITY NEEDS THAT NEED TO BE MET. AND THAT -- I LOOK AT IT THROUGH -- PERHAPS MYOPICALLY BECAUSE OF THAT IN TERMS OF HOW DO WE GET FACILITIES BUILT FOR KIDS NOW? AND BECAUSE OF THAT, I LEAN FOR THE CHOICE SCHOOL OPTIONS. I THINK WE HAVE THE -- I THINK -- GOING THAT ROUTE TO BE ABLE TO ADD CAPACITY NOW. I HEAR AND APPRECIATE THE ARGUMENTS, THOUGH, OF WHY THAT MIGHT NOT BE THE BEST LONG-TERM STRATEGY FOR OUR DISTRICT AND ALL OF THE THINGS THAT YOU TALKED ABOUT TODAY. THEY'RE NOT REPRESENTATIVE OF -- WE HAVE EQUITY ISSUES BUT THEY'RE NOT REPRESENTATIVE OF POPULATION.
WE'LL END UP WITH SOME SCHOOLS OF 600 AND 1,000 AND SOME SCHOOLS AT 2,500. THAT IN ITSELF IS A PROBLEM.
>> THE QUESTION IS I HAVE HOW MANY STUDENTS ARE WE EXPECTING
TO HAVE IN THE DISTRICT? >> WE HAVEN'T DONE THE
AS I LOOK AT THIS AND APPRECIATE THE SHORT-TERM CRITICAL NEEDS, BUT CONSISTENTLY WE'VE BEEN DOING CRITICAL CAPACITY THIS ENTIRE TIME. AND IT MEANS WE KEEP BUILDING THESE SMALL SCHOOLS. AND WE'RE ONLY GETTING BIGGER. YOU KNOW, I THINK 24,000 STUDENTS AND WE'RE NOW AT 30,000 PLUS. THAT'S 6,000 MORE STUDENTS. (INAUDIBLE). SO THIS IS WHERE IT'S A PIECE OF, IS THERE A WAY TO LOOK AT? SO I DO VALUE A COMPREHENSIVE HIGH SCHOOL. I THINK THERE'S A LOT TO BE SAID TO THAT.
BECAUSE IT THINK IT GIVES CAPACITY FOR GROWTH. I APPRECIATE THE CHALLENGE ON THE EAST VERSUS WEST IN REGARDS TO THOSE NUMBERS, A CHOICE OR COMPREHENSIVE. THAT'S A DIFFERENT BALL GAME. BUT (INAUDIBLE) WEST SIDE EITHER.
BUT I DO THINK AS WE KEEP DOING THESE SMALLER PIECES, WE'RE JUST SETTING UP THAT WE -- ISSUE OVER A PERIOD OF TIME. SO WE'RE CONSTANTLY CHASING OUR TAIL INSTEAD OF INTENTIONALLY BUILDING AND MOVING FORWARD. RECOGNIZING THOSE -- (INAUDIBLE) PORTABLE CAPACITY. (INAUDIBLE). BUT IF YOU CAN -- WHAT IS OUR PLAN? HOW MANY KIDS ARE WE EXPECTING? BECAUSE THOSE 1,500 NUMBERS WE SEE IN THE TWO COMPREHENSIVE COULD EASILY BE 2,000. AND SO WE'RE AGAIN TRYING TO -- WHEN I HEAR THE PLANS OF THE URBAN GROWTH BOUNDARY DENSITY. AND THAT CAN BE PLACED INTO OUR -- I THINK THERE'S A LOT OF WORK WE HAVE TO DO. HIGH SCHOOLS, I CAN SEE WITH THE DIFFERENT BUILDINGS WITH MICROSOFT EXPANDING THEIR CAMPUS, THE CAPACITY THERE.
THERE'S EXAMPLES OF THAT. THE GOOGLE IS EXPANDING CAPACITY THERE. BUT I THINK AT LEAST ONE MORE
[02:20:01]
COMPREHENSIVE HIGH SCHOOL TO CREATE ADDITIONAL LEARNING COMMUNITY. BECAUSE THAT UNINCORPORATED AREA FOR RESIDENTS IS SO -- THAT HAS DRIVEN THE IMPACT A LOT. SO WE NEVER ADDRESSED THAT. (INAUDIBLE). SO THERE'S -- I GUESS THAT'S MY CONCERN. I PUSH FOR MORE LONG-TERM AND BREATHING ROOM AND RECOGNIZE A CHOICE SCHOOL. KIRKLAND SIDE MIGHT BE SOMETHING TO THINK ABOUT. BUT ALEAVING PRESSURE.>> (INAUDIBLE). ONE OF THE CRITICISMS WE GOT FROM OUR COMMUNITY IS WE HAVEN'T THOUGHT LONG-TERM ENOUGH.
ADDING A FIFTH HIGH SCHOOL, YOU LOOK AT THE ECONOMY.
YOU LOOK AT 2050 OPPOSED TO 2030. WE ADDRESS THAT CONCERN THAT YOU'RE BUILDING FOR YESTERDAY. WELL, THIS IS BUILDING FOR TOMORROW. BUT THEN, WE HAVE TO SAY, OKAY.
WE'RE BUILDING FOR TOMORROW. BUT YOU GOT TO PAY FOR IT.
IT AIN'T GOING TO BE CHEAP. IT AIN'T GOING TO BE FREE. AND SO IF YOU WANT TO GROW, AND NOT DO IT IN LITTLE STEPS, YOU HAVE TO JUMP IN THE POOL. I THINK THE IDEA OF HAVING A BOND -- I'M NOT
SURE I HAVE THE STOMACH FOR IT. >> THAT COULD BE (INAUDIBLE),
>> YOU RECOGNIZE THAT'S THE CHALLENGE.
>> (INAUDIBLE). ARE THOSE NUMBERS ACCURATE? IF WE ARE, WE HAVE 1,000 HIGH SCHOOL STUDENTS (INAUDIBLE). IN WHICH CASE, I CAN'T IMAGINE THE RIGHT CHOICE BEING SMALL. AND TOWARDS THAT END, THE LAST TIME WE HAD THIS CONVERSATION AROUND SHOULD WE DO COMPREHENSIVE VERSUS CHOICE --
>> I HONESTLY, WATCHING THE WHOLE NEGOTIATION, NEVER IMAGINED IT WOULD BE OTHER THAN A COMPREHENSIVE. I MEAN, YOU CAN'T JUST -- BUILDING COMPREHENSIVE. WHEN YOU'VE GOT ONE, IT'S FOOLISH NOT TO BUILD A COMPREHENSIVE. AND SO, THAT -- I THINK IF I'M RIGHT ON THOSE NUMBERS, 1,800 KIDS COMPREHENSIVE ON THAT PROPERTY IS ROUGHLY THE CAPACITY WE NEED TO HAVE IN HAD TEN YEARS. CAN WE PASS THE REQUIREMENTS TO BUILD IT? I HOPE SO. WE NEED TO DO SOMETHING MORE AFFORDABLE.
BUT I CAN'T SEE ANY REASON WE WOULD NOT CHOOSE TO DO THAT.
IT'S -- RIGHT NOW, THE CHOICE VERSUS COMPREHENSIVE, IT'S 1,000 VERSUS 2,000. AND THE PROGRAM, I WOULD LOVE TO SEE COMPREHENSIVE INTEGRATIVE PROGRAMS ON ALL COMPREHENSIVE, CHOICE PROGRAMS. AND MUCH AS I ADORE -- (INAUDIBLE). TSO GETTING SOMETHING ON EVERY SITE SPECIAL FOR THAT SCHOOL IS SOMETHING I SEE AS A SEPARATE CONVERSATION FOR THIS. AND IT JUST BECOMES THE SIZE. OF I REALLY CAN'T IMAGINE ANY -- WE HAVE TO THINK ABOUT -- PUTTING AN ELEMENTARY SCHOOL --
(INAUDIBLE). SO THAT'S -- >> YOU SAID 811?
>> WHAT DO YOU NEED? >> I JUST WANT TODAY MAKE SURE WE'RE TALKING ABOUT THE SAME CONVERSATION.
>> OKAY. PERFECT. >> ANYWAY --
>> CHRIS. ONE OF THE OTHER DISTINCTIONS WITH COMPREHENSIVE, IT'S DRAWING A BOUNDARY AND SAYING YOU LIVE IN THIS BOUNDARY. YOU'RE GOING TO THIS SCHOOL. INSTEAD OF GOING TO
REDMOND OR EASTAKE. >> EXACTLY.
I KNOW IT'S GOING TO BE -- KINGS EMOTIONAL.
>> EMOTIONAL. THERE ARE ASPECTS THAT ARE -- AT THE SAME
[02:25:04]
TIME, GROWING IS PAINFUL. IF YOU DO IT RIGHT -->> (INAUDIBLE) AND DEAL WITH IT. THE BECAUSE THERE'S NO QUESTION IF YOU HAVE A COMPREHENSIVE ON 188, WE ARE GOING TO NEED TO DO BOUNDARY REDRAWING PATTERNS INTO THE LEARNING COMMUNITY. THAT'S NOT GOING TO BE POPULAR. YES, IT'S NOT GREAT. ON THE OTHER HAND, IS IT BETTER THAN THE ALTERNATIVE? WHICH IS FURTHER -- (INAUDIBLE) LITTLE THING THERE AND HERE. AND HOPE WE CAN GET PEOPLE TO CHOOSE TO GO. THIS IS SOMETHING -- (INAUDIBLE). YEAH, THERE ARE GOING TO BE SOME PEOPLE THAT WANT TO BE -- BUT THE TRUTH IS, WE'VE GOT TO DO THIS. THE ANYWAY, I'M BEING VERY STRONG. BUT I THINK OPTION 2 --
>> CAN I ASK -- >> CAN I ANSWER YOUR QUESTION ABOUT THE PORTABLES. SO THAT WAS ABOUT SECONDARY STUDENTS.
SO 1,100 STUDENTS. BUT IT WAS SECONDARY. BECAUSE OF OUR REBUILDING LAKE WASHINGTON, REBUILDING JUANITA, ONLY REDMOND HIGH SCHOOL HAS PORTABLES. THEY'VE GOT ABOUT 300 STUDENTS, LITTLE LESS THAN 300 IN THE PORTABLES. THE REST OF THE PORTABLES ARE AT OUR MIDDLE SCHOOLS.
>> ALL RIGHT. THANK YOU. >> WOULD YOU MIND GOING BACK TO THE SLIDE TO THE COSTS OF THESE DIFFERENT OPTIONS? JUST TO JOT
IT DOWN. >> THE FIFTH HIGH SCHOOL GIVES PEOPLE CAPACITY TO OPT IN OR OPT OUT AND GIVES THE SCHOOL FL FLUIDITY IN MY MIND. (INAUDIBLE).
>> SO SEEMS LIKE 1,000 YEARS AGO, WE HAD MORE OF AN OPEN ENROLLMENT. WE HAD A PERIOD AND STUDENTS KIND OF TRANSITIONED.
SO IT'S NOT THAT WE HAVEN'T DONE THAT.
>> (INAUDIBLE). >> I THINK THE OTHER PIECE THAT WE ALSO CAN'T MINIMIZE IS PEOPLE'S CONNECTION AND THE CULTURE THAT IS BUILT IN SCHOOL REGARDLESS OF THE ACADEMIC PROGRAM. PEOPLE LIKE BEING CONNECTED TO A COMMUNITY THAT MAKES THEM FEEL POSITIVE AND SAFE AND CONNECTED AND VALUED AND ALL OF THOSE PIECES. SO I THINK IT'S BOTH PIECES. IT'S THE ACADEMIC PROGRAM. OBVIOUSLY, WE WANT ALL OF THOSE TO BE ROBUST AND RIGOROUS. AND THE CONNECTION KIDS FEEL. IT'S PALATABLE AND REAL. SO I WANT TO RECOGNIZE THAT AS WELL.
>> I JUST WANT TO -- I DON'T THINK -- I DO VALUE HAVING CHOICES FOR OUR FAMILIES, TOO. I VALUE THAT I THINK, OPTIONS.
THE NEIGHBORHOOD SCHOOL MAY NOT BE THE BEST OPTION FOR A STUDENT. AND TO HAVE CAPACITY FOR CHOICE SCHOOLS, I BELIEVE
THERE'S VALUE IN THAT, TOO. >> JUST ON THIS SLIDE HERE, OPTION 3 INCLUDES DOLLARS FOR LAND AS WELL.
>> IT DOES. OKAY. >> THAT'S WHY THE 676 NUMBER IS
NOT JUST 308 TIMES TWO. >> RIGHT.
>> IT WILL BE INTERESTING TO SEE AS WE THINK OF THIS IS ANOTHER POLICY -- OR IT'S ABOUT WHAT DOES CHOICE MEAN? WE HAVE ONE POINT THAT SAID CHOICE PROGRAMMING -- AT EVERGREEN SCHOOL LEVEL. SO EVERGREEN WAS A CHOICE PROGRAM. (INAUDIBLE) AND SO THERE COULD BE THE SAME. WE CAN TALK ABOUT THAT. WHY CAN'T EVER HIGH SCHOOL IF THERE'S SPACE DO A CAMBRIDGE PROGRAM OR SOME TYPE OF PROGRAM THAT WOULD SUPPORT THAT KIND OF SPECIAL PIECE? AND CURRENTLY, WE DON'T HAVE SPACE. THAT'S WHY WE DON'T. (INAUDIBLE). > (INAUDIBLE). IF YOU SEE
[02:30:15]
THINGS THAT HAVE WORKED ANDED IDEA THAT (INAUDIBLE) DOES HELP GIVE A LOCAL -- I MEAN -- INALL OVER THE DISTRICT. WE'VE GOT SOMETHING THAT THEY CRAVE. IT GIVES US -- IT JUST TAKES THE PRESSURE OFF. SO I'M NOT SAYING -- I DON'T WANT TO -- BUT IT'S DEFINITELY SOMETHING WHERE I CAN SEE THIS AS JUST LOGISTICALLY HAVING THE CONVERSATION, WHEN WE PUT S.T.E.M. TOGETHER WE LITERALLY HAD NO -- THEREFORE WE COULDN'T.NOW, THINGS CHANGE. YOU HAVE TO REEVALUATE EVERYTHING. AND SO WE SHOULD HAVE A PROGRAM. I WOULD LOVE TO HAVE MORE.
OF ALL THINGS, I'M DYING FOR A CHOICE PROGRAM.
>> (INAUDIBLE). >> SO IT'S SOMETHING WHERE PROVIDING SOMETHING WHERE IT REALLY IS SOMETHING THEY'VE GOT AN OPTION. BUT THAT'S WITHOUT BUILDING THIS CULTURE OF IN EVERY BUILDING YOU HAVE THESE IMBEDDED SPECIALTY PROGRAMS.
>> SIGNATURE PROGRAM. >> RIGHT. THE PROGRAM IDEA, IT DIDN'T FLY. IT WAS SHIPPING STUDENTS ALL OVER THE DISTRICT NIGHTMARE. IF YOU HAVE A PROGRAM THAT'S LOCAL.
HONESTLY -- AND THEY'RE EQUIVALENT PARALLELS OUT THERE.
(INAUDIBLE) S.T.E.M. IS FANTASTIC. AT THE SAME TIME, IT ALWAYS HAS AND ALWAYS WILL HAVE THE S.T.E.M. BELIEVERS. AND THAT'S NOT -- I MEAN, MY JUNIOR WAS GIVEN A -- HIS DECISION WAS HELL NO. BUT AS A JUNIOR, HE'S GOT A COMMUNITY -- AND NOT FEEL LIKE I'M NOT GOING TO BE GOOD.
THAT'S THE JOY OF THE AP PROGRAM FOR COMPREHENSIVES. I LOVE
THAT. SO ANYWAY. SORRY. >> (INAUDIBLE).
>> SO ANYWAY. >> I WOULD LIKE TO GO BACK TO
SOMETHING AGAIN. >> CAN I MENTION WE HAVE SLIDES AND WE'LL HAVE A FUNDING DECISION AS WELL.
>> OUR NEXT GUIDING QUESTION SLIDE IS WHAT ARE THE OPTIONS TO
FUND CONSTRUCTION? >> TELL ME WHAT YOU GET -- FROM THE COMMUNITY -- WHAT TYPE OF A SPECIALTY/CHOICE SCHOOL DO THEY REALLY WANT TO HAVE? WHAT KIND OF CLASSES DO THEY FEEL IS LACKING IN THE COMMUNITY'S IDENTITY? I DON'T KNOW IF THERE'S SUCH -- I JUST WANT TO THROW IT OUT THERE TO THINK ABOUT. (POOR AUDIO QUALITY)
>> I THINK, CHRIS, HELPED CHANGE MY MIND. I THINK THERE'S -- WE HAVE A UNIQUE OPPORTUNITY TO ACQUIRE THIS PROPERTY THAT WE MAY NEVER BE ABLE TO AQUIRE AGAIN. AND I THINK -- I DO THINK IT'S INCUMBENT ON US TO USE THAT UNIQUE OPPORTUNITY TO DO SOMETHING WE MAY NOT BE ABLE TO DO AGAIN. AND THAT IS -- I
[02:35:04]
THINK THAT IS PROBABLY BUILDING A COMPREHENSIVE SCHOOL. YEAH.TO ME, THAT'S REALLY IMPORTANT. JUST THINKING ABOUT 50-YEAR PLANNING, IF WE HAVE AN OPPORTUNITY TO DO SOMETHING WE MAY NOT GET TO DO AGAIN, I THINK WE NEED TO REALIZE THAT.
>> YEAH, NICE. FEDEX. >> EXACTLY.
(LAUGHTER) (SIMULTANEOUS SPEAKING)
>> CAN I JUST -- WHAT I THINK I'M HEARING IS THE OPTION 2 THAT WE PRESENTED PROVIDES MORE LONG-TERM BENEFIT AS WE THINK ABOUT OUR PLANNING PURPOSES. IS THAT FAIR TO SAY?
>> I WOULD SAY ABSOLUTELY. >> THAT'S THE FIFTH COMPREHENSIVE PLUS WEST SIDE CHOICE.
>> I'VE HEARD FROM YOU THAT -- >> I PREFER OPTION 3.
>> GOTCHA. >> THE MOST VALUED LONG-TERM --
>> MOST VALUED LONG-TERM. I THINK AS YOU LOOK AT OUR COMPREHENSIVE ON THE SLIDES WE HAVE, CONSIDERING OPTIONS WHERE OTHER FIELDS MIGHT BE LOCATED CLOSE BY TO THAT LOCATION. THAT MIGHT BE SIGNIFICANT. PROBABLY A MILE AND A HALF.
>> AND SO IS THERE A WAY TO THINK DIFFERENTLY ABOUT SOME OF THAT SPACE? (INAUDIBLE). I DO THINK LONG-TERM BECAUSE I WONDER WHAT A 1,000-PERSON CHOICE SCHOOL MEANS OR IF THAT'S A SMALL COMPREHENSIVE. ALL THE OTHER SPORTS, THAT'S THE ADDITION OF THE COMPREHENSIVE. INCREASED MORE OPPORTUNITY FOR STUDENTS IN THE EXTRACURRICULAR ACTIVITIES OVER A CHOICE SCHOOL.
THEY HAVE THEIR OWN BUT THERE'S THE OTHERS.
>> IT COULD BE A SPORTS MAGNET PROGRAM.
(LAUGHTER) >> ONE CAVEAT I HAVE TO WHAT YOU SAID IS THAT I THINK THAT -- THE -- I THINK THE POTENTIAL SHORT-TERM HARM OF GOING WITH OPTIONS 2, 3, OR EVEN 2, -- AND THERE'S COSTS TO THAT. THE THAT THE MOST LIKELY -- WELL, I DON'T WANT TO USE THE WORD EASIEST BUT EASIEST OPTION IS OPTION 1 IN TERMS OF GETTING SPACE NOW. GOING INTO HARDER OPTIONS, WE CREATE RISK THAT WE WILL HAVE SHORT-TERM, SHORTER TERM.
THAT'S MY HESITANCY. AND LESS HESITANCY FOR OPTION 2 THAN
(POOR AUDIO QUALITY) >> THAT I THINK IS THE CONVERSATION WE NEED TO HAVE. I'D LIKE THIS SPREADSHEET THAT YOU GAVE ME, WHERE AT THE END OF THE DAY, YOUR INFLATION ADJUSTED TO AVERAGE DOLLARS AND TAX... (POOR AUDIO QUALITY)
>> I THINK THEY WILL BUY INTO THAT.
ADJUSTED FOR INFLATION. REMAINING LESS DOLLARS. PEOPLE CARE ABOUT THE DOLLARS. SO ANYWAY, THAT'S WHERE I THINK THE EASIER -- IT'S NOT INAPPROPRIATE WAY TO CALL IT.
THE THAT IS THE RIGHT THING. WHAT IS FEASIBLE?
>> YEAH. >> IF WE DID GO THAT WAY, YOU'VE GOT TO RECONFIGURE THE WAY THE KIDS -- MAKE IT MORE EQUITABLE.
[02:40:11]
(POOR, INAUDIBLE AUDIO QUALITY) >> THERE'S A MULTIPLE FACTORS AS TO WHY SOME FAMILIES APPLY AND SOME DON'T. THERE'S ALSO STUDENTS THAT FEEL THAT FOR THEM, THEY WOULDN'T BE ACCEPTED AT THIS SCHOOL. SO IT'S -- THERE'S
>> THAT'S THE REPRESENTATION OF THE CHOICE SCHOOL. I WON'T BE
ACCEPTED SO WHY BOTHER? >> THE CAREER CONNECTION PIECE
>> HOW ARE WE DOING ON TIME? >> WE'RE GOOD. ONE STRATEGY IS DO A LEVY IN 2022 AND COME BACK TWO YEARS TO DO A BOND FOR THE LARGER PROJECT. ONGOING, THINKING ABOUT THOSE LONG-TERM EVALUATING OUR, YOU KNOW, ONGOING CAPITAL IMMOVEMENT NEEDS IS CONTINUING WITH THIS ONGOING LEVY AFTER 2030.
SO SOME OF THE IMPLICATIONS, AGAIN, WHEN YOU DO A SHORT-TERM CRITICAL LEVY, YOU'RE PRIORITIZING NEW STUDENT SPACE AND GETTING YOUR CRITICAL CAPACITY NEEDS IMMEDIATELY.
YOU'RE BUILDING COMMUNITY KNOWLEDGE REGARDING NEEDING A BOND IN TWO YEARS. THE BOND WOULD PROVIDE FOR MAJOR NEW CONSTRUCTION AND AGING FACILITY NEEDS BY 2030. THE SO WE PUT ALL THE PROJECT THAT IS WE WOULD NEED, AND WE DON'T KNOW IF WE COULD OR COULD DO THAT. WE PUT ALL THE PROJECTS IN THE NEXT BOND. AND WITH THE BOND, YOU RECEIVE ALL THE DOLLARS UP FRONT. BONDS SPREAD OUT THE TAX INCREASE. IT COULD FUND THE HIGH SCHOOLS BY 2030. AND IT PROVIDES AN ADDITIONAL PREASSIGNED WINDOW FOR BOND PROJECTS. WHEN WE PURCHASE THINGS WE KNOW LIKE THE PARK
[02:46:14]
>> WE DIDN'T ASK TO SEE HOW DEEP WE COULD GO AND WE DIDN'T HAVE ANY CONSTRAINTS.
>> SO CAPITAL CONSTRUCTION. >> CORRECT. >> THIS WOULD BE '22.
>> AND THE THE NEXT ONE WOULD BE? >> 24 YEARS POTENTIALLY.
>> YEAH, '26. >> THE ASSUMPTION IS THAT THE BOND THAT WE ASK FOR IN '24 FOR
THE NEXT SIX YEARS. >> IT'S SENSITIVE TO TAX IMPLICATIONS.
>> SO STRATEGY NUMBER TWO IS JUST DO ONGOING BOND, EVERY EIGHT YEARS, EVERY FOUR AND THEN BONDS AGAIN EVERY EIGHT AND THEN BACK TO WHEN WE DID OUR MODERNIZATION PHASES AND THEN THAT WOULD PROVIDE FOR AGING FACILITY AND THEN WE RECEIVE DOLLARS UPFRONT AND THEN ASKING FOR CONSTRUCTION FUNDS LESS OFTEN AND THEN THE OTHER IMPLICATION AS WE KNOW BONDS HAVE BEEN CHALLENGING TO PASS. AND THEN STRATEGY THREE IS KIND OF THIS ROTATING OVERLAPPING LEVY CONCEPT WHERE YOU ARE DOING YOUR EPNO, CAPITAL PROJECT'S LEVY AND OVERLAPPING A SIX-YEAR CONSTRUCTION LEVY AND DOING A LEVY ONE SIX YEARS AND THEN YOU OVERLAP THEM AND A SIX-YEAR LEVY AND START ONE THREE YEARS IN AND YOU ALWAYS HAVE A LEVY AND SO THAT'S JUST AN OPTION AND, AGAIN, BECAUSE IT TAKES TIME TO EARN THOSE FUNDS, YOU COLLECT THEM EACH YEAR AND PRIORITIZES A NEW. STUDENT'S PHASE AND THERE IS VOTER ENGAGEMENT.
BUT IT WOULDN'T PROBABLY -- YOU WOULD NOT BE ABLE TO FUNDS AGING SCHOOLS UNTIL YOU COLLECT A LARGER PORTION OF THOSE LEVY FUNDS. IT DOES REDUCE LESS INTEREST PAID ON BONDS AND DOES INCREASE TAXES MORE SO POTENTIALLY BECAUSE THE AMOUNT OF DOLLARS YOU'RE TRYING TO COLLECT, WE COULD DO COLLECTIONS MORE OFTEN, A LONGER TIME FRAME AND HIGH
SCHOOLS IN 2027. >> I DIDN'T UNDERSTAND THIS ONE, SO 2022 UNDER THIS OPTION BEEN
WE WOULD HAVE A CONSTRUCTION LEVY ON IT? >> WE WOULD.
>> AND THE NEXT ONE? >> YOU POTENTIALLY COULD COME, YOU KNOW WE COULD DO ANOTHER ONE IN FOUR YEARS AND ANOTHER ONE IN THREE YEARS AND WE TALKED ABOUT, AGAIN, IN THE POTENTIAL -- THE FAQ, SEATTLE DOES THE LEVY EVERY THREE YEARS AND THEN THEY ROTATE A SIX-YEAR CONSTRUCTION LEVY.
[02:50:25]
>> WE COULD DO THOSE NO LONGER THAN FOUR. >> WE COULD THEIR THEORETICAE
MOVE A THREE-AREA. THREE-YEAR. >> THEY'VE BEEN ABLE TO UPGRADE THEIR AGING AGING FACILITIESE BECAUSE THEY HAVEN'T NEEDED TO GROW AND BUILD NEW SCHOOLS.
>> OK. >> THANK YOU. >> AND SO THE PIECE THAT WOULD BE INTERESTING WITH THAT IS THE FIRST TWO WAS THE LONG-TERM STRATEGY GOING FORWARD IN
STRATEGY TWO. >> ARE WE ABLE TO MAKE THAT SHIFT?
(INAUDIBLE) >> SO ONE IS THEN GOING INTO THAT ROTATING LEVY.
>> RIGHT. >> AND, I THINK THE ANSWER IS STRATEGY TWO.
>> STRATEGY TWO, MAYBE IT'S NOT A BOND IN 2038, BUT MAYBE IT'S A LEVY.
YEARS? >> EVERY THREE OUR FOUR YEARS. (INAUDIBLE).
>> THE BIGGER BOND DID ALL OF THE AGING. >> RIGHT.
>> BARBARA, IS IT FATHER FAY THE TAX IMPACT IN ORDER OF MOST FAVORABLE TO MOST IMPACTFUL WOULD BE STRATEGY TWO WOULD BE MOST FAVORABLE AND STRATEGY ONE WOULD BE KIND OF IN THE MIDDLE
AND STRATEGY THREE HAS THE HIGHEST TAX IMPACT? >> YEAH, AND I WOULD SAY -- I MEAN, STRATEGY THREE COULD HAVE THE HIGHEST TAX IMPACT IF YOU WANTED TO BUILD THINGS FASTER AND DEPENDED HOW YOU WANTED TO BUILD THINGS. YOU COULD HAVE THAT, BUT IT
WOULD TAKE YOU LONGER. >> SO BY 2037 DOESN'T MEET CAPACITY NEEDS.
>> RIGHT, SO IF YOU WANTED TO USE STRATEGY THREE AND MEET CAPACITY NEEDS, THE TAX IMPACT
WOULD BE MORE IMPACTFUL. >> RIGHT. >> AND IF WE WAITED LONGER, IT
WOULD BE ALTERNATE WAYS. >> IF YOU GO BACK TO STRATEGY TWO, DEPENDING ON THE COMPREHENSIVE -- BECAUSE WHEN WE ORIGINALLY -- STRATEGY ONE, SORRY, WHEN WE LOOKED AT THIS, YOU KNOW, DEPENDING ON, AGAIN, BUILDING IN A COMPREHENSIVE HIGH SCHOOL COST, WE'LL HAVE TO PRIORITIZE WHICH AGING SCHOOLS AND CAN FIT INTO THAT BOND, DEPENDING ON HOW MUCH WE WANT
THAT BOND TO BE. >> WHEN YOU SAY FUND'S HIGH SCHOOLS, THIS FUNDS HOW MUCH?
>> IF THIS IF THIS IS TWO COE HIGH SCHOOLS, IF YOU USE A BOND -- YOU GO OUT AND HAVE A BOND FOR THAT AND WHATEVER YOU'RE GOING TO FUND -- WHATEVER YOUR HIGH SCHOOLS WILL COST, THEN YOU HAVE TO SIDE, WHAT WILL WE DO WHAT'S LEFT -- YOU HAVE TO DECIDE HOW MUCH WILL BE BOND BE AND HOW MUCH WILL OUR VOTERS WILL SUPPORT AND WE'LL HAVE TO PRIORITIZE THE PROJECTS? IF HIGH SCHOOL SPACE IS THE HIGHEST PRIORITY. DOES THAT MAKE SENSE?
>> WE'RE LOOKING AT THIS AS A DIFFERENT QUESTION. THE FUNDING STRATEGY DOESN'T MAKE SENSE TO ME. IF YOU DID STRATEGY THREE AND YOU WAIT EVERY THREE YEARS, YOU
[02:55:05]
COULD KEEP OUR TAX RATE -- (INAUDIBLE). >> I THINK THE CHALLENGE IS, DO
WE WANT WASHINGTON HIGH SCHOOL GETTING THE 2500 STUDENTS? >> THAT'S THE REBOUNDERY.
REBOUNDARY. >> MY TAKE ON TAXPAYERS, IF WE'RE BUILDING SOMETHING MORE
THAN -- (INAUDIBLE). >> IF YOU GO BACK WHEN WE PRESENTED OPTION D IN JUNE AND THAT TAX RATE WAS 276 AND IF WE JUST KEPT THAT LEVY GOING, SO THAT GOT US 231 MILLION, IF YOU REMEMBER, IN SIX YEARS AND BY 2031, AGAIN, TO KEEP THAT TAX RATE LEVEL, IT GOT US ANOTHER 250 MILLION. SO 494 MILLION TOTAL.
AND SO, BY 2037, IT GOT US -- IT ADDS UP TO 1.2 MILLION. AND SO THAT'S -- THAT RATE, YOU WOULDN'T -- AGAIN, YOU WOULD IS ARE TO DECIDE IF THE PRIORITY -- WE COULDN'T BUILD -- WE COULD BUILD ONE COMPREHENSIVE HIGH SCHOOL AND NOT SOME OF THAT OTHER -- LIKE THE MIDDLE SCHOOL
CAPACITY. >> RIGHT. SO THAT'S WHY IT'S THIS CRITICAL, PLUS BONDS TO GET E BUILD DOLLAR AMOUNTS. (INAUDIBLE) IS
>> THAT'S THE CHICKEN AND THE EGG CONVERSATION. WE WANTED TO GET A SENSE OF WHAT THE BOARD IS THINKING AND WHICH OPTION IS THE BETTER OPTION AND WE CAN PACKAGE IT ALL TOGETHER.
(INAUDIBLE). >> I NEED YOU TO EXPLAIN WHY STRATEGY 3 IS SO BAD.
>> I THINK THE OTHER PIECE IS WHERE WE ARE IN THE OVERALL TAX STRUCTURE.
AND I KNOW YOUR INTEREST IS MAINTAIN THAT AND WAS IT 2500 MARK?
(INAUDIBLE) >> AND I THINK ONE OF THE CHALLENGES, GIVEN OUR CURRENT CAPACITY NEEDS IS THERE ISN'T A SCENARIO THAT MAINTAINS STATUS QUO AND I BELIEVE OF ALL OF THE FUNDING STRATEGIES, OPTION 3 HAS THE HIGHEST IMPLICATION FOR TAXES BECAUSE WE'RE NEEDING -- WE'RE NEEDING DOLLARS IN SUCH A SHORT PERIOD OF TIME IN ORDER TO GENERATE THAT THROUGH A LEVY, THERE'S AN INCREASE OVER THE NEXT HANDFUL OF YEARS TO BE ABLE TO GENERATE THAT AND THEN
POTENTIALLY GETTING INTO A DIFFERENT CYCLE. >> AND WHAT'S THE NONNEGOTIABLE BECAUSE THERE'S A DIFFERENCE BETWEEN SOLVING THE PROBLEM AND FINDING THE LEAST WORSE TRIAGE.
[03:00:04]
AND TO THE EXTENT THAT WE HAVE OVERCROWDING OR TOO MANY KIDS IN PORTABLES AND KIDS IN PORTS S IS A PROBLEM AND WE KNOW THIS WILL ALWAYS BE INCREASING. WE HAVE TWO DIFFERENT PROBLEMSLONG-TERM AND CONSEQUENCES. >> YOU KNOW, SO ONE OF THE THINGS THAT I WILL CONTINUE TO BRING TO THE BOARD IS HOW DO WE IDEALLY SOLVE THE PROBLEM AND THEN WE CAN WORK FROM THERE.
IT WILL NEVER BE IDEAL FOR ME TO HAVE KIDS, THIS MANY STUDENTS LEARNING IN PORTABLES.
YET, I UNDERSTAND THE REALITY OF THE SITUATION TO BE ABLE TO DO THAT TODAY.
THERE WILL COME A POINT IN TIME WHEN IT IS NO LONGER DOABLE AT THOSE SCHOOLS.
ADDING CLASSROOMS TO THOSE SCHOOLS, EVEN THOUGH REDMOND, THAT WOULD BE AN ADVENTURE, AND IT'S A NONNEGOTIABLE. OUR HIGH SCHOOL CAPACITY. AND IT HAS TO BE ADDRESSED.
AND JUST AS BARTON, BALKER D JUST LIKE ROSA PARKS HAS EIGHT PORTABLES.
SO YOU THINK ABOUT WHAT THOSE SITES AND BARTON AND BAKER WERE BUILT LARGER.
THAN THE STANDARD ELEMENTARY AND 690 INSTEAD OF A A 550.
BUT I DON'T KNOW WHAT THE OUTCOME WOULD HAVE BEEN AND WE'RE AT THAT POINT WITH OUR MIDDLE SCHOOLS AND OUR HIGH SCHOOLS. (INAUDIBLE).
INAUDIBLE (. >> CAN WE AFFORD INSIDE OF THE LEVY?
>> SO OF THESE OPTIONS, STRATEGY 3 IS THE ONE THAT MAKES THE MOST SENSE TO ME.
AND YOU RECOGNIZE THAT THE TRADE-OFF FOR THAT IS THAT WE END UP THE FURTHEST AWAY FROM WHAT WE ALL SAID IS THE IDEAL AND THE FURTHEST AWAY IN THE SHORT RUN, UNLESS YOU WANT TO INCREASE. THE FURTHER AWAY FROM WHAT WE WANT THE USE DEAL IN THE SHORT RUN OR THE TAXES ARE HIGHER IN THE SHORT RUN, IN WHICH CASE THERE ARE OTHER RISKS, TOO.
IT'S 50% IF YOU RAISE THE TAXES HIGH ENOUGH. YOU WOULD NOT GET THE 50% IF YOU RAISE THE TAXES HIGH ENOUGH. I HAVE A QUESTION. IN THIS DOCUMENT, OPTION TWO, THERE'S A PHASE ONE AND PHASE TWO. COULD THAT BE ACCOMPLISHED BY
[03:05:32]
2024, ABSENT A BOND? I GUESS THAT COULD. >> THE LEVY, I MEAN, WE ASKED FOR THE DOLLARS AND IT TAKES TWO TO THREE YEARS TO PLAN IS BUILD A SCHOOL AND THE SCHOOL MIGHT NOT OPEN -- IT COULD OPEN IN '24 DEPENDING ON THE PLANNING AND THE TIME FRAME TO DETERMINE THE
LOCATION FOR IT. >> FIRST HIGH SCHOOL IS ABOUT 100 MILLION, RIGHT?
>> YEAH. >> AND THEN D69. >> YEAH.
AND WE CAN BRING THE -- IT WOULD BE ANOTHER 50 MILLION. >> IT WAS 230, BUT THE CHOICE HIGH SCHOOL CLASS BECAUSE IT WOULD BE A THOUSAND STUDENTS AND MORE THAN THAT AND 300 POTENTIAL AND 300 MILLION, AND AGAIN, JUST SWAG BE RIGHT NOW. SORRY.
>> AND WHERE I'M AT RIGHT NOW,I DON'T KNOW HOW HELPFUL THIS IS, BUT I SEE -- I THINK I'VE SAID BEFORE THAT IT WOULD BE BUILT AS SOON AS POSSIBLE AND THIS IS MY PRIORITY AND I SEE THAT THE -- MY VIEW THE BEST WAY IS TO GO WITH THE NUMBER THREE. AND THAT, TO ME, COULD MEAN THAT
WE ARE PUSHING SOME OF THESE THINGS FURTHER OUT. >> INCREASING THE TAX RATE?
>> FOR ME. >> YEAH, I CAN LIVE WITH THAT P. (INAUDIBLE).
>> GIVEN THIS CONVERSATION AND WHAT WE WILL DO IS WE WILL GO BACK AND PUT A PACKAGE TOGETHER OF DIFFERENT OPTIONS OF HOW TO ACCOMPLISH WHAT WE NEED OVER, PROBABLY, DIFFERENT PERIODS OF
TIME, WHICH WOULD THEN HAVE DIFFERENT TAX IMPLICATIONS. >> OF THE SUGGESTION SIX R THREE YEAR -- (INAUDIBLE) (INAUDIBLE).
>> SO IF WE FRONT THE FUN LEVY DOLLARS, WHICH IS WHAT WE DID WITH THE 2019 LEVY, SOLD BONDS TO FRONT FUND SOME MONEY, YOU CAN ONLY USE THAT BOND MONEY FOR AUDITIONS AND IF YOU BUILD AS YOU GET YOUR MONEY -- SO IF YOU BUILD OVER SIX YEARS, WHICH IS WHAT SEATTLE DOES, THEN YOU CAN
BUILD NEW CONSTRUCTION ADDITIONS. >> ARE HUGE PLUSES WITH THE AGING BUILDINGS.
[03:10:23]
(INAUDIBLE)>> IF THEY KNEW HOW MUCH THEY WERE GROWING AND HOW MANY POTENTIAL EMPLOYEES THEY WERE BRINGING TO THE AREA AND WE SAID OK, WE ARE GOINGHAVE TO HAVE X NUMBER OF DESKS AND X NUMBER OF ROOMS, JUST TO THE EXPANSIONE EXPECT AND COMMUNITY, SAYING, OK, MICROSOFT GOING PLUS, PLUS AND GOOGLE SAID PLUS THREE AND SO FORTH, I'M THINKING IT MIGHT CHANGE GOOGLE TO LOOK AT THAT PERSPECTIVE AND MORE PEOPLE TO SHARE THE PAIN, IF YOU WILL.
MORE EMPLOYEES, MORE STAFF AND MORE RESIDENTS. >> I THINK YES, WE CONTINUE ON ALL OF THAT. IT'S KIND OF LIKE THE KIRKLAND -- WHAT ARE THEY CALLING THE 85TH AND 405 PROJECT? WE'VE STARTED THOSE CONVERSATIONS AND WE'LL CONTINUE WITH THOSE CONVERSATIONS UNTIL THERE'S SOMETHING ACTUALLY THAT COMES TO FRUITION. THE COURSE DOESN'T CHANGE UNTIL, TO ME, WE OPPORTUNITY TO FOLLOW ALL OF THOSE OPPORTUNITIES, KNOWING THEY WON'T ALL WORK OUT, BUT IF ONE DOES, THEN IT HELPS TO CHART A NEW PATH, BUT WE HAVE TO PLAN FOR THE ABSENCE OF A GOOGLE COMING TO THE PLATE AND
SAYING, YES, WE WANT TO PARTNER -- >> I'M TALKING ABOUT THE
EMPLOYEE. >> AND EACH CITY IS WORKING ON THEIR COMPREHENSIVE PLANS RIGHT NOW AND THOSE ALSO INFORM HOUSING, RIGHT. AND SO, IT'S WHO'S GOING TO BE LIVING IN OUR DISTRICT AND FAMILIES AND STUDENTS THAT GO TO OUR SCHOOLS AND AS EACH CITY UPDATES THE PLAN, THAT PROVIDES THE POTENTIAL HOUSE UNITS WHICH THEN INFORM FUTURE ENROLLMENT PROJECTIONS AND, AGAIN, WE ARE IN CLOSE CONTACT WITH OUR CITIES AS THEY UPDATE THOSE PLANS.
>> AND THE EMPLOYERS -- WE CAN TALK TO THEM ABOUT THEIR CAPACITY FOR EDGES EMPLOYEESS
OPPOSED TO RELYING ON THE CITY'S DATA. >> AND YES, AND THE CHALLENGE IS THAT WE DON'T HAVE FORMULAS FOR EMPLOYEES DRIVING STUDENTS. WE HAVE FORMULAS FOR HOUSING
THAT DRIVE STUDENTS. >> IF I'M NOT MISTAKEN, THE CITIES --
(INAUDIBLE) >> THEY PROJECT NUMBER OF JOBS AND --
>> AND SO THAT'S GOING FORWARD ON HOW WE AS A SCHOOL DISTRICT ENSURE THAT WE ARE WORKING CLOSELY WITH THE CITY ON THE COMPREHENSIVE PLAN COMPONENT. (INAUDIBLE)
>> I'M TRYING TO CONVINCE MYSELF THIS IS FEASIBLE. YOU WOULD LIKE IT TO BE.
SO THE 2022 CONSTRUCTION LEVY, IN PUTTING TOGETHER THIS -- WHAT WERE YOU THINKING THAT WOULD
[03:15:16]
FUND? >> SO THAT'S THE CRITICAL CAPACITY PROJECT AND WE BROUGHT IT TO YOU IN A DIFFERENT SLIDE LAST TIME AND IT SHOWED THE MIDDLE SCHOOL CAPACITY.
>> ELEMENTARY CAPACITY IN REDMOND AND THING HILL, KIRKLAND, REDMOND MIDDLE AND IT HAD TWO CHOICE HIGH SCHOOLS AND REDMOND LEARNING AND LAKE WASHINGTON LEARNING COURTHOUSE D THEY WERE 600 STUDENTS AND $40 MILLION RANGE EACH AND SO TWO CHOICE SCHOOLS AND SO,
AGAIN, THAT WAS THE 231 MILLION. >> SO THIS STRATEGY IS SIMILAR TO THAT, YOU'RE THINKING?
I'M JUST TRYING TO FIGURE OUT -- >> CAN YOU TRY AND ANSWER WHAT I THINK YOU'RE ASKING?
>> YES. >> CAN WE BUILD IN A 22022 COMPREHENSIVE HIGH SCHOOL COST T OR DOES THAT THE 2022 LOVEVY D THAT OR GOING INTO 2024 TO HAVE THE DOLLARS TO TURN AROUND A
HIGH SCHOOL? >> YEAH. >> THAT'S WHAT I CAN'T ANSWER
TODAY, BUT THAT'S -- >> A LOT OF HOPE THAT 2024 BOND --
>> THAT ONE SHOT WORKS. >> IT'S A COSTLY MOON SHOT. >> THAT BOND IS
800 MILLION,950 MILLION. >> I DON'T THINK I CAN TALK MYSELF INTO THIS.
>> POWER (INAUDIBLE). >> SO LEVY, BON, BOND, LEVY,L BONDS, ALL LEVY.
>> AND 2022, LEVY, AND 2024 LEVY. AND THEN YOU GO INTO WHATEVER IT IS -- POWER AND ONE MORE LAYU COULD PUT OFF THE BOND LONGER AND NO ONE LIKES HIGHER TAXES.
BUT IF YOU DIDN'T IN THAT MANNER, IT WOULD MAKE THE BOND LESS.
DOES THAT WORK FOR YOU, PERHAPS? (INAUDIBLE) >> I HEAR ALL OF THE CHALLENGES WITH THE BOND AND THE LOSS OF THE AN ELECTION OF A BOND. THERE'S A LOT OF EFFORT AND IT BECOMES AN AN ANIMOSITY THAT S AND CREATES A POLARIZATION AND SO, AGAIN, I THINK LONG-TERM, I BELIEVE THE BEST APPROACH IS TO MOVE TO A CAPITAL SELECTION. YOU'LL ADMIT THE ONE PIECE IS WE HAVE HANGING HUGE ONE NEEDED FOR SCHOOLS. POWER POWER
(INAUDIBLE) >> IF IT FAILS, WHAT'S YOUR NEXT STEP?
[03:20:20]
(INAUDIBLE) >> THAT WAS PUTTING IT DOWN TO, LIKE, 1700 OR SO.
>> IT WAS SUBJECT. SIGNIFICANT. >> THE FIFTH COMPREHENSIVE HIGH
SCHOOL WAS SIGNIFICANT. >> SET FOR HOW MANY ELECTIONS. >> ONE THING I CAN'T GET OUT OF
MY HEAD IS -- (INAUDIBLE) >> I IMAGINE THE LEVY THERE STRATEGY 3 IS THE SAME FUNDING, THE SAME PROJECTS, RIGHT. AND IT WAS HOW MANY YEARS LATER,
WE RUN THE NEXT PART OF THE CAPITAL LEVY? >> EVERY THREE YEARS,
ESSENTIALLY. >> THIS IS A FEELING TO TRY IT AND WE JUST PIVOT TO THE NEXT ONE AND LICK OUR WOUNDS AND TRY THAT. FALLING TO PASS THE --
PARTICULARLY OVER 50%. >> PEOPLE DON'T KNOW YOU FAILED.
WONDERING, IF WE COULD DO THIS, THIS IS THE BEST OPTION. IT CREATES THE MOST IMMEDIATE VALUE FOR OUR STUDENTS. AND YOU THINK THIS DOES SOUND THE MOST RESPONSIBLE WAY.
AND I'M JUST WONDERING, HAVE YOU THOUGHT ABOUT THE IDEA OF TRYING IT AND IT DOESN'T WORK, WE KNOW THAT WE HAVE TO TALL FALL BAD POUF VOTE PIVOT TO THE OTHER STRATEGY.
POWER (INAUDIBLE). >> SO WHY DON'T WE DO THIS, I HAVE A WHOLE SERIES OF SLIDES I'M NOT GOING TO GO THROUGH ABOUT MY RECOMMENDATION FOR EPO AND CAPITAL PROJECTS AND I'M GOING TO BRING A RECOMMENDATION TO THE BOARD FOR THE $2700 AMOUNT FOR EP & O AND INCREASING AMOUNT BECAUSE I CAN'T JUSTIFIABLY SAY THAT REDUCING OUR EDUCATIONAL PROGRAMS FOR STUDENTS IS BUSHEL BENEFICIR STUDENTS AND WHAT ALL OF US HAVE SAID WE'RE ABOUT AND SO I JUST -- THAT IS THE RECOMMENDATION THAT I'LL BRING TO THE BOARD.
WE'RE GOING TO CONTINUE THE CAPITAL PROJECT'S LEVY AS IS AND I KNOW THAT LEAVES LESS ROOM FOR CAPITAL CONSTRUCTION AND SO FOR ME, YOU WOULD RATHER MAKE DECISIONS AROUND CONSTRUCTION AND CAPACITY THAN CUTTING STUDENT PROGRAMS. AND SO, THAT'S WHERE I'M AT AND I KNOW THAT'S -- BY FUNDING BOTH OF THOSE AT THAT LEVEL, IT DOES LEAVE SOME CAPACITY FOR CAPITAL CONSTRUCTION AND NOT ENOUGH TO DO THIS AND THERE'S NO -- THERE IS NO TOTAL OPTION THAT MEETS ALL OF OUR NEEDS AND INTERESTS AND IS AN EASY TAX DISCUSSION, JUST TO BE COMPLETELY
[03:25:14]
TRANSPARENT AND FOR ME, MAINTAINING AND HAVING FLEXIBILITY AROUND STUDENT PROGRAMS, GIVEN ALL OF THE THINGS THAT WE SAID WE WANT TO ACCOMPLISH, THAT'S THE RECOMMENDATION THAT I WILL BE BRINGING AND SO WE WILL BRING -- NEXT TIME WE GET TOGETHER REGARDING THIS, WE WILL BRING THREE DIFFERENT FUNDING SCENARIOS THAT PROVIDE THE LEVEL OF DETAIL FOR US TO HAVE THEN THAT NEXT LEVEL OF CONVERSATION. ONE OF THE SCENARIOS WILL BE OPTION THREE, STRATEGY THREE AS THE ROTATING CAPITAL AND LEVY, BOND, LEVY AND WHAT DOES THAT LOOK LUKE LOOK LIKE AND BOND AND KIND OF THE MARK STEWART STRATEGY.AND SO, JUST SO THAT WE CAN HAVE THAT CONVERSATION. >> THE STRATEGY 1 AND STRATEGY 3
ARE NOT THE SAME ONE. >> I BELIEVE THE FIRST LEVY IS, YES.
(INAUDIBLE) >> IT'S NOT THAT I -- I'M FINE. IT'S THE RISK OF IT FAILING NOT AND CREATING THE CAPACITY FOR THE STUDENTS AND THE RISK. (INAUDIBLE)
>> SO I BELIEVE THE NEXT FEW STUDY SESSIONS WILL OPPORTUNITY TO BE FOCUSED ON THIS CONVERSATION BECAUSE, YOU KNOW, OUR TIMELINE IS RELATIVELY TIGHT AT THIS POINT AND IF WE TRULY WANT TO HAVE THE BOARD MAKE A DECISION -- IS THAT OCTOBER TIMELINE?
>> YEAH. >> THAT'S TWO STUDY SESSIONS IN SEPTEMBER TO BE ABLE TO PREPARE FOR THAT AND THAT IS WHAT WE WILL PLAN ON. AN OCTOBER TIMELINE GIVES AN OPPORTUNITY TO START TO CAMPAIGN EARLIER AND THE CHALLENGE WITH THAT IS, WE START TOO EARLY AND PEOPLE FORGET. BUT YOU THINK THERE ARE SOME DIFFERENT PHASES OF CAMPAIGN, INFORMATIONAL CAMPAIGN THAT WE CAN DO. AND POSSIBLY GOING INTO SOME GROUPS TWICE IN THAT TIME PERIOD. ANY QUESTIONS OR INFORMATION THAT WE WOULD BE HELPFUL? I HEARD PROJECTIONS OUT TO 2050. AND I KNOW BARBARA JUST CRINGED.
SOME LEVEL OF FEEDBACK AROUND WHAT OUR COMMUNITY WILL LOOK LIKE OUT TO 2050.
(INAUDIBLE) >> 2030. I MEAN, WE COULD ASK NOT BY THE
[03:30:03]
NEXT STUDY SESSION AND I THINK -- I THINK THE CHALLENGE -- AND I THINK WE ALSD RECOVERY, TOO, AND SO I THINK THAT WOULD SKEW ANYTHING BEYOND 2030.(INAUDIBLE) >> AND THE CITIES ARE UPDATING, SO IF THEY HAVE EVERYTHING THROUGH 2030 AND THEY HAVE TO DO THE NEXT PHASE, THAT'S WHAT THEY'RE ALL WORKING ON RIGHT
NOW. I WOULDN'T EVEN HAVE THE DATA. >> RIGHT.
>> BUT NO MORE LAND. (INAUDIBLE). >> I THINK WE'RE GOOD.
YOU WANNA WRAP IT UP? >> YES. >> SO ANY OTHER QUESTIONS FROM
THE BOARD, COMMENTS, ANYTHING ELSE FOR FOLLOW-UP? >> AS WE WORK THROUGH THIS BOARD, LONGER AND LONGER TERM AND NOW THROUGH 2015, WHAT DOES THIS MEAN AND HELPING TO THINK ABOUT THIS, SO THANK YOU. SO THERE ARE NO OTHER AGENDA ITEMS FOR TONIGHT AND WE ARE NOW ADJOURNED AND WE WILL BE BACK IN THE BOARDROOM AT 7:00 P.M. AND LET'S TRY TO DO A COUPLE MINUTES EARLY. WE'RE OFF JOURNED.
* This transcript was compiled from uncorrected Closed Captioning.